The thread of the module is the emotional component of the chronically activated green light reflex. Learning P1 in a way that enables higher emotional efficiency.

Learning about the role of fascia in the functioning of the membrane and its role in the green light reflex. Learning AEQ fascia to reduce the impact of chronically activated green light reflex on behavior and emotions.

Learning about homeostasis and the functioning of body and nervous system connections to properly understand the deep causes of SMA, SMO and SMI formation. Understanding the role of feelings and emotions on the correctness of investing time, energy and attention in changing the present to achieve a painless future.

Understanding the environmental impact on the child and forms of SMA for the child’s adaptation to the family; the ways in which the child balances the relationship between the parents, thus creating a membrane for the needed self-expression, which affects the stability of the child’s personality.

Learning about the need to distort and suppress aggressive feelings towards the environment as the main reason for the creation of SMA. Learning to increase orderliness and connectedness in the primary family of a Level 4 AEQ student, which is necessary for the appropriate relationship with oneself and the client in the process of working with the client.

Learning and understanding the importance of conscious conversation to increase the orderliness in relationships.

Getting to know and practically using the Karpman Triangle to properly determine and create order in the teacher-client relationship.

Getting to know and learning about the principles, rules and approaches for quality management of AEQ method and AEQ breathing online programs as a basic way of learning AEQ methods.

The thread of the module is the emotional component of the trauma reflex. Learning P3 in a way that enables higher emotional efficiency.

Learning about the energy fluidity within the membrane that is needed to understand body shape, posture, movement, speech, voice color and facial expression.

Deepening into the role of fascia and learning AEQ fascia to reduce the impact of chronically activated trauma reflex on behavior and emotions.

Understanding the impact of our parents’ pasts and social changes after World War II.

Continuing to learn to increase orderliness and connectedness in the primary family of a Level 4 AEQ student, which is necessary for a suitable relationship with oneself and the client in the process of working with the client.

Detailed knowledge of membrane states, which create personality forms of aircrafts, submarines, zombies and activators; why they form and how they are connected with each other. The correct classification of the client’s condition enables a clearer determination of the relationship between his past and present family and a more accurate development of the AEQ method learning plan, as well as a better understanding of the client – why he is the way he is and what he needs to change to be different, both in himself and in the environment in which he lives and works.

To learn about differences between the area of normality, apparent normality, the area of learning and the decomposition area, to correctly determine the condition of the client and to have a suitable impact on him – to achieve a higher syntropy needed to eliminate strong SMA.

Continuing to learn protocols to get more information about emotional blockages. In-depth learning of influences and relationships between the principle of pleasure and the principle of reality, action and reaction of the emotions, ego and super ego.

Continuing to learn principles, rules and approaches for quality management of AEQ method and AEQ breathing online programs as a basic way of learning AEQ methods.

The thread of the module is the emotional component of the red light reflex. Learning P5 in a way that enables higher emotional connection and efficiency.

Learning about the role of fascia in the functioning of the membrane and its role in the red light reflex. Learning AEQ fascia to reduce the impact of chronically activated red light reflex on behavior and emotions.

Learning the right approaches for parents whose child is having problems; appropriate guidance for parents to learn about their emotional maturity, and for relationships at the 2nd and 3rd degree of emotions; how to link this to a child’s behavior and problem caused by unrealistic expression of emotions.

Coping with your own 2nd emotional degree, shown by the child’s or partner’s behavior; how learning the AEQ method changes this and allows the child to have adequate physical and emotional maturity.

Explanation and practice of appropriate ways of working with past traumas that were created in the relationship between a Level 4 AEQ student and his parents in his childhood; how to feel the suppressed emotions and allow yourself to recognize the realistic relationships in your childhood. Embracing the emotional states that occurred at the time through the elimination of illusions and nostalgia, and the strengthening of emotional maturity and efficiency that comes as a result, which is needed to work with clients with high SMA.

Continuing to learn the appropriate use of AEQ fascia with the protocols of AEQ method and AEQ breathing.

Learning about the role of fascia in the functioning of the membrane and its role in the pelvis and the legs. Learning AEQ fascia to reduce the impact of chronically activated freezing reflex in the lower half of the body on behavior and emotions.

Learning about the emotional function of legs and pelvis that is needed for appropriate emotional maturity and efficiency.

Deepening into already learned models of thinking, observation, sensing, active therapy skills and AEQ fascia for creating effective, clear and long-term changes in clients. Raising the integration of the teacher and the client to increase the ability to work with current and past entropy, which prevents the transfer of disorderly relationships from our ancestors.

Learning and understanding the importance of conscious conversation to increase the orderliness of relationships and the client’s ability to learn.

Continuing to learn about the practical use of the Karpman Triangle to properly determine and create order in the client-teacher relationship.

A deeper understanding of Newton’s first, second and third law from the perspective of accepting and expressing emotions.

Learning to work with couples by regulating the differences between them, and recognizing the influence of tradition from the subconscious on their relationship with the intention to prevent a recurrence of their parents’ relationship history.

Learning about the role of fascia in the functioning of the membrane and its role in the upper half of the body. Learning AEQ fascia to reduce the impact of chronically activated freezing reflex in the upper half of the body on behavior and emotions.

Learning about the emotional functions of hands, shoulders, neck, chest and head that are needed for appropriate emotional maturity and efficiency.

Interconnecting all the knowledge received at AEQ teacher trainings from Level 1 onward; working on the missing components of perception and integration of the effects of childhood on chronic stiffness and inability to develop appropriate emotional maturity; complementing the understanding of the impact of time, gravity and laws of physics on the ability to influence the environment to achieve the appropriate client-teacher balance that is needed for honest communication in the process of learning the AEQ method, both individually and in AEQ learning programs.

Final exam for receiving the title of Teacher of AEQ method Level 4.