Integrating Holistic Dimensions as a Tool for Professional Development

Ten out of eleven participants felt that they had learnt to effectively integrate emotions in their work. They learnt to express their feelings and accept other people's emotions through a discourse based on emotions.

…[…]…I will never forget… being surprised by my response, saying: 'It pained me to know that he was unhappy'. This calmed him down. I think that my ability to relate to emotions began to develop there. It had already become part of me. But I felt there a new aspect of relationships with the children which I transferred to the class…[…]… (Miri / interview Appendix 22M / page 23 line 739).

Integrating emotions was facilitated using art:

…[…]…the creations were generally something extremely new which I had never experienced. …[…]… (Yafa / interview Appendix 22Y / page 4 line 129).

The evidence shows that the professional development of most of the original 11 participants is characterised by a growing ability to integrate multi-disciplinary aspects in their teaching. For example: integrating emotions, body-soul aspects in activities based on experiential occurrences and integration of art.

…[…]… in the 'Lovecircles' education programme I learnt that you don't always need to use words… that it really does not matter whether you are gifted and/or can paint …[…]…wow… I already have no barriers! I understand how creativity is important for children! True, I have studied young age psychology and from there I also took ideas. But from you I have learnt! With you, experience in the game connected me to the playground in every kindergarten… that is how children learn… their learning is built on that…[…]… (Miri / interview Appendix 22M / page 25 line 787).

…[…]…I am used to playing music, lighting a candle, using colour and materials almost in every lesson which deals with difficult topics. For example: Memorial Day or other contents…[…]… (Shanny / interview Appendix 22S / page 17 line 560).

All the original 11 participants developed a teaching method that integrated attention to the body alongside attention to the soul while using artistic work. The approach to the body-soul aspect seems to enable a holistic view of pupils.

…[…]…The tools she received as well for listening to her own emotions, process them, release them from both body and soul, entailed a natural listening ability…[…]…(Eve / diary Appendix 22E / page 12 line 396).

…[…]…the girl diagnosed as learning-disabled has undergone a meaningful change after receiving tools for penetrating her own personal world… using respiration in states of stress… At first I identified that the fear {which she experienced}… was manifested by dizziness in situations whereby she had difficulties to get inside…[…]… Eve / diary Appendix 22E / page 12 line 398) … These tools increased her self- confidence… today there is a considerable improvement of her academic attainments, her social involvement…[…]…(Eve / diary Appendix 22E / page 12 line 402).

The participants enhanced their ability to integrate art in all areas of their work. They acknowledged the importance and potential of art in the personal and pedagogical development of the pupils.

…[…]…for the first time I have met the empowerment of a simple drawing…[…]… (Yafa / interview Appendix 22Y / page 4 line 129).

…[…]…when activating all the channels: seeing, hearing, feeling… a person can always get connected to one of them…[…]… (Shanny / interview Appendix 22S / page 17 line 558).

…[…]…There is also that matter of body work, of art and guided imagery. Based on my experience I know these are places which allow once more to bypass thinking and then to the mind…Not directly to conceptualisations but first of all to experience, to feel… for the body this is something very holistic…[…]… (Yafa / interview Appendix 22Y / page 5 line 146).

All the participants' perceptions of their professional development were expanded. It included a changed focus of learning through shared learning. The broader perception in the context of developing in a group comprises multi-disciplinary aspects: emotions, thoughts, and awareness.

…[…]…unlike another workshop where I remained as a tutor, I observed exercises and methods! I did not feel that I had undergone processes as a human being. I received

tools but not as a person, perhaps as a tutor I received more tools…[…]… (Yafa / interview Appendix 22Y / page 4 line 115).

…[…]…I received some mirror, reflection, that I am being accepted from all sides! In anger and happiness and there was room for both…[…]… to bring what I am feeling now…[…]… (Yafa / interview Appendix 22Y / page 4 line 107).

[…]… reminds me of the people in the group that I really liked, particularly deep acquaintance with people who were actually strangers! … […]… with pains… with their barriers (Taya / photo T-4 / Appendix 22T / page 20 line 651).

…[…]… I see that I was very absorbed, listening to others who shared… in this workshop I learnt to concentrate on being present… in the past it was difficult for me to concentrate… very present! …[…]… (Taya / interview / photo 5 & 6 / Appendix 22T / page 20 line 652).

All the participants felt that their professional development was considerably enhanced. Their perception of their professional development in the 'Lovecircles’ education programme is characterised by a transition from a narrower to a broader perception of the profession. This perception focuses on the relationship between their personal and professional development as well as on the relationship between the personal and academic development of their pupils (children with special educational needs—SEN). Putting the emphasis during the programme on the integration of the full range of dimensions appeared to raise the participants' awareness of a humanistic-holistic and integrative approach to teaching. They developed an awareness of the impact of the relationship between their overall development and the pupils' holistic development towards positively including them in mainstream education.

The perception of all the 11 original participants matched a desired approach for including children with SEN, based on acceptance and empowerment. The process the participants had undergone in the group helped them to build a variety of work tools designed to develop their pupils with SEN (this will be discussed in depth in section 5.4.1). The participants' professional development stemmed from integrating all awareness dimensions and extending the tutor-participant relationship towards the personal dimension in addition to the general-professional dimension.