RMTi Intensive (4 days)
Special Interest Classes
28 Contact Hours (2.8 CEU credits)

This occasional class is for those wanting to know more about RMT. The movements, reflexes, brain theory, posture, behaviour etc are explored indepth in small and large group settings. Participants need to be prepared to come and demonstrate movements and reflexes. Time is spent looking at postures and what they may tell us about reflex retention.

Topics Include:

  • Identify in more depth the innate rhythmic movements of infancy and recall why these movements promote brain development, effective learning, speech development, emotional balance, stress release, stamina and postural strength.
  • Demonstrate an in-depth understanding of 17 Rhythmic Movements.
  • Identify the postures and behaviours related to specific unintegrated primitive reflexes.
  • Observe and discuss the postural relationship between the Tonic Labyrinthine, Landau and Symmetrical Tonic Neck Reflexes.
  • Observe the relationships between the Fear Paralysis and Moro reflexes and their role in emotional development
  • Observe and discuss the postural relationship between the Spinal Galant, Babinski and Amphibian Reflexes.
  • Create new passive, active and sitting/kneeling movements using the concepts of rhythmic movement.
  • Demonstrate the most efficient and effective ways of undertaking isometric pressure 
  • Identify the general parts of the brain associated with postural development
  • The role infant movement and reflexes play in brain growth, learning, emotional development and behaviour

Your manuals from RMTi One and Two are used:

RMTi Level 1—RMT for Focus, Organization and Comprehension, by Moira Dempsey, Copyright 2012
RMTi Level 2—RMT for Emotions, Memory & Behavior, by Moira Dempsey, Copyright 2012

The manuals for this practical and experiential course is based on the theoretical work from Movements That Heal, by Harald Blomberg, MD and Moira Dempsey (2011).

Recommended/Optional texts:

Movements that Heal, Rhythmic Movement and Primitive Reflex Integration—A Drug-Free Approach to Learning, Sensory, Emotional and Behavioral Challenges, Harald Blomberg, MD and Moira Dempsey, 2011.

Reflexes, Learning and Behavior, A Non-Invasive Approach to Solving Learning and Behavior Problems, by Sally Goddard, Fern Ridge Press, 2002.

Recommended texts can be purchased at www.rmtsupport.org, Amazon, or Book Depository

Upon course completion students will be able to:

  • Identify in more depth the innate rhythmic movements of infancy and recall why these movements promote brain development, effective learning, speech development, emotional balance, stress release, stamina and postural strength.
  • Demonstrate an in-depth understanding of 17 Rhythmic Movements.
  • Identify the postures and behaviors related to specific unintegrated primitive reflexes.
  • Observe and discuss the postural relationship between the Tonic Labyrinthine, Landau and Symmetrical Tonic Neck Reflexes.
  • Observe the relationships between the Fear Paralysis and Moro reflexes and their role in emotional development
  • Observe and discuss the postural relationship between the Spinal Galant, Babinski and Amphibian Reflexes.
  • Create new passive, active and sitting/kneeling movements using the concepts of rhythmic movement. ♦
  • Demonstrate the most efficient and effective ways of undertaking isometric pressure 
  • Identify the general parts of the brain associated with postural development

Topics:

  • The role infant movement and reflexes play in brain growth, learning, emotional development and behavior, and the research showing the crucial importance of integrating infant reflexes for foundational sensory processing and learning skills.
  • Reasons why un-integrated reflexes are a major factor in challenges such as ADD/ADHD, dyslexia, developmental delay, sensory processing disorder, autism, chronic stress/overwhelm and other learning, emotional and behavioral difficulties.
  • How Rhythmic Movement Training creates neural links between the brainstem, cerebellum, limbic area and prefrontal cortex and how this helps with stress release, speech development, social-emotional skills, physical skills, learning and behavioral challenges.

Assessments

Students taking the RMTi Intensive course for professional credit or continuing education must fulfill the following requirements:

  1.  Attend the entire duration of the training
  2.  Complete written summaries of group activities in the class.
  3. Actively participate in experiential learning and practicing of the movements, reflexes and other activities
  4. Show competency in lab work.
  5. Submit a completed training evaluation form.

Students are expected to have a reasonable knowledge of the RMTi One and Two course manuals and to actively participate in class discussions.

Learning Outcomes – A greater in-depth understanding of how all the RMTi techniques - rhythmic movements, isometric pressure, intentional integration -  assist in integrating reflexes; why this is important; and what to do to stimulate brain connections for increased impulse control, attention, balance, coordination, stamina and learning.

Topics include:

  • How RMT builds neuro-sensory-motor foundations for focus and higher level learning skills
  • Basics in brain development for learning, attention and comprehension
  • Ways to identify developmental imbalances
  • Information on a selection of reflexes involved in laying the foundations of focus and comprehension – Tonic Labyrinthine (TLR); Landau; Symmetrical Tonic Neck (STNR); Spinal Galant; Amphibian; Babinski; Fear Paralysis; Moro
  • Methods for integrating primitive reflexes
  • Understand the 17 foundational movements in depth
  • How long term stress affects posture
  • Relating specific postural imbalances to specific retained reflexes
  • Creating new movements
  • Creating alternate reflex checks
  • Marketing and organisation
  • RMTi One - Focus, Organisation & Comprehension
  • RMTi Two – Emotions, Memory & Behavior

To have practiced the movements with yourself and others. A genuine desire to gain an in-depth understanding of movement and development, and a willingness to participate, question, and explore is needed.

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