About the Originator of Atmospherics

Sheenah Munro Wallis

Sheenah Munro Wallis, I.T.E.C; PGCE; MA. conceived the concept in 1988, specifically based on the needs of a group of adults with profound and complex learning disability. After consolidating the practice and principles over several years, she began teaching it on a nationwide basis and in Ireland, where it is well established. Sheenah is a qualified colour therapist and masseuse, and based all her teaching qualifications on the practice and principles contained within Atmospherics. She is totally committed to improving meaningful life enhancing opportunities for people with learning disabilities.

Philosophy

Atmospherics is a highly successful and effective sensory approach, which utilises the directed use of colour, shape, sound, touch and smell in combination. This communicates with people through non-intellectual levels by employing a subtle but powerful code, connecting with people on deep innate levels which do not require cerebral function. People are influenced by the sensory impact, which directly links to their feelings and emotions, often altering behaviour, improving self perception and effecting change. It provides a vehicle for creative processes, engaging people on their individual levels of ability and awareness. The approach is both sensitive and non-invasive, but the effects are often significant, regardless of levels of disability.

Atmospherics is based upon a qualitative, Humanist perspective, which supports the premise of learning on all levels of mind, body, spirit and emotions, rather than a limited product of cerebral function. In addition, Atmospherics sustains the theory of emotional intelligence, which suggests learning through feeling and remembering. Certainly for many people with severe and complex learning disability, feelings may be more authentic than logic. Feeling precedes thinking, and vice versa, and the two functions are inextricably interwoven – thus feeling and thinking change behaviour, which potentially equates to learning.

The Human brain is the most amazing computer ever devised, receiving, assimilating and storing incalculable pieces of internal and external information at every second. The ability to classify, organise and utilise this information provides the foundation for learning. Where this process does not function efficiently, learning is impeded, and it may be difficult to ”make sense” of the world, as sensory processes organise sensory input from both the body and the environment to provide a map of reality. Sensory stimulation plays a major role in shaping the structure and functioning of the brain.

Through the five primary senses of sight, sound, touch, smell and taste, we learn and develop through interaction with our environment, and the richness of our early sensory environment assists the growth and the ability to learn. In addition, we use our special senses of propriception (muscle tension and movement, spatial awareness) nocioception (sense of pain or damage) and the vestibular system (balance, gravity and movement), which are the brain’s internal navigators.

We can perceive sensory stimulation as “brain food” which is gathered via our eyes, ears, nose, tongue and skin, and when these flow in an integrated way, the brain can use these sensations to shape perceptions, learning and behaviours. Without this integration, sensations cannot be “digested” and may become confused, and possibly eventually ignored as being “non-sense”.

Constant sensory input and processing is required throughout life to maintain the active development and replacement of neural networks, which are relentlessly being formed and trimmed by dendric activity, and every new motor activity generates an eruption of dendric activity, forming new connections within the brain. If these new connections are not reinforced, they are literally reabsorbed by the cell body, as the brain, which is constantly trying to save resources, will not expend more than it needs to, and only puts energy into what it actively and regularly uses, and the old saying “use it or lose it” is especially relevant to brain function. We all know this to be true!!

Atmospherics offers a rich sensory environment which is directed at the brain’s sensory processes, using colour, shape, music, touch and smell, offering stimulation of four of the primary senses. This may begin to create new neural pathways within the brain, which may generate new possibilities and this may explain the considerable changes in behaviour that people consistently exhibit in the sessions.

We specifically do not employ taste, as for many people with severe learning disability, this tends to override the other senses, as food and drink are a significant issue in many people’s lives.

We believe that it is of considerable importance to identify participants real needs, which are often diverse and specific, and feel that it is important to gain as much background knowledge about individuals as possible to assist us in helping people to achieve and make progress.

We also believe that everyone has the potential to “self -actualise” – that is to become everything that it is possible for that person to become, and this can mean learning to make choices, or finding ways to communicate, or learning to be still and quiet, We believe that the growth and personal development of individuals is of paramount importance.

Theatre

Atmospherics also offers a non-verbal, non intellectual,brand of theatre that allows colour, image, music and touch to tell their own stories and present their own moving performances. It reaches beyond the limitations of intellectual, verbal communication. Colour, images, music and touch create emotional responses that do not rely on intellectual ability to be appreciated. They reach the parts that words cannot reach! We present an auditory and visual spectacle which physically touches people, provokes their attention and engages them within the performance. They watch and feel it - it enfolds them

Outcomes and benefits

Changes in people’s behaviour during the sessions suggest that something happens to brain function, and the recent Masters degree research suggested the following themes:-

  • People with a learning disability were affected similarly to non-disabled people;
  • Sensory experiences potentially instigated a learning process;
  • Specific colours appeared to affect people in different ways;
  • Relationships between supporting staff and service users improved;
  • Facilitating choice appears to increase people's self-esteem;
  • Staff commitment is crucial;
  • People with SLD and PMLD may be more susceptible to sensory/emotional experiences.

There are many positive outcomes and benefits for people, and incidentally , for supporting staff, who often say that their relationships with the people they support have improved, because they have had the opportunity (and time) to gain a greater understanding and insight.

Benefits include:

  • Opportunities to develop sensory integration;
  • Creating core conditions for learning;
  • Making choices and take control
  • Developing communication methods:
  • Increases in self-confidence/self-esteem;
  • Engaging with the environment at a level which is equal to all;
  • Inclusivity – all participate at their own level;
  • Integration with peers;
  • Feeling safe and valued;
  • Facilitating behaviour management;
  • Learning relaxation techniques.

To see the complete Philosophy & Rationale behind Atmospherics click here

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