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Please find below our"feature article" taken from a TTNO newsletter.
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Working with TT in a High School Setting

by Martina Steiger

Over the past fours years I have worked with Therapeutic Touch in my work environment, a high school with about 1500 students and 95 staff members. I want to share what I do and how I do it. I find young people to be very receptive to any energetic treatment because they tend to be more open-minded and bring fewer preconceived notions with them than most

There are three major concerns administering TT in a high school setting. First, I am dealing with minors with no parental permission. Second, there is no quiet space and no privacy. Third, there is no time. I will address these points in order.

When I initiate a Therapeutic Touch treatment or when a student asks me for help, especially the first time, I usually explain what it is I do in very basic terms. I state that I will NOT touch them unless I have their permission, and even then only their hands, feet and shoulders. I always request that the students tell their parents about the treatment and give me a call if there are any questions. I also hand out my home phone number in those instances so the parents know this is not an activity related to school. In the case of hundreds of students with whom I have interacted, the only phone calls I have received were to express thanks and/or to inquire where the parents could learn more about TT.

In any busy school, there is of course no place where there are no distractions, be it other students, staff members, the PA system blaring away or any number of other interruptions. That means that I, as the practitioner, have to make sure to be-and stay-really grounded and hold the space. I engage the clients in that process by having them focus on their breathing. I also involve the clients in the treatment process through creative visualizations, usually based on my intuitive reading of the particular situation.

Interactive Approach
This interactive approach helps the clients to stay focused, amplifies the effect of the centered space in and around my client and me, and provides tools for the clients they can apply at another time when help is needed. Working with the clients on becoming and staying grounded also works well while working in busy spaces.

In cases of students with attention deficit problems, I use crystals to focus their attention. I teach them first how to intuitively choose the appropriate crystal for the moment and they hold and work with it while I administer the treatment. I may have to give a few other suggestions if the treatment lasts for more than two or three minutes.

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That brings me to my third point. There are two major areas where staff and students generally ask for help. The first one is in the case of an acute injury, such as a sprained ankle from gym class or a burn from science or cooking class. In these cases I frequently use the injured student's very empathetic friends to help out. I provide them with instructions in how to do "air-strokes" as they term it and what to visualize both as the "practitioner" as well as the recipient.

The second area encompasses other aches and pains, with headaches and stomach aches topping the list. The problem that arises in the school setting is a lack of time. A colleague or a student or I have four minutes before the next class and help is urgently needed.

Here is what I do: I take a few deep breaths to clear my mind and to centre and ground myself and ask the client to do the same. Then I inquire about the specific problem they want addressed. I state the intention, mostly silently, for the energy field to be balanced within whatever time is available. Then I focus my intention entirely on that, leaving room though, for involving the clients with visualizations or voicing whatever their fears, worries and anxieties are that are causing the temporary pain to express itself. Before the three or four minutes are up-especially in the case of the students-I notice a marked improvement in the field. My observation most often coincides with the student's remark, "I feel much
better already. Can I leave now?" I make sure they are grounded before they leave and I always send them off to drink water.

Clarity of Intent Essential
I sometimes ask them to come back later the same day or they come on their own. Very often I just receive a thank you, sometimes they want to know more about what happened and sometimes they want a longer treatment. Even for my colleagues, I administer TT with the intention of balancing the
field while working on a specific area, keeping in mind the limited time available, and the time frame turns out to be just perfect.

I have learned that TT can make a difference no matter what the circumstances may be as long as I, as the practitioner, am very clear about my intent and my focus. Grounding for both the practitioner as well as the client is also of utmost importance. That "energy follows intent" has been proven to me over and over, especially when I give treatments to a student while I am in the middle of teaching a class. It does work even under those circumstances.

TT does not necessarily require peace and tranquillity or a longer period of time to achieve the desired result. Perhaps because there is so little time, I don't have the luxury of entertaining any thought of outcome and therefore allow myself to stay completely open for anything to happen. A number of the students use the basic principles of TT now on themselves and their friends to help each other out. The calming effect TT has on both sides is remarkable--a particularly striking and pleasing side effect in a highly charged place like a high school.

Martina Steiger, MA, BEd, a TT Practitioner, lives in Kitchener, ON.


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