Concentrative movement therapy

The concentrative movement therapy ( KBT ) is a body-oriented psychotherapeutic method and was founded by the psychotherapist Helmuth Proud. In the concentrative movement therapy perception and movement are used as the basis of action, feeling, and thinking. In concentrative self- moving, self- perception memories are reactivated, who have found in the course of life, their body expression in attitude and behavior.

It can also be experienced in dealing with objects (eg towels, stones, sticks, or even people ) next to the real experience also a symbolic meaning content.

Against the background of developmental and psychodynamic models of thought the discussion that enables the exchange of experience and the reflection of bodily experience. Results are differentiated perception, clearer distinction between functional and dysfunctional behavior patterns and, based on change and development.

History

The KBT was developed from the individual movement work Elsa Gindler (1885-1961) out. The turning away of gymnastic exercises towards self-perception was there much. "Will they erfahrbereit. " Gertrude Heller and then Helmuth Proud began to use physicality and movement in working with the mentally ill. In 1958, Helmuth Proud method as " concentrative movement therapy " for the weeks of psychotherapy before. Other pioneers of the development of KBT as a psychotherapeutic method were Thea Schoenfelder, Miriam Goldberg, Christine Graff, Ursula food and Hans Becker. In 1975, Ursula food the German Working Group for KBT ( DAKBT ). The method has been made ​​to place, in which a differentiated curriculum was developed for training.

Theoretical background

The KBT is based on developmental, psychodynamic and learning theory models of thought. An important part of the theoretical background is the Gestaltkreis Viktor von Weizsäcker, the Helmut Proud sat in relation to the KBT 1972 and presented. In his model, there are two shape and control circuits: the of the non-verbal ( move - perceive ) and the verbal ( think - speak ). Both are in turn part of a unfassenden comprehension as a link between the individual and his environment.

Another element of the theoretical basis of the KBT are developmental approaches of Erik Erikson, Margaret Mahler and Jean Piaget, as presented by Sylvia Czerny and Hans Becker in their works. For example describes Piaget, certain patterns of behavior emerge like a child from sensorimotor experience, which will be further developed through repetition to a certain schema. Other developmental phases that play a role in the KBT- work, are symbolization, abstraction, separation and individuation. The results of recent infant, binding, neurobiological and trauma research confirm these assumptions. The KBT allows experience offers that relate to specific stages of development, Nachreifungsprozesse and developing new behavior.

Method

At the beginning of KBT session the therapist takes up the current situation: linguistic messages, moods, postures of clients or patients and their own reactions. This converts them to an offer by giving suggestions for experimentation and experience, eg Perception of the room, go in different ways, tap body border, figures of a scene with objects touched by objects or touching dialogue with the therapist. Each situation can be used for an offer and experience should allow leeway. Offers in the KBT can have the following objectives: Stimulation of self and body awareness, awareness of one's own mental state, working internal and external conflicts, clarification of relationship situations, perception of emotions and impulses, recognizing different internal Posted characteristics / tendencies. The ensuing verbal processing is used for the clarification, clarity, differentiation and integration of lessons learned.

A central approach is the concentrative perception in the current action and experience. In the KBT this action and experience is understood as a movement. By focusing on the bodily we gain access to the subconscious mind. It is assigned the body memory, which stores all particular experiences, the relationship experiences. By concentrative turning to her own body, memories can be aware of which are expressed in posture, movement and behavior. With each revival of the perception an internal movement is triggered at the same time. In the current action ( usual activities, such as walking, grasping, standing, lying down ) can consciously old experiences, interrupted automatisms and new contents of experience are made possible by motion. The inner involvement allows an affective experience level, creating new behaviors are more easily learned and integrated. These are the findings of research on learning, according to which emotionally tinted contents best to keep. With offerings that open up a space of action, these new contents of experience can be tested and deepened by repetition. Helmut Stolze calls this process "practice without practicing. " This concentrative action also promotes learning effects, such as the research of neurobiologists show Braus, according to which actions and " Selbsttun " have a 90% success in learning.

The described body-oriented experience will allow the client to distinguish healthy share of faults and to understand. This topics for the psychotherapeutic processing are accessible and the goal-setting is facilitated. An essential part of the KBT- work is the inclusion of objects. Here, objects serve as real objects, as an aid to build up the self-perception, as a symbol, as a means of scenic design, as a design of body image as the object for relationship formation between two or more and as a transitional object that represents the clients in support and continuation of an internal process with is given home. Another focus in the therapeutic process is the design of the interaction between my client or group members with each other and the therapist. Opinions can be found on the homepage of the DAKBT under www.dakbt.de

Research

Since 1999, a research group was under the DAKBT launched, documents the research activities and new studies initiated (see DAKBT homepage). The research is important for the development of KBT. Numerous studies have been published in professional journals. At the annual KBT- research workshop projects and results of the research group are presented and discussed. Moreover, these are referenced at international symposiums and conferences and discussed with other psychotherapy researchers. The results of neurobiological research in recent years confirm the essential assumptions of KBT, eg the important function of the body as a memory of past support, the conscious mind sometimes not accessible, biographical content.

Further education

"Among the body's therapeutic methods, the concentrative movement therapy is one of the most skilled practices ". This classification of the specialist psychiatrist J. Bauer may be understood as a direct appreciation of intensive training, as it is prescribed within the trade association DAKBT.

The KBT is a method that is learned while working. It is a further development mediated on the basis of a learned profession, such as in the fields of medicine, physiotherapy, psychology, education and theology. On average, the training takes about five years. As an introduction to the continuing occupation-specific training courses are offered.

After a formal approval process take the training candidates in a self -awareness group part that runs in solid composition 240 hours, and complete an additional 40 hours of individual self-awareness. This part ends with an intermediate colloquium in which the candidates draw a personal stock of the self-experience, and review the decision for the training again.

In the second training section is about the KBT- specific mediation of theory and methodology. In parallel, the training candidates deal with the practical application of KBT on different levels: As an observer of groups that are led by experienced KBT- therapist. Then as co- therapists in the management of groups and finally self-employed with groups and individuals under intensive supervision of teaching therapists.

The training is completed by an exam that consists of three parts: a written test, an oral test theoretical and a practical examination in which a group is headed in the presence of two examiners. The successful conclusion is attested by a certificate.

Prerequisite for the self- therapeutic activity is either the license as a psychological or medical psychotherapist, or recognition by the medical practitioner law.

Swell

• Hans Becker: concentrative movement therapy, Thieme Verlag
• Gräff Christine: concentrative movement therapy in practice, Klett-Cotta Verlag
• Hamacher - Erbguth Anke: concentrative movement therapy (CMT ) in European Psychotherapy Vol 11 (2012/ 2013) CiP media
• Evelyn Schmidt, eds: Textbook concentrative movement therapy, Schattauer Publisher
• Ulrike Schmitz: concentrative movement therapy for trauma management, Cambridge University Press Publisher
• Proud Helmuth: concentrative movement therapy, Springer Verlag Berlin
• Press release of the German Working Group for concentrative movement therapy eV