The Alexander Technique Story Project is a piece of qualitative research examining the impact of Alexander Technique (AT) lessons on participants’ psychosocial identity.

By psychosocial changes (PC) we mean changes that have occurred in a person's self-image, relationship to oneself and relationship with others. For example, a person’s inner wellbeing, availability of emotions, healing of past traumas, ability to manage depressing or anxiety-producing stimuli, sexual orientation, work identity, introvert/extravert etc. 


We started the research in 2015 with an assumption that the work can launch sometimes surprising thunderbolt-like psychosocial changes, and therefore wanted to create a source of support in the form of stories. Following three years of work, we created a video of the stories and research results, which we presented in our ‘Watch Out for Thunderbolts” workshop at the 11thInternational AT Congress in Chicago. The video is available on our website. 


This Workshop is now available for AT teacher training courses and professional AT societies. 

"Watch Out for Thunderbolts" – Workshop for AT teacher training courses and professional AT societies. 


What kind of psychological changes can the AT bring about?


How much AT is required for major changes to occur?


What’s the difference between major changes that occur from the first touch of a teacher, to independently applying the AT principles?


Why does the AT work have a psychological impact? 

  • Possible explanations, based on existing literature and research from related disciplines.


Are there ways to foresee potential “Thunderbolts”?


What impact do these changes have on life quality, immediately and long term?


How to be prepared, and how to best support a student with psychosocial changes or a melt-down. 

Ellen Bierhorst

USA, Cincinnati


For more information, please contact us:


Maria Vahervuo 

Netherlands, Amsterdam


“All AT teachers especially Training Directors will benefit from viewing this video. It provides research based clarification about the profound psycho-social changes that can occur in an Alexander lesson, and sound advice for teachers who are experiencing this situation.”

Judy Stern

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