“There are two major roads for changing a person’s behavior – either through the psyche or through the body. However, real change has to be brought about in a way which allows both the body and the psyche to be changed simultaneously. If the approach is not integral but through either the psyche or the body separately, the change will last only as long as the person has not lost the awareness of it, and has not resumed spontaneous habitual patterns. However, by scanning one’s own body image, one can detect the return of the unwanted, habitual muscular function some time before it occurs, and can then either inhibit or facilitate it by an act of will.

The advantage of approaching the unity of mental and muscular life through the body lies in the fact that the muscle expression is simpler because it is concrete and easier to locate. It is also incomparably easier to make a person aware of what is happening in the body, and therefore the body approach yields faster and more direct results.” 

-Moshe Feldenkrais, Mind and Body

Entering into the process of learning and discovery that is invited by engaging in Feldenkrais lessons offers an array of possibilities from improving function and healing injury to a profound immersion in reconnecting with oneself. In fact, all of these elements are present in the process regardless of how or why we enter the process. Is it possible to really find and fully embody length in my spine if I don’t also sense the possibility that it’s OK to take up space in the world? If I don’t feel safe taking up space or being seen, I may not be able to sustain a new sense of length when I transition from the lesson back into my everyday life.

In any Feldenkrais lesson, whether it be Awareness Through Movement or Functional Integration, we are touching the relationships between body patterns and habits of mind. “Our self-image consists of four components that are involved in every action: movement, sensation, feeling, and thought.” Dr. Feldenkrais describes in the above quote from his article “Mind and Body” that the somatic element is integral to the process and perhaps “simpler… and easier to locate,” and emerging evidence in various psychotherapy practices would agree, as Dr. Feldenkrais points out, that “real change” requires this somatic component and also attention to the emotional aspects that are tied to our movement patterns. 

In my experience as both a Feldenkrais practitioner and student, this necessarily means we need to respect and honor the stories our bodies hold. 

It’s valuable to take note of Dr. Feldenkrais’ choice of words: “There are two major roads for changing a person’s behavior…” That is, while an outcome of a Feldenkrais lesson may be a more flexible spine or easier movements of one’s shoulder, these muscular changes are also associated with behavioral changes, not just biomechanical improvements. That is one reason why the movements are slow, gentle, and done at the pace of the student’s learning. When we move too fast, we generally do what we already know how to do, that is, we sustain the habits which maintain our sense of ourselves. Moving too fast can also be overwhelming and feel unsafe. 

Even though the statement “muscle expression is simpler because it is concrete and easier to locate,” is true in relation to understanding ourselves better, coming up against muscular resistance, tension and pain isn’t easy. Change in this context is not just about sensing and letting go of the tension, but also about sensing and honoring our habits and muscular tension as elements of survival strategies, beliefs, and a sense of identity that we acquired, often early in our lives. For example, if part of my identity is to always be in charge and take care of everyone else, I may not be able to find a sense of vulnerability that allows me to soften my chest, breathe easily, and find flexibility in my spine. If we still feel that we depend on certain behaviors to get through our lives, then our habits are unlikely to change. 

With that in mind, and thinking about this from a trauma-informed perspective, it is valuable to recognize that there are myriad ways in which we have experienced levels of trauma in our lives, and when we enter a lesson it’s important to be cognizant that we don’t know what we don’t know, and there are important considerations to attend to when beginning the process.

One strategy for survival in the aftermath of trauma can be the process of dissociation, where a person may disconnect from feelings, thoughts, or experiences as a way to deal with otherwise overwhelming stress. This disconnection from oneself can be mild to severe, and has an out-of-body quality. According to renowned trauma expert Richard Scaer, M.D. we store traumatic memories and the sensory information from that experience, in a “dissociative capsule.” This capsule helps an individual carry on with life by separating the contents of the memory from everyday life, however, the contents, until processed, still live in one’s body and can begin to wear on one’s health, as well as trigger reactions in us when something reminds us of that traumatic event. As practitioners and students, it is useful to hold in mind that many of us have experienced some form of trauma or another and that the after-effects of these experiences can surface during a Feldenkrais lesson.

And, we must consider that while the movements of a Feldenkrais lesson are gentle, slow, easy, and only within the range of comfort, it doesn’t mean we won’t touch something in ourselves or our students that triggers painful memories… memories that can show up somatically. This experience might evoke increased pain, discomfort, overwhelm or nausea. It may show up as significant muscular tension and unwillingness to change. It may show up as chronic pain. It might emerge as a return, over and over again, to the same uncomfortable posture. It might mean a student doesn’t come back after one lesson. Or, that the dissociative state could be retriggered.

The benefit of Feldenkrais in this situation can be its gentle invitation back into one’s body – without force, without effort, without judgement, and at whatever pace feels right. In this process, we can create new experiences, new pathways, and open up new possibilities of feeling and being. Until we know another way, we stay stuck in what we know, even if it’s not working for us.

So, what are the considerations we can keep in mind when we enter a lesson? How do we integrate psyche and body in this process to invite “real change?” 

  • First, go slowly. Pay attention to signs of resistance to change as valuable information. Somatic trauma educator Suzanne Fageol, says, “you only want to go as fast as the slowest part of you feels safe going.” It’s important to develop rapport and a sense of safety. We want to avoid re-traumatization and respect an individual’s natural healing process. 
  • Invite and make space for attention to one’s whole self. In addition to paying attention to physical sensations, welcome attention towards feelings, memories, thoughts, body sensations, beliefs, etc. Don’t discount what you are feeling. Notice what comes up during the lesson and get curious! 
  • Provide time and space to make sense of the learning. Noticing changes and our feelings towards new sensations and possibilities can open up a rich world of discovery. 
  • Respect the process. We may experience frustration around the limitations we bump into. Those limitations may be strongly held beliefs that we picked up a long time ago and/or protective parts that are trying to keep us safe. Bumping up against these limitations doesn’t mean we are necessarily stuck, it means we have an opportunity to learn and being gentle in these spaces can open us up the possibility for change.
  • Remember that often our habits may provide “secondary gains.” There may be hidden benefits to our behavior, even if the results are pain and discomfort. For some people, there can be an unconscious downside to healing. For example, maybe changing my behavior and getting better means I won’t need the support and help I am currently getting from the people in my life and then I would feel alone. 
  • If you are a practitioner, learn about how to know when you are outside of your scope of practice in dealing with emotional dysregulation and develop relationships with other practitioners who are trauma-trained specialists.

The overarching theme that seems to emerge as we acknowledge the intimate relationship between psyche and body is to go slowly, trust the process, listen, engage with curiosity and compassion, and remember that we are human and not machines. Continue to be open to the idea that we are not trying to “fix” ourselves or anyone. We are instead inviting acceptance and compassion, leveraging our awesome ability to learn, grow and rewire our brains.

We learn when we feel safe and get curious. And as Feldenkrais understood, rewiring the pathways in our brains is key to change “real change has to be brought about in a way which allows both the body and the psyche to be changed simultaneously.” Opening ourselves up to the full human experience, embracing both our physical bodies and the emotions held within can provide the groundwork for “real change.”

About Fritha: 

Fritha Pengelly, GCFP, Certified IOPS Practitioner, and an Accredited Certified EFT (Emotional Freedom Techniques) Practitioner is based in Northampton, MA. Her practice is deeply informed by her background as a professional dancer and dance educator.

Fritha spent seven years (1994-2001) performing and teaching nationally and internationally as a member of the New York City-based Doug Elkins Dance Company. In 2006 she received her M.F.A. in dance with a focus on anatomy and physiology from the University of Washington and has taught as a visiting artist at various colleges and universities in the U.S.

Additionally, Fritha has taken courses Tapping out of Trauma 1.0, Tapping out of Trauma 2.0, and a foundational course in Meta Health. She maintains an active practice in Northampton and online.

Check out Building Your Emotional Resiliency Practice combining The Feldenkrais Method® with EFT with Fritha and Sarah Young. Sessions include EFT Tapping followed by Feldenkrais ATM® lessons.