The Alexander Technique was developed by Australian actor Frederick Matthias Alexander in the 1890s. It is a simple and effective tool based on principles. Mastering the skills of the Alexander Technique brings people more freedom and ease of motion and helps them develop their own potentials.
The Alexander Technique is not a therapy. It is a learning process and as such can be described as an educational tool.
An ITM Alexander Technique lesson gives the student a chance to look through the looking glass and to see what might be different from what they think is true. The lesson time provides a space for interacting with thoughts, ideas, beliefs as if in an argument. This process is interesting as it leads the student to a crossroad, a fork in the road, where they need to decide which road they are going to take. Indeed: "You cannot teach a man anything; you can only help him find it within himself" (Carnegie).
An Alexander Teacher is not a qualified practictioner and does not treat or work with a treatment orientation (as understood when going to a surgery). S/he cannot claim offering a cure for an illness as such is not her/his role. Indeed, an Alexander teacher does not 'fix' people; it is not his/her role either to 'do' pain management.
A diagnosis is the art of identifying a disease from its signs and symptoms, or a statement resulting from this. Medically qualified doctors do make diagnoses as they receive appropriate training for doing so.
An Alexander teacher does not diagnose as s/he is not a medically qualified doctor.
If you have a concern concerning a medical condition, please go and see your GP.
The role of an Alexander teacher is to help people learn how to improve and gain a constructive conscious control over the standard of general functioning.
An Alexander teacher is interested in interacting with people in constructive ways so that they stop creating problems for themselves.
During his/her interaction with the student(s) the Alexander teacher forces the student(s) to do otherwise which opens the door to new possibilities.
You can have as many or as few lessons as you like. The more you do the work (study and lessons) the more you will be able to understand and get practical command (mastery) of the concepts, ideas and principles involved in the technique and be able to do the work for yourself.