Working With Memory Loss Groups

I have been leading two senior memory loss groups for a number of years and have learned a few lessons that might provide valuable tips for others. Both groups have participants ranging from slightly inhibited or reduced memory and brain function to rather severe cases.

First: Folks don’t always have to do T’ai Chi Chih “correctly” to get something out of it. That might sound like heresy but other teachers, too, have shared that even in a “normal” class group, someone thinks they are doing what you are doing, when in fact it’s far off from the form you are sharing. And yet they enjoy the practice immensely and get a lot out of it. In such a population group, it might behoove us to try different ways to help a student be more aware of the form. Or it might be better to let the person just enjoy it. If they keep returning to class, there might eventually be some changes that the teacher will be happy to see.

Second: Be very enthusiastic and speak loudly and clearly. My memory loss groups easily drift or fall asleep. I speak a bit more like I would to younger children, without going overboard. They respond to this.

Third: Repeat yourself over and over; and do more of the same movements over and over. Some catch on and join me only after six or eight repetitions. Saying “that’s right, just do what I’m doing … good” will often get them participating.

Fourth: Move around the room a lot. My groups sit down; and they often cannot shift their weight the way we teach in seated TCC, so I concentrate on getting them to do hand movements, while I walk around and place myself directly in front of each person. This is more likely to keep their attention and keep them participating longer.

Fifth: Ask them to count aloud as you count, which keeps them alert and feeling part of something.

I also find some things they like more than others. Of these, we always start by doing Justin’s preliminary massages (which he taught with Seijaku). These wake them up and help them be more alert, and they get better with every repetition.

Then we do Joyous Breath emphasizing “picking the air up while breathing in and pushing the air out while breathing out.” This grabs their attention and also helps wake them up. They also like Push Pull, breathing out on the push and breathing in on the return. (See Justin’s article “About Breathing Techniques” in Spiritual Odyssey.) Rocking Motion is often difficult because of how they are seated, so I ask them to rock back and forth using their hands to “lift something up off your lap as you breath in, and put it back down on your lap breathing out.” While leading this, I sit on the edge of a waist-high cabinet so they can see me sitting up higher and doing it this way.

Six Healing Sounds is also a big hit. I say each sound aloud and ask them to repeat it as a loud whisper or “like breathing on your eyeglasses to wipe them clean” while they push with their hand(s). I don’t get overly concerned with left or right, or mirroring. I just get them to make the sounds and use their hands. I know that they benefit.

I teach them the “Joy Song” – also taught with Seijaku. (See “Healing Thru Joy” in Spiritual Odyssey.) They love to sing this, moving however they can, usually slightly rocking themselves. The staff has asked with amazement, “How do you get them to do that?”

I do some other simple TCC movements as best I can with them. The slowness and repetitiveness of the movements tends to lose them or put them to sleep. Be very aware and watch. When this happens, I return to something I know that they like.

Lastly: Smile and be happy with these special students. They will be happy with you and thank you for coming. Indeed, joy through movement.