Blomberg Rhythmic Movement Training™
Symposium 2014 and Symposium 2015
In July of 2014 and 2015, LoveLight brought
Swedish psychiatrist Harald Blomberg, M.D. to Kent State University to share his work, Rhythmic Movement Training, which has been successful in improving emotional functioning, motor difficulties including Parkinson’s, reading and writing, and behaviors associated with ADHD and autism. Each summer, an introductory session and reception was held followed by several days of presentations.
The BRMT Symposia were sponsored by the Kent State University School of Foundations, Leadership and Administration and supported by the Gerald H. Read Center for International and Intercultural Education.
In 2014, participants had the opportunity to attend one or more of the following two-day experiential sessions:
Rhythmic Movement Training Level One, which explored natural movement patterns, and their role in helping the brain to mature and inhibit/integrate the primitive reflexes. This session focused on ADHD/ADD and provided a foundation for subsequent RMT sessions.
Rhythmic Movement Training and Diet in Autism & ADD/ADHD, in which topics discussed by Dr. Blomberg included: Autism, the Alimentary Canal and the Brain; Dietary Treatment in Autism; Rhythmic Movement Training in Autism; and integration of specific primitive reflexes.
RMT for OTs, PTs, Chiropractors and Massage Therapists Level I, designed especially for ocupational therapists & physical therapists
In 2015, the following two-day sessions were presented:
Rhythmic Movement Training: Level Two , which focused on emotions and inner leadership.
Dreams and Inner Healing, which included tools to work with the occasional scary dreams that may be caused by RMT. The symbols of such dreams are often similar to symbols of myths and folk tales and in this session Dr. Blomberg discussed the meaning of these symbols for healing and integration, and how practitioners can use this information when working with their clients.
Rhythmic Movement Training: Level III, which focused on addressing reading and writing difficulties affected by various factors such as vision, articulation, and motor ability. Participants learned to recognize and test for non-integrated reflexes and motor disabilities that are important for dyslexia and through the use of specific rhythmic movements, how to correct these problems. Special importance was attached to vision and learning how to recognize and improve visual problems using various exercises.
Swedish psychiatrist Dr. Harald Blomberg, creator of BRMT, has been investigating the link between retained infant reflexes, learning challenges and emotional imbalances since the 1980s and has taught BRMT across Europe, North America, Australia and Asia.
Rhythmic movements, adapted for children and adults, are based on the infant’s sequence of natural developmental movements in utero and the period identified by Piaget as the sensorimotor stage. Two primary principles of the Blomberg model are that these movements are involved in the maturing of the nervous system and the inhibition & integration of the primitive reflexes. Primitive (first) reflexes are automatic, stereotyped movements controlled from the brain stem; these reflexes serve an important purpose developmentally, but if they remain active, can hinder one’s ability to learn efficiently and function optimally. If your child or student exhibits any of the following signs, one or more primitive reflexes may be active.
Fidgeting, restlessness, difficulty focusing and paying attention?
W-sitting or sitting like “a sack of potatoes”?
Problems holding his or her head up &/or lying over a book while reading?
Low muscle tone or balance and coordination challenges? Toe-walking?
Accommodation or binocular vision problems?
Speech, reading, or writing difficulties?
Dr. Blomberg and other practitioners of RMT have seen improvements among the people they’ve worked with not only in motor development, but also in the areas of attention and focus, emotional development, reading, writing, speech, and behaviors associated with ADHD and autism.