C.A.R.E | A somatic approach to creativity, bonding, education, and resilience – Somatic work with children and adolescents in practice

Curriculum Module 1 tba | Embryological Foundations of Life Development of the organs and musculoskeletal system Development of the nervous system and the senses Development of the relationship to gravity Development of attachment behavior Module 2 31.01.-05.02.2025 | Childhood Movement Development Physical Experience of Individual Movement Primitive Reflexes, Postural and Postural Reflexes Motor Development in the First Year of Life Development of the Brain, Eyes, and Vestibular System Module 3 April 12-16, 2025 | Movement, play, and interaction with children (0-3 years | 3-7 years) Contact Improvisation for Adults and Children, Creativity and Dance Body Awareness and Sensations, Mindfulness Attachment Theory Movement Development and Reflex Integration Module 4 October 27-31, 2025 | Movement and Learning Understanding the inextricable connection between movement and learning Physical experience of the nervous system with theoretical understanding Brain and nervous system development, movement observation and analysis, practical work, case studies Module 5 31.01.-04.02.2026 | Movement, play, and interaction with children and young people (8-12 years | 13-16 years) Practical experience for games, support, and frustration Contact improvisation, dance, play, creativity Body awareness, sensing, mindfulness Touch and sexuality Module 6 30.03.-03.04.2026 | Somatic work with children and adolescents in practice Movement tasks, games Support, touch, sexuality Case studies Conclusion and teaching samples

C.A.R.E. is a comprehensive training that combines somatic movement practice with neuroscientific and pedagogical insights to promote holistic human development – be it in a therapeutic, educational or personal context. The C.A.R.E. program is designed to train self-connection and strengthen personal resilience, enabling a supportive relationship with others. Instead of reliving traumatic memories, C.A.R.E. supports participants in understanding the effects of the past on the nervous system and self-perception. Through targeted work on early childhood reflexes, embryonic development, and the foundations of self-regulation, dysfunctional survival strategies are identified and new resources for stability and well-being are created. To achieve this, C.A.R.E. combines innovative somatic approaches with neuroscientific findings as well as attachment and developmental theories. This program is about developing the ability to support others in a resource- and bond-oriented manner, but also about addressing one's own patterns. By observing and understanding the connections between movement and nonverbal interaction, C.A.R.E. empowers participants to integrate these fundamental principles into their personal and professional practice. https://youtu.be/HoazB7uJcUY https://youtu.be/Yt_4ybMl4WI C.A.R.E. stands for Creativity. Attachment. Resilience. Education and combines insights from Body-Mind Centering®, the Feldenkrais Method, and neurophysiological psychology to explore, embody, and communicate the relationship between our physiological developmental processes and emotions. This connection can enrich and transform your understanding, behavior, and work with others. What is the added value of participating? Understanding how our physiological and emotional systems are interconnected. Learn ways to strengthen your own emotional, mental, and physical well-being. Gain insights into how you can help others—especially children and adolescents—achieve greater body awareness and emotional regulation. The goals of the training are to know the basic principles of personality development to recognize the profound interrelationships between the nonverbal and verbal dimensions of consciousness to gain somatic and theoretical understanding of the development and learning processes taking place to understand the importance of interaction/interpersonal emotional exchange for personality development and to incorporate it into contact Understanding the physiological and emotional nature of learning processes to understand the task and development of the brain as a control center in personality development recognize different development aspects of the various interest groups to integrate somatic approaches and methods into work with children Importance, emphasis and foundations of communication with carers To be able to recognize developmental and learning difficulties/blockages The training provides (qualifies) To be able to develop playful physical movement activities for different age groups that support children's personality development. To be able to playfully incorporate "preverbal language," i.e., childhood movement development and reflexes, into different contexts. To be able to recognize persistent primitive reflexes and understand how these influence movement development and then trigger possible changes. To recognize compensation. To be able to find or develop support options for developmental and learning difficulties/blockages. To create an appreciative, acknowledging, and mindful atmosphere as a place for learning and play.