Despite a growing awareness of the role of embodied knowledge and the impact of neuroscience in other disciplines [e.g. psychotherapy (Rothschild, 2000), psychology (Goleman, 2006), education (Bresler, 2004) and sociology (Crossley, 2001; Howson and Inglis, 2001)], there is little exploration or research into the body-mind connection in social work theory, how it impacts practice nor how it influences the education process. When exploring the social work literature, it seems that although the body is recognised as an essential component of 'nonverbal' communication in micro skill training and/or discussed as a part of the 'use of self' when exploring the professional persona, it is rarely mentioned as a source of theorising or explored as an integral component of reflective practice (Saleebey, 1992; Peile, 1998; Tangenberg and Kemp, 2002). While Cameron and McDermott (2007, pp. 13-15) claim that there have been valid reasons for this professional disregard (e.g. that the body itself is difficult to define and much discrimination has occurred on the basis of biological characteristics), the authors also maintain that separating the mind and body veils human lived experience and ignores many of the recent neuroscientific findings that could be useful in addressing practice approaches and client inequities.