Changes

My 12 year old client was balancing on my round yoga balancing board while simultaneously holding an infinity loop marble board and rolling marbles around it rhythmically. Have you ever tried something like that? It takes a tremendous amount of balance, coordination and focus to accomplish it, and there he was- doing it like it was easy as pie. 

To understand why this was such an accomplishment, you must first understand where we started.  When I began working with this child, he didn't even know where his feet were. By saying that- what I mean is that his proprioceptive system (the sensory system that helps you to know where your body is in space) was under-developed enough that he would literally "slap" his legs when we were doing our Brain Gym® Cross Crawl activity. He would do this because he needed the stronger sensory input to tell where his feet and legs were in space. He would slap his legs so hard that his mother and I were genuinely concerned that he would hurt himself.

I've talked a lot about Primitive Reflex Integration in my blog posts, but the topics I haven't touched upon as much are the sensory systems. Specifically, the Proprioceptive and Vestibular systems.

There is a lot of information I could get into about these two systems, but I want to just give you a brief overview so that you can have a better understanding of them. Primitive Reflex Integration is important for the development of these sensory systems and as a result we often see growth in this area. 

As I mentioned- the Proprioceptive System is the sensory system that helps us to "know where we are in space". Proprioceptors are located in our muscles, joints and tendons and proprioceptive processing contributes to gross and fine motor skills and posture. It also helps us to keep track of our body parts and control our body movements. 

So, if the Proprioceptive System isn't working as well as it should, kids (and even adults) might need more input to tell where certain body parts are. They might tap their foot so they can feel where it is, or they might need to look at a particular body part before touching it because they can't sense where it is without the visual input. This system also tells us how much pressure we need to complete a task. For example, holding a pencil or carrying a backpack. Without the appropriate input, we might grip the pencil more than is needed, or drop something as we pick it up.

The other sensory system I want to touch upon, the vestibular system, provides the brain with information about our relationship with gravity through our head movement. In simplest terms, it's our balance system. Located in our inner ear, it helps us with body awareness, gravitational relationship, balance and coordination. If the vestibular system is immature, it can cause us to feel dizzy more easily and to prefer being still rather than moving. Now, if a child is seeking vestibular input, we might see the opposite- a need to bounce, spin, etc. 

I've written before about how the body knows what it needs and the same applies for these sensory systems. When my son first started at Brain Fit, he would spin on our coaches toy (called a dizzy disc) at the beginning of every session. Now, he would not just spin, but would spin as fast as he could, for as long as we would let him. His body was seeking the vestibular input. His vestibular system was under-developed and needed the spinning to help move it along.

Similarly, this 12 year old that I am referring to, was also seeking vestibular input when I first started working with him. He would meet me at my car when I arrived and carry my big green ball into the house. He'd immediately start bouncing on it- as high and as forcefully as he could. I used to sit behind him and hold onto his waist for safety while he bounced. I would hold onto him while he worked his vestibular and proprioceptive systems. 

During this ball bouncing time, I knew exactly what he was doing. His body knew exactly what it needed and that big ball was the tool to help. This need to work the sensory systems didn't last forever, and eventually he told me I didn't need to bring the ball anymore. Just like how my son eventually stopped spinning on the dizzy disc at the beginning of every one of his Brain Fit session and moved on to other things.

I love to see the changes in kids as we do this work together, and the developments of these sensory systems are fun to witness. I know that the time during sessions spent spinning and bouncing and jumping and moving is all part of the process. It's getting specific type of movements into the body that are needed in order to continue development and help organize the brain.

During our Brain Fit sessions, the Primitive Reflexes integrate, the sensory systems develop, and the changes we see are noticeable and positive. 

It's a beautiful thing.

I Want to Shout it From the Rooftops

Have you ever believed in something so much that you just wanted to tell everyone you knew about it?

Maybe it was a new kitchen gadget that you bought and thought it was the best thing ever.  Or maybe it was a diet that worked well for you and you wanted everyone else to try it to.

I think it's human nature to share the things we enjoy and believe in with others- don't you? I mean when you feel good about something, you want to share it others and have them reap the benefits too.

That's how I feel about the work we do at Brain Fit Academy.  I want to tell people.  I want others to reap the benefits of the work and the knowledge.  I want parents to come for their children, and I want them to come for themselves. I want teachers to come for their students and for themselves.

I've written in other blog posts about how I have seen the benefits of Brain Fit. The benefits of Primitive Reflex Integration and Brain Gym® and Rhythmic Movement Training (and other modalities) with my son, my clients, participants at our classes, as well as myself.  

I want to shout it from the rooftops:

"HAVE YOU EVER HEARD OF PRIMITIVE REFLEX INTEGRATION?" 

"DO YOU KNOW ABOUT BRAIN GYM®?"

It's not a new kitchen gadget. It's not a new fad diet. 

It's a way to change your life. 

It's a different way of thinking and approaching challenges.  It's a process that we trust. It's a way to bring smiles where there were tears. It's a way to dissipate fears. It's a way to calm a mind and it's a way to bring some peace back to a family.

I want to shout it from the rooftops. I want to tell all those I meet- especially those with children that are struggling.  I want the world to know that there is a place that can help.

Excuse me? (I say from the rooftop to all those below)

"HAVE YOU EVER HEARD OF BRAIN FIT ACADEMY?"

"NO?" 

"LET ME TELL YOU ABOUT IT!"

Notice

When was the last time you noticed your ears?" 

I remember when Pam Formosa, the owner/director of Brain Fit Academy asked this question of myself and my teacher colleagues. She had come to the school where I was teaching at the time to present a workshop about Brain Gym® in the classroom and was teaching us how to do the activity called "Thinking Caps"- an activity where you massage your ears.

Actually, I should say that my principal and I invited Pam to come to my school that day. I had recently started working as a coach for Brain Fit and I wanted my fellow teachers to also learn about and understand the benefits of using Brain Gym® with their students- since I found the program to be so powerful!

Anyway, we were "noticing". In this case- our ears.  Noticing what our ears felt like. Noticing what the sound coming in was like. Noticing what our ears were doing-just noticing. 

Our ears!

In response to Pam's question "When was the last time you noticed your ears", I remember thinking- "Um, like never before Brain Fit came into my life?!?"

Now, today, as a coach at Brain Fit, and having gone through many classes, balances with Pam, and working with my own clients, I've "noticed" plenty of times.  And, I've helped my clients "notice" too.

Noticing helps us to change.  Noticing helps us be aware of what is happening in our brain and body.  Noticing helps us to see what needs to be worked on. And, among other benefits- noticing helps us see positive changes.

At Brain Fit- when we work with clients, we notice.  We might "notice" to see what reflex needs to be worked on that day and how our bodies are moving through the motor patterns of the reflex. We might "notice" emotions, or feelings in our body, or the way we are moving though the midlines of the body. We might "notice" how our body felt when engaging in a certain activity.  We might "notice" what activities are hard for us.

Noticing brings awareness.  

And awareness brings change. 

Now, the other thing we do when we notice? We do it without judgement or worry. We teach the kids this- "notice without judgement or worry". In fact, it's one of Brain Fit's guiding principles!

For some, noticing can be tricky. Just like me being asked to notice my ears- when was the last time a child was asked to notice things like:

• How do your feet feel? 
• Do you notice any tension or tight spots in your neck? 
• Was that activity easy, hard or too hard? 

As Brain Fit coaches, we actually have noticing "cards". This small, visual, "book" has different cards that can help children to notice.  For example, there is a card that says "How did your body feel?" and has four child-like figures and corresponding choices such as "tired" and "coordinated". There's another card that asks "How was your speed?". And again- 4 visual figures and options such as: "quick and smooth" and "too slow". These cards are a great tool and we use them frequently.  I find that as my clients expand their ability to "notice" they start to offer their own observations as we go through a session.  Again- no worry or judgement- just noticing.

Noticing is important. Noticing can be tricky for some- but can be taught. Noticing brings awareness and change.

Noticing- is powerful.

When was the last time you noticed your ears?!?

The Beginning

He looked at me with one of those "deer in the headlights" looks. It was my first session with this 10 year old client and I was explaining to him about P.A.C.E. (the Brain Gym® 4 step process that we use to settle in). 

I was sitting on the floor of his living room with him. His mother was there with us, as was Pam Formosa, the owner/director of Brain Fit. I was trying to teach him a little about P.A.C.E. and why we do it, and this boy's brain and body had entered "freeze" mode.  His brain perceived the information that was coming at him as "threatening" and it activated the Fight/Flight/Freeze response. 

So what did I do? I stopped talking.  I continued with P.A.C.E., guiding him with minimal words to help him with the activity as best as I could. That worked. He was able to engage better and we continued with the session-with me wary not to overwhelm him with too many words.

Not all of my new clients start out this way, but certainly a fair number. There's actually a variety of things that seem to happen during a first session- both for the client and the parent.

Brain Fit clients start out by having a screening with Pam before they start with us, the coaches. So they (and the parents) start the learning process then. As she is evaluating the child, she also starts the education about the parts of the brain, midlines of the body, primitive reflexes, muscle checking, and so forth. 

Once a coach starts working with the client, we continue the education for the child and parent.  It's an ongoing education that is age-appropriate and also appropriate for the needs of the child and parent(s) we have in front of us. 

For the parents, that first session can feel a little daunting. Well, at least I know that's how it felt for me. And, that's the sense that I get from many of the parents I've worked with. There might be some curiosity, confusion or trepidation about the whole process. Remember- we look at things differently at Brain Fit and much of the information and processes may be new for families. So as a coach, part of my job is to help kids and parents understand what's happening, and to help them to "trust the process".

Sometimes, depending on the client, educating the parent at the same time as working with the child can be a tricky process. I find that some kids (especially the younger set) really need my attention and focus all the time in order to keep them engaged, and for me to be able to pick up on those subtle clues that their body is giving me. That's why I love that we also offer adult education outside of sessions- Brain Gym® 101 and Reflex Integration courses that teach all the ins and outs of what we do. It's invaluable learning and really helps parents to understand what they see as they observe the sessions.

For the clients- the children, the first session is also about learning. Learning the "structure" of a Brain Fit session. Learning what it means to set a goal, what it means to "notice" and what we mean when we say "work, rest, and play". 

There is also the simple act of getting to know each other. In fact, I just about always set a goal during my first session with a child to just get to know each other better. We're going to be working together on a regular basis and I want to start the relationship building that day. Sharing tidbits about ourselves helps us to build a relationship and helps the child to feel more safe and comfortable. It can help them to understand that I am just a regular person with likes and dislikes just like them. It's about starting to build the relationship the first day so that as we move forward we've started with a strong foundation of mutual trust and respect.

We have to start somewhere, and the first session is the beginning of a beautiful journey that we take together- the client, the family and me. It continues on from there and we learn and grow together. As we move through sessions, the children become more comfortable with the process, and often by the third or fourth session are able to tell me the five parts to the session as well as engage fully in the learning. The parent(s) also settle in, start to ask more questions and some even join us during the session to "work" and "play" with us.

It's a wonderful thing, the first session, because it starts the process of change and growth. 

From there- it only gets better and better.

Beauty

I’m sitting in front of a beautiful lake, eating my lunch between appointments and I’m thinking about beauty. There is such a wonderful amount of beauty in this world. In the sky, in the mountains, in the lakes and oceans, and rivers. 

And- there is so much beauty within kids.

But sometimes that beauty is overshadowed.

• It might be overshadowed by anxiety.

• It might be overshadowed by a learning challenge.

• It might be overshadowed by feeling that something just isn’t “quite right”.

Whatever it is, sometimes that internal beauty isn’t able to shine and extend itself out the way that it should.

When clients first come to Brain Fit Academy, often that is the case. The beauty of the child, teen or adult is being overshadowed.  Maybe there was a trauma in the life of that person. Or maybe a child struggles at school and has had their self-esteem torn to shreds. Or maybe the once-happy child becomes an angry teen that just can’t feel good in their own body. Or, it may be that the person has struggled their whole life in various ways and now wants to address it (or their parents want to address the struggles they see in their children).

Whatever the case may be, whatever brings the client to Brain Fit, we want to help that person find the beauty again. We want to help them work through their challenges. We want to help the family have more peace among them. We want to be a support in a way that families have been looking for but haven’t found.

The beauty that lies in all of us can be accessed. It can be brought out through reflex integration. It can be brought out using Brain Gym®️ movements. It can be brought out by noticing our feelings and our bodies and doing intentional movement to work through struggles.

I’m only one of the coaches at Brain Fit Academy. I’ve found my own beauty, and my son’s beauty, through this program. I want to help others do the same (as do all the other coaches).

That’s why I’m here. It’s why I’m committing myself to this work. It’s why I do my best with every client and every family that I have connections with through Brain Fit.

The world is beautiful. YOU are beautiful, and your children are beautiful.

If you’re having trouble seeing that right now, try Brain Fit. Let us help.

We’ll find that beauty-together.

 

Toys

I can't put groceries into the trunk of my car. When I go to the store, I have to pile all the bags into the back seat or on the floor.  Sometimes, if the "Big Green Ball" is on the backseat then I don't even have half of the seat space for groceries.  

It can be a real problem sometimes. No- seriously, I have food falling onto the floor, sitting in the sun on hot days, my watermelon rolling around- it's not pretty.

You see, the truck of my car is filled with toys- literally filled. 

Toys and balance boards and games. 

Balls and juggling sticks, tunnels and monster feet.  

Hula hoops, spinning disks and sidewalk chalk. 

All sorts of toys and materials that I use with my Brain Fit Academy clients. 

Since we Brain Fit coaches travel to our clients' houses, my materials need to come with me.  And, since I work with children of a variety of ages and needs, I carry a variety of materials. And, as I discussed in my previous blog post titled "Joy"- we play with clients during every session.

When I first became a Brain Fit Coach, I raided my kids toy bins in their playroom.  I had learned all about the primitive reflexes and was aware as to how to choose toys that would work on certain ones.  My kids didn't mind since they are teenagers and many of the toys had sat idle for years. Apparently, we hadn't cleaned out in awhile! 

I even started a list of all the toys I had collected and what reflexes they could work on.  Pam Formosa (the owner/director of Brain Fit) thought that was kind of funny since she knows I like to be a "planner". 

Anyway, it's true.  I raided my kids bins and I started a list. I think that list was really just more for myself to get me organized, and I'll be honest- it didn't last long. But as far as the toys being used to help integrate certain reflexes? Absolutely!

And, I'll admit- some of the toys in the toy bag I bring into a session are still organized by the reflex they work on. What can I say? I am a planner after all.

Now, you might ask, how can a toy work to integrate a reflex? Well, when you understand that primitive reflexes are motor patterns- particular movements of the body, you can think about toys that mimic those same motor patterns. Or, perhaps they produce a certain response to sensory stimuli such as a loud noise. Or they help you to get clients looking in a certain direction- such as looking up when working on the TLR (Tonic Labyrinthine Reflex) and focusing on neck mobility.

During a session, once I begin work with my client and we figure out the reflex that we are focusing on that day, I bring out toys that can help integrate that reflex and we use them during "play". 

Some toys are multi-purpose. Balls, beanbags, balance boards, balloons- they can serve a multitude of purposes. Then there are certain toys I reserve for working on certain reflexes- such as the use of my "Boom Rackers". Boom Rackers are rackets that have a plastic surface that when it hits the accompanying ball, makes a tremendous loud booming noise. That noise is perfect when you are trying to help a client work through a reflex such as MORO- where sensitivity to sounds can be present.

During the play part of my sessions, I always strive to continue to focus on the reflex we're working on by choosing toys and/or activities that can help integrate it.

But shhh!!! Don't tell the kids! 

To them, it's just fun play. Fun play with a variety of different toys and items they don't always see every day. Or- maybe, just some creative play with a beanbag or a ball.  Regardless, little do they know that we are actually continuing the work during that time!

So yes, play and toys are super important at Brain Fit.  And yes, maybe I go overboard with the amount of toys I carry in my car. 

The problem is, the toys don't fit on the Brain Fit shelves in my basement either. 

They're full too.

The (Last) Day

I don't want to see my Brain Fit clients for forever.  That's right- I want there to be a "last day". I want my clients to get to a point where they are ready to stop seeing me, to stop participating in Brain Fit.

Why do I want that? Why do I look forward to that day? It's because that means that the child is ready.

They are ready to do it on their own. 

I want to help my clients in a way that empowers them to be ready for that last day with me. I want to give them the wings that will allow them to fly on their own.

I want my clients to leave with multiple movements tools that have become favorites. I want them to leave with their primitive reflexes integrated. I want them to leave when they feel ready to leave.

Now, this is not to say that the "last day" is an easy one for me. By the time that day comes, I have developed a relationship with the child. And, I developed a relationship with the parents and family as well. One of the things that I love about working as a coach at Brain Fit is that one-on-one connection that gets built with the client. However, it does make it hard to leave when the time comes. Going from seeing the child on a regular basis, to not at all- or maybe to just seeing pictures on them on Facebook (because their mom and I have connected there) can be hard on me too.

Sometimes, that last day comes before I feel like we're ready.  It may be due to financial constraints of the family, or maybe they move, or some other situation that is out of their control.  It's these times that are the hardest- when the last day comes before I feel like I've fully given the child their wings- when I know there is still work to be done. Remember, I want to empower my client to be able to fly on their own, and I want to know that we have completed the work we set out to do. 

Now, I don't want anyone to think that I'm blaming anyone for a situation like that- having to stop before it's "time". I'm just letting you know that occasionally it does happen and that's ok.  Sometimes, the child comes back- for "tune-ups" as we call them, and sometimes they don't. It's all in the nature of the business.  

Regardless, during the time that I work with the client, during that time we have together, I promise that I do my best to help to empower the child to be ready to leave. As I mentioned in my last blog post, I meet them where they are and move them forward.  And, make no mistake- we always move forward.  We always make progress on those wings. 

During my last session with kids, we often come up with a goal that they are able to use the tools I taught them.  That they can use the tools to help themselves, even when I'm not around. That's what we set out to do from the beginning so it just makes sense to me that that is where we end. Set up the brain and body to be ready for that last jump from Brain Fit to flying on their own!

The other piece to the last day is the parents and I would be remiss if I didn't mention them. As I said above, I often develop a nice relationship with the parents (most often the mother) as well. The last day can be hard on them too. I get it. It was hard on me when it was my son's last day with his coach- although we do keep coming back for "tune-ups" now and again- lol.

As a parent, you develop a relationship with the coach yourself.  I looked forward to conferring with her about my son. I looked forward to talking to her, mom-to-mom, parent-to-parent.  It's a connection with another adult that has also come to understand your child. Another adult that understands their difficulties and that wants to help them just as much as you do.  To lose that yourself- for the parent, can be hard too.  

But you know what? Just because I don't see the child anymore, doesn't mean I'm gone forever.  Parents can come for tune-ups as well. And, as I said- I may have connected with them through Facebook or texts .  I would like to think that not only have I given the child wings, but the parents as well.  And if it's the parent (rather than the child) that has trouble flying at some point in the future? Well, I'm only a text away and am willing to help.

I want my clients to have a last day.  I look forward to it for them! I want to know that together, we did the work and that they are ready to fly on their own.

The last day may make me sad, but it also warms my heart knowing that the time came when they were ready for me to let them go. 

And then? I get to watch them fly...

Meet Them Where They Are

I climbed into the back seat of his mother's car the best I could.  He had just arrived home from school and it was time for our session, but this nine year old boy was in complete "freeze" mode and wouldn't come out of the car.

I climbed in and just started "working" on him.  I didn't say a word because he was so stuck in the freeze response, in the lower part of the brain that we call the "baby brain", that words wouldn't have done any good. He wouldn't have been able to access them- his brain was in the "freeze" of the Fight/Flight/Freeze response and was reacting to the "threat" by making his body (literally) freeze in the seat of the car.

I started by rubbing his ears with a Brain Gym® activity that's called "Thinking Caps". Thinking Caps can be very calming for some people and stimulates more than 400 acupuncture points in the ears! Next, I did another activity called "Positive Points". Positive points can help bring blood flow away from the brain stem (the baby brain) to the thinking part of the brain so that a person can "respond" instead of "react".

I acted intuitively, and never said a word. I continued those two activities and another one or two.  Eventually, and although I don't know the time frame exactly (but I would say it was probably about 5-10 minutes later) he was ready to come inside and start his session.

When we work with Brain Fit clients, this type of thing can happen.  You see- it's the body's way of showing us exactly where they are in development.  This boy was in freeze mode.  He needed me to "meet him where he was". Which, in this case was literally inside his mother's car.

Sometimes, meeting a client "where they are" means that they come to the session and immediately drop to the floor.  And where do I go? To the floor.  They are showing me what they need, and I respond by meeting them there.

Or- maybe the client hides under blankets, or in a corner.  I meet them where they are and join them if they let me (which, by the way is most times-especially once I have built a relationship with them during our sessions). 

If you read my post The Body Knows- it Just Might Need a Reminder, then you'll understand that I already recognize that a person's body knows what it needs.  This is no different.  It's about looking for the subtle clues that are telling me what their body needs.  Not only for that day or that week, but in that very minute.  And if the child is in Fight/Flight/Freeze mode, I can tell you this- I know I won't get very far by talking. 

And, if that means that we spend the first 10 or 15 minutes on the floor (or in a car, or under a blanket) with me just doing passive movements to the child, then that's what I do. It doesn't matter what plan I have, or what is "number one" on the schedule for the session.  I meet them where they are in order to get them to a place where we can move on.  And if that 10 or 15 minutes turns into half the session? Then so be it.  And if I need to, I explain to the parent why that needed to happen and I continue on. 

I will tell you though- that at least with my experience so far- it doesn't usually take more than that short amount of time to "move" the client into a better space where they can continue on with the rest of the session. I meet them where they need me to, and then we can move on.

We meet the client where they are because in order to move forward, you have to start where you left off. In order to integrate the primitive reflexes- be it Fear Paralysis or MORO, or STNR or any of the others- you have to start where it left off.  

We at Brain Fit meet the client where they are and move them forward. And we do that to get them to the best place they can be in life.

Little-by-little.

There's Someplace Else

I have never been a fly on a wall when one parent has referred Brain Fit to another, but I imagine the conversation might start something like this...

"Have you ever heard of Brain Fit Academy?"

What we do at Brain Fit can be hard to describe.  Hard to explain. 

Primitive Reflex Integration- What?!? Brain Gym? Brain, who now?!?

I get it. As a parent first coming to Brain Fit I had a hard time understanding too.  And to explain it to someone else? Well, that was even harder. And even now as a coach, it can be hard to explain.  And then, when you're trying to explain it to parents of children with differing needs? That just adds to the complication! 

At Brain Fit, we do rely a lot on word of mouth for clients.  We love when parents refer us to others because even if you can't explain what we do, you can explain how it has helped your child.

People come to Brain Fit because we're different. Many seem to come because they've exhausted other methods and are looking for something else.

We're the something else. 

We get to the root cause of many challenges that kids have and we do it in a way people haven't heard of. Therefore, hard to explain:

• No context to go off of for many

• No easy way to talk about what we do and why we do it.

When you've tried other treatments such as more traditional OT, or other therapies and you want to compare the two, you can't. You can't because other therapies don't work the same.  Other therapies treat the symptoms. We treat the root cause.

We treat the root cause of challenges, we work to reorganize the brain, and we see positive changes in the clients. 

Honestly- if every parent of a child that has gone through Brain Fit told this one sentence...

"Brain Fit treats the root cause of challenges, they work to reorganize the brain, 

and they see positive changes in their clients." 

...to five other parents with children that are struggling we'd be sure to have people knocking down our doors! 

So- there you are parents of Brain Fit kids- a challenge for you if you are so inclined. Share that sentence with five other parents with struggling kids.  

You might even want to start with "Have you heard of Brain Fit Academy?"

And when you do, can I be a fly on the wall?

The Body Knows- it Just Might Need a Reminder

I blew up a balloon and gave it to him.  He was already on his back on the floor, in the exact position I was going to ask him to take- before I even handed him the balloon.

I had recently started working with this 9 year old boy. He was fearful of many situations and we were working on integrating the MORO primitive reflex that day.

One of the activities we do for this reflex is called the "Super Star". It's a movement that mimics the MORO response of the limbs/head coming in towards the core of the body and then opening up into a "star" position with arms and legs extended. 

Before I even started working with this boy on that particular day, his body already knew the exact position he needed to be in.  Once I gave him the balloon, he immediately lifted his feet and hands up and started kicking and hitting it into the air, and then "relaxing" by laying his arms and legs on the floor in that exact "star" position. Although not exactly the "Super Star" activity, this modified version is what I use with clients sometimes to work on the reflex in a more playful way. 

The thing that amazed me, and still does to this day when it happens (which is often!) is that his body knew exactly the movement and position it needed to be in.  I never said anything to him. I didn't ask him to lie on his back and start kicking and hitting the balloon, all I did was give him the balloon!

Let me give you another example.  There was another boy I was working with, about the same age.  He was working on the STNR (Symmetrical Tonic Neck Reflex).  We had set up an obstacle course with items I had brought and that he had available at his house.  He was enjoying jumping, climbing over things and balancing.  I gave him a ball that was about the size of a playground ball to add to the complexity of the obstacle course.  I suggested that maybe he roll it as he went through, or throw and catch. He said to me "I know! What if I hold it over my head and go through the obstacle course that way!". 

Now, if you don't have an understanding of the STNR reflex, or weren't really paying attention, you might just think that this was another way that a 9/10 year old boy plays- making up new rules to make a game more challenging.  But to me- with my knowledge and understanding of the STNR reflex, I knew exactly what we was doing. You see, the STNR reflex is a transitional reflex whose primary purpose is to get a baby into the crawling position. Completing activities and movements that isolate the top and bottom of the body can help to integrate this reflex.

By holding the ball up over his head, what was this boy doing? That's right! He was isolating his top half from his bottom half.  His arms were no longer available to help him work his way through the obstacle course and he had to rely solely on his legs and lower part of the body.  His body and subconscious mind knew. It knew what he needed- on that particular day- to work on that particular reflex. How cool is that!!

Along with this concept of "the body knows" there is another awesome thing that happens when we work with clients.  That is when in between sessions the clients make progress toward integrating the reflex.  As a reminder, we are working on primitive reflexes that either didn't finish integrating (or becoming dormant) for whatever reason.  Maybe they were interrupted at a particular place in development, or got "stuck", but regardless, they didn't integrate.  

When we start working with clients, it's like we "jump-start" the reflexes again.  We jump-start them with intentional movements and activities and play.  And then what happens? The body starts to take over and help out! I like to tell the kids and parents that it's like were reminding the body of what it was supposed to do and the body's response is "Oh! that's what I was supposed to do- thanks for the reminder!"

Now you may be wondering how I know that the child's body is working on the reflex outside of our sessions? There's a few ways.  First, I often get texts from my clients' parents showing me pictures of movements or activities they are doing that they never did before.  A common one is somersaults.  When a client's TLR (Tonic Labyrinthine Reflex) isn't fully integrated, they are reluctant to do somersaults because the neck is so locked up and tight and it's really hard to tuck their chin.  Once we start working on the TLR and "reminding" the body of what it should be working on, somersaults become easier and often kids start doing them- on their own!

Another way I know that the client has been working through the reflex is by muscle checking (AKA Applied Kinesiology). If you've read this blog post of mine you will recognize me talking about this technique.  But basically, it's a way to use the muscles of the body to get information from the subconscious mind. When we work with clients, we use muscle checking to find out what reflex to work on, but also to find out where on the "continuum" the reflex is- from emerging, through developing and onto integration. 

So, most times, once we've identified the reflex we're working on that day, I will muscle check the client to see where the reflex is on that particular day and compare it to the last time we worked on it.  My experience has been that just about every time, the reflex has moved along on the continuum at least a little bit.  And I'll bet, that if I was with the child all the time and was paying attention, I would see all the subtle ways that the client's body was working on the reflex between sessions.  I will also tell you, that when I do this with kids- show them how their reflex changed all on it's own- they (and their parents) are WOWED, and often think it's the coolest. thing. ever.

The body knows what to do. Those primitive reflexes may have gotten stuck or interrupted, but with intentional "reminders" the body picks up where it left off and continues the work. With, and without...me.