Report of the activities held on November 6th, at Kdm Jakarta

Theme: Trust, body awareness

 

Material:

Scarves: Mara, Benedetta, Mette, Nancy

Balloons: Nancy

 

Participants: Blue Class

Trainers: Ibu Uut, Mette, Mara, Benedetta, Nancy

 

1.     Name song (5 mins)

2.     Active startup game: (10 mins)

Playing "catch the sheep"

In the outside covered area the children are divided in two groups.

One group are foxes and have to catch the sheep.

The walls are safe places for the sheep but they can only stay for 5 seconds at a time. once they have counted to 5 they have to move on.

When a Fox catches a sheep, the sheep becomes a Fox too.

You can recognise the sheeps by a scarf (or something else) stuck to their pants and wavering after them. Once they become foxes the scarves are taken off.

The game ends when all the sheep are caught and the winner is the last remaining sheep.

We restricted the 'safe walls' to the coloured pillars, to make sure it wouldn't be too hard for the foxes to catch the sheep. M. was very happy to play the game and throughout the session, he kept asking whether we would play it again. All the kids seemed to enjoy the game.

 

3. Moving the balloon down a row: (15 mins) (Teambuilding)

The children are divided in two groups and stand in a line.

The front person in every line is handed a balloon that must be handed down the line by only using the knees. No hands allowed!

If the balloon is dropped the group starts over from the beginning.

The winners are the group that get the balloon from one end of the line and back again.

We started with dividing the kids into 2 groups. That was quite difficult: we numbered them 1,2,1,2,.... but the bigger kids didn't look too happy with some of their team mates. First they passed the balloon with their knees. F.'s team won. When he started to make derogative gestures and sounds, we requested both teams to say appreciative things about each other.

It was very difficult for the kids to stay on their spot, once they passed on the balloon, they moved with it to see what the other kids in their group did, thus making it difficult to pass the balloon back into the line in an organised manner.

Then we divided the kids into new groups, some didn't accept the new division because they said they were assigned another number before.

When we finally assembled the group, f.'s group lost, he was very angry with that. We then asked them to sit on the floor and pass the balloon with their feet, that seemed easier to do regarding the height difference between the kids. F.'s team lost again and f. tried to win by cheating.

 

4. Blind Tunnel: One person runs as fast as possible with eyes closed between two lines of people and is stopped at the end by two or three people who form a soft bumper. (this game requires a lot of trust).

It was very difficult to get the kids into 2 lines. The 3 big boys kept being disruptive, especially one was in a very non-responsive mood. The kids seem to like the game, but kept giving wrong directions to the kids with the blindfold. We couldn't came clear to them what the goal of the game was.

Body awareness, Trust

Balloon game (sitting): (15 mins)

at the beginning you feel stressed because you think is gonna brake-blow up, 

body, physical reactions (sweating hands, muscles tight)

Emotion reactions (afraid, insecure)

Not enough time to do this plus the kids were very unruly were very disruptive to the other kids. The 3 boys got into an argument.

5. Musica Musica

The kids usually like the song. Today they sang it very loudly.

All in all not an easy session. The smaller kids were drowned out by the behaviour of the bigger boys. A. was a bit upset, he said he didn't like all the noise and the fighting.

 

---------------------------------------

Yellow Class

 

Participants: Yellow Class

Trainers: staffmember KDM (to help translate), Mara, Benedetta, Mette, Nancy

1.Startsong: Little Green Frog

Lyrics:

Mmm mmm,

Said the litthe green frog one day

Mmm mmm

Said the little green frog

Mmm mmm

Said the little green frog one day

And the frogs said mm mm aaah

 

Now we all frogs go

Na na na na nah  3x

Now we all frogs go

Na na na na nah,

We don’t go

Mm mm aah

They like to sing the song in canon after the 1st time sing it all together. T. and a. seem to have fun.

 

2. The common jump" (10 mins)

This is a quick exercise that is good for teambuilding.

The children form a circle and stand shoulder to shoulder.

The goal is for the children to squat down and jump up at exactly the same time, keeping their shoulders together and all at the same time!

Now with no words, only looking at each other the children squat down and have to jump at the same time in a group.

Mette, Mara, Benedetta and Nancy made an example first. The kids made 2 groups and got the hang of it quite fast. 1 group watched while the other group performed the jump.

Then they had to comment whether they thought the other group worked well together or not. They were were positive about each other.

 

Body awareness, Trust

3. Balloon game (sitting): (15 mins)

at the beginning you feel stressed because you think is gonna brake-blow up, 

body, physical reactions (sweating hands, muscles tight)

Emotion reactions (afraid, insecure)

N. was a bit scared, didn't really know what to do with the balloon.

They seemed quite at ease, I asked them to move around on the balloon and they started playing and making sounds with the balloon.

Then I asked them (in the last minute) to jump so hard on the balloon that it would explode. The boys had a good time with that. S. didn't want to do it, it scared her.

A.: It hurt when the balloon exploded. No thought

S.: tegang (stressed)

R.: normal

T.: normal

A.: normal

R.: afraid, heart beating fast

E.: Bouncy. pain in his bottom when the balloon exploded.

A.: normal

T.: afraid that balloon exploded

D.: nice feeling

F.: normal

B.: heart beat fast

 

4. Moving the balloon down a row: (15 mins) (Teambuilding)

The children are divided in two groups and stand in a line.

The front person in every line is handed a balloon that must be handed down the line by only using the knees. No hands allowed!

If the balloon is dropped the group starts over from the beginning.

The winners are the group that get the balloon from one end of the line and back again.

They cooperated quite well and didn't seem to mind whether they lost or won. Everybody was laughing. 

Groups of 4. 3 kids are the catchers, 1 kid has to trust and fall into friends' arms. Mette gave some important pointers: they have to discuss how they catch, the child that will fall looks back first and makes sure he/she feels safe before he/she makes the fall.

1. 4 kids: The catchers stood next to each other and waited until the child that falls made his/her move.

2. 4 other kids : discussed first how they would catch, then made a safety net with their arms for the one that falls. They were very trusting in each other. D. and e. are good in giving directions.

3. 4 other kids : They were a bit unsure. copied group 2, but at first t. thought he could just stand in front. 2 kids hold each others wrists, 3 in back. They were making comments about f. (it would be difficult to catch her?) Mette suggested to ask them questions how to achieve a feeling of safety and thus avoiding focusing on body weight, etc.

How to achieve feeling of safety: t.: work together. D.: focus. T.: be compact as a group. S.: discipline. A.: trust.

How to achieve trust: g. says he was afraid to fall. Then d. and the others showed their idea of how to catch which meade him feel safe.

What makes it difficult to trust.: i.: gives example s.. She was already afraid, which made the others insecure.

How to feel more secure: e.: be more careful and give more encouragement. F. says it doesn't work with her, she's always afraid. The others feel safe with each other.

Trust Cars (if we have time) 10 mins

Players, with a partner, stand one in front of the other. The person in front is required to close their eyes and 'trust' the person behind, who has their hands on the front persons shoulders and “steers” them as they move forward together. Meanwhile the leader is calling out commands such as 1st gear (walk) 2nd gear (faster walk) 3rd gear (slow jog) and so on up until 5th gear. To be difficult the leader can call out reverse gear at any time. The person in front trusts the person behind to steer them correctly whilst keeping their eyes closed – can be very scary if you're the person in front!

Kids were very tired, so didn't want to do the game. They said they had a lot to think about and wanted to end with Musica Musica.

5. Musica Musica song

Make a circle while singing the song. Mara suggests to make fun movements: make the circle smaller and bigger, move around in the circle.

Report of the activities held on October 30th, in Kdm, Jakarta

• Participants: 13 kids, class one

  
  

  Trainers:

  Sotar, Uut, Mara, Benedetta, Stefania, Nancy

   
  

  Goal of the exercise:

  We will focus on senses, touching and sensation. The goal is to give the children a sense of what is good and feels good and what is inappropriate and doesnt feel good.

  The boundaries for each child will be very different and it can be a good idea to divide the children in gender groups.

   

  As always we will start with some warming up exercises. These exercises are more focused on the different senses and using different senses, the goal is also body awareness.

  
  

  
  

  We didn't start with the name song, the session started off a bit chaotic.
  

  Sotar gave an introductory talk first.

  He asked the children what they still remembered from the previous sessions.

  - They remembered the Golden Rules (don't hurst yourself, don't hurt others, don't break things)

  - How to appreciate others

  - Slow down

  
  

  Then we went outside:

  Start-up exercise 1:

  The children are divided in to two-three groups. We are all facilitators.

  A)   Each group has to form a shape using only their bodies (can be a star, a triangle, a circle or anything they agree on) using their imagination and teambuilding skills. It is up to the group to agree on what to form with their bodies and what shape they want to show. There is no right or wrong, only rule is that the children have to be ajoined/connected. (some groups might just make a circle while others will try someting more complicated. Observe who takes the lead, who follows and what brings the children to a result. )

  We will give the children an example beforehand but also tell them to make a different shape. Please do not give the children too many ideas beforehand. Let them use their own imagination to agree on something)

  B)   Each group now has to choose a letter from the alfabet and use themselves to form and show this letter. The exercise is done when we, the adults, can guess the letter.

  
  

  We asked the kids to form groups and name shapes with their bodies. Benedetta, Mara and Mette gave an example. The kids seemed excited to do the exercise. The tricky part was, that we asked them to pick a leader.

  
  

   They took a while before they decided on a shape. R. was shouting he wanted to make an L-shape. It seemed like f. was a (very reluctant) leader. He gave comments, but didn't seem to want to get involved too much.

  
  

  Group 1 kids kept making shapes by themselves.

  Group 2 finally decided in making a circle. The needed lots of guidance from the adults.

  F. was not happy with the way things went.

  
  

  Sotar proposed to the groups to form letters and then make a sentence that started with that letter.

  Group 1 cooperated quoted well. M. asked a lot of attention

  Group 2 still needed a lot of help from the grown ups.

  Sotar asked if there were leaders and followers. Several called that they were the leaders.

   

  Start-up exercise 2:

  The aim of this exercise is to use your hearing to find your match and to focus only on this.

   

  The children are divided in to pairs and given the task to choose a mutual sound.

  The pairs are each given one blindfold (or one closes his/her eyes) and the children with blindfoldes are placed in a circle and their ”other half” is scattered around the room. The children with blindfolds are the only ones allowed to move. On the count of 3 every child starts to express the agreed sound. The winners are the ones that find each other first and the game does not end until every pair is seated next to one another.

   

  NB We need scarves for blindfold.

  
  

  Kids liked this game, but they were very noisy. Also we could tell that some kids still could see through their blindfold, they were running. Some of them couldn't find their counterpart. We decided to make small groups of 3 pairs so that the blindfolded child could hear his/her counterpart more easily.

   

  Touching Exercise:

  We will sit in a cirlce and touch our own hands. Sotar will guide the kids telling them to:

  * touch your hands

  * squeeze

  * rub it

  * upside/inside

  * fingers massage one by one

  * tickling

  * caressing first the upper part and then the inside of the arm

  (10 min)

  Debriefing, talking about the exercise, how does it feel? (to massage, tickle, push??)

  Kids liked to make the cracking noise with their fingers, rubbing their hands until they got warm, the soft touch made them ticklish.

  It was very funny that when Sotar asked them to follow his lead, the kids copied every gesture and words he said. 

  
  

  Knowing to understand boundaries

  Divide the kids in couples, girls and boys apart. 

  IMPORTANT: in every moment the one who gets the massage is allowed to say STOP without any explanation, and the other has to respect.

  They will do the same exercise, touching the others hands only.

  Let them free to talk, and share what they feel between them two. (10 min)

  Same exercise, we will give them: a feather, a sponge, a toothbrush and they will choose what to use on each other hands and forearm. (Nancy will bring the equipment)

  Debriefing, talking about the exercise:

  What was nice? Why?

  What did you not like? Why?

  People are different, and touching is understood differently. You must all respect each others bounderies and know your own.

  
  

  We handed out a feather, a sponge with a soft and a rough side, a cotton ball and a toothbrush to each group.

  Most of them liked the feather,  I saw also many kids who liked the rough side of the sponge.

  
  

  (in between the kids got noisy, when that happens, Sotar calls red (merah), the kids clap 1x and know they have to pay attention)

  
  

  Sotar asked the kids who doesn't like to be touched. They didnt quite understand what he meant, so gave an example with m. (who volunteered).

  He didn't like to be hugged closely or grabbed tight by the shoulders or tickling.

  When Sotar rubbed m. head, they all said that that was nice.

  Touch around the ears and neck, shoulders: the kids said that was ok.

  Sotar asked them if they were touched by a strangers: they said not ok.

  
  

  While we were doing the touch exercises, A. paired with Stefania, he kept very close to her during Sotar's talk. Later on he moved over to Sotar and sat very close to him.

  
  

  Sotar told the kids, they always have to refuse to be touched if they don't know the person or when they weren't comfortable.

  
  

  
  

  La Musica – song and dance

  
  

  .........
  

   

  Second workshop.

   

  Participants: 8 kids of class two

  
  

  Same activities.

   

  
  

  
  

  
  

Five surprising reasons music and kids are a perfect match

http://www.kidspot.com.au/five-surprising-reasons-music-kids-perfect-match/

Are you sending your kids back to school this week? Are you bracing yourself for the afternoon when your child comes home, recorder in hand, ready to start piping out some laboured notes assigned by a well-meaning music teacher?

Perhaps you’re reeling at the idea of encouraging your child to practice the piano, clarinet, fife each day? Or wondering if someone else could please drive Junior to band practice from now on?

Reel and wonder not! You are a vital part of a big, awesome, musical picture (and so is your kid!) You totally have to do this (noisy) thing!

Music has all kinds of benefits, not just for mini musos but for the community at large. Not only is your child learning all kinds of good lessons about the beauty and history of music, the discipline of learning to do something well and being part of a group. They’re also potentially contributing to a better future for the whole wide world! Let me tell you more…

1. Cancer treatment 

Music has proven to be an important tool for cancer recovery. As part of a new study children who were undergoing cancer treatment were encouraged to make music videos as part of their treatment program. A music therapist worked with them over a three-week period and benefits included better communication with friends and family, reduced anxiety and increased quality of life. The videos provided a positive focus and also helped parents gain a better insight into what their child was experiencing.

2. Pain relieving

Music has other benefits in treating ill children, too. Lullabies were played to ill children as part of a study on the benefits of music therapy in hospitals. The lullaby listeners’ results were compared to another group of children who were instead told stories. The kids who were played music reaped many more benefits than those who were read to. Their pain was reduced, their heart rates were slowed and they were generally much happier, post-tunes! Children’s wellbeing – their levels of anxiety and relaxation – are mediated by the emotion that the music causes. How amazing and helpful is that?

3. Concentration boosting

And how about music as a conduit for better listeners? A University of London program exposed children between seven and 10  years old  to classical music and taught them how to listen to the music, focusing on the sounds and story within. The study found that kids’ concentration skills were positively affected by the listening and learning, with long-lasting benefits that stretched into other areas of their life. The program’s been delivered to tens of thousands of UK kids with teachers noting benefits in terms of children’s aspirations, self-discipline, personal and social skills.

4. Autism support

Music can be especially beneficial for special needs kids. At the Central Conservatory of Music in Beijing, students with autism and other intellectual disabilities are taught to play simple pieces and sing songswith all kinds of positive results.  Not only do the kids enjoy being part of the program, it’s boosting their development and providing rehabilitation opportunities for many children too.

5. Connecting with kids 

Italian violinist Sara Michieletto uses her musical skills to connect with street children across the globe. “Soothing, classical music helps angry, traumatised youths become emotionally aware,” she says, helping them to better channel their anger and frustration. Sara says this is really important because these kids have dealt with difficulties and traumas. “Music is a very powerful means of conveying emotions.”

Of course, all these extra helpful benefits are the icing on the cake. Weknow that kids who play music reap the rewards in terms of language development, spatial intelligence, IQ boosting and brain development. Self expression, creativity, craftsmanship and teamwork are allbenefits of a musical education, too. So when your child comes home and pipes out ‘Greensleeves’ on their recorder, resist the urge to wince and smile along. You may be growing tomorrow’s gifted musical therapist or wandering minstrel!

Emotional awareness at Kdm, Jakarta - first session October 9th

Report Session Thursday 9 October 2014

Theme:

Introduction

Working together

Trainers: 

Sotar

Uut

Mara

Benedetta

Mette

Nancy

Stephanya

KDM Children :

1st group: 9am-10.30am. 15 kids

Material:

Ball (Nancy)

Posters emotions (Sotar)

Jolanda's board game (Sotar)

1. Introduction and games: 20 minutes

"Introduction Ball game: stand in a circle, shout your name and throw ball at other child.

Roll ball to each other and tell your favourite food

Throw "Piggy" and tell how you feel

They were all happy

Cat and mouse game.

Kids love this game, but it's especially hard for M. to calm down after running.

2. Jolanda's board game: 40 minutes

4 groups

Kids seem to have fun to to the game.

3. Musica Musica song: remaining time

Some observations 1st group:

The children were very excited to see us and to start the activities.

Kids who joined previous sessions:

A., M. and A. kept asking for attention.

M. was very vocal and kept making comments.

A. kept hugging.

A. was active and chatty (compared to last year, when he was lying down during the sessions, didn't want to speak or just disappeared altogether). Surprisingly he came up to Nancy for a hug, something he had never done before.

A. was a bit quiet. Not as chatty as she was last year. I wonder if that is because F. is not in the group anymore?

*Ibu Uut: 

Kids don't know how to show appreciation to their friends. Example: During board game kids were asked to show appreciation to P. and R. and they started 'boo-ing'.

Teach kids consequence good-bad behaviour: any kind of behaviour will trigger a reaction from others.

Perhaps use some of the sessions to focus on these things

2nd group: 11 kids

Joined previous sessions

We had a short session for this group. Introduction game and sing Musica Musica while moving around in a circle.

Introduction: favourite food and feeling today: (some I couldn't hear.)

W.: Feeling: happy

E.: Food: chicken nuggets. Feeling: fresh

T.: happy

L.: food: nasi goreng. Feeling: happy

S.: feeling happy

A.: food: noodles. Feeling: happy

D.: Food: spaghetti. Feeling: happy

Human knot:

Kids love this game. We did it 2x. The new kids were a bit confused at first.

How the body feels the emotions - Corps à Coeur

Corps à Coeur est un lieu où les messages du corps sont écoutés et pris en compte. Le corps n’est pas juste un « instrument » ou un « véhicule », je le considère comme un temple ( le temple de l’âme) et aussi comme  » le film de votre vie ».

Toutes les émotions que vous refoulez à l’intérieur de vous-même parce que vous ne pouvez pas ou ne voulez pas les verbaliser, peuvent se cristalliser dans différentes parties de votre corps.

Les émotions génèrent des symptômes physiques, par exemple LA PEUR, L’ANGOISSE  donnent des palpitations cardiaques, des vertiges, sueurs, tremblements, mains moites.

• LA PANIQUE peut provoquer des diarrhées.
• LA COLÈRE retenue ou LA RANCUNE : une crise de foie.
• LA DIFFICULTÉ A TROUVER OU A PRENDRE SA PLACE peut provoquer des infections urinaires à répétition.
• QUELQUE CHOSE QU’ON NE VEUT PAS ENTENDRE OU QUAND ON NE VEUT PAS S’ÉCOUTER, des otites, douleurs d’oreilles.
• QUELQUE CHOSE QU’ON N’A PAS OSÉ DIRE, QU’ON A RAVALÉ , une angine, des maux de gorge.
• UN REFUS DE CÉDER, DE PLIER, D’OBÉIR OU DE SE SOUMETTRE, des problèmes de genoux.
• PEUR DE L’AVENIR, PEUR DU CHANGEMENT, PEUR DE MANQUER D’ARGENT, des douleurs lombaires.
• INTRANSIGEANCE, RIGIDITÉ, douleurs cervicales et nuque raide.
• CONFLIT AVEC L’AUTORITÉ, douleurs d’épaules.
• TOUT PRENDRE SUR SOI, également douleurs d’épaules, sensation d’un fardeau.
• SERRER LES DENTS POUR AFFRONTER QUELQU’UN OU UNE SITUATION SANS RIEN DIRE…douleurs dentaires, aphtes, abcès.
• PEUR DE L’AVENIR, DIFFICULTÉS A ALLER DE L’AVANT, OU BESOIN DE « LEVER LE PIED »: douleurs dans les jambes, les pieds, les chevilles.

La colonne vertébrale est aussi un merveilleux terrain d’investigation de toutes nos émotions refoulées ( voir l’illustration ci dessous )

Bien sûr, il ne faut pas généraliser, l’origine d’une douleur peut être tout simplement  mécanique, un faux mouvement ou un coup de froid….mais si vous ne trouvez pas d’explications contextuelles, alors essayez d’entrer « en contact » avec ce qui se joue au plus profond de vous.

Pour ma part, j’utilise régulièrement l’ouvrage de Jacques Martel Le grand dictionnaire des malaises et des maladies  pour mettre des mots sur les maux…cet ouvrage est une sorte de guide pour comprendre  » ce qui se joue » que je pourrais avoir tendance à refouler, ou à ne pas vouloir « regarder »…

En voici quelques extraits :

Maladies du foie : le foie représente les choix,  la colère, les changements et l’adaptation.
On peut souffrir du foie quand on ne parvient pas à s’adapter à des changements, professionnels ou familiaux.

• Difficultés d’ajustement à une situation.
• Sentiment de manque continuel ou peur de manquer.
• Colère refoulée.
• Personnes sujettes aux maladies du foie : les personnes qui critiquent et qui jugent beaucoup (elles-mêmes et les autres) et/ou qui se plaignent souvent.

Maladies de la vésicule biliaire :
La vésicule biliaire est en rapport avec l’extérieur, la vie sociale, la lutte, les obstacles, le courage.
Se battre. Esprit de conquête.

• Se faire de la bile, s’inquiéter, s’angoisser.
• Sentiment d’injustice. Colère, rancune.
• Se sentir envahi, empiété sur son territoire par une personne autoritaire.
• Agressivité rentrée et ruminante, mécontentement retenu.
• Se retenir de passer à l’action. Difficultés à faire un choix, de peur de se tromper.

LA GLANDE THYROÏDE

• Profonde tristesse de ne pas avoir pu dire ce qu’on aurait voulu.
• Sentiment d’être trop lent par rapport à ce qu’on attend de nous.
• Impuissance, sentiment d’être coincé dans une situation, être devant un mur, dans une impasse.
• Être bloqué dans la parole ou dans l’action, être empêché d’agir.
• Pas le droit de parler, de s’exprimer. Ne pas se sentir écouté. Difficultés à s’affirmer.
• Une déception ou une injustice n’a pas été « avalée » et est restée en travers de la gorge.

LES HERNIES

En règle générale  : de la détresse implose à l’intérieur et demande à être libérée.

• Désir de rompre ou de quitter une situation où on se sent coincé, mais où l’on reste par peur de manquer de quelque chose, généralement du matériel.
• Auto-punition parce qu’on s’en veut, incapacité à réaliser certaines choses qu’on voudrait.
• Frustration de travailler dur, se sentir poussé à aller trop loin, ou essayer d’atteindre son but d’une manière excessive, qui en demande trop. Une poussée mentale (de stress) essaie de sortir.

Mais en plus, le lieu où siège l’hernie indique son message émotionnel de manière plus précise et complémentaire : 

Hernie inguinale : (dans l’aine) : difficulté à exprimer sa créativité, secret que l’on renferme et qui nous fait souffrir. Désir de rompre avec une personne qui nous est désagréable, mais avec laquelle on se sent engagé ou qu’on est obligé de côtoyer. On aimerait sortir, s’extirper de cette situation.
Hernie ombilicale : nostalgie du ventre de la mère où tout était facile et où se sentait totalement en sécurité. Refus de la vie.
Hernie discale : conflit intérieur, trop de responsabilité, sentiment de dévalorisation, ne pas se sentir à la hauteur de ce qu’on attend de nous, projets et idées non reconnus. La colonne vertébrale représente le soutien.
Besoin d’être appuyé, soutenu, mais difficulté ou impossibilité de demander de l’aide.
Hernie hiatale : se sentir bloqué dans l’expression de ses sentiments, de son ressenti.
Refouler ses émotions.
Tout vouloir diriger, ne pas se laisser porter par la vie  mais la contrôler.

LES GENOUX

Douleurs aux genoux, genoux qui flanchent, genoux qui craquent, douleurs aux ménisques : refus de plier, de se « mettre à genoux » (de se soumettre) de céder, fierté, ego, caractère inflexible ou au contraire, on subit sans rien oser dire, on s’obstine, mais nos genoux nous disent que nous ne sommes pas d’accord avec cette situation.

• Difficultés à accepter les remarques ou les critiques des autres.
• Problèmes avec l’autorité, la hiérarchie, problèmes d’ego, d’orgueil.
• Devoir s’incliner pour avoir la paix.
• Ambition réfrénée ou contrariée par une cause extérieure,
• Entêtement, humiliation.
• Culpabilité d’avoir raison.
• Colère d’être trop influençable.

Les maladies LA PEAU, eczéma, acné, psoriasis
Les maladies de peau ont très souvent, à l’origine, un conflit de séparation mal géré, une séparation mal vécue, soit par la mère, soit par l’enfant, ou la peur de rester seul et un manque de communication.
Séparation aussi envers soi-même : dévalorisation de soi vis-à-vis de l’entourage. Porter trop d’attention à ce que les autres peuvent penser de nous.

Eczéma :

• anxiété, peur de l’avenir,
• difficultés à s’exprimer.
• Impatience et énervement de ne pas pouvoir résoudre une contrariété.
• Séparation, deuil, contact rompu avec un être cher.

Chez les enfants, l’eczéma peut résulter d’un sevrage trop rapide ou d’une difficulté de la mère à accepter que son enfant ne soit plus « en elle ». Sevrage de l’allaitement ou reprise du travail de la maman et culpabilité non exprimée, mais que l’enfant ressent et somatise ainsi.
Querelles ou tensions dans la famille, que l’enfant ressent. Insécurité.

Acné :  manière indirecte de repousser les autres, par peur d’être découvert, de montrer ce qu’on est réellement, parce qu’on pense qu’on ne peut pas être aimé tel que l’on est. Puisqu’on se rejette, on crée une barrière pour que les autres ne nous approchent pas.

• Refus de sa propre image, de sa personnalité ou de sa nouvelle apparence.
• Honte des transformations corporelles.
• Difficulté à être soi-même, refus de ressembler au parent du même sexe.

Psoriasis : personne souvent hypersensible qui n’est pas bien dans sa peau et qui voudrait être quelqu’un d’autre. Ne se sent pas reconnue, souffre d’un problème d’identité. Le psoriasis est comme une cuirasse pour se défendre.

• Besoin de se sentir parfait pour être aimé.
• Souvent une double conflit de séparation, soit avec deux personnes différentes, soit un ancien conflit non résolu, réactivé par une nouvelle situation de séparation.
• Se sentir rabaissé ou rejeté, à fleur de peau.
• Se protéger d’un rapprochement physique, ou protéger sa vulnérabilité, mettre une barrière.

LES BRAS : Il y a de nombreuses causes émotionnelles liées aux douleurs et aux problèmes de bras.
Les bras sont le prolongement du coeur et sont liés à l’action de FAIRE et de RECEVOIR, ainsi que l’autorité, le pouvoir.
Les douleurs aux bras peuvent être liées à de la difficulté à aimer ce que je dois faire. Se sentir inutile, douter de ses capacités, ce qui amène la personne à se replier sur elle et à s’apitoyer sur ses souffrances.

• Se croire obligé de s’occuper de quelqu’un.
• Ne pas se sentir à la hauteur lorsqu’on est le « bras droit » de quelqu’un.
• Difficulté à prendre les autres dans ses bras, à  leur montrer de l’affection.
• Je m’empêche de faire des choses pour moi-même, parce que je me souviens des  jugements négatifs et des interdictions durant mon enfance, ce qui m’avait blessé.
• Je ne me permets pas de prendre ou je regrette d’avoir pris quelque chose, ou je pense que j’ai obtenu quelque chose que je ne méritais pas.
• Ou quelque chose me revient de droit , que je n’ai pas pris, je ressens de la colère.
• Se rapporte au fait d’avoir été jugé par ses parents.
• Vouloir emprisonner quelqu’un dans ses bras pour l’avoir sous contrôle, mais avoir dû le laisser s’envoler, et ne plus pouvoir l’aimer et le protéger (un enfant, par exemple…).
• Vivre une situation d’échec, devoir baisser les bras.

les douleurs des ÉPAULES

LES ÉPAULES : c’est ce qui PORTE. Les épaules portent les joies, les peines, les responsabilités, les insécurités.
Le fardeau de nos actions et tout ce qu’on voudrait faire, mais qu’on ne se permet pas, ou qu’on n’ose pas…
On se rend responsable du bonheur des autres, on prend tout sur soi, on a trop à faire, on se sent écrasé, pas épaulé, pas soutenu.

• Douleurs possibles aussi quand on nous empêche d’agir, ou que l’on on nous impose des choses.
• Lorsqu’on vit une situation dont ont ne veut plus, on désire passer à autre chose, mais le manque de confiance en soi nous bloque.
• On manque d’appui, on manque de moyens. On ne se sent pas aidé.
• Une personne chère ou l’un de nos parents vit de la tristesse et on aimerait prendre son chagrin et ses problèmes pour l’en libérer.
• Colère retenue contre un enfant ou une autre personne qui se la coule douce alors qu’on ne se donne même pas le droit de prendre un temps de pause.
• Au travail ou à la maison, avec son conjoint, on se sent dans l’obligation de se soumettre, on se sent dominé sans oser réagir.
• On vit de l’insécurité affective (douleur épaule gauche) ou de l’insécurité matérielle (douleur épaule droite).

Épaules rigides et bloquées : blocage de la circulation de l’énergie du coeur, qui va vers l’épaule, puis vers le bras, le bras donne (le bras droit) et reçoit (le bras gauche).
Ce blocage d’énergie est souvent retenu dans une articulation ou un tissu (capsulite, bursite).
L’énergie doit circuler du coeur vers les bras pour permettre de FAIRE, de réaliser ses désirs.
On porte des masques, on bloque ses sentiments, on entretient des rancunes (douleurs dans les trapèzes, surtout à gauche). parfois envers soi-même.
On paralyse ses épaules pour s’empêcher d’aller de l’avant, de faire ce qu’on aimerait vraiment. On prend le fardeau sur soi plutôt que d’exprimer ses demandes et ses ressentis, de peur de mécontenter l’autre.
Difficulté ou impossibilité à lever le bras : conflit profond avec sa famille, difficulté à voler de ses propres ailes.

Essayez de modifier, clarifier ou de lâcher-prise par rapport à la situation qui vous perturbe. « Le mal a dit » =votre douleur essaie de vous dire quelque chose, de vous signaler que quelque chose perturbe l’harmonie en vous, d’attirer votre attention sur quelque chose à changer dans votre vie.
(Sources :  livres de Lise Bourbeau, Jacques Martel, Claudia Rainville et Philippe Dransart)

Reconnaissez et acceptez ces émotions, si vous les éprouvez, mettez des mots dessus, acceptez votre ressenti.