Tag Archives: Renee Lindstrom
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Somatic Body Mindfulness Guided Pattern Audios by Renee Lindstrom, GCFP ’07
by Renee Lindstrom, founder, Inside Awareness Center for Integrative Somatic Learning
Launching Somatic Body Mindfulness Series on Audio Video
Cultivating Awareness & Grounding through Body Mindfulness
Guided Somatic Patterns for Centering
Somatic Body Mindfulness is a series of guided movement patterns based upon the Feldenkrais® Method of Somatic Education through the perspective of Renee Lindstrom, GCFP ’07 . Renee has been teaching Lifestyle Models in the community since the mid-nineties, which has expanded her perspective, clarity and understanding of learning and aging.
These Somatic Body Mindfulness audio videos will align body, mind and emotions, calming the nervous system and increasing inner peace. With an increase in the felt sense of inner quiet, there is an increase in clarity in the felt sense movement patterns in the shifting body parts as they transition postures. This mindful connection to the movement and physical response in transition increases the conscious awareness and organically integrates the pattern into movement behaviours.
Somatic Body Mindful guided patterns reduce tension, stress, anxiety, fear, frustration and anger and increase inner calm, peace and relaxation. SBM guided patterns support an increase in the range of motion and can reduce constraints that restrict movement.
The positive mental and physical functional outcomes of these SBM guided patterns increase clarity, focus, inner calm, mindfulness, stability, physical balance, balanced alignment between the mental, emotional and physical functions, flexibility and spontaneity. The positive emotional outcomes are an increase of inner peacefulness, contentment, groundedness, connection and belonging.
Some of the conditions that SBM guided patterns that have improved are:
Read more information in each of the audio descriptions to learn more about how each one can support your physical, mental and emotional functional integration.
Somatic Body Mindfulness through Guided Patterns
Renee Lindstrom, GCFP has had the benefit of working in local community centers since the 90’s. This has included centers specifically for adults and 50-plus, and those for younger ages. These experiences have led to the discovery of aging patterns in relationships to learning patterns. With an ability to view patterns and a keen interest in socially conditioned behaviour, Renee’s discovery is through the eyes of a Feldenkrais Practitioner. She has discovered the following patterns of learning in aging.
Organic Learning Patterns and Organized Learning Patterns
| Felt Sense Learning | Cognitive Learning | Felt Sense Learning |
| Birth to 6 years or so | 5/6 years onward | 50 plus -retraining felt sense learning |
| Forming body function and developing cognitive function through functional felt transition and spatial awareness | Forming cognitive skills through focus on short-term and long-term memories that replaces the felt sense awareness with conceptualized intellectualization | Complacency and expectation through long-term habits from socially conditioned behaviours |
| Developing functional through integration of physical, mental and emotional functions, beginning with the shift of weight through the anatomy and observation through the somatic felt senses while coordinating information received through observation of the environment through the somatic five senses. | Shift in focus of attention to conceptualized intellectualization through memorization. Separation from early learning patterns through the felt senses and filters of body awareness. Any recognition of body functional awareness at this level of education is through conceptualized intellectualization. | The separation of early learning patterns is a loss for entering into later stages in life. The shift in focus to mental development separates body recognition from the five senses eliminating the original somatic learning patterns one needs when experiencing reduced short-term and long-term memory. |
| Learning focus is through somatic felt senses | Learning focus shifts to cognition development through short-term and long-term memories | Loss of short-term and long-term memories |
| Organic and spontaneous learning patterns | Evaluative Thinking replaces organic and spontaneous learning experiences | Loss of both organic and evaluative learning patterns |
Introduction: Grounding thru Body Mindfulness
Experience Somatic Body Mindfulness by aligning felt sense observation and anatomy
Introduction to the anatomy using guided patterns and mindful exploration for cultivating awareness through the felt senses.
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Benefits:
- reduce and reverse aging
- increasing flexibility and resilience
- develop body awareness
- reduce body tension, pain, anxiety and effort
- increase relaxation and windows of emotional tolerance and self-connection
- improve sleep and sleep sounder
- increase body functions, cognition and emotional responses of calm, mindfulness and joy
Exploring the body anatomy through the felt senses increases inner awareness and trust. This body exploration is a different type of strength training. The difference is the focus of attention on the body, mind and felt senses through guided patterns designed to expand conscious awareness of the body function. The strength of feeling one’s body through moving joints and bones deepens awareness of physical connections as postures change, like in the shifting transitions from sitting to standing and back to sitting. Movement is a series of shifting postures. The functioning healthy body is not stationary, nor poses. It is designed for a continuous flow of integrative movement patterns.
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Copyright 2014 – 2026 Renee Lindstrom, GCFP
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Cultivating core 2026 life area connection’s from the inside out
by Renee Lindstrom, founder, Inside Awareness Center for Integrative Somatic Learning
The nine life area goals identified in the poster above were painted as a creative personal connection to intentions in each area and framed last night as the calendar is about to shift into 2026. This poster is hung facing the door to my office/creative space as a visual reminder as I move about and sit at my desk. This interactive poster is placed prominently with the intention of manifesting life through creative expression in living and learning. It is a visual focus of intention for creative living in 2026 that expresses from a thoughtful core connection. It is my ‘Shining North Star’ guiding my 2026 experience. A Shining North Star that contains what is alive and meaningful in the present moment of reflection. Each year is a stepping stone on an elusive journey, and this poster identifies the present location of this North Star on this pathway. It creates groundedness in the spontaneity of living an interactive and innovative lifestyle.
Shining Star
In the center of the Shining Star, in the above drawing, one can imagine the burst of creation. Creation that creates form. This activity, shown in the poster above, demonstrates intentional action for creating an interactive board that connects to what is meaningful at a core level. It is the elusive structure that contains the form for bursts of spontaneous action in alignment with core intention.
The board replaces outside influences and realigns my decision-making focus to make independent choices in alignment with what is meaningful, rather than seeking outside advice and opinions. It has proven to be a strong support that eliminates the unnecessary projections of others that do not have the same inner patterns for processing information. Each of us has an inner pattern for processing information that is unique. No one can duplicate another person’s inner filter or processing patterns or tell someone what to do effectively, based on the separation between inner programming. Programming that I identify as social and cultural conditioning.
In simple terms, this means that the poster above reflects a lifestyle model where consideration was given to determine important next steps. These stepping stones guide the coming year at a core level and become the source for checking in for reassurance and guidance that outside actions are in balance with inner values. My yearly considerations go back to 2013 or thereabouts. Each year became a stepping stone on a journey that unlocked a natural and organic model of elevating conscious awareness. It is one of the pillars that has become an educational pattern for expanding beyond the constraints of learned social and cultural behavioural conditioning. How? It has replaced outside authorities with an inner one.
What does outside authority versus an inner one mean?
- Outside
An outside authority is exactly how it is written. In this context, it means looking to others (false guru’s) for guidance on what is right and what is wrong based upon their opinions, belief systems and limited living experiences. Anyone with a closed mindset that looks outside themselves at status (what others have) and self-image (how things appear) has limitations in clarity and life experience. It’s all contained within a closed circuit and small-mindedness. If they have a title, it is even harder to discriminate, as the Indoctrination creates a false belief system of superiority.
Google writes: Indoctrination is teaching someone a specific set of beliefs or ideas, often political, religious, or ideological, in a way that discourages questioning or critical thinking, making them accept it as truth without examination, like brainwashing, but can also be a less harsh form of cultural teaching. It’s about instilling a doctrine or viewpoint repeatedly until it’s accepted uncritically, differing from general education which encourages independent thought.
- Inside
An inner authority means checking in mindfully or thoughtfully to tap into what is meaningful in the present moment. This suggests a structure for learning core values, and trusting them in a sea of outside opinions, perspectives and beliefs. It suggests owning one’s own power, instead of being in the habit of giving it away. This is an action of leadership that can be challenging. It means letting go of blame and shame to justify the action one is taking, or has taken.
An example of blaming others for personal actions. As a kid, I blamed a sibling for taking an action to shoplift. I was 7 years old. I told my dad …….made me do it. Only,………wasn’t there!
Not only is considering intentions for the coming year important for cultivating awareness of personal needs, its accountability training. It can be an elusive pattern with a spontaneous outcome. It shifts the blame and shame learned thinking behaviours into a focus on self-value and accomplishments.
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Copyright 2014 – 2025/26 Renee Lindstrom, GCFP,
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‘Awareness through Nature’ This weeks featured web pages to support higher knowledge topic @ Inside Awareness
by Renee Lindstrom, founder of Inside Awareness Center for Integrative Somatic Learning
Example of a foraging focus that demonstrates learning about a topic that retrains the lost art of nature wild crafting and connection
Pictures by Renee Lindstrom
These web pages, Awareness through Nature, were created in 2014. The pages were to document a journey into nature’s abundance in the surrounding landscapes of front and back yards, and the city blocks in the neighbourhood. It began with edible weeds, unique garden plants, herbs, trees, bulbs, roots, leaves, etc. It included naturally occurring growth and those purposefully planted.
The intention was to explore their nutritional and medicinal benefits, and create homemade tinctures, teas, infusions, essences, skin and hair products, and natural dyes.
This spring and summer, attention shifted back onto these pages as foraging came back into focus. The owner of some rental units let the landscaping go, and it inspired the wild crafting to emerge. Foraging has continued into winter. This includes mushrooms, lichen and tree needles for carbonizing water.
More new additions – three new affiliates. The intention for these affiliates is for those who are not actively making their own plant remedies. I do make them for my personal use and share ways for others to create them, yet, know not everyone has the time to make them. Here are fun and reliable sources for those interested in natural remedies.
- Energy Muse
- Crystal Herbs
- Wishgarden Herbs
These three affiliates join the original Richters Herbs.
Energy Muse offers a nice range of crystals and accessories. This year, they began offering frequency generators that I am in love with. Crystals Herbs offers flower essences, while Wish Garden Herbs offers plant tinctures. A reminder that Richters offers garden seeds, plants, dried herbs and recently began to offer essential oils. Their logos are along the sidebar at the top of the page. Tap the logos to visit their websites.
Back to the evolution of these web pages. This site is one of many developed. The process was to learn how to interact online for business development and integrate lessons in a way that made sense. The streams of focus needed to have a unified focus. This year it came into alignment and came together.
At the time of developing practice sites, I spent time supporting coaching students in building theirs. This included social media accounts. One of the intentions was to offer them a way through the constraints they stated blocked them from moving forward. It was interesting to work with them to build these online accounts, only to discover that this isn’t what was blocking them from moving forward. It was a lack of confidence. It was a fantastic way for them to begin to let go of the story dialogue and begin focusing on their self-confidence.
The web pages have more than one learning focus at the Inside Awareness Center for Integrative Somatic Learning. The center’s educational programs focus on lifestyles and are broken down into nine life areas. There are webpages for each of these nine life areas. Some of the webpages in each of the nine life areas may crossover into other life areas. Like this webpage. It is located in the higher learning life area, yet I would like to announce that its creation has a perspective that links it to the career life area. The articles featured focus on learning the abundance available in the natural world. However, the development of it provides another learning focus on intention and building sites. This suggests the web pages will have an individual intent for cultivating awareness, and all the sites together will have an intention to encourage the use of intention, placement and the five elements in building business sites. The purpose isn’t to teach building sites specifically. It is about expanding consciousness of alignment with intention and the natural elements, and the social conditioning aspect that is becoming culturally conditioned behaviour in business.
I hope you will like and subscribe to stay updated on the weekly featured sites, or click the link to the feature webpages below to check it out to get a felt sense of the site and offerings.
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Mindfulness through the Somatic Senses
by Renee Lindstrom, founder of the Inside Awareness Center for Integrative Somatic Learning
Identifying balance in the two streams of consciousness & there are available doable living patterns. It is a choice.
In the above post, Renee, founder of Inside Awareness Center for Integrative Somatic Learning, explains the origins of the seed intention at the core of the lifestyle learning programs. Since 1990, she has actively pursued clarity on the duality she was witnessing in people’s behaviour with themselves and others, and the influences of it in the environment and community. This behaviour has crossed all hierarchies and social conditioning. It expressed itself equally through opposing forces, for example, advocacy for environmental causes. The force of aggression was equal in the entitlement displayed on both sides of the table.
A choice to respond to life through the somatic sensory awareness while balancing thoughtful and mindful attention
In the personal post linked above, she shares a personal journey resulting from a year of transitioning through losses that triggered an activation in her stream of consciousness focus. Prior to that year of losses, there had been a heartbreak event called broken-heartedness in the Buddhist Teachings of the Shambhala Center. There is a heart opening in this state of being that is tender and soft. Combined with the shift into heightened levels of somatic sensory awareness and perception, there was an experience of expanded consciousness beyond the limitations of a socially conditioned and educated left-brain experience. She eventually identified this experience as the state of mindfulness one finds in a committed sitting meditation. The difference is that it was an active living experience, and not an organized practice of achievement. It was an obvious experience that could be defined as different than those around her. The shift into this somatic led state felt like spontaneous combustion was a four-year transitional period of little combustions leading up to the major eruption. The fifth year was dedicated to stepping back to fully immerse in the potential for understanding and finding answers. The answers didn’t come in a year, and it took years of commitment to tap into and explore patterns that could cultivate the awareness that was being sought out. This even meant entering educational programs where the mentors described themselves as having achieved what she was longing to learn, only to somatically discover they had not yet achieved it. The choice was always based upon the model of doable patterns that was being taught and integrated from someone else’s innovative teaching origins. The balance between the left brain and right brain had not been achieved yet, and they themselves didn’t know it. Why? They hadn’t experienced it yet. You can only know something when you have experienced it. This meant they were never offering their own system. It was only borrowed patterns where they assumed authority over with a sense of ownership. Even with many of these programs focused on somatic awareness and mindfulness, they did not recognize anything outside their closed perspectives. The only way she could know this is that for two years, she was in this creative connected state of being without any loss of her developed left-brain experience. The difference was that the left brain did not dominate in this experience and instead, collaborated.
They say all things happen for a reason, and now in hindsight, it may be fortunate that she experienced a mother’s emotional and mental absence, or abandonment, as a child. The basic physical needs were met, yet it lacked loving kindness. For her, it resulted in a continued state of early somatic learning that wasn’t corrupted by a shift in focus that didn’t encourage the same somatic awareness through the five senses. By corrupted, Renee is suggesting this means attention shifted to critical thinking and institutionalized learning.
Insight & recognition of the value in somatic sensory led mindfulness awareness for the aging process
Those early challenges now provide insight and recognition of their value. The clarity is a benefit for understanding the differences in socially conditioned behaviours. As a somatic empath experiencing the maturing students and their aged logical and analytical processors now, Renee finds they have difficult transitions into retirement and old age. They have long lost their connection to early somatic senses and continue trying to navigate through their focus of attention placed on outside strategies to fix their physical, mental and emotional functional losses. In their disconnection from engaging with their felt senses, she recognizes the loss in their abilities, mentally, emotionally and physically, for supporting themselves. They lack trust in their mental and physical abilities to support themselves. Without a connection to their five senses, they do not trust themselves and are fearful of their own bodies. As a practitioner who engages them in learning to connect through their five senses, Renee observes a shift in their levels of confidence and fear where their trust in themselves increases.
Learning gap in education is creating inner combat between critical thinking consciousness & felt sense consciousness
When a child enters into an adult-generated learning model, it becomes the dominant educational conditioning pattern, and the loss of connection to the five senses begins. The aging process lacks the conscious awareness of the five senses. At some point in early learning, the child is redirected from their inherent spontaneous early learning patterns using the five senses and into a focused structure of organized learning. Renee stresses that this is a significant challenge in the aging process. It also shows up as a challenge in processing emotions and throughout childhood development. If a lifetime is lived with no self-directed learning choices in behaviour, reactions will be childlike with no logic. When acting out it will be through the trigger of the somatic senses without control of it. The gap in learning from the adult-designed educational patterns is eliminating the maturation that comes from processing through the five senses and understanding how to process them. Instead of processing them through the stream of consciousness that is activated, those children are being spoken at from another stream of consciousness. effectively forcing the felt senses to be stymied and judged from a perspective of right and wrong thinking. Imagine for a moment having one stream of consciousness in conflict with the other within one’s operating system. Our education is setting individuals up to do battle within themselves, critical thinking versus somatic felt senses. Incredible!
Anger tantrums at 55, 65, 75, 85, 92……
Imagine being sixty-five and still reacting from the age of five somatically while in reaction. Imagine feeling so out of control at 65 and not being able to differentiate feeling reactions. This is serious at sixty-five, as one is considerably stronger physically than at five. If not outer aggression, consider the inner fear, panic and anger. By sixty five the smallest event will trigger survival. Remember, the logical left brain doesn’t feel emotions, and it is not spontaneous.
Perceiving through the five senses and using the left brain with more efficiency for cultivating mindfulness & awareness in the present moment
From a living experience and a focus as a somatic functional integration practitioner, Renee considers how a baby is born with the ability to learn somatically through the five senses and no verbal input. A baby has all the tools they need to begin shifting their weight to physically roll over, get up and function through walking, thinking and talking. There is a name in Buddhist Meditation that is called “Beginners mind.” This name is a pattern of someone starting a mindfulness meditation. This meditation is for engaging somatically in the environment while focusing the left brain abilities to calm down and become quiet enough to follow the somatic sensing. This pattern is not maintained by Western culture, and the pattern is reversed. The mind controls the somatic experience
Summary
Renee has recognized two streams of consciousness. She once differentiated it as left-brain and right-brain dominance. Expanding her programs to include the somatic five senses has increased her willingness to begin to articulate the two streams of confidence she observes. This ability to engage from the origins of the five senses first, as in early childhood, while harnessing cognitive function to follow the sensory input, versus leading from socially conditioned learned patterns, has been a game-changer in student abilities. This suggests increased mindfulness and empathic states of being are valuable qualities for supporting students through physical, mental and emotional constraints that are limiting. These limiting experiences often translate into pain, anger, sadness and an inability to support themselves. The student will have to choose which side of the fence they are going to lead with. There are three choices, believe it or not.
- Perceive through socially conditioned critical thinking.
- Perceive through the five senses, sight, sound, taste, smell and touch, in the filter of power and control of critical thinking.
- Perceive through the five senses, sight, sound, taste, smell and touch and harness the thinking function beyond trained critical thinking, for balance and collaboration that creates living mindfulness.
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Expansive body awareness of jaw, skull, vertebrae, clavicles, shoulder blades, ribs and shoulder joints through verbal guidance
by Renee Lindstrom, Certified Feldenkrais Practitioner,’07
Cultivting awareness through felt sense movement guidance
Before an Awareness through Movement workshop yesterday that had a focus on the jaw joints, I wrote a short blog post to put myself into the mindset of the intention for the upcoming lesson being introduced. I write spontaneously as though through some elusive inner direction. This simply means I do not have an outcome in mind when in free writing mode.
Arriving at the workshop space and while setting up the room, I was approached by someone ahead of time who inquired if this workshop would benefit them. They mentioned their jaw experiences that I was able to confirm it would be, all the while thanking whatever inspiration it was to have me free write on it before coming. It seems the statement from that post about creating a safe environment was going to be the dominant theme of the workshop! It was the intention, only I didn’t know it at the time of writing that statement. I did my best to create a deeper opportunity for the experience of safety so that the participants could release their habitual holding behaviour in their jaws they have patterned to protect themselves and their jaws. By this point, it is their protection!
I slowed my roll down (flow of words) and began to guide participants with more words than usual to give functional reassurance. Needless to say, it was a powerful workshop for many. I wondered partway through if everyone was benefitting, or not, due to the wordiness in the verbal guidance. Remember that the guidance is not focused on cognitive strategy thinking patterns. Rather, it is all practical micro movements, yet the focus is on the somatic senses. Basically, it is helping people to tap into their felt sense awareness using some of the five somatic senses we all have, yet ignore.
While I was focusing on creating a safe environment and the patterns, the participants did experience something as beneficial takeaways. I heard about this after that reassured me that everyone benefited from my decision to use words to support a deeper inner reassurance for them to test out the patterns I was talking them through. It was a reminder that Awareness through Movement is just that, ‘awareness.’ It is not rule-oriented, which shuts the door on one’s expanding conscious awareness, no matter what way you look at it. It is open exploration with a curious mind. That is what I heard as feedback. Many responses of how much people took in that they had no connection with before the workshop. That is what brings me joy. To hear the feedback that the participants discovered something new within, increasing their potential. It’s called self-discovery. In a nutshell, that’s what I facilitate, a practice of self-discovery.
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Copyright 2014 – 2025 Renee Lindstrom, GCFP,
Feldenkrais® Practitioner ’07, Communication & Empathy Coach , Art of Placement
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Announcement for 2026
Center for Inside Awareness Channel on YouTube
I sent this news out to my students today.
I wanted to share some updates with you that I may not have brought up outside of our focused integrations sessions, whether in movement, communication/relationships or spatial awareness and placements. For the past ten to 15 years years I have been integrating the interplay between these areas with a deeper focus on habitual or automatic behaviours and choices. For the past two year’s this has shifted to writing it out in an organized way. Beginning with the Learning Center Topics, starting with separating the nine life areas with an eye on behaviour and interactions. There are somatic programs in each of these nine life areas to support the topic they are categorized under. Many of you may have participated in.
In 2026, I will be launching a new system of interactive patterns in expressive communication where this separation of life areas will be a core focal point in the model. These practical and actional patterns support an authentic somatic and empathic perspective. As written by an actual somatic empath living within their interactive experiences 24/7. Trust me, somatic and empathic expression in behaviour is not based upon the outside strategies of someone trying to describe them. It is one of the influences towards developing a somatic learning system that goes beyond what is being described in current social conditioning trends.
A companion book titled ‘Somatic Archetypes’ will be available. This will be a foundation pattern to support a practical reference to core reactive responses. Practical in that they will focus on actionable somatic understanding and not have any focus on evaluative expressions or right or wrong thinking. The intention is to marry this understanding in active interactions in the moment. The shift includes somatic engagement, versus old thinking patterns of social conditioning that shifted focus away from it in organized institutionalized education.
A new understanding of social conditioning has emerged with a powerful influence to cut through a term I learned in meditation, spiritual materialism. This is a result of the practices of functional integration and mentoring in how to speak authentically and with integrity that began in 2002. Spiritual materialism is an evaluative expression for the ego self-image. In Feldenkrais, there is an understanding of an inner felt self-image that supports a new defining inner experience of it that isn’t built up through socially conditioned learned reactions that are focused on materialism through strategies. Rather, it has a focus on being present from within and sensing from the inside first before outward actions of functional movement or spoken words. This means leading through the felt senses consciously to replace leading through thinking.
Renee Lindstrom @somaticlifestyleinnovator Channel on YouTube
To support this upcoming launch, I have put my YouTube playlists in order. I have three channels. One has playlists to support the topics of the Inside Awareness Center for Integrative Somatic Learning. (Pictured above). This includes the nine life areas broken into separate playlists. ie. Feldenkrais is in the Health Center. It is joined by Communication and Eating Plans. In these playlists, you will see early attempts to engage people to shift their focus of attention. For example, the #yyj Nature Walks, which is under the playlist of knowledge. There is also the Culture of Value program for early childhood development in that playlist that demonstrates the first stages of its development. The other channel is in my name, and it is for somatic innovation. The focus was to connect to the environmental triggers that stimulate types of behaviour to educate.
Podcast
Finally, the third just started this past summer and fall, is my podcast. Currently, it is voice audios of articles I have written to lay a foundation. It will evolve and expand to include lives and interviews.
As a dominant somatic empathic learner myself, I have first-hand experience in the alienation of children and adults with these learning styles. There is very little consideration given to the value of these learning styles and in fact, they are categorized, labelled and diagnosed as conditions, with an aim to drug and eradicate the differences they display to the expectation in the tightly defined patterns of Institutionalized education. Patterns that were designed for learning concepts with ease and little variance in the organized structure. This cognitive focus included debate-style communication development that lacked empathy training. In this context, empathy training is the skill development for good listening patterns where the core inner response is an interactive, flexible, and open-minded process, versus the closed-mindedness that results from judging the context of what is being heard as right and wrong based upon personal judgment and understanding.
The programs at the Inside Awareness Center for Integrative Somatic Learning are focused on a mindfulness that balances both sets of needs of the cognitive style interpretation, and the somatic and empathic. It harnesses all components through functional integration of the physical body working in partnership with the emotional responses that generate the filter for thinking.
The intention for these YouTube platforms is to build an audience and to develop financial opportunities that will support this focus on somatic education.. Until now, I have funded it with my time and energy. I look forward to taking it to the next level. I am hoping you will consider viewing my channels, liking and subscribing to help build this lofty goal. If the content appeals to you, I hope you will share it to support getting a buzz going on these topics.
The following are the links to the YouTube channels. Please keep in mind, these are early developments that have been a learning process and for the process to grow a level of comfort and ease in being on stage. The last link is to a page on the Inside Awareness Center for Integrative Somatic learning explaining the nine life areas that are the core foundation in my perspective of functional integration, somatic dialogue and spatial awareness.
Center for Inside Awareness @ https://www.youtube.com/@somaticlifestyleinfluencer/playlists
Article of explanation @ https://wp.me/p17H3e-h6I
Renee Lindstrom – somatic lifestyle innovator @ https://www.youtube.com/@somaticlifestyleinfluencer/playlists
Renee Lindstrom – Podcast @ https://www.youtube.com/@somaticlifestyleinfluencer/playlists
Inside Awareness Center for Integrative Somatic Learning 