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Introduction/Overview:
WHAT IS DYNAMIC EMBODIMENT - SOMATIC MOVEMENT THERAPY TRAINING^SM ?
When did and how did the DE-SMTT develop?

DE-SMTT was founded by Martha Eddy in 1991, in Western Massachusetts. Eddy brings a deep understanding of somatic education, movement science and human communication to a highly regarded professional program. The DE-SMTT approach was developed by Eddy through her teaching, practice, and cross-pollination of Laban Movement Analysis, Bartenieff Fundamentals and Body-Mind Centering® over a twenty year span. Eddy is the only person in the world who has served on the certification program faculty of both of the Laban/Bartenieff Institute of Movement Studies and the School for Body-Mind Centering®, and she did so for over 10 years. In 1995 the DE-SMTT moved to being housed at Moving On Center in California, and three years later became a bicoastal program. Since 2009, the main office for Moving on Center is in New York City, and DE-SMTT studies are currently housed in NYC and are also 'available for hire' in universities around the world. 

Who studies this work?

People interested in becoming or trained as:
        Early childhood professionals - pre and peri-natal specialists, pre-school leaders
        Educators - classroom educators, art educators, and movement educators
        Health and wellness professionals - occupational and physiotherapists, holistic health coaches
        Movement specialists and therapists - yoga teachers, Pilates & NIA instructors, fitness coaches
        Psychotherapists - somatic psychologists
        Researchers of nonverbal behavior, dance and physical education, kinesthetic intelligence, and
        other somatic questions

SMTT learners are people who choose to learn about the use of attunement, patience, responsiveness, and fortitude as primary tools in the educational experience. Each participant is gently challenged and equally supported to find creative responses to ever-changing conditions of people, places and things - finding meaning in all aspects of life on this earth in the 21st century! Everyone practices "thinking on one's feet" - improvising with body, mind, and spirit.

What is the DE-SMTT approach?

The following four topics are at the heart of the DE-SMTT approach:

Somatic Movement Theory & Therapy: Principles and Methods:
Covered throughout the training, beginning with overview classes about the field of somatic movement education and therapy and the nature of change within the nervous system. These topics continue to be studied during the independent study period and the final course work phase.

The DE-SMTT methods courses teach how to respond to movement observations and verbal exchange with appropriate developmental activities and hands-on techniques. Traditional and embodied methods for making effective socio-emotional contact are taught. Practical classes apply these principles in therapeutic interventions for specific body areas and common syndromes. Hands-on and movement solutions for working with a wide variety of clients are studied and "discovered." This topic area includes exposure to injury prevention, "body mind counseling" and movement for different populations.
  

Perceptual-Motor Development & Movement Fundamentals:
These courses teach principles of developmental movement in relation to perceptual development from a Body-Mind Centering® perspective. They identify the developmental components of other somatic movement disciplines, most notably Bartenieff Fundamentals, and they integrate basic concepts from the Kestenberg Movement Profile. The classes provide an opportunity for students to delve briefly into their own developmental history and to relate neuro-developmental practices to infants, children and adult behavior. The Bartenieff workshop meets LMA certification program application requirements.

Movement Analysis and Observation:
The elements of human movement are introduced using a Laban Movement Analysis perspective. We study the body in space recognizing each person's unique dynamic choices for expression, as well as noting how we take on different shapes in our bodies while relating. This course also includes practicing observing and listening skills to help develop rapport and embodied communication. In later phases these skills are refined for work with clients, record keeping, and note taking (including using notation with symbols). This course meets LMA certification program application requirements.

Experiential Physiology/Body Systems:
These classes provide an experiential overview of the major systems of the human body as organized by types of tissue (muscles, bones, nervous, glandular, fluid, organ). Participants experience the contribution to movement and affect made by each system. Attention is paid to the contrast of autonomic and 'voluntary' functioning in functional and expressive behavior. Hands-on practice drawing on principles of Body-Mind Centering® is a key teaching method.

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THE DE-SMTT COURSE OF STUDY:

Phase One: The required courses listed below can be taken either in NYC or if available, in your local area. For NYC classes with Martha Eddy and DE-SMTT faculty: see DynamicSMTT for more information.

Note: Graduates of the Participatory Arts Certification between 1995 - 2009. are eligible to begin Phase 2 as are other people who completed Moving on Center Module 1 plus LMA, BMC and Hakomi workshops See our MOC workshops page for more archival information on that curriculum.

Phase Two: An independently fulfilled, interim study period with assignments designed by Martha Eddy. Includes an orientation workshop on the east or west coast or by request at other locations. Seminars and supervision classes are available in NY and CA.

Phase Three: A 180 hours of intensive study offered in the late spring and summer, held biennially on the East Coast (even years –usually May - September). The intensive includes option for study in diverse sites for 10 day workshops. Typically held for 2 weeks at the Earth Dance residential center in Western, MA; 10 days in Latina America (2012 at Bogota at Javeriana University) and 10 days in Europe (2012 in Denmark at the Polaris Center.)

Phase Four: Integrative Seminars to confirm and practice knowledge. Times and locations determined by your chosen track of study or needs of the group. Typically students return to MOC-NY for at least one round of workshops and a presentation of their applied knowledge.

PHASE ONE

Phase One introduces: Somatic Movement Theory & Somatic Movement Therapy Taught by Martha Eddy and Associate Faculty in New York City May also be studied at other locations.

Phase One introduces Somatic Movement Theory & Therapy, combining principles and methods from Body-Mind Centering®, Laban Movement Analysis, Bartenieff Fundamentals, the Alexander Technique, and other somatic practices. These principles and methods are taught in several overlapping units throughout the four phases of the DE-SMTT program, with ever-increasing focus on facilitating deep awareness for cultivating sustainable lifestyles and supportive community action in ourselves and with others.

DE-SMTT PHASE ONE COURSEWORK

• A list of Phase 1 Course work: DE-SMTT Phase One Course List
• Experiential Anatomy (12 - 20 hours) - pre-requisite
• Learning to Move/Developmental Movement Principles - Body-Mind Centering® (12 - 20 hours)
• Fundamentals of Movement - Bartenieff Fundamentals (12 - 20 hours)
• Movement Analysis - Diversity Embodied - Language and Observation of Movement through LMA (12 - 20 hours)
• Intro to Body Systems/Experiential Anatomy/Physiology - Body-Mind Centering® - (12 - 20 hours)
• Somatic Integration (10 - 20 hours)
• Counseling Principles/Body-Mind Counseling (e.g., Gestalt, Hakomi, Option Method, DreamBody, work with Aileen Crow, Ruella Frank, Linda Tumbarello, Alice Rutkowsi) (12 - 20 hours)
• Somatic Movement (100 hours) movement, self-reflection, and involvement with creative process
• Hands-on practice (80 hours) (e.g. Alexander, Feldenkrais, Bartenieff, BMC, Trager Mentastics, Rolf Movement or somatic approaches to massage)
• Dynamic Movement, Dynamic Health© - Eddy's system of observation and intervention through movement classes (6 - 12 hours; may be taken during orientation)
• Dynamics of Touch© - Eddy's approach to hands-on work (6 - 12 hours; may be taken during orientation)

Satisfactory completion of the above courses and related assignments are needed to fully matriculate into the Somatic Movement Therapy Training. Each of these somatic movement theory classes is designed to teach how to physically access and verbally speak about body wisdom. This curriculum was developed by Martha Eddy and integrated into the Participatory Arts Curriculum at Moving On Center. Since this curriculum isn't currently offered through Moving On Center's West Coast programs, please contact Martha Eddy about ways to fulfill these requirements.

COURSE DESCRIPTIONS PHASE ONE (MOC Modules I & II):

Anatomy/Kinesiology
Anatomy: Basic comprehension of musculo-skeletal anatomy.
Kinesiology: Understanding of the use of the musculo-skeletal system in movement, and eccentric, isometric & concentric muscle use in relation to gravity.
(It is recommended to take the Anatomy/Kinesiology courses first for a total of a minimum of 12 - 15 hours)

Learning to Move/Developmental Movement Principles/Early Childhood Perceptual-Motor Development:
Basic principles of early childhood motor learning in relation to perceptual development from a Body-Mind Centering® perspective are learned. By studying how movement emerges as the nervous system develops we also learn about how children learn what choices they have. The development of self-image, formative relationships, and responses to environmental conditions are interactive with the unfolding of the neuro-maturational process.

Movement Fundamentals (Bartenieff perspective): Irmgard Bartenieff's principles of efficient movement functioning are studied through the experiential learning of concepts such as breath support, 3-dimensionality in movement, relationship and sequencing of body parts, and the interaction of stability/mobility. This approach considers a person's motivation to move, as well as one's relationships to the environment (e.g., space, time, gravity, tension, people and other environmental constraints) together with one's readiness to respond (how tight are the muscles, what coordination is available, what breath skills are automatically accessed).

Movement Analysis and Observation/ Embodied Diversity (Laban Movement Analysis perspective): The elements of human movement are introduced. We study how the body moves through space, recognizing each person's unique dynamic choices for expression, and noting how we take on different shapes in our bodies while relating to our feelings, one another or environmental conditions. This course also includes practicing careful observing and listening skills to help develop rapport and embodied communication.

Intro to Body Systems/Experiential Anatomy/Physiology (Body-Mind Centering® perspective): Overview of the major body systems as organized by tissue type (vs. physiological function). Attention is paid to the contrast of autonomic and "voluntary" functioning.

Body Counseling: This course focuses on how to provide verbal support for feelings that come up during a session. We practice embodied listening as a baseline for building rapport, how to stay in touch with your own feelings and sensations while you are working, how to become aware of transferring feelings and how to get better at observing non-verbal cues and tracking the concerns of your clients.

Dynamics of Touch©: In this course students learn to use the language of LMA to guide skillful touching of each of the physiological systems of the body. The goal of the touching is to support a person's ability to express different feelings and to modulate their energy appropriately for different endeavors. (This course may also be taken during the orientation week).

Dynamic Movement, Dynamic Health©: Students learn to observe and listen to different people's problems and desires and to create movement and exercise programs that meet their specific individual needs. The premise is that the dynamic movement qualities of different movement disciplines (yoga, tai chi, aerobic exercise, salsa), each offers different health benefits. By carefully witnessing a person's strengths and challenges on both the physiological and expressive levels one can accurately advise what type of movement program will be supportive of their goals. (This course may also be taken during the orientation week).

Somatic Movement: Movement classes and practice combined with somatic reflection (for examples: contact improvisation, somatically based fitness or dance training, authentic movement or other somatic movement practices - www.ISMETA.org) 

Hands-On Skills & Practice: Theoretical and applied practice with structured forms of touch to support self-awareness, movement efficiency and increased well-being. A minimum of 80 hours of study in such practices as Alexander, Feldenkrais, Bartenieff, Body-Mind Centering®, Trager Mentastics, Rolf Movement or somatic approaches to massage.

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PHASE TWO

This is the phase of Independent study, during which students fulfill assignments designed by Martha Eddy. Students must attend an orientation with workshops that provide an overview of independent study work, resources and advising.

ADDITIONAL REQUIREMENTS (costs are separate from DE-SMTT tuition):

Find a supervisor who will work with you at your location (a $150 subsidy toward 2 hours of advisement paid for by DE-SMTT).

• Complete DE-SMTT homework assignments (independently or with a small group, homework will be included during the final 6 week spring session as well) 
• Participate in 20 hours of study groups, including Hands-on Practice.
•  Fulfill a work-site practicum (a minimum of 12 hours of observation of movement therapists at work teaching individuals or group, or doing private sessions in diverse clinical settings).
• Receive a total of ten somatic movement education and therapy sessions with at least 3 different ISMETA registered professionals (RSMEs or RSMTs). See http://ismeta.org/ and Movement Therapy session guidelines.
• Complete 30 - 50 hours of additional workshops in topics as advised by Martha Eddy (dependent on Phase One coursework).
• Structured Independent/Distance Learning: Experiential & Electronic Study.
• Orientation Week: Orientation to the DE-SMTT work process (2 days)

DE-SMTT PHASE TWO COURSEWORK:

DE-SMTT Cycle: Introduction to Martha Eddy's method of educational and therapeutic interaction. Each student or class is approached through a process that involves: Keenly Witnessing; Creatively Supporting; and Providing Choice if desired by the students or clients.
 
Understanding the Assignments: review of the independent study assignment packet.

Healing Protocols: specific protocols for working with people with a particular syndrome - neck pain, lower back pain, carpel tunnel etc.

Dynamic Embodiment©: practice with embodying the Body-Mind Centering¨ principles by checking the movement performance using LMA assessment.

Dynamic Movement, Dynamic Health©: (see above).

Orientation to the Body Themes approach: Working with Body Areas: brainstorming syndromes, reviewing somatic movement skills applicable to working and practicing these interventions with other class members.

Supervised Self Study: Accomplishing assignments, study groups and private sessions enable students to acquire information in the following areas:

• Function/structure and movement potential of Organs
• Function/structure and movement potential of Glands
• DE-SMTT Body Area Approach - Reaffirm Knowledge and Elicit New Questions
• LMA and BMC language applied to self-observation
• LMA and BMC language with DE-SMTT principles applied to the assessment of clients
• Movement design protocols for self and others using DE-SMTT concepts and principles
  

Fulfill the above through completing the following:

• Specific homework assignments (independently or with a small group, homework will continue during the final 6+ week intensive)
• 20 hours of study groups, including Hands-on Practice
• Ten bodywork sessions with diverse somatic movement therapists, ideally registered by ISMETA (see guidelines).
• Meeting with your supervisor or with supervision groups

DE-SMTT PHASE TWO ADDITIONAL COURSEWORK:

Complete 30 - 50 hours of additional workshops in topics as advised by Martha Eddy (dependent on Phase One coursework) covering an agreed upon balance of the following areas based on each student's specific needs:
 

• BMC theory
• BMC hands-on practice
• Cranio-Sacral Therapy
• Manual Lymphatic Drainage
• Bartenieff Fundamentals &/or LMA Practice
• BF Hands-On training with Alexander or LMA support

OTHER PHASE TWO REQUIREMENTS:

Networking in your own community/Using the DE-SMTT reputation and Martha Eddy's contacts as an avenue to do local, national or international outreach as may be needed. Become part of a wider community be it based in a locale or in a passion or goal (e.g., community organizing, special education). 

Supervised Internship Study: 12 - 24 hours of observation and dialogue with other somatic movement therapists or educators

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PHASE THREE

Culminating six-week intensive in the late spring held biennially on the East Coast (even years - usually in May or June). The intensive is held for 2 weeks at the Earth Dance residential center in Western, MA and for 4 weeks in NYC. 

DE-SMTT PHASE THREE COURSEWORK:

Therapeutic Interventions through Movement: on-going core course designed to teach methods for working with a specific body area from a multidimensional vantage point. This course presents common syndromes and then helps the practitioner understand the DE-SMTT process for creatively discovering hands-on and movement solutions for the particular needs of each client. During this time each practitioner will be supported in using his or her strongest skills effectively with an understanding of the phrasing of the beginning, middle and end of sessions.

Case Study and Supervision: Presentations of case studies with feedback from colleagues and faculty.

Group Process/Heart Circles: all members of the community check in with the learning process as one's personal experience relates to the whole group. What needs to be shared to improve your learning needs within the community-learning environment? How can we cooperate as a community to shape each of our goals for everyone's educational well-being?

Business Skills for Building Your Practice: the students work on organizing the elements of a private practice. Lessons focus on the use and development of appropriate intake forms, and options for recording sessions. Business development is supported through marketing skills and awareness of ethical guidelines. Practical aspects of operating a business are reviewed, such as establishing a professional environment; team building, understanding insurance and basic billing processes.

Professionalism and Ethics: review of the ISMETA ethical guidelines; intro to ISMETA; professional issues in being a registered somatic movement therapist or educator. Questions of sensuality and sexuality are addressed from both an educational and an ethical standpoint. The class also includes a review of ethics in related fields; further discussion of possible contributions to the field of somatic movement therapy.

Professional Seminars: two-hour seminar classes providing exposure to relevant topics with some of New York and Massachusetts' finest somatic educators. Guest teachers may be from other disciplines - dance therapy, occupational therapy and adult education or somatic educators who are renowned in their field. Professional Seminar is similar to integrative seminar but more directly attendant to needs of client-therapist interaction.

Language and Observation of Movement: Laban Movement Analysis is applied in three different ways: observation, movement exploration and recordkeeping. During these classes the practitioner acquires and refines skills in observing and non-verbal communication behavior.

Somatic Integration Seminar: opportunity for synthesis and embodiment of key concepts and theories through questions, answers and formulating more questions. At the advanced levels community projects and somatic research can be discussed.

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PHASE FOUR

One or two weeks of Integrative Seminars to confirm and practice knowledge. While some students may apply to complete their studies by the end of the June intensive most students benefit from additional integrative practice and feedback. Students have opportunities to be observed performing movement skills and teaching, or continue to receive feedback on hands-on practice and facilitating individual sessions. These seminars can also serve as practice opportunities to begin to learn to lead one or more of Martha Eddy's movement approaches: Moving On Aerobics© (for women with breast cancer); Body-Mind Dancing© (a somatic approach to easy-going contemporary dance); EmbodyingPeace© (movement and dance approaches to conflict resolution); and Peaceful Play Programming© (offering recess enhancement for pre-K - 12 schools).

Integrative Seminars- Roster of Courses: the final set of courses offered will be determined by the DE-SMTT group together with Martha Eddy based on their interests and professional needs:

The final set of courses offered will be determined by the DE-SMTT group together with Martha Eddy based on their interests and professional needs. Times and locations determined by needs of the group.


DE-SMTT PHASE FOUR COURSE DESCRIPTIONS:  

Injury Reduction: Learn some do's and don'ts of injury reduction. Understand alignment and whole body assessment. This course also includes information about home remedies and holistic care and an introduction to the field of Dance Science.

Conflict Resolution: Embodied approaches to violence prevention, peacemaking and community building. Introduces EmbodyPeace© principles and methods and Peaceful Play Programming© objectives.

Movement for Different Populations: two-hour workshops based on the specific interests of participants: (e.g. working with the special needs of people who are visually impaired, elderly, pregnant, elite athletes etc.)

Therapeutic Movement and Spiritual Dialogue: Seeks to look at different forms of spiritual practice and the interface with creating a healing environment. Practice in meditation, "clearing," "focusing," "channeling energy" and other supportive mechanisms. (This course will be made available if requested by the majority of the students).

Skill-building through BodyMind Dancing©: an easy going dance class that imparts information about the proper care of the body while reinforcing knowledge of key Body-Mind Centering¨ and Laban/Bartenieff concepts. This dance practice integrates developmental movement, spatial concepts, and movement dynamics in rhythmic, relaxed, fun sequences and improvisations.

Hands on Practice and Feedback: work with faculty to hone hands-on skills, develop accuracy in choices of touch and movement, and using one's own body ergonomically.

Skills for Teaching Movement: Whether or not you plan to work with people individually or in groups, it is necessary to provide an inviting learning environment. Learn about the importance of developing clear objectives, and measures for evaluation. Rapport, cues, feedback, and the dynamic use of vocalization are also addressed. This course is usually contingent with an internship.

Teaching Moving On Aerobics: learn the underlying principles of working with people with breast cancer from physiological and socio-emotional perspectives. Learn the entire program and practice teaching it with enthusiasm and confidence. Moving on Aerobics© teachers are most often Moving On Center graduates and/or registered as Somatic Movement Therapists. Some fitness professionals with a background in Laban Movement Analysis and  Body-Mind Centering® may apply to be trained. Specific training includes attending 5-10 Moving on Aerobics classes and periodic teacher training workshops. Instructors must also practice supervised teaching before becoming certified.

Teaching BodyMind Dancing©: participants learn sequences, rituals and philosophy of BodyMind Dancing© through discussion and doing. They also practice teaching and receive feedback to hone strengths and become aware of discrepancies in their presentation of theory or in their demonstrating of movement concepts. In order to become trained as a BodyMind Dancing© instructor, it is ideal to be certified in DE-SMTT. However, some individuals with extensive background in dance and somatic studies may request to apply (most notably, a background in Body-Mind Centering¨ and/or Laban Movement Analysis).

DE-SMTT Learning Process:
Learning Objectives for the DE-SMTT Intensive:

*Group Development and Cohesion: Finding Support
*Communication Skills: Observing and Tracking
*Group Process: How can group members communicate more effectively?
*Goal setting: Seeing Potential and Crafting Goals in line with Personal Desires
*Skill Building: Practice, Practice, Practice and lots of Questions
*Practice of Teaching Skills with Individuals and to a Small Degree with Groups`
*Intensive Feedback of Movement Performance & Hands-on Skills
*Practice of Observation Skills
*Learning to apply knowledge appropriately
*Working with Case Studies
*Professional Ethics
*Understanding Professional Standards and Professional Settings
*Continuing to integrate creatively (making dances, improvising, performance nights) as recuperation - Optional!
*Dancing with the Wolves: confidence development, pacing, check-ins, reflections and feedback from group members inclusive of the faculty

Throughout all phases of the training readings and written homework will be assigned. Verbal and movement assessments will be expected of those students choosing to receive the DE-SMTT^SM Certificate. Regular assignments, projects and exams will be an integral part of the learning process for all students.

1. Business Meetings are required! They help to make all transitions and stages of learning go more smoothly.
2. Group projects: work together with peers to establish goals and accomplish tasks. For example set up a free walk-in movement therapy practice clinic, work together to teach experiential anatomy to children or movement awareness in schools or senior centers.

The program also provides individual and group advisement. These verbal check-ins are often brief but can help direct your learning during periods of decision-making. Additional advising can be requested for an additional fee.
Within the process of the training we all practice taking responsibility for changes in one's own perception, life, and understanding, and noting how these affect the whole group and the life of the "training program" itself.