The STA STA R Method (Module (Module 2) Healing Others Oth ers with Therapeutic Touch Touch by Par ama K. Williams, William s, MA, CMT, CMT, CYT www.ParamaWilliams.com
The STA STA R Method (Module (Module 2) Healing Others Oth ers with Therapeutic Touch Touch by Par ama K. Williams, William s, MA, CMT, CMT, CYT www.ParamaWilliams.com
All right rig htss r eserved. This book boo k is licensed for your personal use o nly. nly. No No part of this book may be reprinted or reproduced in any form without the written permission of the author. Copyright Copyr ight © 2015 by Parama K. Williams Williams Photographs by Mariana Mar iana Cedillo Cedill o Photo modeling by Eva Maria Mari a Redondo
The information in this book is provided as an educational resource and is not intended as specific medical advice or as a substitute for medical treatment or diagnosis. Anyone seeking medical advice or diagnosis should consult his or her pr imary car e pro vider. Do not attempt self-diagnosis, and do not embark upon self-treatment of any kind without qualified medical super vision. The author, the publisher, and its employees disclaim any liability, loss, or risk incurred directly or indirectly as a result of the use or application of any of the contents of this book. In personal anecdotes and testimonials, names have been changed to protect client confidentiality.
Acknowledgments I would like to thank the following people for their contributions to Module 2 of The STAR Method: Abuelo Jaguar (Dr. Javier Navarro), consultant, mentor, and teacher, for sharing your wisdom and experience, and for your encouragement; My husband John for being one of my greatest teachers; Kiki Suarez for your caring attention and support; Lourdes Vizcaino for your commitment to mentor ing future generations; All my teachers for sharing your knowledge and wisdom, and for your inspiration; Thank you.
Dedication This book is dedicated with appreciation to those who have helped in many ways. To my grandmother Mary, who mentored me from a young age to become a professional massage and bodywork therapist To my parents, Kelli and Leo, who raised me in a home with wholesome family dinners and plenty of scholarly books To my sister Jill, whose unconditional love and support have given me strength To all my teachers, who have dedicated their lives to imparting knowledge To future generations of brave warriors, whose legacy will be a cultural revolution
Table of Contents Acknowledgments Dedication Praise for The STAR Method Prologue: Radical Refor m Introduction: Teachings from a Traditional Mayan Shaman How to Use This Book Series The STAR Method: Self-Healing, Tr ansfor mation, Awareness, and Relaxation Benefits of Therapeutic Touch Testimonials and Anecdotes Activating Your Awareness o f Energy How to Apply The STAR Method to Heal Others Guiding Principles Instructions Hand Position 1: Opening Affirmation/Prayer Hand Position 2: Centering Hand Position 3: Scanning the Body Hand Position 4: The Spiral Symbol Hand Position 5: The Chalice Hand Position 6: The V Hand Position 7: The Sun Hand Position 8: Right Hip Hand Position 9: Right Abdomen Hand Position 10: Left Abdomen Hand Position 11: Left Hip Hand Position 12: The Cross Symbol Hand Position 13: The Lovers
Hand Position 14: The Butterfly Hand Position 15: Left Shoulder Hand Position 16: Left Breast Hand Position 17: Lungs Hand Position 18: Right Breast Hand Position 19: Right Shoulder Hand Position 20: The Star Symbol Hand Position 21: The Mind’s Eye Hand Position 22: The Crown Hand Position 23: Eyes Hand Position 24: Temples Hand Position 25: Ears Hand Position 26: Jaw Hand Position 27: Back of Head Hand Position 28: Integrating the Benefits Hand Position 29: The Waterfall Hand Position 30: Closing Affirmation/Dedication How to Apply The STAR Method to Perform Distant Healing Appendix 1: The Full-Colo r Spectrum Model of The STAR Method Appendix 2: The STAR Method – Full Treatment Session Appendix 3: The STAR Method – Short Treatment Session Endnotes References Other Boo ks in This Series Invitation to Review This Boo k About the Author
Praise for The STAR Method “The STAR Method is helping me change my thoughts and perceptions so that I can decrease my stress level.” – Public School Administrator, New York “A wonderful way to deal with stress.” – Social Worker, New Jersey “The STAR Method pro cess is quick eno ugh to fit into a break at wor k. Simple breathing and mental processing combine into an easy-to-follow process that relaxes my body and puts my mind at ease. The STAR Method image uses colors to help focus on the central location of stress. A brief moment with The STAR Method co uld relieve pressure fr om the wor kday.” –College Student, California “I like the pro cess of incr easing my awareness of where the stress is coming from.” – Graduate Student, St. Joseph’s University, Philadelphia “The STAR Method helps me relate the colors of my energy centers to supporting positive behavior in children.” –Speech-Language Pathologist, Louisiana Most of our elementary school staff is feeling overwhelmed with the increase in demands on teachers every day. Nothing is being taken off of their plates. I shared The STAR Method as a tool for teachers to manage stress. I received excellent responses.” –Elementary School Counselor, Ohio The full-color spectrum for The STAR Method can help me handle the stress of working with severe behavior in my classroom— very stressful. The hits and hair pulls can be too much. Sometimes I get so frustrated. I believe The STAR Method can help me in my career.” –Special Education Teacher, Calgary, Canada “The STAR Method is a valuable resour ce.” – Graduate Student, State University of New York “I’ve been using The STAR Method with my students every day for the past two weeks. The STAR Method helps them be motivated to lear n mor e. They were mo re focused and could concentrate better on what I was teaching them. It works! It really works.” –Public Elementary School Teacher, Belize, Central America
Radical Reform: Using Therapeutic Touch in Educational Settings As a former Special Education teacher, I have worked in public schools as a specialist for children and adults with multiple disabilities, including autism. Many of my students exhibited severe behavioral problems; for example, when they were upset, some of them would frequently hit, scratch, and bite themselves or other students. One day I was wor king with a two-year -old boy, Daniel, who had not yet begun to ver balize and often exhibited temper tantrums. It was the end of the school day, and I had instructed the children to gather their personal belongings. As is often the case for individuals diagnosed with autism, making the transition from one activity or one location to another was difficult for Daniel to manage. He continued to scream and cry for several minutes and would not respond to any of the strategies that I employed in an attempt to redirect his attention. I decided that it had become too distracting fo r him to continue being in the same ro om with the other students, so I accompanied him into the next-doo r recreation ro om, where there were plenty of cushions and equipment for physical exercise. I sat with Daniel on one of the cushions and encour aged him to lie down and relax. I sang softly to him and placed my hand gently on his abdomen, which was heaving with sobs. He was hot and sweaty from the effort of crying. Immediately he relaxed and stopped crying. When I removed my hand and attempted to get up off the cushion, he instantly grabbed my hand and placed it back onto his belly without saying a wor d. He placed his hand on top o f mine and insisted on keeping my hand there fo r several more minutes, until he was completely calm and relaxed. Daniel had no further temper tantrums and was able to transition smoothly to the next activity. Therapeutic touch, the application of the hands on the body to pr omo te health and well-being, can be used safely in educational settings to improve academic performance and support positive behaviors in students. Scientific studies indicate that therapeutic touch can improve learning. In his boo k, Learning with the Body in Mind (2000), Eric Jensen pr esents the latest resear ch in neuro science to emphasize the connection between the physical body, the brain, and lear ning.1 By stimulating the body through physical touch and other exercises, neurotransmitters in the brain are activated, resulting in improved attention, memory, and thinking processes. Studies show that children who aren’t touched exhibit serious social and behavioral problems such as the lack of basic emotions as well as suppressed physical growth and impaired immune systems. Touch-deprived children have trouble walking, balancing, holding crayons, voicing basic needs, and remembering words.2 Children, babies and infants certainly aren’t the only ones who need to be touched: Adults also need to touch and be touched for optimum health and wellness. In his book Touching: The Human Significance of the Skin, Dr. Ashley Montagu says, “Tactile needs don’t change with aging. If anything, they seem to increase.”3 I currently live in Mexico, where I travel, write, teach yoga classes, and facilitate workshops and retreats. I provide ongoing therapeutic massage and rehabilitation for adults with a wide range of developmental and physical disabilities. One of my clients is a middle-ag ed woman, Sandra, who is diagnosed with mental retardation and uses a wheelchair for most of the day. She cannot stand up or
walk without assistance. Sandra attends a specialized schoo l fo r adults with disabilities, where the founder/director has recognized the benefits of physical exercise and massage therapy for the students. One day the director invited me to provide a therapeutic, full-body massage to Sandra. “I know how much she needs it,” the director said, “Sandra is o ver fifty years o ld, and she has never had a massage in her life.” Three assistants were needed to lift Sandra’s overweight body from her wheelchair onto the massage table. Long hours of sitting in the same upright position without moving her legs resulted in stiffness and limited range of motion in her hip joints. Since this was a new and unfamiliar activity for her, Sandra was agitated and resistant to lying down. Instead she sat upright and held her ar ms rigid and tense. I began the therapy session by offering Sandra gentle, non-invasive, therapeutic touch on her shoulders. Gradually, she relaxed and was mor e responsive to my encouragement for her to lie down. With the director and several assistants standing by to observe, I pr oceeded with the session. Within five minutes, Sandra was lying down on her back with her eyes closed, fully r elaxed. I think she fell asleep a few times during what turned out to be a full hour of therapy. Her teachers made co mments like, “I didn’t expect her to be so relaxed!” and “She lo oks so happy!” and “Wow! We have to make sure she gets massage more often!” Throughout my fifteen years of experience working with clients who have significant physical and developmental disabilities, I have found that therapeutic touch significantly improves their overall functioning and ability to perform in school and everyday life.
Ricardo is a client in his mid-fifties who is diag nosed with advanced-stage Par kinson’s Disease. On a daily basis, he has tremors and muscular rigidity that limit his mobility, and sometimes he has trouble getting out of bed. I provide weekly therapy to Ricardo to help him relax and reduce the tension and tremors in his bo dy. Ricardo told me, “When I get therapy, I feel better all day. My muscles are stronger and less rigid. My body doesn’t tremor as often. I feel less tired, and I can stay active for longer hours.” As a full-time special education classroom teacher and consultant in public and private schools across the U.S., I have taught in a variety of settings to students of all ages who are diagnosed with moder ate to severe developmental disabilities and lear ning disabilities; including autism, dyslexia, and attention deficit hyperactivity disor der (ADD/ADHD). I hold a Master of Arts in Education with a
specialization in Special Education. Before I began my teaching car eer, I had already become a Certified Massage Therapist and Yog a Teacher. Throughout my career, I have observed a high degree of stress in my colleagues and students, who often exhibited stress, anxiety, frequently come down with colds and other sicknesses, and held negative attitudes towards school in general. I was determined to use the tools I had learned in my massage therapy and yoga training to maintain my own health and wellness and manage job-related stress. As I personally witnessed how my students were detrimentally impacted by high levels of stress, I started to use pr oven, therapeutic techniques with them in the classroom. I found practical ways to integrate my backgr ound in health and healing into my teaching cur riculum. To help my students relax and concentrate better, I taught them simple breathing exer cises and physical mo vements that were proven to improve academic perfor mance.4 I offered yog a classes to my colleagues after schoo l in the multipurpose ro om. I received encouraging, positive feedback and support from my schoo l administration. When I was a consultant in the Arizona public schools, I offer ed therapeutic massage on a weekly basis to the administration and teachers. The principal of the elementary school commented, “I look forward to my sessio n each week. It relaxes me after a long day, and I can go home r elaxed. I sleep better and feel rested the next day.” The public school psychologist, who also received a weekly session, said, “Teachers should be getting this kind of therapy on a regular basis. All the schools across the nation should be doing this. It’s great, and it really helps relieve stress.” The STAR Method: Self-Healing, Transformation, Awareness, and Relaxation, began to take shape as I applied practical stress management techniques in my own classroom and leveraged my Master’s degree studies to dig deeper into the current research. I discovered very little educational policy and scholarly research to support stress management training for teachers. Yet, my own anecdotal experience in the schools clearly indicated that job-related stress was a problem for teachers and administrators. The STAR Method was born out of what I consider to be a largely ignored aspect of educational policy: Our schools should not be stressful places, our teachers should not be overly stressed, and our children deserve to learn in a relaxed, healthy environment that support s their optimal well-being. Teachers are required to manage their students’ behavior through approved behavioral interventions and techniques, but are students learning how to manage their own behavior? Are teachers being trained to effectively manage their own stress, so that our children are spending most of their day with peaceful, calm, balanced, healthy adults who can mentor them properly? With the expert guidance of my graduate degree advisor and co-author, I published my first article about The STAR Method in 2006 in a peer-reviewed online journal, Teaching Exceptional Children, entitled “Stress Management for Special Educators: The Self-Administered Tool for Awareness and Relaxation (STAR).5 I originally published The STAR Method as a program to help schoolteachers manage stress, prevent job burnout, and increase self-awareness of the impact of stress in their professional lives. Schoolteachers and public school administrators, whose jobs are typically demanding and stressful, were among the first beneficiaries of the stress management and relaxation techniques of The STAR Method.
For over a decade, I consulted and taught in a variety of public and private schoo l settings. I witnessed fir st-hand how my colleagues and students were stressed o ut by the many demands placed on them in school. The STAR Method was launched as a pilot prog ram in a public schoo l to help prevent job burnout and provide teachers with a practical method for managing stress. I received much positive feedback about The STAR Method: “I will keep using The STAR Method every day until schoo l gets out in June. It wor ks! It really works. Let's continue doing it. My students want to do more of The STAR Method.” —F.C., Elementary Middle School Teacher, Belize, Central America I used The STAR Method in my classroom and offered training workshops to other teachers and professionals within the education system. I endeavored to share the tools and techniques of The STAR Method on a r egular basis with my students and colleagues. During this time, I became enthralled with the idea that all schools should have quiet ro oms for meditation and ample, clutterfree spaces in which students and teachers could lear n stress management techniques, like yoga and therapeutic touch. I used The STAR Method every day and r ecor ded notes in my jo urnals about how the exercises were impacting my life. I expanded my vision for The STAR Method to include mor e tools and techniques. I practiced, developed, and refined a series of physical exercises and meditation exercises to include in The STAR Method. I designed and completed a wellness r etreat in which I focused on deep meditation and introspection for one year. I reflected on my halcyon days as a g raduate student and first-year teacher, when my naive optimism led me to believe that modern-day schools were places where children could go to learn how to be healthy, happy, peaceful, and self-empowered. One day, I had an epiphany. I realized that I couldn’t change a failed system fro m within the failed system. I decided that I needed to create an entirely new system: A radical reform. The STAR Method is the first instantiation of this new system. I have since written and published my vision for a holistic, experiential learning environment called The Farm School, which focuses on practical skills training for the health and wellness of the community and the land. I moved to Central America, where I now write, teach, travel, and offer ongoing classes, workshops, and seminars. I am fascinated by the potential for radical reform. I believe that each one of us can radically reform ourselves—a subtle, yet powerful transformation—enacted from within our own hearts and minds. transformation from within must find its expression in the outer world. I believe that radical r eform is the only thing that can change the course of humanity, now standing at a critical cro ssroads. It is my sincer est hope that The STAR Method can make a sig nificant contribution to making the world a better, healthier, more peaceful place.
Introduction: Teachings from a Traditional Mayan Shaman For the past five years, I have lived and traveled in Belize, Guatemala, and Mexico – the heart of Mayan culture and civilization. Within the past year, I mo ved to the mo untains in the southernmost regio n of Mexico. One afternoo n when I was on my way to the local market to buy fr uits, vegetables, and tamales (corn flour and cheese wrapped in a cor n husk and steamed), I saw a sign that captured my attention: “Traditional Mayan Spa … Mayan Healing Ritual”. I felt compelled to go inside and find out more about this kind of therapy. As soon as I walked in the door, a thin, short Mexican man wearing a straw hat gr eeted me with a smile. He gently took hold of both my hands, and befor e saying anything else, he asked, “Do yo u want to learn the traditional Mayan healing ways?” I had the distinct feeling that he had been standing there waiting for me to arrive. With no hesitation, I said yes.
Dr. Javier Navarro, also known as “Abuelo (Grandfather) Jaguar”, is a Mayan shaman and guardian of the ancient healing tradition of the Mayan people in southern Mexico, where the indigeno us people consider the jaguar to be one of the most sacred animals. Grandfather has forty-eight years of experience as a traditional “curandero” (healer), certified naturopathic doctor, and nutritionist. He has traveled extensively throughout Central America to facilitate ceremonies and rituals for personal and planetary healing. Grandfather invited me to follow him into his treatment room, where a young man was lying facedown on a massage table, his body cover ed with jade stones and herbs. Grandfather tol d me that he was finishing up a Mayan healing r itual with this young man. I heard the sound of hand dr ums and flute music playing in the background. Several candles were lit and jaguar figurines of various sizes lined the shelves.
“She is my assistant,” Grandfather said to the young man lying face-down on the massage table. Grandfather gestured for me to place my hands on the man’s shoulder s, and then I noticed that the man was crying. I held my hands on his shoulders for several minutes while Grandfather played a flute and hand drums. Grandfather told the man that the ritual was complete, and that he could sit up. But as soon as the man saw Grandfather ’s face, he started crying ag ain, until he was sobbing. Grandfather held his hands to the man’s face and said to him, Has recibido la bendición de la selva. Abre tus ojos a una nueva realidad con paz y amor hacia ti mismo, tu familia, y tu trabajo. “You’ve r eceived the blessing of the jungle. Open your eyes to a new reality, with peace and love toward yourself, your family, and your wor k.” Grandfather said to me, “He is not crying from sadness. He is crying from joy.” Grandfather hugged the man and blessed him by placing a jade necklace around his neck. I spent several hour s that afternoon g etting to know my new friend and teacher, “Abuelo Jaguar ”. He sat in his favor ite rocking chair wearing his straw hat, and I felt treated like his daughter, as he told me stories from his childhood, his upbringing, and how he became a Mayan shaman. He spoke to me as if I was the most important perso n in the wor ld, and I lost track of time as I was enveloped within the safety and warmth of his presence. Our conversation focused mainly on the significance of being a healer. “The word ‘maya’ means ‘love’…. A healer must learn to love everyone, including oneself. To be ‘Mayan’ has nothing to do with religion. It is a way of life, a way of being. “To lo ve is to have faith in what the heart says. Love is not gained with money, nor is it gained through personal desire. Love must be cultivated, and that is how one learns to love everyone. Healing is the fruit of love. The main objective of healing is to put the body, mind, and spirit into balance.” For the next several months, I visited Grandfather in the home where he was bor n and raised, in the center of a small town that is now a popular tourist destination in so uthern Mexico. Each day he had something new and different to shar e with me. He had accepted me as his apprentice, yet he could not satisfy my Nor th American concept of what it meant to take on a cour se of study: I wanted him to outline my curriculum and explain the scope and sequence of what I was going to learn from him. One day I asked him, “How long will it take me to lear n what you have to teach me?” He smiled and said, Mi hija, no se puede decir. Eso depende de tí. “My daughter, I can’t tell you. That depends on you.” Gradually I realized that my study with Grandfather could not be measured, evaluated, or outlined in a syllabus. Grandfather Jaguar could teach me on an individual basis only, and according to my capacity, sincerity, and heartfelt desire to lear n from him. My apprenticeship with Gr andfather would arise spontaneously out of my own readiness for spiritual growth and development as a healer. One day I shared T he STAR Method with Gr andfather. His r eaction was at once surprising and encouraging to me.
Grandfather said, “It is time for people to unite and share their ancient wisdom. We see healing with the hands in all the ancient traditions fr om around the wor ld – Greek, Hindu, Oriential, and Mayan. The STAR Method has a basis in the Mayan tradition that I learned from my teacher.” Grandfather told me about how he had apprenticed for many years with an “Abuelo” (term of respect for an elder) Mayan healer whom he met in the jungle, in an isolated tropical region of Mexico, where the jaguar is considered to be a sacred animal with healing powers.
“We all must align o urselves with universal truth, the way the ancient sages did in the past: people came together from distant lands regular ly to share wisdom. The STAR Method is something I have been waiting for. It’s going to bring people together and unite humanity so that you don’t have to suffer so much in the future.” I sat with him in the patio of his home, where the sun shone br ightly and kept us warm on a typically cold day in this mountainous r egio n of southern Mexico. As usual, he wore his straw hat and a jade necklace, his talisman as the respected shaman and keeper of the Mayan jaguar healing tradition. “Humanity must be prepared fo r the future. There will be a purification, and in the future there will be a lot of suffer ing and death.” Grandfather paused, stoo d up, cleared his thro at, and said, “I am sorry. It makes me sad to think about the suffering.” He paced momentarily, composing himself. Then he continued, “It is my responsibility to sow the seeds for a better future by teaching the truth: Science and technology cannot improve the situation: Each one of us needs to know how to change ourselves perso nally, one by one. “We need to know how to heal ourselves without moder n medicine. We need something simpler : healing with the hands – this is the most basic, and ever yone can and must learn how to do it.” As my apprenticeship with Grandfather progressed, he began to share more information about the Mayan pro phecies that he was given to know by dint of his r ole as a leader and shaman amongst the many surrounding Mayan communities. “There will be ten years for people from all over the wor ld to travel and learn from the wise shamans, to share ancient wisdom teachings. It is our responsibility to respect the ancient wisdom keepers of the world. We should return to the traditional practice of bringing people from all over the world together in a ceremony to share the ancient wisdom teachings.
“We have to visit all of o ur communities, and we must revive the sacred places and feel the heart of the Mayan world. We must bless the hands of the healers and the hands that take care of the Earth. We must return to the traditional ways of taking car e of Mother Earth.” My apprenticeship with Grandfather Jaguar continues to gradually progress, and whenever I have the opportunity to spend time with him, I learn something profo und that impacts me deeply on a per sonal and spiritual level. I notice that it often takes several weeks for me to realize the full significance of his teachings, because they are so individual and personal. One of the most meaningful teachings I had the privilege to receive from him recently was about the importance of self-healing. He said, “Self-healing is the most basic, the fir st essential step in learning ho w to heal others. You have to learn how to heal yourself before you can be a healer fo r anyone else.” Module 1 of The STAR Method teaches self-healing using therapeutic touch.6 Module 1 should be learned and practiced before progressing to Module 2, which teaches how to heal others using the same sequence of thirty hand positions. In Module 2, you will lear n how to enhance and impro ve your personal relationships with other people using effective, practical techniques of therapeutic touch.
Never before has it been more essential to connect authentically with others for the purpose of healing and helping one another. Across the planet, humanity is curr ently facing the intersection of multiple, unprecedented crises7: increased incidence of terminal and chronic illness, environmental catastrophe, death from natural disasters, economic collapse, and the highest rate of suicide amongst young people ever recorded.8 In Module 2 o f The STAR Method, you will learn a practical method for helping your family, friends, and loved ones feel healthier, relaxed, and more balanced. These ar e undeniably stressful times for humanity. I am concerned, not only for the dire state of the planet, but also for the health of humanity: Exposure to a high level of stress has a scientifically proven negative impact on physical, mental, and emotional health, leading to serious illness. 9 The STAR Method is an original self-help program that can help you relax and effectively manage stress. The tools and techniques of T he STAR Method are desig ned to help you achieve perso nal success, health, and wellness in your life. It is my sincer e prayer that The STAR Method will inspir e a radical cultural r evolution to heal ourselves and the Earth. Our future generations deserve a chance to thrive in harmony on a healthy planet. At this very moment, it is up to each one of us.
How to Use This Book Series
If you want to reduce stress in your life; If you desire to heal yourself; If you want to heal the Earth; If you wish to realize your life mission; If you hope to succeed in all areas of your life; The STAR Method is designed to help you – At this moment, you have the power to heal yourself, others, and the planet. Welcome to The STAR Method, a nonsectarian system designed for people of all ages, genders, faiths, and cultural backgrounds. The STAR Method is a comprehensive system for self-healing, increasing your awareness of t he body and how it is being affect ed, t ransforming your body and mind, and realizing your purpose—your mission on Earth. The STAR Method will be presented in seven modules, each module featuring unique, useful, practical information that is based on current research. By learning the tools and exercises featured in all seven modules of The STAR Method, your self-help toolbox will consist of a variety of stress management and relaxation techniques that are pr oven to be effective10: therapeutic touch breathing exercises physical exercises positive affirmations meditation journaling visualizing goal-setting
mentoring As a complete system, The STAR Method can help you achieve much mo re than stress reduction and relaxation. By learning and practicing the techniques presented in this entire program, you can transform your life. In Module 2, you will learn how to use therapeutic touch to heal another person, animal, or other living thing following the same sequence of thirty hand positions that was presented in Module 1. By learning the techniques presented in Module 2, you can improve your relationships with the people in your life: your spouse, your children, your colleagues, and your family and friends. Module 2 also teaches how to perform distant healing on another person who is not physically present in the room with you. This technique can be useful if you have a friend or family member who is sick or injured, but you cannot physically be with the person for one reason or another. You can use this distant healing technique to send the person universal, life force energy for physical, emotional, and spiritual health and wellness. Module 2 will teach you how to use the power of universal symbols and life-for ce energy fo r healing other people and living things. There has never been a more urgent time than now to achieve these important goals: How to help others reduce stress by increasing their self-awareness of the connection between the body, mind, and its behavioral and emotional responses How to effectively apply therapeutic touch using a sequence of thirty hand positions especially designed to help your lo ved ones manage stress and r eceive a variety of physiolog ical benefits How to heal the body with therapeutic touch by follo wing three simple, guiding pr inciples How to use universal symbols and colo r for personal and planetary healing
This book (Module 2) offers several helpful features: Step-by-step approaches to a variety of effective techniques, tools, and exercises Photographs, infor mational tables, and color-coded, visual models supplemented with impor tant details and descriptions Testimonials and personal anecdotes from people who have benefited from The STAR Method Useful appendices for quick reference Please use this book as a personal training manual for learning how to heal others using your own hands. In so doing, you are sowing the seeds from which our future generations will harvest.
The STAR Method: Self-Healing, Transformation, Awareness, and Relaxation
The STAR Method is a pr actical, comprehensive, self-help prog ram for personal success, health, and wellness. The STAR Method integr ates a variety of effective tools to reduce stress and increase your awareness of the connection between your body, your mind, and its behavioral and emotional responses. The STAR Method is designed to help you achieve personal transformation, selfawareness, and self-realization—the fulfillment of your highest potential. Only by realizing your mission on Earth can you be truly fulfilled. You can transform your life by developing your awareness of your body, mind, and the subtle, powerful, life-g iving ener gy that animates all living things. If you want to be able to manage stress in your life, then you must become aware of how this “life-force energy” wor ks in your own body, and how your body and mind can be affected by external influences. In Module 2, you will r eview the relationship between energy, your physical body, the colo rs of the rainbow, and how color —the most universal of all symbols—elicits physiological responses in our bodies. Painting was one of my father’s favorite hobbies. When I was young, he painted a large rainbow on the wall of my bedroo m, right next to my bed. The r ainbow mural was the first thing I would see upon waking in the morning. I can remember lying in my bed, staring at the bright colors. The rainbow seemed to have a soo thing, uplifting effect on me as a child. I have since learned that the colo rs of the rainbow have a direct connection to our physical, mental, and emotional wellbeing. After I came to Belize, Central America, I learned from my friend Arzu, a traditional healer and wisdom keeper of the indigenous Garifuna nation, that a rainbow model of health has been passed down for generations and is still used today by traditional Garifuna healers as a fr amewor k for
physical, mental, and emotional health and wellness.11 For millennia, human civilizations have used colors—one of the most universal of all types of symbolism—in art, literature, science, and medicine. As a color-coded framewor k for healing, The STAR Method is r epresented by a multidimensional model that features a full-color spectrum (red, orange, yellow, green, blue, indigo, and violet). According to Ayurvedic medicine, a system of medical science originating in ancient India, the seven colors of the rainbow are directly connected to seven energy centers in the human body, which are referred to by the Sanskrit word chakras.12 The energy centers (chakras) are “an interconnected network that regulates growth and physiology in the human body”.13 Each of the seven chakras corresponds to specific physical parts of the body, most notably, the endocrine glands, which are associated with a set of behavior al and emotional responses.14 The endocrine glands are r esponsible for secreting hormones: chemical substances that stimulate gro wth, regulate metabolism, contro l emotional responses, and other important biological processes. The full-colo r STAR model illustrates the interconnection between the colo rs of the rainbow, the chakras, specific physical parts of the body, the endocrine glands, and the body’s corresponding physiological responses, as shown in Table 1 below.
Table 1: The connection between your body and your chakras Location in the Chakra name in Corresponding Colors of the physical body English and physical parts of the rainbow (in front of the Sanskrit body spine) Root Center (Muladhara)
feet, legs, urinary base of the spine bladder, colo n, rectum, bottom of the sacrum
orange
Nave l Center (Svadhisthana)
lower abdominal area, behind the navel reproductive organs, lower back, hips
yellow
Solar Plexus Center (Manipura)
bottom of the breastbone (xiphoid process)
upper abdominal area (stomach, part of the large intestines)
green
Heart Center (Anahata)
the heart
hands, arms, heart, upper respiratory tract
blue
Throat Center (Visshudha)
behind the throat
re d
throat, neck, esophagus, trachea
indigo
rd 3 Eye Center between the eyebrows (Ajna)
forehead, frontal lobes of the brain
violet
Crown Center (Sahasrara)
left and right brain hemispheres, bones of the skull
top of the head
Table 2: The connection between your endocrine glands and your chakras
Chakra name in Corresponding Colors of the English and endocrine rainbow Sanskrit glands re d
Root Center (Muladhara)
Emotional and behavioral responses when activate d
adrenals
being, having feel ing, wanting
orange
Nave l Center (Svadhisthana)
gonads (ovaries, testes)
yellow
Solar Plexus Center (Manipura)
pancreas
green
Heart Center (Anahata)
thymus
loving
blue
Throat Center (Visshudha)
thyroid
communicating
indigo
3 Eye Center (Ajna)
pituitary
violet
Crown Center (Sahasrara)
pineal
rd
acting
seeing, perceiving
knowing
Chakras are key energy centers in the body that correspond to specific physical parts of the body, which are connected to various physical, emotional, and psycholog ical responses. The STAR Method will teach you how to place your hands in a specific sequence of positions on these chakras to activate a variety of physiological benefits. The hands are directly connected to the heart center. Try this: Hold your arms out straight in a “T” shape. If you draw a straight line from one hand to the other, you cross your heart. From the perspective of the chakras and their corresponding physiolog ical responses, our hands are at the same level as our hearts. The heart center is associated with how we express our love, affection, caring, and compassion in the wor ld. How we use our hands is an outward expression of our hearts. It is no wonder why our hands are such powerful tools for healing.
Benefits of Therapeutic Touch “The STAR Method is a valuable resour ce.” – Graduate Student, State University of New York “The STAR Method is helping me change my thoughts and perceptions so that I can decrease my stress level.” – Public School Administrator, New York “I like the pro cess of incr easing my awareness of where the stress is coming fro m.” – Graduate Student, St. Joseph’s University, Philadelphia In this program, you will learn how to effectively apply “therapeutic touch” to another person’s body, following a specified sequence of thirty hand positions. Ther apeutic touch is a ho listic approach to health and wellness that aims to treat not only the physical body but, also, the underlying psychological, mental, and emotional levels. Ther apeutic touch is a special kind of physical contact with the hands that is conscious, car ing, lo ving, gentle, and safe. The practitioner o f therapeutic touch must have a strong sense of commitment and intention to help and heal the recipient physically, mentally, emotionally, and psycholog ically. Dolor es Krieger, professor of nursing at New Yor k University and author of The Therapeutic Touch: How to Use Your Hands to Help or to Heal (1986), has resear ched therapeutic touch for decades. In her book, Krieger prints the accounts of many practitioners of therapeutic touch who have successfully treated conditions ranging from the quieting of crying in babies to the healing of injuries and chronic illnesses.15 In Module 2, you will lear n a specified sequence of thirty hand positions that are especially desig ned to help relieve stress and activate a relaxation response in the body, and result in many physiological benefits. By applying the specified sequence o f hand positions in The STAR Method, you will suppor t the biological functions and processes of the body; including bones, glands, muscle tissue, lymph nodes, skin, nerve pathways, and the major organs. Specific physiological benefits can result from using The STAR Method. For those who may be skeptical, the proo f lies in experiencing the benefits of therapeutic touch personally, thereby knowing for certain how this technique can affect the body and mind.
Table 3: Physiological benefits of The STAR Method By using these The following hand positions physical areas of the from The STAR body are affected,... Method,…
The Chalice
The V
Resulting in these physiological benefits….
Increased blood flow to the abdomen, hips, legs, and feet urinary bladder, reproductive organs, Support for the l ower limb, colon, rectum, bottom urinary tract, gastrointestinal of the sacrum tract, and reproductive system functions small intestines, part of the large intestines kidneys, lower back, part of the sacrum
Improved function of the urinary and gastrointestinal organs Relief from lower back pain and menstrual cramps
The Sun
middl e part of the transverse co lon, lower part of the stomach
The Lovers
heart, bl ood that circulates throughout the entire body, thymus gl and, upper respiratory tract
The Butterfly
throat, thyroid gland, parathyroid glands
frontal l obes of the The Mind’s Eye brain, sinuses in the forehead area
The Crown
left and right hemispheres of the brain, corpus callosum, parietal bones of the skull
Restoration of mental and emotional wellbeing Relief from indigestion and nausea Strengthening of the immune system and cardiovascular functions Decreased symptoms of allergies, asthma, and heart conditions Improved regulation of the body’s metabol ism Stress rel ief by supporting the endocrine glands in the mid-brain cavity Supports the brain functions associated with language-making, comprehension, problem-solving, and various aspects of personality Relieves sinus pressure, allergies, and headaches Supports brain functions in the cerebrum, associated with conscious thought, voluntary actions, sensory awareness, and deliberate movement Improves the function of the corpus cal losum, which is responsible for communicating information between the left and right hemispheres of the brain
Ther apeutic touch is scientifically proven to be beneficial and healing on a physical level: It relieves stress and activates a relaxation response by promoting biological and physiological changes in the body.16 Therapeutic touch is effective in reducing and relieving stress, anxiety, and pain; accelerating healing; and providing a greater sense of wellbeing. People who receive therapeutic touch during a treatment session generally report “improved quality of life physically, emotionally, relationally, and spiritually”.17 Therapeutic touch fulfills our core human needs. It is not a mere indulgence to receive caring, conscio us touch that feels good. Vimala McClure, a world-renowned therapist who has extensively studied the effects of therapeutic touch on infants, has found that touch is essential for healthy human development.18 Research at the University of Miami School of Medicine shows that therapeutic touch is “as important to infants and children as eating and sleeping.”19 Research indicates that therapeutic touch triggers healthy growth and development in children by stimulating nerves in the brain that lower stress hormone levels, resulting in improved immune system functioning and the ability to handle stress as an adult. In a study of patients hospitalized with cardiovascular disease, Dr. Janet Quinn of the College of Nursing of the University of North Carolina found a highly significant decrease in acute anxiety following the application of therapeutic touch for only five minutes by nurses with several years of experience and understanding o f the method.20 Therapeutic touch has the power to heal and transform. When we receive caring, conscious touch
from another person, it is naturally therapeutic and healing. It is a universal language: Touch heals when we place our hand on someone’s shoulder to pro vide comfor t; when we pet our dog or cat; when we hug our spouse or best friend. I intuitively used therapeutic touch as a young child to comfor t my sister Jill, who was five years younger. Whenever Jill cried, I would sit with her and distract her by turning my hands into a kind of puppet show, making contact with my palms and fingers on her body while singing a cheerful song. After a few minutes, she would have started giggling, and we would both feel better. As a professional therapeutic massage and bodywork practitioner, I have integr ated The STAR Method into my treatment sessions to help my clients achieve maximum benefit. I find that I am able to treat my clients most effectively when I am relaxed and perceptive to the flow of energy thro ugh my hands. I believe that my awareness o f energy is the foremost reason why I receive much positive feedback from my clients about the quality of my therapeutic bodywor k: “Parama understands energ y. She was able to work with mine as well as her s. Massage can be just a mechanical exper ience, but Parama is able to transfo rm it into a spiritual, healing experience.” – PhD Professor, University of Michigan “She brings a calm, healing energy that feels wonderful.” – Graduate Student, San Francisco Institute of Holistic Studies and Transpersonal Psychology, California “A healing massage...” – Psychotherapist, Phoenix, Arizona “It felt like electricity. It was like you were opening up the tight areas, and letting some kind of energ y—like electricity—flow all the way from my back down to my feet.” – Dental Surgeon, Mexico “You really do heal.” – Competitive Weightlifter, New York City The STAR Method can be helpful for professional therapists who wish to incorporate these tools and techniques into their treatment sessions. This program provides essential, basic skills for any therapist whose wor k involves physical contact with a client. Whether you ar e curr ently studying o r practicing professionally, you may find that mastering the skills taught in Module 2 can help you be more effective as a therapist. I consistently use techniques from The STAR Method to maintain my per sonal health and wellness. For example, I have used therapeutic touch to acceler ate the healing o f an injur y that I experienced recently. I was about to step into the back of a passenger van, when someone accidentally slammed the door onto two fingers of my right hand, fracturing the bones and splitting the skin open. I immediately started to treat the injured fingers, wrapping my other hand around them and allowing the healing ener gy to flow uninterrupted, until I reached my destination. When I removed my hand after one hour, I felt no pain or swelling in my fingers. The cuts had sealed and stopped bleeding, and I did not feel any pain or discomfort at any point. The fingers regained full mobility and function within three to five days. I consulted a doctor, who examined my f inger s and informed me that the typical healing period for a partial fracture to these bones should be more like four to five weeks.21 When I told him that the fingers had healed completely within a few days, he was incredulous.
While therapeutic touch can be a powerful healer, I am not suggesting or advocating that you should use The STAR Method as an alternative to co nventional medicine or medical procedures. I respect that each person should make his or her choices based on the information and resources available. In many cases, a person may receive maximum benefit from the combined application of modern, conventional medicine with safe, effective, resear ch-based, holistic therapies. By achieving the balance between modern technolo gies and the power of healing touch, you can make the widest possible choices for your optimal health and wellness.
Testimonials and Anecdotes “The STAR Method is helping me change my thoughts and perceptions so that I can decrease my stress level.” – Public School Administrator, New York “I like the pro cess of incr easing my awareness of where the stress is coming fro m.” – Graduate Student, St. Joseph’s University, Philadelphia “For years I have had constant aches and pains in my entire bo dy. At first I was diagnosed with arthritis. Then the doctors told me that I have fibromyalg ia [a medical condition characterized by chronic widespread musculoskeletal pain accompanied by fatigue and a heightened and painful response to pressure]. They don’t really know whether it’s arthritis or fibromyalgia, or both. Sometimes the pain so bad, I can’t get out of bed. Parama has been giving me therapy sessio ns every week for the past two months. The last time I went to my rheumatologist, she said, ‘You’r e better than I’ve ever seen you. What are you doing different?’ The doctor gave me a pain test and told me I had fewer points of pain. ‘Keep getting those therapy sessions,’ my doctor told me, ‘They are helping you a lot.’” In Central America I offer ongoing workshops in which participants can learn how to use The STAR Method to heal themselves and o ther people. Recently a par ticipant had the oppor tunity to be a mo del for the workshop, and she received over two hours of therapeutic touch from the other participants.
After receiving a full treatment session with The STAR Method, she said, “I enjoyed receiving the flow of energy and feeling how it balanced and harmonized my entire body. I especially felt a lot of benefit from the spiral symbo l. It is marvelo us how the energy r ises, closing at the back of the neck. It felt amazing. I am grateful for this technique. It really helped me.” Another client reported, “The STAR Method relaxed me. That night I slept better than I have in a long time.” One day my fr iend Maria requested a therapy session with me. She reported at the beginning of the session that she was feeling a lot of pressure in her chest and pain in her abdominal region. During her session, when I placed my hands above her pelvis (Position 5: The V), Maria started to cry. After we completed a full sessio n, she told me that she had been traumatized in that area of her body.
Maria said, “The therapy helped me get in touch with some o f the pain that I have been blocking. What I really needed was to feel it. When you put your hand on my belly, I could finally make the connection with the pain from my past. It felt so g oo d to cry. I feel relaxed and much lighter now.” Please click here to view mor e testimonials fr om clients who have benefited fro m The STAR Method. As you lear n and practice The STAR Method with friends and family, you will pr obably be delig hted to receive positive feedback, as these techniques pro vide many physiolo gical benefits. In the next chapter, we will begin to explor e these benefits in mor e detail.
Activating Your Awareness of Energy By practicing the techniques taught in this prog ram, you will lear n how to activate and develop your sensitivity to the life-g iving ener gy—subtle, yet perceivable—that flows thro ugh all living things, including your self.22 As you increase your awareness to the natural flo w of this energy through your hands, you will realize your ability to heal yourself and other people using therapeutic touch. Your sensitivity will increase with practice, especially if you lear n the techniques for self-healing taught in Module 1 of The STAR Method. If you find that you are not able to sense the energy r ight away, then be patient and continue practicing. The mo st impor tant is for the practitioner to have a sincere intention to help and heal, and sensitivity will incr ease over time.
I have found that maintaining a consistent practice of stillness, prayer, and meditation helps me to be more sensitive to the subtle life for ce energ y within my own body and in my hands as I wor k with clients. When I “tune in” to the energy in my client’s body, I am consciously entering into a state of meditative awareness in which I obser ve the flow of energ y without being attached to the outcome or results of the therapy. As the practitioner, I am a conscio us observer, present and alert, without trying to control or manipulate the experience; rather, I am simply a clear channel through which the energy can flow freely. One afternoon I was visiting a friend on his farm in southern Belize. His dog Peanut ran up to greet me in a fr iendly manner. As soon as I reached out to pet him, I perceived a hot, prickly sensation in his neck. Peanut responded well to my touch, and so I kept my hands on either side of his neck until I sensed a shift in the flow of energy. Then I moved my hands to his upper back. Peanut remained motionless and r eceived the therapeutic touch with pleasure and calmness.
Later, my fr iend told me that Peanut had recently been hit by a car and was unable to walk for days. Only r ecently had he started to run around the farm again. I concluded that Peanut had been injured and was pro bably still in pain fr om the accident, which affected his neck and upper back. From an early ag e, I had the privilege to lear n and practice how to perceive the flow of life-for ce energy through my hands. When I was young, my grandmother used to ask me to “give her a shoulder rub”, coaching and g uiding me to use the most effective techniques. She would exclaim, “Oh, I just love those little hands of yours!” While I rubbed and eased the tension o ut of my gr andmother ’s shoulders, I noticed that I was able to sense so me kind of “electricity” in my hands. As you practice the techniques presented in this program, you will gradually improve your sensitivity and ability to per ceive the flow of energy thro ugh your own hands. At first this may seem difficult. Be patient. With more and more practice, you will increase your sensitivity to the flow of energy during your treatment session. You will discover that the quality of the energy flow can be described in terms of its temperature, sensations, frequency, and how intensely it is drawn through your hands.
Table 4: Quality of energy flow during a treatment session Rating
Rang e (from hig h to low)
intensity of the “draw”
intense, strong, normal, weak, dull, subtle
temperature
hot, warm, normal
frequency
zigzag, intermittent, wavelike, steady, stable
sensations
sharp, prickly, electrical, throbbing, pulsing, tingling
The STAR Method is designed on the premise that the body and mind o perate as one integrated whole and are maintained by energ y. The study of quantum physics has demonstrated that all physical phenomena are appearances of energy in different stages of activity.23 The fo od we eat, the houses we live in, and the coins we spend are nothing but energy in condensed, materialized form. Researchers have discovered that energy and vibration are the building materials of the physical world, including our physical bodies. Energy circulates throughout the body along a network of passageways. Scientific research has demonstrated that these passageways ar e intimately connected with the body organs and their functions. This life-giving energ y is referr ed to by many names in various differ ent traditions aro und the world. In the system of Ayurvedic Medicine, this life-force energy is referred to as “prana”; in Oriental Medicine, “chi” or “ki”; in the Native American tradition, “the spirit that moves in all things”.24 This universal, life-giving for ce will be refer red to as “energ y” throughout this book. All of the systems in your body function by electrical impulses. You are energ y: You ar e not separate from it. Therefore, it is readily accessible and available to you. Energy is inherently intelligent, as there is or der in the universe. The moment you place your hands on yourself or another living thing, whether it be human, animal, or otherwise, this intelligently directed life-force energy automatically flows in a way that benefits you and the recipient. You ar e simply acting as a channel; therefore, all you have to do is to place your hands on the physical body, and a universal intelligence directs the energy—a subtle, gentle, yet powerful healer—to whichever parts of the body are in need of healing.
This came as a liberating realization for me while I was studying therapeutic massage and bodywork. Although I was required to learn many techniques, I realized that I did not need to memo rize anything in or der to allow healing energ y to flow through my hands. By placing my hands on another person, I have learned that I am able to instantly perceive the flow of this energy. Most importantly, I have realized that I am not the source of the healing quality of this energy: I am simply a channel for the energy to flow. The STAR Method can help you to realize this for yourself, allowing you to access the power of your hands for personal and planetary healing.
How to Apply The STAR Method to Heal Others Guiding Principles In this section, you will lear n how to effectively use The STAR Method to heal o thers by applying therapeutic touch in a specified sequence of hand positions o n the body. By following these three guiding principles, you can optimize your experience of using The STAR Method: 1. Fingers together, always better : Always keep your palms open and flat with all five of yo ur fingers touching. Your thumbs should stay close to your fingers. 2. Hands still, the energy flows where it will: When holding the positions, keep your hands steady on or above the body and remain motionless with both feet comfortably flat on the floor. 3. To heal, breathe and feel: Relax and breathe fully and deeply thro ughout the duration of the treatment session. Breathing deeply will help yo u to achieve a state of r elaxation, allowing you to channel the healing energy through your hands.
Instructions To experience the full benefits of Module 2 o f The STAR Method, you are advised to pr actice a full treatment session on a friend or family member at least once a day for seven consecutive days. To maximize the benefits, you may try using The STAR Method at differ ent times of day or in differ ent locations, including outdoor settings. Do not be discouraged if your loved one do es not experience immediate benefit. Since the effects of stress are cumulative, the process of healing occurs over time. You may find it helpful to r efer to the full-color spectrum model of The STAR Method as you learn and practice the exercises presented in this book. This model, which is color-coded, can help you increase your awareness of specific behavioral and emotional responses in the body, which cor respond with each of the seven colo rs of the rainbow. You will also find the Appendix at the end of this book to be a helpful reference while performing a treatment session. As the practitioner, it is ideal to r emain standing throughout the treatment session. You may choose to keep your eyes closed or open. It is important for you to feel comfortable and relaxed. Instruct your loved one to lie down on his or her back. It is recommended to use a massage table, as you will be able to adjust the height so that you do not have to bend over to reach your client’s body. If you do no t have access to a massage table, you can use a bed or couch, but you may need to sit, kneel or squat beside your client in or der to perfor m the treatment. For the comfort of your client, place a pillow under her knees and cover her with a blanket. If you are standing, be sure that you are on a level surface with your feet flat on the floor, hipwidth apart, and knees slightly bent. Keep your spine straight and your shoulder s relaxed. If you are seated, squatting or kneeling, be sure that your spine is straight and your shoulders are r elaxed. Photographs are included to pro vide guidance and to clarify the instructions for how to perform a treatment session using The STAR Method. Instructions ar e wor ded in a way that seems to be most helpful to people who ar e learning how to use The STAR Method for the first time. During the treatment session, breathe slowly and deeply through your nose, allowing your chest and belly to expand on each inhale. Relax. Breathing deeply will help you to r elax as you fo cus on the quality of the energy flowing through your hands. At first, you may or may not be able to feel anything—this is okay. Your awareness and sensitivity to the flow of ener gy thro ugh your hands will improve with practice. If you are able to sense the flow of energy during your treatment session, then simply notice its quality. You may be able to feel the temperature, sensations, and intensity of the energy flow, which can range fr om high to low along a r ating scale (see Table 4). Hold each hand position fo r thirty seconds to one minute. You may wish to hold the positions for a longer period of time, especially if the quality of the energy is strong, intense, or hot. You may be able to feel when the flow has “fallen away” or “dro pped”, indicating that you can mo ve your hands to another position. The hand positions in The STAR Method are presented in a step-by-step format:
How to place your hands Physical areas to be treated Benefits of treatment Conditions and ailments to be treated The thirty hand positions of The STAR Method will be described in detail in the next section. A full treatment session consists of all thirty hand positions and typically lasts for about forty-five minutes. You also have the option to use these techniques in a short treatment session, which typically lasts for about twenty minutes and contains o nly eight hand positions. When fir st learning The STAR Method, it is recommended to pr actice a full treatment session, as described in the next section. Once you have lear ned and practiced the sequence of hand positions by following the steps in this section, you may find it helpful to use the appendices at the end of this book as a quick r eference during your daily, ongoing treatment sessions. If you have questions, please do not hesitate to contact me for more information.
Hand Position 1: Opening Affirmation/Prayer
The opening affirmation and prayer “set the tone” for the entire treatment session. Place the palms of your hands gently tog ether, with your thumbs lightly touching the breastbone in front of your heart. Silently or out loud, state exactly what you would like to accomplish, gain, or experience from the treatment session. Be specific. Here ar e some examples: “Today I am asking specifically for relief from pain in [client’s name] lower back.” “I would like to relieve the tension in [client’s name] neck.” “I want to help [client’s name] stop wor rying about deadlines at wor k and feel more relaxed.” Your affirmation/prayer can also be mor e general: “I want [client’s name] to be healthy and happy.” “I wish to help [client’s name] feel more joy in his life.” “Today I am asking for protection and guidance for [client’s name].” An affirmation is a statement that validates a positive result or outcome. Research shows that positive thinking decreases stress and activates a relaxation response.25 The mind plays such a significant role in creating stress. However, if we are able to become more aware of the negative thoughts and feelings that enter our minds and develop ways to r eplace them with positive ones, we will be able to live happier, less stressful lives.26
Hand Position 2: Centering
This position has a calming, grounding, soothing effect. It sends a signal to the body to relax, preparing your client for the treatment session. Gently place both hands, one on top of the other, slightly below the navel. Breathe slowly and deeply through your nose, allowing your chest and belly to expand on each inhale. Relax. Breathing deeply will help you to relax as you focus on sensing the flow of energy through your hands. Remember, it is okay if you do not feel anything r ight away. With practice, you will increase your sensitivity to the flow of energy. Hold the hand position for thirty seconds to one minute or longer if desired.
Hand Position 3: Scanning the Body
“Scanning the body” can provide information about specific areas of your client’s body that need the most attention. Imagine that your hands are an “x-ray machine” and you are using them to “scan” the entire body for areas most in need of therapeutic touch. This will provide you with important information about your client. Hold both hands palms down, shoulder -width apart, about 10 inches above the body. Begin at the head and slowly “scan” down the entire length of the body, ending at the pubic ar ea. Repeat as many times as necessary. With repeated practice, you will incr ease your sensitivity and accuracy. Breathe slowly and deeply. Relax. Focus on the flow of energy thro ugh your hands. Scan the body for thirty seconds to one minute or longer.
Hand Position 4: The Spiral Symbol
Now, you will learn how to use universal symbols for healing. Three symbols—the spiral, the cross, and the star—will be used in a sequence of hand placements. Symbols speak to o ur collective human experience, as shapes ranging from the most basic to the complex have been consciously rendered for millennia in human art, religions, literature, and psychology to signify a variety of physical and metaphysical phenomena. The spiral is depicted in ornamental art all over the world and is commonly seen in nature and astronomy, as in this photograph of Messier 74, a spiral galaxy in the constellation Pisces and home to about 100 billion stars.27 The spiral is most commonly interpreted to represent the evolution of the universe. It is also a classical for m symbolizing growth, arising out of the concept of the rotation o f the Earth. In the Egyptian system of hieroglyphs, the spiral denotes cosmic forms in motion, or the relationship between unity and multiplicity.28 When depicted in its expanding fo rm, as in the nebula, the spiral symbolizes the creative breath of life —the creative force of the univer se. Since the spiral ar ises from a single point, it also symbolizes the relationship between the circle (or oneness) and the mystic center of the circle (or the origin of the universe), thereby being associated with the power of healing through a pattern of creative movement and expansion. During your treatment session, you will apply therapeutic touch using a specified sequence of seven hand positions on parts of your client’s body within his/her abdominal area. First, you will draw a Spiral Symbol above the body to activate, amplify, and contain the energy as you position your hands in seven positions on the abdominal area. The Spiral Symbol serves to activate, amplify, and contain the energy as you position your hands on various par ts of the abdominal ar ea. In particular, the Spiral Symbol activates the functions of three endocr ine glands: the adrenals, the gonads, and the pancreas.
The adrenals are located on top of the kidneys and are r esponsible for releasing hormo nes in response to stress. The gonads are the ovaries (in females) and the testes (in males). The ovaries produce eggs, and the testes produce sperm. The pancreas produce hormones that decrease sugar levels in the blood as well as digestive enzymes that break down foo d into nutrients for the body. Now, you will lear n how to draw The Spiral Symbol above the body to suppor t the optimal functioning of these endocrine glands, as well as the bones, organs, tissues, muscles located in the abdominal area. The Spiral Symbol looks like a DNA double helix spiraling out from one central point. Imagine that you are drawing this symbol with your palm above the abdominal area. Begin by holding one of your hands (the dominant hand, prefer ably) about 12 inches in fro nt of the navel (belly button), not touching the body. The Spiral Symbol consists of two parts: a smaller, inner spiral and a larger, outer spiral.
Part 1: Draw a smaller, inner spiral. Imagine a small disc superimposed over the navel. Begin the smaller, inner spiral at a point on the “bottom” of this disc. Draw the spiral clockwise once around the central disc, covering the entire abdominal ar ea and ending at the pubic bone. It is important to form the spiral in a clockwise direction, as this follows the natural flow of the digestive tract (ascending, transverse, and descending colon). Part 2: Draw a larger, outer spiral. Return to the imaginary disc superimposed over the navel. Begin the outer spiral at a point on the “top” of this disc. Draw the spiral clockwise once around the central disc, ending slig htly below the pubic bone. Again, it is important to form the spiral in a clockwise direction. The Spiral Symbol will now be followed by seven specific hand positions located in the abdominal area.
Hand Position 5: The Chalice
Where in the body: This position cover s the lower par t of the abdomen, just within the pelvic cradle to the tip of the pubic bone.
How to place your hands: Make a bowl shape with your hands, fingers of one hand overlapping the fingers of the other hand. Lightly touch the pinky side edges of your hands just below the pubic bone. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Urinar y bladder and ur eters (tubes that descend from the kidneys to the bladder) Reproductive organs (for females): ovaries, fallopian tubes, cervix, vagina, part of the uterus Reproductive organs (for males): testes, prostate gland, seminal vesicles, vas deferens Sigmoid colon (the last segment of the large intestine) Rectum
Coccyx (tailbone) and bottom of the sacrum (large triangular bone at the bottom of the spine) Legs, ankles, and feet Femoral arteries (blood vessels that supply blood to the lower extremities) Lymph nodes of the groin ar ea (responsible for generating antibodies to fight infection of abdominal organs)
Benefits of treatment: Increased pelvic mobility Improved nerve flow through the sciatic, sacral, and gluteal nerves Increased blood flow to the abdomen, hips, legs, and feet Supports the lower limb, urinary tract, gastrointestinal tract, and reproductive system functions. Comforts and soothes the body’s memory of early childhood traumas, such as sexual abuse and painful falls Helps fight infections of abdominal organs by stimulating the lymph nodes in the groin area Helps fight infections of the reproductive organs due to sexually transmitted diseases
Conditions and ailments to be treated: Urinary tract infections Impotence Pro state cancer Uterine and cervical cancer Yeast infections Infertility Menstrual cramps Pregnancy Diarrhea, constipation, and bloating
Hand Position 6: The V
Where in the body: This po sition spans the area just below the navel (belly button).
How to place your hands: For m a “V” shape with your hands, finger s pointing down, palms flat against the belly, just below the navel. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Small intestines Parts of the ascending colon (on the right) Parts of the descending colon (on the left) Part of the uterus (fo r females) Kidneys Ureters (tubes that descend from the kidneys to the bladder) Lower back Hips Part of the sacrum
Benefits of treatment: Increased blood cir culation through the inferior mesenteric ar tery and inferior vena cava that carr ies blood into this area from the heart and back Supports the many nerve pathways that travel through this area and toward other parts of the body Improved function o f the urinary and g astro intestinal or gans
Many clients can sense the energ y radiating out fr om the nerve pathways as they travel to other parts of the body
Conditions and ailments to be treated: Menstrual cramps Pregnancy Lower back pain Kidney stones and kidney failur e
Hand Position 7: The Sun
Where in the body: This position covers the xiphoid process, the small area where the bottom of the breastbone meets the soft part of the belly.
How to place your hands: Create a dome shape with your hands, as if you were cupping half of a sphere inside your hands. Place your cupped hands just below the xiphoid pr ocess (where the bottom of the breastbone meets the soft part of the belly). Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Middle part of the transverse colon Lower part of the stomach Solar plexus center (an energy center, also known as a “chakra”)
Benefits of treatment: Aids in digestion Restor es mental and emotional wellbeing
Conditions and ailments to be treated: Indigestion “Knots” in the stomach Anxiety Nausea
Hand Position 8: Right Hip
Where in the body: This position covers the right hip area and top of the thigh bone.
How to place your hands: For m a “T” shape with palms flat against the hip (the joint where the thigh bone meets the hip socket). Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Sciatic nerves (a thick bundle of ner ves that exit the bottom of the spinal column, cr oss the back of the pelvis, and join the lumbosacral plexus to travel down each leg) Hip joint (a large joint where the thigh bone meets the pubic bone)
Benefits of treatment: Relieves sciatic pain Speeds recover y from hip r eplacements
Relieves pain associated with arthritis in the hip joint
Conditions and ailments to be treated: Sciatica (inflammation of the sciatic nerve characterized by pain radiating through the lower back, hip, buttocks, and the side and back of the leg) Arthritis
Hand Position 9: Right Abdomen
Where in the body: This position covers the area from the bottom of the rib cage to just above the waist on the right side of the body.
How to place your hands: Place both hands beside each other against the soft part of the belly on your right side, below the rib cage. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Lower part of the stomach Liver Gall bladder Part of the small intestines Ascending colon Part of the transverse colo n (large intestines)
Benefits of treatment: Blood cir culates mor e efficiently thro ugh major arteries and veins, speeding up digestion Improves the body’s ability to absorb vital nutrients (minerals and vitamins) from food
Conditions and ailments to be treated: Indigestion Heartburn Hepatitis (inflammation of the liver)
Cirrhosis of the liver Jaundice
Hand Position 10: Left Abdomen
Where in the body: This position covers the area from the bottom of the rib cage to just above the waist on the left side of the body.
How to place your hands: Place both hands beside each other against the soft part of the belly on yo ur left side, below the rib cage. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Lower part of the stomach Pancreas Spleen Part of the small intestines Descending colon Part of the transverse colo n (large intestines)
Benefits of treatment: Blood cir culates mor e efficiently thro ugh major arteries and veins, speeding up digestion Improves the body’s ability to absorb vital nutrients (minerals and vitamins) from food Blood sugar levels stabilize more quickly
Conditions and ailments to be treated: Diabetes Indigestion
Heartburn Colon cancer
Special notes: The positions “Left Abdomen” and “Right Abdomen” can help your client to relax before or after a stressful event.
Hand Position 11: Left Hip
Where in the body: This position covers the left hip area and top of the thigh bone.
How to place your hands: For m a “T” shape with palms flat against the hip (the joint where the thigh bone meets the hip socket). Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Sciatic nerves (a thick bundle of ner ves that exit the bottom of the spinal column, cr oss the back of the pelvis, and join the lumbosacral plexus to travel down each leg) Hip joint (a large joint where the thigh bone meets the pubic bone)
Benefits of treatment: Relieves sciatic pain Speeds recover y from hip r eplacements
Relieves pain associated with arthritis in the hip joint
Conditions and ailments to be treated: Sciatica (inflammation of the sciatic nerve characterized by pain radiating through the lower back, hip, buttocks, and the side and back of the leg) Arthritis
Hand Position 12: The Cross Symbol
The symbolism of the cross is complex and can be interpreted in such a way that neither denies nor supplants the histor ical meaning in Christianity. The cr oss is often represented in medieval ar t as the ‘Tree of Life’—the bridge or ladder by means of which the soul may reach the heavens.29 The cross affir ms the primar y relationship between the two wor lds of the celestial and the earthly. The cross is analogous with the human form, as the horizontal line represents the arms, and the vertical line signifies the body in an upright position. The predominant meaning of the cross is the conjunction of opposites: wedding the vertical (or spiritual) principle with the horizontal (the physical world of phenomena), thus bearing its significance as a symbol fo r struggle and martyrdom. In Egyptian hierog lyphics, the cro ss stands for life or living and for ms part of words such as ‘health’ and ‘happiness’. The Cross Symbol depicts a cro ss contained within a circle. As shown frequently in ancient art and literature, the circle is most commonly used as an emblem of the sun. It also symbolizes the return to unity from multiplicity and has been seen to stand for heaven, perfection, and sometimes eternity as well. The circle corresponds to the ultimate state of oneness—a profound psychological implication that the circle represents a human who has achieved inner unity (perfection). Thus, the cross inside of the circle can be interpreted to symbolize the human who has realized oneness and perfection by virtue of merging the physical with the spiritual—uniting body and spirit. During your treatment session, you will apply therapeutic touch using a specified sequence of seven hand positions o n parts of the body within your client’s chest and neck area. First, you will dr aw a Cross Symbol abo ve the body to activate, amplify, and contain the energ y as you position your hands in seven positions o n your client’s neck and chest. In particular, The Cro ss Symbol activates the endocr ine glands lo cated in this area of the body: the thymus, the thyro id gland, and the parathyro id glands. The thyroid gland regulates metabolism by controlling how quickly the body uses energy. The parathyro id glands control the level of calcium in the blood. The thymus directs the body’s immune system response. Now, you will learn how to draw The Cross Symbol above your body to support the optimal functioning of these endocrine glands, as well as the bones, organs, tissues, muscles located in the area of your chest and neck.
The Cross Symbol looks like a plus sign inside of a circle. Imagine that you are drawing this symbol with your palm above the chest area. Begin by holding one of your hands (the dominant hand, preferably) about 12 inches on top of the heart, not touching the body.
Part 1: Draw a plus sign. First, draw a plus sign. Draw a straight line down to the xiphoid pr ocess (the bottom of the breastplate where the bone meets the soft part of the belly), then straight up to the thro at, then back down to the heart. Starting at the heart, draw a straig ht line directly acro ss the chest, from one br east to the other, ending once again at the heart. Part 2: Draw a circle. Now, draw a circle around the plus sign that you just drew. Begin at the top of the plus sign (above the throat). Draw a clockwise cir cle around the plus sign, ending at the same point where yo u started (above the throat). The Cross Symbol will now be followed by seven specific hand positions located in your client’s chest and neck area.
Hand Position 13: The Lovers
Where in the body: This posture covers the area directly over the heart, on the chest between the breasts.
How to place your hands: Place one hand o n top of the other, palms down, on top o f the heart (between the breasts). Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Heart Arms, wrists, and hands Blood that circulates throughout the entire body Thymus gland (responsible for generating white blood cells to fig ht infection) Upper r espiratory tract (bronchial passages)
Benefits of treatment:
Enhances the immune system and cardiovascular functions Helps relieve symptoms o f any blood-bor ne infection or condition (auto-immune disor ders, allergies) Restor ation o f proper fluid-electro lyte balance for electrical shock victims Improvement of T cell (white blood cell) count in AIDS patients Comfor ting and soo thing
Conditions and ailments to be treated: Heart conditions Auto-immune disor ders Allergies Asthma HIV infection and AIDS
Special notes: This position can be beneficial for anyone who is fighting an infection of mild nature (cold or flu) or more serious conditions.
Hand Position 14: The Butterfly
Where in the body: This position covers the throat and sides of the neck.
How to place your hands: Bring the insides of your wrists together at the throat, touching palms and fingertips to either side of the neck. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Skin, muscles, and bones of the chin and throat Thyroid gland (responsible for generating hor mones that regulate the body’s metabolism) Parathyroid glands Mid-brain cavity beneath the soft tissues of the chin and thro at
Benefits of treatment: Relieves stress by supporting the endocrine glands in the mid-brain cavity Calming, soothing effect Helps to regulate the body’s metabolism
Conditions and ailments to be treated: Thyroid dysfunction (hyperthyro idism or hypothyroidism) Sore throat Laryngitis
Hand Position 15: Left Shoulder
Where in the body: This position spans the area at the left side of the neck and left upper shoulder.
How to place your hands: Place one hand o n the left side of the neck and the other hand on the upper left shoulder. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Left sternocleidomastoid muscles (lo ng muscles that span the sides of the neck) Left collarbone
Left carotid artery and jugular vein (major channels of blood cir culation to and fr om the brain) Left upper trapezius muscle (large muscle that wraps around the top of the shoulders and commonly “traps” tension and stiffness) Lymph nodes in the neck area
Benefits of treatment: Supports the lymph nodes’ production of antibodies to fight infections Relief from trigger-point pain in the face Relief from muscle tension in the shoulders, neck, and face Helps drain the lymph nodes, which can hold r esidues from infections in the tissue Clears congestion fro m head colds, allergies, and ear infections
Conditions and ailments to be treated: Allergies Muscle tension and pain in the shoulder s, neck, and face Whiplash
Hand Position 16: Left Breast
Where in the body: This position covers the entire left breast and mammary gland (for women).
How to place your hands: Cup both hands and place them gently tog ether over the left breast. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Left breast Mammary gland (for women) Left nipple Lymph nodes on left side (responsible for infection-fighting)
Benefits of treatment: Supports the function o f the lymph nodes to fight infections Speeds recovery from surgical incisions to the breast Enhances quality and quantity of breast milk in lactating women
Conditions and ailments to be treated: Breast cancer and asso ciated symptoms Tension or pain in the pectoralis (chest) muscles
Hand Position 17: Lungs
Where in the body: This position spans the middle and lower part of the rib cage.
How to place your hands: Bring the fingertips of both hands together, slightly overlapping, on top of the rib cage just below the breasts. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Bones of the middle and lower r ib cage Diaphragm Lungs Upper part of the stomach Kidneys Adrenal glands (glands atop the kidneys below the ribs of the mid-back, responsible for secreting hormo nes during a “fight or flight” response, sometimes referr ed to as an “adrenaline rush”)
Benefits of treatment: Blood circulates mor e efficiently from the heart through the abdominal aor ta and other major arteries Relief from respirator y tract infections Stress r elief Relaxing sensation
Conditions and ailments to be treated:
Respiratory tract infections Stress (especially after a traumatic event)
Special notes: This position is recommended just befor e falling asleep, as it benefits the major or gans and glands most vulnerable to stress, especially the adrenal g lands. It can have a calming, soothing effect.
Hand Position 18: Right Breast
Where in the body: This position covers the entire rig ht breast and mammary gland (for women).
How to place your hands: Cup both hands and place them gently together o ver the right breast. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Right breast Mammary gland (for women) Right nipple Lymph nodes on left side (responsible for infection-fighting)
Benefits of treatment: Supports the function o f the lymph nodes to fight infections Speeds recovery from surgical incisions to the breast Enhances quality and quantity of breast milk in lactating women
Conditions and ailments to be treated: Breast cancer and asso ciated symptoms Tension or pain in the pectoralis (chest) muscles
Special notes: The hand positions, “Left Breast” and “Right Breast” can be especially helpful for women with breast cancer who may be recover ing fr om a lumpectomy o r mastectomy.
Hand Position 19: Right Shoulder
Where in the body: This position spans the area at the right side of the neck and right upper shoulder.
How to place your hands: Place one hand on the right side of the neck and the other hand on the upper r ight shoulder. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Right sternocleidomastoid muscles (long muscles that span the sides of the neck) Right collarbone Right carotid artery and jugular vein (major channels of blood cir culation to and fr om the brain) Right upper trapezius muscle (large muscle that wraps around the top of the shoulders and commonly “traps” tension and stiffness) Lymph nodes in the neck area
Benefits of treatment: Supports the lymph nodes’ production of antibodies to fight infections Relief from trigger-point pain in the face Relief from muscle tension in the shoulders, neck, and face Helps drain the lymph nodes, which can hold r esidues from infections in the tissue Clears congestion fro m head colds, allergies, and ear infections
Conditions and ailments to be treated: Allergies
Muscle tension and pain in the shoulder s, neck, and face Whiplash
Hand Position 20: The Star Symbol
As a light shining in the darkness, the star star is a symbol symbo l of o f the spirit. Star Starss have been incor por ated into emblematic art all over the world. thirty The ultimate meaning of the star seems to be expressive of intercommunication interco mmunication between between the different wor lds, or the the activation activation of the the celestial realms r ealms within the the purely purel y material elements of earth ear th and and water. water. The white white space in the middle of the star star is suggestive sug gestive of the mystic mystic center—of the the for fo r ce of the the universe in expansion—also representing universal energy. Two complete triangles, one in the normal position and one inverted, superimposed so as to form a six-pointed star, symbolize the human soul. A six-point six-poi nted ed star co ntained ntained within within a cir cle sig nifies the ultimate ultimate state state of perfection: perf ection: realizing the self to be a unified whole. During your treatment session, you will apply therapeutic touch using a specified sequence of seven hand positions o n the face and head. First, Fir st, you will draw dr aw a star star symbol above the body to activate, activate, amplify, and contain the the energ y as you position po sition your hands in seven positions o n the the head and face. In particular, par ticular, the the star symbo l activates activates the endocrine endocr ine glands gl ands located in this ar ea of the body: the pineal gland gl and and the the pituitar pituitary y gland: gl and: The pituitary gland is located at the base of the brain that is responsible for secreting hormones that regulate the body’s homeostasis (temperature, blood pressure, water balance, and other other import impor tant pro pro cesses). cesses). The pineal gland is located near the center of the brain and produces melatonin, a hormone that controls the body’s sleep/wake cycle and other 24-hour biological rhythms. Now, you will learn how to draw the star symbol above your body to support the optimal functioning of these endocrine glands, as well as the bones, organs, tissues, and muscles located in the area of the face and head. The star star symbol loo ks like an upright tr tr iangle superimposed on top o f an upside-down upside-down triangle triangle inside of a circle. cir cle. Imagine that you ar e drawing this symbol with your palm above the head and face. Begin by holding one of your hands (the dominant hand, preferably) about 12 inches above the forehead, not touching the body. body.
Part 1: Draw an upright triangle. First, Fir st, dr dr aw an upr upr ight triangle. triang le. The apex (top (top point) po int) of the tr tr iangle starts at the top top of o f the head. head. Draw one side s ide of the the triang le down the edge o f the face, stopping at the mouth. Continue drawing the bottom of the upright triangle across the mouth. Draw the other side of the triangle up the edge of the face, stopping at the the apex (top po int) at the the top of o f the head. Part 2: Dr Dr aw an upside-down upside-down triang le. Next, Next, draw dr aw an upside-down tr tr iangle directly dir ectly on top of o f the uprig ht tr tr iangle that that you just drew. The bottom point of the tr tr iangle starts s tarts at the the chin. Draw one side o f the tr tr iangle alo ng the edge o f the face, stopping at the the for fo r ehead. Continue Continue drawing dr awing the top top side o f the upside-down upside-down triang le across acr oss the the for fo r ehead. Draw the the other side of the tr tr iangle do wn along the edge o f the face, stopping stopping at the the bottom bottom point above the chin. Part 3: Dr Dr aw a circle. Now, Now, draw dr aw a circle cir cle around ar ound the two two triang les. Begin Begin at the the top of the head. head. Draw a clockwise clo ckwise circle around ar ound the two two triangles, triang les, ending at the the same point poi nt where where you started. The star symbol s ymbol will now no w be follo wed by seven seven specific hand positions lo cated cated on the head and face.
Hand Position 21: The Mind’s Eye
Where in in the t he body: This position cover s the the for ehead. ehead.
How to place place your hands: Place one hand on top o f the other in an “X” shape, palms down, on top of the for ehead. Breathe slowly and deeply. deeply. Relax. Relax. Focus o n the flow of energ y through thro ugh yo ur hands. Hold the hand position for thirty seconds seconds to one minute minute or longer.
Physical areas to be treated: Skin, muscles, and bones of the forehead Front Fro nt of the the cerebrum cerebr um (fronta (fr ontall lobes lo bes of the left and right rig ht cerebr cerebral al hemispheres hemispheres in the brain) Sinuses in the forehead area
Benefits of treatment: Supports the brain functions associated with language-making, comprehension, problemsolving, and vario us aspects aspects of o f personalit per sonality y Relieves sinus pressure, allergies, and headaches
Condit Condit ions and ailm ailments ents to be treated: t reated: Alzeheimer’s disease Headaches Eyestrain Head colds Allergies Brain aneurysm Stroke
Epilepsy Invasive tumors in the front part of the brain
Hand Position 22: The Crown
Where in in the t he body: This po sition spans the top top and sides o f the head. head.
How to place place your hands: Slightly overlap the fingertips of both hands and curl your hands, as if they were a headband, around the top of the head. Breathe slowly and deeply. deeply. Relax. Relax. Focus o n the flow of energ y through thro ugh yo ur hands. Hold the hand position for thirty seconds seconds to one minute minute or longer.
Physical areas to be treated: Scalp Corpus callosum (fibrous bands that connect the left and right hemispheres of the brain) Parietal bones of the skull Cerebrum (left and right hemispheres of the brain)
Benefits of treatment: Supports brain functions in the cerebrum, associated with conscious thought, voluntary actions, sensory awareness, and deliberate movement Improves the function of the corpus callosum, which is responsible for communicating information between the left and right hemispheres of the brain
Condit Condit ions and ailm ailments ents to be treated: t reated: Learning disabilities that that affect one’s one’s ability to r ead and write Speech Speech disorders disorder s Hair loss
Hand Position 23: Eyes
Where in in the t he body: This position covers the eyes, eyebrows, forehead, part of the nose, and the cheekbones.
How to place place your hands: Gently cup the the hands over the eyes, eyes, allowing the base base of your palms to r est against the the cheeks. Breathe slowly and deeply. deeply. Relax. Relax. Focus o n the flow of energ y through thro ugh yo ur hands. Hold the hand position for thirty seconds seconds to one minute minute or longer.
Physical areas to be treated: Eyes and eye socket so cketss Skin tissue tissue and muscle in the for ehead Front Fro ntal al bone (for ehead ehead area) Nasal bone Septum Sinuses
Benefits of treatment: Stimulates Stimulates mental alertn aler tness ess Relief from headache pain Relief Relief from fr om eye or o r sinus infect infection ion Relief from allergies Relief Relief from fr om eye strain
Condit Condit ions and ailm ailments ents to be treated: t reated: Eye injuries
Headache Glaucoma Cataracts Sinus infection Head cold Allergies
Hand Position 24: Temples
Where in the body: This position cover s the temples, the sides of the head, and a portion of the top of the head.
How to place your hands: Hold the palms, finger tips pointing upward, gently over the temples. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Skin and muscles in the area o f the temples A por tion of the cheekbones A por tion of the scalp Fusion of the frontal, temporal, and parietal lobes Nerve and blood pathways to the eyes, nose, ear s, and mouth Trigeminal cr anial nerve (r esponsible for facial sensations and muscle movements)
Optic nerves (serve to send visual sensory impressions to the brain) Olfactor y nerves (r elay information about smells to the brain) Pituitary gland (master gland of the endocrine system) Thalamus (part of the brain that regulates emotions) Hypothalamus (par t of the brain that mediates the body’s response to stress)
Benefits of treatment: Balances and supports the release of hormones for healthy growth, metabolism, response to stress, and r eproduction Relief from acute eyestrain Relief from headaches Supports the brain functions associated with making sense of motor and sensory information Brings biochemical imbalances back into balance
Conditions and ailments to be treated: Mental disorders Eye strain Headaches Brain damage
Special notes: This position can be helpful in the treatment of serious conditions involving brain function, hormonal function, or mental and emotional disor ders.
Hand Position 25: Ears
Where in the body: This position covers the ears, the sides of the head, and a portion of the top of the head.
How to place your hands: Place slightly cupped palms over the ears. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Ears, ear canals, and eardrums Nerve pathways that transmit sound impulses to the brain Inner ear (r esponsible for registering our position in space) Eustachian tube (canal that connects the ear to the throat) Soft palate Passageways in the back of the nose and mo uth Sphenoidal air sinus The mid-brain cavity of the brain Parietal bones of the skull Pituitary gland Pineal gland
Benefits of treatment: Equalization of air pressure o n both sides of the eardr um Helps restore ear s to normal hearing Enhanced ability to r egister nerve impulses of smell, taste, and tactile sensations Loosening of nasal congestion Relief from allergies Helps to r egulate the endocr ine system
Conditions and ailments to be treated: Ear infections Earaches Nasal congestion due to aller gies or head cold Sore throat
Special notes: This position can be helpful for someone who has suffered temporar y loss of hearing due to exposure to hig h decibel noises.
Hand Position 26: Jaw
Where in the body: This position covers the entire jaw line and mouth.
How to place your hands: Bring both hands together, slightly cupped, to for m a “V” shape on top of the mouth without direct pressure to the lips. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Sinus cavities in lower part of face Mandible (lower jaw) Maxilla (bone that anchors the upper teeth) Salivary glands Teeth and g ums
Benefits of treatment: Relief from pain associated with infections in the mouth, teeth, and gums Relief from muscle tension caused by clenching the jaw or nocturnal teeth grinding Soothing, penetrating quality
Conditions and ailments to be treated: TMJ (temporal mandibular jo int syndrome) Sinus infections Gum disease Cavities
Herpes sores in the mouth
Hand Position 27: Back of Head
Where in the body: This position cover s the back of the head and neck.
How to place your hands: With palms facing upward, gently slip both hands beneath the back of the head, with fingertips of both hands slightly over lapping. The palms should be touching the back of the head and neck.
Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Physical areas to be treated: Back of the cerebrum (part of the brain) Cerebellum (r eptilian brain that controls many of o ur survival mechanisms) Muscles on the back of the neck Nerves that exit from the cervical vertebrae Occipital bone and mastoid process at the lower back part of the skull
Benefits of treatment: Improved autonomic nervous system functions Relief from tension headaches Speeds relief to symptoms associated with herpes simplex, which causes lesions on or inside the mouth or nose Prevents the onsite of herpetic neuralgia, which can cause painful swelling sensations Enhances immune system respo nse Boosts mental and physical alertness, especially after prolonged hours of intellectual activity
Conditions and ailments to be treated: Headaches Herpes simplex Meningitis (infection in the cerebrospinal fluid)
Special notes: This position seems to have special benefit for anyone who is actively fighting infections or has suppressed immune system functions, as this area of the brain triggers many immune system mechanisms.
Hand Position 28: Integrating the Benefits
This hand position provides your client with a sense of clo sure fo r the session. This move also helps your client to integr ate the therapeutic benefits of the session and end on a “po sitive note”. Place your right hand below the navel and your left hand on the forehead. Hold for thirty seconds to one minute. Breathe slowly and deeply. Relax. Focus on the flow of energ y through your hands. Hold the hand position for thirty seconds to one minute or longer.
Hand Position 29: The Waterfall
Hold your slightly cupped left hand above the top of the head (not touching) and hold your slightly cupped right hand just below the pubic bone (no t touching). Keep your hands in this position for thirty seconds to one minute.
This image is from one of my favor ite places in the tropics of Guatemala, where a natural hot spring flows down a mountainside, gathering into a cascading waterfall. If you have ever sat beneath a waterfall, then you have felt the exhilarating, so othing effect of the water as it falls atop your head, cleansing and revitalizing your entire body and mind. The Waterfall, one of the closing moves of your treatment session, can have the same effect.
Hand Position 30: Closing Affirmation/Dedication
Silently or out loud, express gr atitude. Affirm the therapeutic benefits of the session by r estating the intention you set at the beginning. Be specific. Here are some examples: “Thank you for this session. I affirm that [client’s name] is feeling relief from pain in his lower back.” “I would like to express my gr atitude for the benefits of this session.” “I am thankful for this session. I affirm that [client’s name] is not worried about her deadlines at wor k and that she can now feel mo re relaxed.” Your closing affir mation/prayer can also be mor e general: “I am grateful for health and happiness.” “Thank you fo r the joy in o ur lives.” “I am now expressing my gratitude for being provided with protection and guidance. Thank you.” Dedicate the benefits of your treatment session to another perso n or gr oup of people in a specific or general way. A dedication is offering a special gift to the person or group of people you choose. It is a way of sharing the positive results that you have gained from your session with other people in your life. Here are some examples: “I dedicate the benefits of this session to my uncle, who just had knee replacement surg ery.” “I would like to dedicate these benefits to the refugees around the world who need the protection of shelter and food.” “Today I dedicate all the benefits of this sessio n to the health and happiness of everyo ne
around the world.” Dedicating the benefits of your treatment session to others is a powerful gesture of gratitude. By offering the positive results to others, you are receiving the benefits in return, as the healing energy is unlimited and universal.
How to Apply The STAR Method to Perform Distant Healing
Now that you have pr acticed the steps for healing yourself and other people using The STAR Method, you have increased your sensitivity and awareness of the flow of energy through your hands. You have probably become more empathic to the needs of the people and other living things around you. As you develop and incr ease your sensitivity to the subtle energy that flows through all things, you may find that you are able to “pick up on” the pain, discomfort, and suffering of other people, animals, and plants. You may occasionally find yourself feeling a strong desire to offer therapeutic touch to another living being, whether near or far. In this section of Module 2, you will learn how to perform “distant healing” to help ease the suffering of others, even if they are located far away from you. Distant healing is the act of intentionally channeling life force energy to another person when he or she cannot be present in the same roo m with you. When you channel distant healing ener gy to another person, he o r she can still r eceive physiological benefits.31 In a systematic review of the available data on the efficacy of “distant healing” as treatment for various medical conditions, researchers found statistically significant treatment effects. In patients diagnosed with hypertension, distant healing (twenty minutes per week for 3 months) r esulted in decreased blood pressure. In patients diagnosed with AIDS, distant healing resulted in less illness severity, fewer physician visits and hospitalizations, and improved mood. In my mid-twenties, I went thro ugh a period o f many drastic changes in my life: I ended a long-term relationship, moved to a new town, and started a new full-time job. So many changes in my life all at once r esulted in a high level of stress and anxiety. I asked a therapist friend of mine to help me through this difficult transition by o ffer ing distant healing. She lived thousands o f miles away, but I knew that she had the skill and the knowledge to help me from a distance. I did not know the exact time and day when she perfo rmed the healing, but I did experience sig nificant changes in my body and state of mind during that week. I felt mor e relaxed, less tense in my shoulder s and back, and I was able to focus mor e on the present moment instead of wor rying about the future. I attribute these improvements to my fr iend’s distant healing, as well as my own intention to heal.
In my apprenticeship with Gr andfather Jaguar, the Mayan shaman I mentioned in the introduction to this book, I learned that healing can o nly happen when there ar e two willing people involved in the process. The recipient must have a sincere desir e to heal, and the practitioner must have the intention to help and heal. “The recipient always receives more than he or she asks for in the healing,” Grandfather told me. This was certainly true in the distant healing that I received from my friend: I benefited more than I had expected, and my life gr adually improved as a r esult. Distant healing using The STAR Method is a simple, subtle, and powerful technique that can be helpful when you have a friend or family member who is sick, injured, or going through a hard time. You can help in an effective and practical way with distant healing: You can channel healing energy to a specific geog raphical area where an event is taking place, or to a gr oup of people, animals, or plants in any location, or to a specific per son. By offering distant healing with a sincere intention to help another living being, you are healing your self, too.
Instructions First, stand or sit in a relaxed, comfortable position. Relax your body, shoulders, and hands beside you or on your lap. Take a few deep breaths. You can choose to offer a full treatment session or a short treatment session, depending on how much time you have available fo r the distant healing. Next, imagine that the person o r animal is physically lying in front of you, and you ar e on his o r her right-hand side. Take time to picture the person or animal as he or she actually looks: Include facial features, body shape and size, and other unique identifying features li ke skin tone, hair co lor, and the sound of the person’s voice. State out loud the person or animal’s name and your intention to offer distant healing. For example, “[Person’s name], I am now going to offer you distant healing. It is my intention to help you [state the reason for the session; for example, relieve pain, relax, alleviate stress, etc.]” Now, perfo rm the thirty hand positions that are presented in this book (Module 2). The differ ence is that instead of physically placing your hands on the person’s body, you are simply holding your hands in each one of the thirty positions, imagining that the perso n is actually there, r eceiving your therapeutic touch. Breathe slowly and deeply. Relax. You may close your eyes or keep them open, imagining that your hands are making contact with the person’s body. Focus on the flow of energy through your hands. Hold the hand position for thirty seconds to one minute, or for as long as you feel it is helpful or necessary to do so . You may o r may not feel anything at fir st. Simply allow your intention to be made clear, and the energ y will be directed to wherever it needs to g o. Remember: You ar e simply a channel for the flow of healing energ y.
Notice the sensations and flow of energy in your hands as you perform the distant healing. You may
wish to take notes on a piece of paper of your observations. (You can always verify your perceptions with the person later, if you can o r wish to, but in some cases, this may not always possible). Remain sensitive to the flow of energy and how it shifts throughout the course of your therapy session. Stay focused on your intention to help and heal: Remember that the person or animal to whom you are sending healing energy is able to receive direct therapeutic benefit from a distant healing. When you feel a drop-off in the flow of energy through your hands, this indicates that the treatment session is complete. Slowly remove your hands. Clap your hands at least once, blow on them, or shake them out. This shows that you have completed the session, and your hands are no w free to be used for other activities. After you perform a distant healing session using The STAR Method, you may notice that you feel more relaxed, alert, and in an impro ved mental and emotional state. You may notice that you r eceive direct benefits in return, like feeling happier, lighter, joyful, and more energetic. Universal life force energy is limitless and expansive: The power of healing—the fruit of love—knows no boundaries.
The Full-Color Spectrum Model of The STAR Method
In Module 2 of this program, the full-color spectrum model of The STAR Method includes the seven energ y centers of the body and a sequence of hand placements that are designed to activate specific physiological r esponses in the body (see Table 2). In Modules 3-7 of The STAR Method, this full-co lor spectrum model will be expanded to include other important information, tools, and techniques. If you would like to pre-order the next book in this series, please click here.
The STAR Method – Full Treatment Session Hand Position 1: Opening Affirmation/Prayer Hand Position 2: Centering Hand Position 3: Scanning the Body Hand Position 4: The Spiral Symbol Hand Position 5: The Chalice Hand Position 6: The V Hand Position 7: The Sun Hand Position 8: Right Hip Hand Position 9: Right Abdomen Hand Position 10: Left Abdomen Hand Position 11: Left Hip Hand Position 12: The Cross Symbol Hand Position 13: The Lovers Hand Position 14: The Butterfly Hand Position 15: Left Shoulder Hand Position 16: Left Breast Hand Position 17: Lungs Hand Position 18: Right Breast Hand Position 19: Right Shoulder Hand Position 20: The Star Symbol Hand Position 21: The Mind’s Eye Hand Position 22: The Crown Hand Position 23: Eyes Hand Position 24: Temples Hand Position 25: Ears Hand Position 26: Jaw
Hand Position 27: Back of Head Hand Position 28: Integrating the Benefits Hand Position 29: The Waterfall Hand Position 30: Closing Affirmation/Dedication
The STAR Method – Short Treatment Session
1. The Chalice 2. The V 3. The Sun 4. The Lovers 5. The Butterfly 6. The Mind’s Eye 7. The Crown 8. The Waterfall
Endnotes 1. Jensen, E. (1998). Teaching with the brain in mind. Alexander, VA: Association fo r Curriculum Development. 2. Carr oll, C., & Kimata, L. (2000). Partner yoga: making contact for physical, emotional, and spiritual growth. Rodale, Inc. 3. Montagu, A. (1986). Touching: the human significance of the skin. 3 rd ed., 1986, New York: Harper and Row. 4. Dennison, P. E., & Dennison, G. E. (1994). Brain gym (Professionals ed. rev.), California: Edu Kinesthetics, Inc. 5. Williams, K., & Poel, E.W. (2006). Stress Management for Special Educators: The SelfAdministered Too l for Awareness and Relaxation (STAR). TEACHING Exceptional Children PLUS, 3(1) Article 2. Retrieved from http://journals.cec.sped.org/tecplus/vol3/iss1/art2 6. Williams, P.K. (2014). The STAR (Module 1): Self-Healing with Therapeutic Touch. eBook available at http://www.amazon.com/dp/B00PNWTGBY 7. McPherson, G. (2014, November 11). Climate-change summar y and update [Blog post]. Retrieved from http://guymcpherson.com/climate-chaos/ 8. Wor ld Health Or ganization (2014). Preventing suicide: A glo bal imper ative [First WHO World Suicide Report]. Retrieved from http://www.who.int/mental_health/suicide-prevention “Notably, suicide is the second leading cause of death in 15-29 year-olds globally.”
9. Koehler, G. (2001). Stress management exercises for professionals and students. Strategies, 15(2), 7-10. The body r esponds to stress by producing adrenaline, cor tisol, beta brain waves, and nervous tension. Constant adrenaline results in fatigue; cortisol weakens the immune system; and constant stimulation of the sympathetic nervous system r esults in muscle tension and nervousness, while depleting energy. Such over-stimulation can lead to serious illness (p. 7).
10. Williams, K., & Poel, E.W. (2006). Stress Management for Special Educators: The SelfAdministered Too l for Awareness and Relaxation (STAR). TEACHING Exceptional Children PLUS, 3(1) Article 2. Retrieved from http://journals.cec.sped.org/tecplus/vol3/iss1/art2 11. Arzu, A. (2014). Healing the healers: who we are [Essay]. Retrieved fr om http://arzumountainspirit.com/who_we_are 12. Davidson-Rada, M., & Davidson-Rada, J. (1993). The rainbow model of health as ongoing transformation. Journal of Holistic Nursing, 11(1), 42-55. 13. Frawley, D. (1996). Ayurveda and the mind: the healing of consciousness. Twin Lakes, WI: Lotus Press.
14. Shang, C. (2001). Emerg ing par adigms in mind-body medicine. The Journal of Alternative & Complementary Medicine, 7 (1), p. 83. 15. Krieger, D. (1986). The therapeutic touch: how to use your hands to help or heal. New York: Prentice Hall Press. 16. Burden, B., Herr on-Marx, S., & Cliffor d, C. (2005). The incr eased use of Reiki as a complementary therapy in specialist palliative care. International Journal of Palliative Nursing, 11(5), 248-253. 17. Wardell, D.W., & Weymouth, K.F. (2004). Review of studies o f healing touch. Journal of Nursing Scholarship, 36 (2), p. 154. 18. McClur e, V. (2000). Infant massage: a handbook for loving parents. 3rd ed., New York: Bantam Boo ks. 19. University of Miami Medical School Touch Research Institute (2014). Research at TRI [Report]. Retrieved from http://www6.miami.edu/touch-research/Research.html 20. Montagu, A. (1986). Touching: the human significance of the skin. 3 rd ed., 1986, New York: Harper and Row. 21. American Academy of Orthopaedic Surgeons (2014). OrthoInfo: Your connection to expert orthopaedic information [Webpage]. Retrieved from http://orthoinfo.aaos.org 22. Goodman, S. (1990). The book of Shiatsu: the healing art of finger pressure. New York: Avery Publishing Group, Inc. 23. Stenger, V. (2014). Energy medicine [Essay]. Retrieved from http://www.colo rado.edu/philosophy/vstenger/Medicine/EnergyMed.html 24. Rowland, A.Z. (2010). The complete book of traditional Reiki. Rochester, Vermont: Healing Arts Press. 25. Benson, H. (1975). The relaxation response. New York: Morrow. 26. Brady, R. (2004). Schooled in the moment: Introducing mindfulness to students and professionals. Independent School, 64(1), p. 84. 27. Liungman, C.G. (1991). Dictionary of symbols. New York: W.W. Norton & Company. 28. Matthews, B. (1978). The Herder symbol dictionary. Wilmette IL: Chiron Publications. 29. Cirlot, J.E. (1971). A dictionary of symbols. London: Routledge. thirty. ibid. 31. Astin, J.A., et al. (2000)., The efficacy of “distant healing”: a systematic review of randomized trials. American Society of Internal Medicine, 132, p. 907.
References Altshuler, L. (2004). Balanced healing: combining modern medicine with safe and eff ective alternative therapies. Washington: Harbor Press. American Academy of Orthopaedic Surgeons (2014). OrthoInfo: Your connection to expert orthopaedic information [Webpage]. Retrieved from http://orthoinfo.aaos.org Arzu, A. (2014). Healing the healers: who we are [Essay]. Retrieved fr om http://arzumountainspirit.com/who_we_are Astin, J.A., et al. (2000)., The efficacy of “distant healing”: a systematic review of randomized trials. American Society of Internal Medicine, 132, p. 907. Benson, H. (1975). The relaxation response. New York: Morrow. Billingsley B.S. (1993). Teacher r etention and attrition in special and general education: A critical review of the literature. Journal of Special Education, 27 , 137-174. Boe, E. E., Bobbitt, S. A., & Cook, L. H. (1997). Whither didst thou go? Reassignment, migr ation, and attrition o f special and general education pr ofessionals fr om a national perspective. Journal of Special Education, thirty, 371-389. Borg, M., Riding, R., & Falzon, J. (1991). Stress in teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary school professionals. Educational Psychology, 11, 59-75. Brady, R. (2004). Schooled in the mo ment: Introducing mindfulness to students and professionals. Independent School, 64(1), 82-87. Brown, S., & Nagel, L. (2004). Preparing future professionals to respond to stress: Sources and solutions. Action in Teacher Education, (26)1, 148-156. Bucci, T. (2003). Techology in teacher education. Action in Teacher Education, 24(4), 1-73. Burden, B., Herr on-Marx, S., & Cliffor d, C. (2005). The incr eased use of Reiki as a complementary therapy in specialist palliative care. International Journal of Palliative Nursing, 11(5), 248-253. Carr oll, C., & Kimata, L. (2000). Partner yoga: making contact for physical, emotional, and spiritual growth. Rodale, Inc. Cirlot, J.E. (1971). A dictionary of symbols. London: Routledge. Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8), 12-18. Davidson-Rada, M., & Davidson-Rada, J. (1993). The rainbow model of health as ongoing transformation. Journal of Holistic Nursing, 11(1), 42-55.
Deckro, G.R., Ballinger, K.M., & Hoyt, M. (2002). The evaluation of a mind/body intervention to reduce psychological distress and perceived stress in college students. Journal of American College Health, 50(6), 281-297. Dennison, P. E., & Dennison, G. E. (1994). Brain gym (Professionals ed. rev.), California: Edu Kinesthetics, Inc. Embich, J.L. (2001). The relationship of secondary special education professionals’ roles and factors that lead to professional burnout. Teacher Education and Special Education, (24)1, 5869. Frawley, D. (1996). Ayurveda and the mind: the healing of consciousness. Twin Lakes, WI: Lotus Press. Goodman, S. (1990). The book of Shiatsu: the healing art of finger pressure. New York: Avery Publishing Group, Inc. Harkins, T. (2014, February 12). Dangerous use of seclusion and restraints in schools remains widespread and difficult to remedy: A review of ten cases [United States Senate Health, Education, Labor, and Pensions (HELP) Committee, Major Committee Repor t]. Retrieved from http://www.help.senate.gov/imo/media/doc/Seclusion%20and%20Restraints%20Final%20Repor Hastings, R.P., & Brown, T. (2002). Coping strategies and the impact of challenging behavior s on special educator s’ burnout. Mental Retardation (40)2, 148-156. Jensen, E. (1998). Teaching with the brain in mind. Alexander, VA: Association for Curriculum Development. Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Dell Publishing. Klinger, J., & Vaughn, S. (2002). The changing r oles and responsibilities o f an LD specialist. Learning Disability Quarterly, 25(1), 19-31. Koehler, G. (2001). Stress management exercises for professionals and students. Strategies, 15(2), 7-10. Kovalik, S., & Olsen, K. (1998). How emotions r un us, our students, and our classrooms. NASSP Bulletin, 82(598), 29-37. Krieger, D. (1976). Healing by the laying-on of hands as a facilitator of bioenergetic exchange: The response of in-vivo human hemoglo bin. International Journal for Psychoenergetic Systems. 2(163). Krieger, D. (1986). The therapeutic touch: how to use your hands to help or heal. New York: Prentice Hall Press. Kyriacou, C., & Sutcliffe, J. (1979). Teacher stress and satisfaction. Educational Research, 21(2), 89-96. Lamar-Dukes, P., & Dukes, C. (September, 2005). Consider the r oles and responsibilities of the inclusion support teacher. Intervention in School & Clinic, 41(1), 55-61.
Liungman, C.G. (1991). Dictionary of symbols. New York: W.W. Norton & Company. Maskell, B., Shapiro, D.R., & Ridley, C. (2004). Effects of Brain Gym on overhand throwing in first grade students: A preliminary investigation. The Physical Educator, 61(1), 14-22. Matthews, B. (1978). The Herder symbol dictionary. Wilmette IL: Chiron Publications. McClure, V. (2000). Infant massage: a handbook for loving parents. 3rd ed., New York: Bantam Books. McLeskey, J., & Waldron, N. (2002). Professional development and inclusive scho ols: Reflections on effective practice. The Teacher Educator, 37 (3). 159-172. McPherso n, G. (2014, November 11). Climate-change summar y and update [Blog post]. Retrieved from http://guymcpherson.com/climate-chaos/ Montagu, A. (1986). Touching: the human significance of the skin. 3 rd ed., 1986, New York: Harper and Row. Moyers, B. (1988). The power of myth. Doubleday Publishing Group. Nagel, L., & Brown, S. (2003). The ABCs of managing teacher stress. The Clearing House, (76)5, 255-258. Nichols, A.S, & Sosnowsky, F.L. (2002). Burnout among special education pr ofessionals in selfcontained cross-categorical classrooms. Teacher Education and Special Education, (25)1, 7186. Rowland, A.Z. (2010). The complete book of traditional Reiki. Rochester, Vermont: Healing Arts Press. Shang, C. (2001). Emerg ing par adigms in mind-body medicine. The Journal of Alternative & Complementary Medicine, 7 (1), 83-91. Smith, J.C., O’Connor, P.J., & Crabbe, J.B. (2002). Emotional responsiveness after low- and moderate-intensity exercise and seated rest. Medicine and Science in Sports and Exercise, 34(7), 1158-1167. Stenger, V. (2014). Energy medicine [Essay]. Retrieved from http://www.colo rado.edu/philosophy/vstenger/Medicine/EnergyMed.html U.S. Department of Education (2014). Office o f Civil Rights [Data collection]. Retrieved fr om http://ocrdata.ed.gov University of Miami Medical Schoo l Touch Research Institute (2014). Research at TRI [Report]. Retrieved from http://www6.miami.edu/touch-research/Research.html Wardell, D.W., & Weymouth, K.F. (2004). Review of studies of healing touch. Journal of Nursing Scholarship, 36 (2), 147-154. Williams, K., & Poel, E.W. (2006). Stress Management for Special Educators: The SelfAdministered Too l for Awareness and Relaxation (STAR). TEACHING Exceptional Children
PLUS, 3(1) Article 2. Retrieved from http://journals.cec.sped.org/tecplus/vol3/iss1/art2 Wor ld Health Organization (2014). Preventing suicide: A glo bal imper ative [First WHO Wor ld Suicide Report]. Retrieved from http://www.who.int/mental_health/suicide-prevention Zabel, R.H., & Zabel, M.K. (2001). Revisiting bur nout among special education pr ofessionals: do age, experience, and preparation still matter? Teacher Education and Special Education, (24)2, 128-139.
Other Books in This Series The STAR Method: Self-Healing, Transformation, Awareness, and Realization *
Module 1 Self-Healing with Therapeutic Touch
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Module 2 Healing Others with Therapeutic Touch
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Module 3 Realizing Your Life’s Mission on Earth
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Module 4 Mentoring Future Generations
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Module 5 Expressing Your Highest Truth
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Module 6 Activating Your Intuitive Awareness
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Module 7 Receiving Guidance from Your Highest Source
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