Skip to main content


Dignify Yourself with Feldenkrais Method Lessons!

By Blog

There are predictable moments in Feldenkrais Method movement lessons when deeper truths about ourselves emerge.  

My personal experience while doing movement lessons, as well as my students receiving lessons or engaged in classes, is that at some point doing a movement lesson, our personal, self-sensing experience suddenly expands or deepens to reveal a deeper human truth, or reality about movement and embodiment.  It’s indescribable, ineffable, and closely resembling the experience and state of dignity.  

Questioning our intentions and historical conditioning is an important step in this journey of self awareness.   Sadly, we have lost the ability to recognize that our choices have been severely restricted and in some cases entirely eliminated. We absorb faulty cultural directives and movement doctrines based on the ‘right way to move” or prohibitions and directives long after an injury or trauma event has passed.  We have given away our freedom to choose the full range of human movement  in order to satisfy an ‘other’s’ recommendations as to what constitutes healthy movement or proper action.  Ironically, these prohibitions for ‘correct’ movement is what truly restricts our choice & freedom, limits our vitality and severely compromises our self-confidence.  We move further and further away from embodied dignity when we relinquish self-direction and allow decision-making of our bodies to others we believe have more intelligence or understanding than ourselves.

Critical thinking, creative, choice-based, long lasting and healing solutions can not survive in this environment.  Physical and emotional pain emerge and amplify in this state. If you’ve read to this point, I’m certain you have an inkling of this wasteland.

Are you ready to make a change?

I invite you to embrace a native orientation to yourself from an embodied perspective; to understand and immerse yourself in the discovery of somatic relationships that uncover innate and native truths about the ‘how’ of your movement.  These are native organization patterns that are waiting to be uncovered and strengthened in present moment experience.  When we experience the self in this way, pain, suffering, conditioning and excess effort move into the background, absorbed and integrated into a larger and more potent self experience.

Exploring choice and freedom in self-directed movement is inherently a human characteristic and is essential for learning and growth.  In this way, strengthening our capacity for inner responsibility and consequence.   Choice in this state is grounded in human dignity that flows through us, as we trust to confide and have confidence in our actions, as they are now rooted in a somatic ground, simultaneously both personal and collective.

I invite you to make space for this worthwhile endeavor of skillful movement & human dignity as a path to health.  

Call today for in-person or online Neuoro-Movement lessons with Patricia.

ABM Neuromovement Intensives and Feldenkrais Movement Lessons in Mequon

By Blog

Do you yearn for movement that is easy, comfortable, and pain free?  Or maybe you have a child who struggles with movement and learning? Or perhaps you want to improve some aspect of a technically demanding profession, or athletic pursuit ?

I can help you achieve superior performance, a life without pain and release of old and faulty movement patterns that have inhibited you and decreased your vitality.

I am an experienced provider of a remarkable AND effective  neurologically based movement and learning process process that will help you address the most intractable and hard to reach movement challenges.   I provide services for all ages and all conditions with this remarkable movement and learning method.  Call to schedule your session today.

Read about my visit here.


Read “Learning Through Movement”

By Blog No Comments

Newly published, this book by colleagues Staffan Elgelid and Chrish Kresge  is a gathering of esteemed & original thinkers of the Method in a collection of essays.  It’s highly recommended for students of the method, health professionals in the rehabilitative services, and educators.

From the editors:

It’s been an amazing journey and labor of love of nearly three years, but finally, we are going to print, and the new Feldenkrais book is out!  24 chapters, 23 contributors and packed with case studies, explanations and exciting new learning about the Feldenkrais Method and its many applications.
This book brings the Feldenkrais Method® and the concept of Somatic Education to a wide audience. As well as providing an introduction to the Feldenkrais Method® and its applications, a team of highly qualified contributors, representing a variety of therapeutic professions, explore how the Feldenkrais Method® interacts with and supports other professions and modalities, including Pilates, yoga, dance, physical therapy, sports coaching, rehabilitation medicine, and more.


Dorit Aharonov, Eilat Almagor, Ruthy Alon, Anat Baniel, Stacy Barrows, Deborah Bowes, Robert Burgess, Lisa Burrell, Karol Connors, Andrew Gibbons, Marina Gilman, Larry Goldfarb, Jeff Haller, Susan Hillier, Thomas Kampe, Paul Pui Wo Lee, Moti Nativ, Dwight Pargee, Lavinia Plonka, Donna Ray, Elinor Silverstein, Cliff Smyth, Matthew Zepelin


Remembering Ruthy Alon

By Blog No Comments

Ruthy Alon

January 25, 1930- December 30, 2020

It was a moment of grace that brought me to know and love Ruthy Alon.   As one of Dr. Moshe Feldenkrais’s original 13 students, she became one of the most respected, most prolific, most creative Feldenkrais teachers worldwide.  She leaves an incredible legacy of mentoring literally thousands of practitioners.  I had the privilege of extended study with Ruthy in my early days of learning this work.  By g-d, was she a lot of fun to learn with!  Her legacy is vast, but what I treasure most about Ruthy is her way of expressing embodiment.  Her remarkable use of metaphor & image are the gold standard for generations of somatic therapists.  Not only was she a gifted pedagogue, she was one of the most humble human beings I know given her degree of mastery & influence, and the amount of love and compassion she gave me is being paid forward. Thank you Ruthy for being so generous in sharing your gifts.  You are beloved!  Looking forward to riding the magic carpet with you somewhere down the line.

Enthusiasm is Essential

By Blog, Videos No Comments

Enthusiasm arises when intention & action are effortless and in an environment of support and love. Watch my lesson with Ella to see how enthusiasm comes naturally to her when she experiences sensations of ‘success’ and accomplishment.  You can see her precious attention to the process which leads to greater movement integration and complexity.   Ella’s movement with attention gradually transitions into a global “enthusiasm” response.

Anat Baniel “We Learn to Stand Up Not Standing Up”

By Blog, Videos No Comments

A newborn baby has a relatively long apprenticeship in movement before developmental milestones are reached.  It takes approximately 10 months to 1 year for a newborn to learn to stand up.  In that time, the infant is exploring myriad variations; including random movements and intentional action.  After thousands of hours of explorations,  a clear developmental progression occurs from less complexity to more complexity. Standing is the end result of a very long apprenticeship in movement exploration.  And in our method, we use this knowledge of neuro-motor development to help a child map their brain for the progressive complexity required to stand.  Placing a child in standing without any somatic mapping to how one got there is a recipe for frustration, failure and alienation from self.

A child that can’t stand up because of brain injury or other special need, has never experienced these progressive levels of complexity or variation, nor experienced the infinite variations that lead to greater complexity.  Thus, when a parent or therapist requires a child to stand up by putting them in standing, it’s as if we placed the child who lives at sea level on top of mount Everest without any prior exposure.  Imagine the degree of fear and failure that a child experiences from this kind of situation!

Some theories about mapping the brain have to do with placing a child in the position to which they themselves have not initiated.  As if somehow, miraculously, the position itself will map the brain for that function.  This is very harmful and cruel, and is not the way the brain works for learning new skills.  It’s mimicry and imitation type of learning and will produce more failure than success.

I start where your child’s abilities are, and grow the ability from there; rather than have the goal  in mind and forcing the child into a position in which they are unprepared.  Anat says it beautifully in this short video.

Free Children's Clinic

What Are the ABM Nine Essentials?

By Blog No Comments

The Nine Essentials of Neuromotor learning for Lifelong Vitality are a set of qualities and behaviors that your brain needs for optimal function.

They are:

  1. Movement With Attention – Build New Connections
  2. Slow-Luxuriate in the Richness of Feeling to Create a Feedback Loop
  3. Variation-Enjoy Abundant Possibilities
  4. Subtlety – Experience the Power of Gentleness
  5. Enthusiasm – Turn the Small into the Great
  6. Flexible Goals-Seizing the Opportunity in Front of You
  7. Learning Switch -Full of Energy and Cognitive Coherence
  8. Imagination and Dreams -Create Your Life
  9. Awareness -Thrive with Authentic Volitional Action

These qualities and behaviors, which we all have at our fingertips, were first introduced by Anat Baniel in the early 2000’s.  The principles evolved from a lifelong study  under the expert mentorship of her beloved teacher, judo master, somatic philosopher, polymath and clinician, Dr. Moshe Feldenkrais.

Neuromovement & Biochemistry

How Do I Decide the Best Therapy For My Child?

By Blog No Comments

Adults & the parents of children that choose the Feldenkrais Method or the ABM method, choose the principle that connecting with what is rather than correcting what’s wrong, is the first step in novel learning and overcoming limitation .Combined with the other brain-based learning tools,  there’s more potency in any action that  that comes from discovering for oneself how to shift from pain and limitation to possibility; creatively & dynamically problem solving; using the incredible and elegant power of the human brain to learn something new.

The current widely held therapeutic model is basically this: Exercise, or force the child into the milestone that isn’t currently there, practice it a lot,  add in tears, pain, resistance, willpower, & coercion, and it will be hard-wired.  Functional outcomes will be hard-won in the short term and the potential for neurotic, compulsive behavior that develops from force, coercion and ‘not-being-met’ will pattern ineffective and dysfunctional patterns.

I operate from an entirely different working hypothesis.   When the brain can become a better learner, then function will follow.  Improved thinking, coupled with present moment awareness is the first step to more organized function.  I help children overcome limitation using the Nine essentials to prime the nervous system.  When I set the table using the Nine Essentials,  then other developmental steps can emerge.  Not only do these milestones have a better chance of emerging organically, but they emerge with  with less effort, more joy, more natural curiosity, more power & potency to last a lifetime.

The best therapy is the one that honors self-empowerment, & the current abilities of the child rather than the limitation.  It honors self-paced learning rather than standardized milestones.  It honors & recognizes that the best learning comes when your child is being “met”.