Feldenkrais Method (ATM and Functional Integration)

Domain X · Body, movement, breath & physical · Moshé Feldenkrais · 1972

What it is

The Feldenkrais Method, developed by Moshé Feldenkrais, is a form of somatic education: a learning method, not a therapy or treatment. It uses gentle movement and directed attention to help people move more easily and effectively. It has two lesson formats:

Format

• Format of an ATM lesson:
• Group and verbal. ATM is usually taught to groups. Lessons are verbally guided, planned sequences of movement.

Who practises it, and how they are trained or regulated

• Training and credential route:
• Accreditation. Professional trainings are accredited by a regional Training Accreditation Board: EuroTAB: Europe and Israel
• What the boards do. The TABs review applications to accredit trainings and to certify trainers.

Evidence status, as the guide reports it

• Evidence status (brief).

Questions to explore with your client

• What drew you to it, and what are you hoping it will change?
• Is there physical contact? Was it explained beforehand, and do you feel free to say no or stop at any point?
• Does it involve any substance, plant preparation, remedy or supplement? Has your doctor or prescriber been told, especially about any medication you take?
• Does it involve intense or unusual breathing? Have you been told about the medical conditions for which that is not advised?
• Does it involve fasting, a special diet or 'detox'? Have you discussed this with your doctor?
• Who runs it, and what training or registration do they hold?
• What actually happens in a session or meeting, and how often?
• What does it cost, and is there pressure to commit to more?
• How do you feel afterwards, in the hours and days that follow?
• Does it fit with, or clash with, the work we do here?

What practitioners of it watch for

• Learners who push through pain. Persistent or new pain needs medical review.
• Patterns across lessons: increasing pain, avoidance, or distress that may need referral or discussion in therapy.
• Learners who skip rests or feel guilty about resting. Agitation in stillness. Offer eyes open, or small self-chosen movement.
• Dissociation and intrusive images. Pressure from any source to recover memories. Withdrawal from both therapy and the classes.
• Learners who feel obliged to report a change. Learners who catastrophise asymmetries. Frame differences as information, not defects.

When to involve someone else

• New or worsening physical symptoms, or advice to stop or change prescribed medication: involve the client's doctor or prescriber.
• Signs of coercion, isolation from family and friends, escalating costs or secrecy: discuss openly and consider safeguarding.
• A crisis or thoughts of suicide: follow your crisis protocol. In the US, call or text 988; in the UK and Ireland, Samaritans on 116 123.

Drawn automatically from the guide's own sections. Stay curious: neither endorse nor dismiss what the client values, and check anything that matters against the full guide and its sources. Not medical advice.