5 days of post-training with Julie Peck / 5 days of Advanced Training with Julie Peck
BEGINNINGS BECOMING ENDINGS AND BACK TO BEGINNINGS
OUR LEARNING AS PRACTITIONERS IS AN ONGOING PROCESS.
IN THIS ADVANCED TRAININGS WE WILL EXPLORE 2 ONGOING THEMES THAT WILL WEAVE IN AND OUT OF OUR LEARNING EXPERIENCES….
How do we listen, appreciate what we sense, then ‘soften the edges of our habits’ to find the space where learning and new possibilities can emerge? This delicate balance is key to fostering a dynamic and responsive learning environment. By cultivating a mindset of curiosity and openness, we can tune in to the nuanced signals of our own experience, and then to those that our clients present, and respond in ways that honor their unique journeys.
In practice, this involves slowing down, creating moments of stillness to truly hear and feel what is being communicated. It means suspending our immediate judgments and preconceptions, allowing ourselves to be guided by the unfolding interaction. By doing so, we create a shared space of inquiry where both practitioner and client can explore new ways of moving, thinking, and being.
We will explore these ideas in our personal ATM practice, and then take these experiences into working with others in FI, both verbally and non-verbally, utilizing both our present and past experiences to enhance the learning journey.
Clients come to both ATM and FI sessions with mixed ‘wants’ and ‘needs’.
How do we assess their ‘needs’ and prioritise them in relationship to what they ‘want’, and bring them to a conclusion at the end of the lesson that addresses both their spoken and unspoken ‘wants’.
How do we create a learning environment and choose a lesson/s that are appropriate for them?
HOW WILL WE DO THIS?
By looking at specific ATM lessons – doing them, understanding them through our experience and analysing them specifically, and in terms of the bigger concepts that they ‘embody’, to broaden our sense of when and how they could be applied to our clients.
By going through the process of assessment we use – how we can find more information about what the person ‘needs’ by taking our time, involving them in a joint learning process during the assessment. Using that to clarify what we think they ’need’, thus enabling a clearer understanding of what may be relevant and meaningful at the end of the lesson.
Through this process, we not only address immediate needs but also open up pathways for deeper transformation and growth. It is in the interplay of listening, sensing, and responding that the true magic of learning occurs, turning every ending into a new beginning.