|
Dear TSM Community,
In our last issue, we explored what helps people see the structure beneath the intensity of TSM. We listened for how readiness becomes visible before deeper work begins, and we invited the community to reflect on what newcomers most need to understand.
This month, we want to take the next step.
If TSM becomes clearer when we can see its structure, then the next question is: Where is TSM being lived and applied now?
TSM is taught through trainings, workshops, and personal growth experiences, but its influence often continues far beyond the training room. It may shape how a therapist listens, how a trainer builds safety, how a supervisor supports role clarity, how a group leader tracks the field, or how a practitioner becomes more attuned in daily life.
That is the movement we want to begin noticing together.
This issue invites us to look at Applied TSM: the many ways practitioners are carrying TSM principles, roles, and practices into clinical work, education, supervision, community settings, organizations, and personal growth.
We are also beginning to ask a more personal question: what does it mean to become more attuned, timely, and supportive in one’s own life?
In TSM, the Trained Auxiliary Ego is a formal, trained role. At the same time, the spirit of the role invites reflection. How do we practice attunement? How do we support without taking over? How do we listen for what is needed and wanted instead of rushing in with what we know? How do we help create more safety, clarity, and choice?
Applied TSM in Action
Before moving to Germany, I was leaving a high school where I trained educators in restorative practices. I turned the corner and happened upon the aftermath of a fight. Having worked in schools before, I immediately assessed the situation and noticed two things: 1) staff had quickly intervened and taken the two combatants down the hallway, and 2) a female student who appeared to be upset, uncontrollably so. She paced back and forth several times stating, “That’s my friend. I don’t understand what happened.” And then, “I can’t breathe!” Her breathing appeared to be labored suddenly. I intervened as no other adults were around. By the time I got her consent to proceed, one of her friends came on the scene.
I quickly recognized that she had greater tele, stronger trust, and deeper relational access. So, I introduced her friend to a developmentally appropriate, TSM-informed TAE support role, helping her understand how to offer grounded, consent-based support without taking over or becoming responsible for fixing her friend.
NOTE: This story is shared without identifying details and with care to protect the privacy of the young people involved.
| 
