The Pleasure Principal is for men and women and families. We help you develop emotional and erotic intelligence, as individuals and couples. In knowing how to have conversations that are hard, you can deepen intimacy, leading to greater and higher quality sex, even when some other impediment to intercourse is present. This, in turn, helps families and it models positive communication, love, and intimacy for children
We firmly believe that leading more connected and engaged lives personally--the interconnectedness of You in relationship, You at work, and You in Life--leads to deeper engagement in all spheres of your existence, with more ease and less conflict. With more intimacy and more understanding.
The Pleasure Principal offers education, gentle guidance, and somatic experiences for individuals and couples who desire greater access to their potency, vibrancy and deepest truths. You will be engaged in an experiential adult learning model for change unlike most models out there. Bring your spouse/partner or come as an individual to develop emotional & erotic intelligence that deepens intimacy, leading to greater and higher quality sex, even when some other impediment to intercourse is present.
What is Somatic Sexological Practice?
Somatic coaching is a way to observe people holistically and experientially, with immediate caring and nurturing hands-on feedback. It is a process in which one embodies new practices to be able to create a body of action. It is a unique coaching style that brings the body forward as an advocate in creating a place for change and transformation. The Pleasure Principal, and its sister entity, The Embodied Erotic, offers education, gentle guidance, and somatic experiences for individuals and couples who desire better communication, deepening intimacy, and the touch and sex they want.
If you would like to know more about the work at The Pleasure Principal, you can try us out by joining our MeetUp, The Embodied Erotic or attend our information workshops coming up in January, February, and March.
At the beginning of this journey into social sciences, my interest lay predominantly within the domains of developmental psychology, sociology of the family, and the education system. It also was shaped by the radical notion that educational pedagogies cannot be based exclusively for the betterment of girls or boys, and that focusing on one exclusive of the other makes the world harder for the other. This quickly gets out of hand when attempting to problem-solve the public educational system, so my research took me to looking much more closely at what kinds of social, familial, and political issues come into play and what kinds of socio-economic factors and backgrounds produce families for higher risk of lower survival, or even failure, and how childhood and adolescent trauma presents later in life. The answer to the last question became the impetus for narrowing my research: Boys who suffer trauma in early life and adolescent and adulthood fare far worse, in terms of resilience and life skills and adaptation, than do girls. With that in mind, how do we shift consciousness about the inculturation of raising boys, both in terms of gender roles and stereotypes, and how does this make the world a safer place for girls and all other living things? (See how easy the scope goes universal?)