BBSH 03Addendum New Master - Barbara Brennan School … · themselves while being in a loving...

BBSHBARBARA BRENNAN SCHOOL OF HEALING

®

DE DI C AT E DTo the E vo l u t i on o f t h e Human Sp i r i t Th r ough Educ a t i on , Hea l i n g , a nd Wo r l d S e r v i c e

2 0 1 8 – 1 9 S c h o o l C a t a l o g

Vo l u m e 1

®

®

2018–19 BBSH SCHOOL CATALOG, Volume 1

Published by Barbara Brennan, Inc., a New York corporation.

©2018 BBI

All Rights Reserved.

Stock photographs by PhotoDisc® Inc., HemeraTM Technologies.

Photographer and subject permission for publication of photographs on file.

The Barbara Brennan School of Healing; BBSH; Barbara Brennan; Brennan

Healing Science; Hands of Light; Hands of Light Healing; Heyoan; Hara Line;

Hara Level; Haric Level; Hara Healing; Brennan Hara Healing; Core Star; Core

Star Level; Core Star Healing; Brennan Core Star Healing; Core Essence; Seeds

of the Spirit; and the Hands of Light logo are trademarks and service marks of

Barbara Brennan or Barbara Brennan, Inc. as applicable.

No part of this book may be reproduced or transmitted in any form or by any

means, electronic or mechanical, including photocopying, recording, recitation,

lecturing, teaching, public reading, radio broadcasting, television, cable,

videocassettes, audiocassettes, or by any information storage retrieval system

and any other means of copying or duplicating, without permission in writing

from the publisher.

The holistic healing methods developed by Barbara Brennan and Barbara

Brennan, Inc. are proprietary. Healing services based on these methods may not

be rendered except by individuals who have completed the four-year course of

instruction and received a diploma or degree from the Barbara Brennan School

of Healing.

For more information please contact the Barbara Brennan School of Healing at

561.620.8767, or visit our website at:

w w w . b a r b a r a b r e n n a n . c o m

ContentsI N T R O D U C T I O N

The Hea l e r 7

Our M i s s i on 8

Dr. B a r b a r a B r ennan 9

B r ennan Hea l i n g S c i e n c e 10

Pr inc ip les o f P rac t i ce 11

S choo l Ove r v i ew and H i s t o r y 1 3

Re s i d en t Tr a i n i n g F a c i l i t i e s 1 4

A C A D E M I C P R O G R A M S

B r ennan Hea l i n g S c i e n c e 1 5Academ i c P r og r ams

The BBSH Expe r i e n c e 1 7

Cu r r i c u l um Ove r v i ew 1 9

Yea r 1 Cou r s e s 2 3“Journey of Personal Healing and Self-Discovery”

Yea r 2 Cou r s e s 2 9“Journey of Relationship Healing”

Yea r 3 Cou r s e s 3 5“Journey of Spiritual Connection”

Yea r 4 Cou r s e s 4 1“Journey of Uncovering the Unique Healer Within You”

A C A D E M I C P R O C E D U R E S

Adm i s s i on Requ i r emen t s 4 7

Ad j un c t i v e R equ i r emen t s 5 0

Comp l e t i on R equ i r emen t s 5 2

Eva l u a t i on P r o c edu r e s 5 4

Gene r a l I n f o r ma t i on 5 6

S t uden t L i f e a nd S e r v i c e s 5 8

BBSH A l umn i P r og r am 6 0

A D M I N I S T R AT I O N , FA C U L T Y A N D S TA F F

Who to See fo r In fo rma t ion and Suppor t 6 1

Facu l ty Overv iew 6 2

Schoo l S tandards and Po l i c i e s 6 7

BBSH Organ iza t iona l Char t 8 0

OWNERSHIP

The Barbara Brennan School of Healing® is owned by Barbara Brennan School of Healing, Inc.,a corporation formed under the laws of the State of Florida.

Mailing Address: Barbara Brennan School of Healing500 N.E. Spanish River Boulevard, Suite 208Boca Raton, FL 33431-4559

Telephone: 561.620.8767 or 800.924.2564

Fax: 561.431.0877

E-mail: [email protected]

Web Address: www.barbarabrennan.com

Office Hours: Monday–Friday, 8:30 AM–4:30 PM ET.Voice mail is available 24 hours a day.The office is closed on school holidays.

NON-DISCRIMINATION POLICY

BBSH does not discriminate regarding race, creed, color, national origin, sex, marital status or sexual orientation.

LICENSE

Licensed by the Commission for Independent Education, Florida Department of Education. Additional informationregarding this institution may be obtained by contacting the Commission at 325 West Gaines Street, Suite 1414,Tallahassee, FL 32399-0400, toll-free telephone number (888) 224-6684. License #2897.

6

TheHealer

The Barbara Brennan School of Heal ing (BBSH) is a special

inst i tute for the study of bio-energy systems, the Human Energy Field,

and applicat ions for hands-on heal ing and personal t ransformation.

Students have a compell ing desire to heal and make a dif ference in

their own l ives, and in the l ives of others. They come with a passion

for learning, for community, and for experiencing the ful lness of

themselves while being in a loving relat ionship with l i fe . BBSH

supports and honors these longings, welcoming the essential unfoldment

of the healer within.

Whether you enrol l in BBSH to become a professional healer, to

integrate this heal ing modal i ty into your current profession, or for

personal t ransformation and sel f -heal ing, the Barbara Brennan School

of Heal ing can change your l i fe .

“Rely steadfastly on the

love that is within you;

that flows through you;

that is you.

No matter what the issue,

no matter what the level

of healing is, all healing

rests upon the flow of love.”

—SE E D S O F T H E SP I R I T, 2004

7

8

Our MissionPhilosophy

The Barbara Brennan School of Healing is dedicated to the evolution of the human spirit through education, healing,

and world service. The Barbara Brennan School of Healing works to:

Global Purpose• Create optimum health on a global level.

• Enhance human consciousness and planetary evolution.

• Promote understanding of all aspects of life from conception through death.

• Help facilitate humanity’s next step of evolution.

• Honor our ancestral, spiritual, and universal heritage.

• Honor and preserve our present and future generations.

Personal Purpose• Provide comprehensive instruction in an integrated and specialized form of complementary healthcare,

Brennan Healing Science.

• Develop competence in self-awareness, personal expression, communication, critical thinking, and building and

maintaining relationships.

• Facilitate the application of cognitive and experiential learning to many areas of life, including: work, community

relationships, and personal spirituality.

• Promote a commitment to lifelong learning, self-exploration, and service.

• Create opportunities for research, continuing education, and community education in integrative healthcare to

promote optimal health.

Dr.BarbaraBrennan

9

Dr. Barbara Brennan, the founder and President of the

Barbara Brennan School of Healing, is a world-renowned

spiritual leader, healer, and educator. No longer a teacher at the

School, she now devotes much of her time to writing about her

work.

A pioneer and innovator in the field of energy consciousness,

the former NASA physicist has been researching

and exploring the Human Energy Field and

realms of human consciousness for more than

35 years. She holds a Ph.D. in Energy Medicine

from Greenwich University, a D.Th. in Healing

from Holos University, an M.S. in Atmospheric Physics and a

B.S. in Physics from the University of Wisconsin. She worked as

a research scientist at NASA’s Goddard Space

Flight Center, and is a graduate of the Institute

of Core Energetics, a Senior Pathwork® Helper,

and a Licensed Massage Therapist.

Her best-selling books—Hands of Light®

and Light Emerging—are considered classics

in the fields of energy work and complementary medicine. Her

newest book, Core Light Healing, completes the triology and

further explores the Human Energy

Consiousness System and its relation to the

creative process. Her other releases, the Seeds

of the Spirit® 1998-2009 book series, are

compilations of all of Barbara’s plenary Seed

Lectures presented from an expanded state of

consciousness while in meditation. Each book offers new

concepts and practical guidance on all aspects of life. They

contain practical psych-spiritual teachings and guides to

integrate the material and spiritual worlds.

Brennan Healing Science®

10

Dr. Barbara Brennan has been comprehensively researching

the Human Energy Field using High Sense Perception for over

35 years. Her work has

resulted in the development

of Brennan Healing

Science—a healing modality

based on the Human

Energy-Consciousness

System and its relationship

to health and dis-ease.

This holistic work

combines High Sense Perception skills and hands-on energy

healing techniques to assist individuals with their personal

process of healing. Brennan Healing Science has helped tens

of thousands of people

with their physical,

psychological, emotional

and spiritual challenges,

so they can discover their

own unique path in life.

This is a transformation

that very often leads to a

more centered, balanced, and loving life, which in turn results

in personal and professional fulfillment. The powerful healing

work of Brennan Healing Science touches every aspect of a

person’s life to improve the quality of life.

Those who are trained in Brennan Healing Science

are referred to as

Brennan Healing Science

Practitioners. Dis-ease

conditions exist as

imbalances and

dysfunction in the

Human Energy-

Consciousness System,

also referred to as the

Human Energy Field or Aura. The Brennan Healing Science

Practitioner works with the client and their Human Energy-

Consciousness System to restore and maintain health and

well-being.

Brennan Healing

Science Practitioners

also work as members

of a healing team, and

are able to facilitate

the physical healing

of many dis-ease

conditions, quicken recovery from surgery and trauma,

reduce pain, and assist with emotional and spiritual

healing.

Principlesof Practice

Adopted by the Faculty of the Barbara Brennan School of Healing —March 3, 2003

Preamble

These Principles of Practice are intended to aid thehealing work of the Brennan Healing Science Practitioner(“BHS Practitioner”), and to assist the public in selecting ahealer with whom to create a rewarding healing relationship.

As a graduate of either the four-year Bachelor of ScienceDegree or Professional Studies Diploma Programs of theBarbara Brennan School of Healing (“BBSH”), the BHSPractitioner has completed an intensive study and practice ofpersonal transformation, energy awareness and High SensePerception, hands-on healing techniques, professional practice,creative arts, integrative care, and awareness of the connectionsbetween mind, body and emotions.

The BHS Practitioner’s primary objective is to support eachclient in his or her unique healing journey with competence,integrity, and compassion. The BHS Practitioner’s commitmentis to create a safe, empathic, and life-affirming container tobest facilitate the client’s healing and transformational process.In the broader context of community and world service, theBHS Practitioner applies his or her knowledge and trainingin support of the evolution of the human spirit.

In any given client session, the BHS Practitioner mayemploy varied techniques and incorporate elements ofmultiple modalities depending on the unique circumstancesand needs of each client, and on the qualifications and skillsof the BHS Practitioner. No set of rules can fully anticipateor regulate the variety of situations that the BHS Practitionermay face. The following Principles of Practice instead addressimportant aspects of the BHS Practitioner’s intentionality andconsciousness that the BHS Practitioner honestly monitorsand clarifies during the course of the client relationship,both generally and in the moment.

Intention, Integrity, and Professional Responsibility

1. The BHS Practitioner commits to use his or her training,skills, and intention in service of the health, welfare, andspiritual healing of the client.

2. The BHS Practitioner provides those services commensuratewith his or her training and competence, and refers theclient to other healers and care providers in other disciplines as appropriate and necessary.

3. The BHS Practitioner keeps current and competent in hisor her field(s) of practice, through supervision, consultations,and continuing education.

4. The BHS Practitioner does not offer, promise, or providemedical diagnoses or prescriptions (unless otherwiselicensed to do so), and does not promise medical curesor recoveries.

Client Communication and Professional Boundaries

5. The BHS Practitioner clearly, accurately, and truthfullycommunicates to the client, prior to commencement ofservices, the general nature of the services that may beprovided, fees and billing practices, and other policiesand procedures of the BHS Practitioner. The BHS Practitioneralso obtains the client’s consent to these services, or asappropriate the consent of the client’s legal guardian,prior to service.

6. The BHS Practitioner maintains professional boundaries withthe client. The BHS Practitioner is sensitive to real andascribed differences in awareness and power between theBHS Practitioner and the client, and does not exploit suchdifferences or perceptions during or after the professionalrelationship for the personal gratification or benefit of theBHS Practitioner. The BHS Practitioner supports the clientin avoiding or resolving dependency on the BHS Practitioner.

Fo r B r e n n a n H e a l i n g S c i e n c e P r ac t i t i o n e r s

11

12

7. The BHS Practitioner does not suggest, initiate, or engagein any romantic or sexual activity with the client. The BHSPractitioner does not engage in sexual or other harassmentof the client, whether by sexual solicitation, physical orenergetic advances, or verbal or nonverbal conduct that isunwelcome, is offensive, or creates a hostile or unsafehealing environment. The BHS Practitioner does not engagein sexual relations with a former client for at least two yearsafter termination of the client relationship, and onlythen after a good faith determination through appropriatesupervision that there is no exploitation of, or harm to,the former client.

8. The BHS Practitioner avoids or promptly removes himselfor herself from improper and potentially harmful conflictsof interest and dual or multiple relationships with clientsand former clients.

Honoring the Client and Community

9. The BHS Practitioner respects the fundamental dignity,worth, and personal journey of all clients, regardless of age,gender, race, ethnicity, national origin, religion, sexualorientation, disability, language, and socioeconomic status.The BHS Practitioner strives to be aware of and sensitiveto cultural, individual, and role differences.

10. The BHS Practitioner respects the right of each client tohold values, attitudes, beliefs, and opinions that differfrom the BHS Practitioner’s. The BHS Practitioner doesnot attempt to pressure or coerce the client into any actionor belief, even if the BHS Practitioner believes such act orbelief would serve the best interests of the client. The BHSPractitioner supports each client’s self-empowerment, self-determination, and transformational processes inlearning to make life choices, and understanding the consequences of those choices.

11. The BHS Practitioner is aware of his or her role inmaintaining the integrity of healing and the healingprofession with regard to clients, to the society in whichthe BHS Practitioner lives, and to the global communityof the sacred human heart.

Client Confidentiality

12. The BHS Practitioner honors and does not disclose toanyone the client’s confidences or client records, if any,including the name or identity of the client or identifyinginformation, except: (A) if and to the extent authorizedby the client; (B) as required for the BHS Practitioner’s

professional supervision where the client remainsanonymous, and only to the extent necessary to achievethe purposes of the supervision; (C) when disclosure isrequired to prevent clear and imminent danger to theclient or others; (D) as required by law; and (E) if theBHS Practitioner is a defendant in a civil, criminal or disciplinary action arising from the client relationship (in which case client confidences may only be disclosedin the course of that action).

13. At the client’s written request or approval, and accordingto the capabilities, good conscience, and professionaljudgment of the BHS Practitioner, the BHS Practitionermay consult with the client’s other healers, therapists,physicians, and spiritual teachers, as appropriate tomaximize the benefits to the client.

BHS Practitioner Self-Responsibility, Client Welfare, and Termination of Services

14. The BHS Practitioner commits to his or her own self-careand ongoing personal healing, and also recognizes thatthis commitment is key to serving as an instrument ofhealing for the client.

15. The BHS Practitioner commits to regular individualsupervision sessions with a qualified professional. The BHSPractitioner is obligated to be alert to signs of, and to obtainprofessional assistance for, any unresolved personalproblems, countertransference, and emotional reactions,in order to prevent impairment of the client relationship.

16. The BHS Practitioner is not under the influence of alcoholor of any medication, drug, or substance during a clientsession that might impair the work of the BHS Practitioneror the client relationship.

17. The BHS Practitioner terminates a client relationship whenit becomes reasonably clear that the client no longer needsor is not benefiting from continued service. The BHSPractitioner terminates services if and as advisable dueto any physical or mental illness, or unresolved personalissues, of the BHS Practitioner. The BHS Practitioner doesnot maintain a client relationship solely for financialreasons, but may terminate a relationship if the client isunable or unwilling to pay for such services. Prior to anytermination of service, if and to the extent applicable andpracticable, the BHS Practitioner gives reasonable noticeto the client of the termination and assists the client infinding alternative professional services.

The Barbara Brennan School of Healing (BBSH) is a specialized college for the study of

hands-on energy healing and personal transformation. Students of this unique institution of

learning have been profoundly affected by the enlightening system of personal growth and

healing offered at the School.

In 1982, Dr. Barbara Brennan founded BBSH after realizing that the only way to reach

more people with her powerful and effective work was to train others. The teacher-student

ratio and small class size support individual student attention, depth of learning, and

profound experiences of awakening that are the hallmarks of this work. Although she no

longer teaches at the School, Dr. Brennan’s vision and teachings have been retained by

Anne Hoye, BBSH School Dean, along with the experienced, caring, and highly skilled

faculty and administrative personnel. Together they now direct the day-to-day offerings of

the program.

Ranging in age from 18 to over 75, Brennan Work students come from a variety of professional backgrounds. Many

are practicing members of the healthcare community and work as medical doctors, registered nurses, physical therapists,

psychotherapists and nutritionists. They are also artists, writers, teachers, accountants, attorneys, business consultants and

owners, computer technicians, as well as numerous other professions, including stay-at-home parents.

The Barbara Brennan School of Healing is a highly respected educational and

global healing institution, which now has thousands of graduates in over 50

countries throughout the world. It is

the only place where you can train to

become a Brennan Healing Science

Practitioner.

BBSH is licensed to offer a Bachelor

of Science degree in Brennan Healing

Science and a diploma in the Brennan

Healing Science Professional Studies

Year 1, Year 2, Year 3, and Year 4

programs by the Florida Department of

Education, Commission for

Independent Education.

School Overviewand History

13

Anne HoyeBBSH School Dean

1214

2018–19 ResidentTraining Facilities

RENAISSANCE WORLD GOLF VILLAGE RESORT

S T . A U G U S T I N E , F L O R I D A

904-940-8000 • www.worldgolfrenaissance.com

The Resident Training portion of the programs is held at the Renaissance World Golf Village Resort in St. Augustine,

Florida, 50 minutes (45 miles) from Jacksonville International Airport, just off of I-95. The historic city of St. Augustine is

approximately 25 minutes (15 miles) away.

During each class week, the Barbara Brennan School of Healing utilizes most of the resort’s flexible meeting space. Each

class meets separately in one of several large ballrooms, while individual classes take place in more intimate meeting rooms.

During the Resident Training, the hotel becomes a wonderful, vital community that provides an invaluable support system

for the students staying there. Because of the nature of the intensity and complexity of Resident Training, we strongly

recommend that students stay on campus at the hotel for Resident Training.

The Renaissance World Golf Village Resort offers 301 Colonial Asian designed guest rooms featuring spacious spa-

inspirited bathrooms with granite countertops. In addition, the hotel features the largest combination hotel/convention

center between Orlando and Atlanta, with over 60,000 square feet of indoor and outdoor event space. Other features

include beautiful views of World Golf Village’s pristine Kelly Lake and golf courses, high-speed wireless internet access and

refrigerators in each room, a Starbucks at the resort shop, award-winning restaurant, and complimentary shuttle service to

and from historic downtown St. Augustine. Students make their own hotel arrangements with the resort at discounted BBSH

group rates.

The Renaissance World Golf Village Resort is in full compliance with fire code regulations, zoning requirements, ADA

regulations, and is insured according to State Regulations. At Resident Training classes during the 2017 calendar year, there

were no crimes reported.

Brennan HealingScience Academic

Programs

15

As a BBSH student, you may choose to earn a Bachelor of Science degree in Brennan Healing Science or a diploma

through the Brennan Healing Science Professional Studies Year 1, 2, 3 and 4 programs. Both courses of study are four years

and graduates are then eligible to establish a professional practice as a Brennan Healing Science Practitioner—one of the

most highly regarded titles in the field of energy healing and holistic healthcare.

The majority of the curriculum is the same for both academic programs, with the Bachelor Degree requiring 36 additional

semester hours of coursework.

By combining Resident Training Classes with Distance Learning Modules, as well as General Education online courses

for degree candidates, you are able to participate in the training while maintaining your current professional and personal

responsibilities. Each year, there are five week-long Resident Training Classes that take place in beautiful South Florida,

with the Distance Learning and online portions scheduled between the class sessions.

Brennan Healing Science Academic Programs Are Recommended for Anyone Desiring to:

• Become a Brennan Healing Science Practitioner

• Develop Personally on the Physical, Emotional, Mental and Spiritual Levels

• Expand and Deepen Skills as a Professional Healthcare Provider

• Enhance Personal and Professional Skills in Business, Education, Social or World Service Fields

*General Education courses will be offered online. Students may transfer up to 30 semester credit hours of General Education requirements from anaccredited institution.

BBSH does not make any claims regarding the transferability of credits earned at BBSH to other colleges or universities.

Applicants must be at least 18 years of age and have a high school or General Education diploma (GED) or international equivalent.

AREA OF STUDY

Brennan Healing Science

Psych-Spiritual Development

Professional Practice

Integrative Care

Creative Arts

Integrative Distance Learning

Year 4 Project

General Anatomy & Physiology

Anatomy & Physiology of the Human Energy Field

General Education*

BACHELOR OF SCIENCE

IN

BRENNAN HEALING SCIENCE

4-Year Program

19

15

6

8

8

24

4

5

9

27

DIPLOMA INBRENNAN HEALING SCIENCE

PROFESSIONAL STUDIESYEARS 1–4

4-Year Program

19

15

6

8

8

24

4

5

—

—

125Total SemesterCredit Hours

89Total SemesterCredit Hours

Distribution ofSemester Credit Hours

16

The BBSHExperience

17

When you enter into the Barbara Brennan School of Healingyou will involve yourself in a process of profound personalhealing and an essential learning about energy andconsciousness. The life-transforming aspects of attending the college allow you todevelop technical healing skills as wellas a strong sense of self-discovery andpersonal growth. Upon completionof the program, you will have adeeper understanding of yourself, an expanded perception of reality, and possess healing tools you can use to create a healing practice or integrate into your current profession and personal life.

Each year is an experience ofdiscovery—learning more about your true self and further developingyour understanding of how self-awareness is essential, whether healing yourself or assisting another. As thisenriching learning experience continues, you will develop the skills necessary to become a BrennanHealing Science Practitioner.

Small class size and low student-to-teacher ratio allow timefor you to receive personalized attention and individual

interaction with BBSH’s highly trained teachingstaff. The professional faculty members are

committed to providing the best healingeducation they can offer. They deeply

care for each student. They live thework—and what they teach isalways fresh and real.

The faculty provide a uniquelypowerful and safe environmentwhere healing can take place onthe physical, emotional, mentaland spiritual levels.

In addition to comprehensiveinstruction on these levels of

healing, the training includes psychological process, deep

self-introspection, High SensePerception, Human Energy Field

dynamics, the integration of the creativearts with the healing spirit, and the

development of professional presence.

18

AS YOU JOURNEY THROUGH THE COURSEOF STUDY, YOU WILL BE SUPPORTED TO:

• Learn your unique life purpose.

• Strengthen your intention.

• Establish deep connection with inner spiritual guidance andfulfill your heart’s true longing.

• Promote the physical healing of many dis-ease conditions.

• Restore a sense of well-being and balance.

• Clear and strengthen mental abilities.

• Learn the creative process from your divine core through thehara and the Human Energy Field into the physical world.

“ ”C O M E T O Y O U R S E L F I N H O N O R , P E A C E A N D L O V E .

T R E A T Y O U R S E LV E S W I T H D I G N I T Y A N D I N T H A T Y O U W I L L B E A B L E T O T R E A T O T H E R S I N T H A T S A M E WAY .

— S E E D S O F T H E S P I R I T , 2 0 0 4

Each year of the Brennan Healing Science curriculum isdivided into five distinct areas of growth. The broad scope ofcourses allows you to develop a balanced and groundedapproach to the full expression of your heart’s longings. Thoseenrolled in the Brennan Healing Science degree program alsocomplete General Education online coursework, which expandsknowledge in humanities, science, math, social and behavioralsciences, and English. Meditation, expanded states ofconsciousness, and personalized spiritual practices—in whichall religious persuasions are welcome—complete the fullspectrum of the healing curriculum.

Healership calls one to standards of personal excellence. Our curriculum supports you in developing not only sound technical healing skills and well-developed High SensePerception, but also a strong sense of personal responsibility,integrity, joy in creative expression, and delight in discoveringand bringing forth your unique work in the world. When yougraduate you can expect to integrate Brennan Work into yourcurrent profession, or you may choose to become self-employed as a professional healer, integrating complementaryand traditional care. Some graduates decide to continue theirstudies and training at BBSH by enrolling in various graduatetraining programs that the School offers. We invite you to joinus on this truly wondrous journey!

19

Our curriculum supports students in developing not only sound technical healing skills and well-developed

High Sense Perception, but also a strong sense of personal responsibility, integrity, joy in creative

expression, and delight in discovering and bringing forth their unique work into the world.

Each year of learning offers an integrated curriculum so that our students develop a balanced,

grounded approach to the full expression of their hearts’ longings in their lives and in their healing.

HEALING SCIENCE COURSESThe Healing Science courses develop and implement the

4-year curriculum of over 45 healing skills and techniques. Here students explore the basic principles of healing, including the theoretical, physical, energetic, psychological and spiritualunderstanding of laying on of hands and energy healing. Thestudents receive lectures and unique training in the development of High Sense Perception, as well as the mostcurrent Healing Science techniques being created by BarbaraBrennan and the faculty.

The curriculum gives the student a comprehensive understanding of the field of Brennan Healing Science.Experiential training develops and refines the student’s healingskills as the Healing Science courses support the unfolding healer within.

Uncovering the Healer Within• Accessing the universal principle of healing

• Becoming aware of one’s own energy field dynamics

Study of the Human Energy-Consciousness System• Scientific view and history of investigation

• Anatomy and Physiology of the Human Energy Field

• Study of the four dimensions of being

• Becoming aware of another’s energy field dynamics

Acquiring the Perceptual Tools of a Healer• Developing High Sense Perception to perceive the

dimensions of being and gain information about the causeof the client’s illness

• Spiritual guidance

A Variety of Healing Techniques• Healing of each level of the Human Energy Field

• Healing with color and sound

• Healing from the haric and core star levels

Clinical Brennan Work• Brennan Healing Science skills in relationship to the study

of the four dimensions

• Accessing information in the physical dimension

• Utilizing Brennan Healing Science to support the health andhealing of another

• Structure and function of the whole in relationship to the fourdimensions of health and disease

• Relationship between the client’s manifesting complaint andspecific manifestations in each of the four dimensions

• How to use Higher Sense Perception in detail with specificityand awareness for accessing client’s state and creating ahealing plan

• Integrated application of all learning in understanding andsupporting the healing process

Curriculum Overview

20

PSYCH-SPIRITUAL DEVELOPMENT COURSESThe process of Psych-Spiritual

Development is a uniquelypersonal journey of self-awarenessand transformation. The Psych-Spiritual Development coursesprovide the support for eachstudent to go deeper intothemselves than they have evergone before.

These classes also provide theenvironment in which one canbecome more real, more truthful,and more oneself. Students areinvited to join us in developing anew relationship to self, toothers, to the spiritual realm, tolife task, and to core essence.

The curriculum that supports this transformation includes thefollowing areas of study:

Psych-Spiritual Development Skills and Psychodynamicsof the Human Energy-Consciousness System• Stages of human growth and development in the Human

Energy Field

• Energy blocks and defense systems as manifested in theHuman Energy Field

• Observation of the Human Energy Field during process work

• The client’s psychodynamics and energy field

• The healer’s psychodynamics and energy field

• Transference, countertransference, listening, contact, boundaries,and other human relationship skills

Self-Responsibility and Personal Development of Healer• Basic Object Relations, Family Systems, and Transpersonal

Psychology theory

• Brennan Healing Science theory and application withinthe field of psychology

• Characterology theory

• Personal Process

Teaching Events• Whole School Healing Meditation

PROFESSIONAL PRACTICE COURSESThe Professional Practice curriculum

supports students in the transition fromstudent healer to having a professionalhealing practice after graduation.

Studies in this area invoke a new depthof integrity, define standards and parametersof professional conduct, establish a codeof healer ethics, and initiate continuingdialogue with other healthcare professionals.

The Professional Practice curriculumaddresses the following areas to supportthe development of the healing professional:

Ethics• A foundation of BBSH and Brennan Work is the standard

of ethical practice that is taught and practiced. The ethicscurriculum is designed to enable healers to articulate and standstrong on their own ethical ground. By honoring and affirmingour personal ethic stand, we recognize it as a place of truth—a source of power and safety. It also provides a clear, cleanspace in which clients are free to experience their true selves.

• Principles of Practice for Brennan Healing Science Practitionerswas written and adopted by the BBSH faculty. Our curriculumfollows this guide to ethical practice. It is included in theIntroduction section of this catalog.

Self-Care for the Healer• Personal health, well-being, safety and integrity come first in

any professional practice. The care and tuning of the healer’sphysical/energetic body is a vital component of the studiesat BBSH, as well as throughout one’s career as a healer.

Professionalism• Over the four years, students learn the practicalities of creating

and maintaining both a professional presence and a healingpractice. Courses include creating a vision for healership, thehealing environment, marketing, record-keeping, and the legaland financial aspects of private practice.

The Integrated Healing Model• Integrating a hands-on healing practice into the medical/healing

community is a challenging but necessary task if the healer isto contribute his/her talents freely, and if the clients are tobenefit from the vast array of healing resources available fromtraditional and complementary healthcare practices. All ofthe courses of the department are geared toward providinggraduating healers with the resources necessary to effectivelypractice, communicate, and navigate within the broader healing community.

Community Building• Through a year-long full-class project, students learn the

fundamentals of community building to prepare them to workwith other professionals in their field. Each year students learncritical aspects of community building, such as choosing ajoint project, cooperation and disagreement in group problemsolving, handling agreement and dissention while gettingthe job done, self-positioning, competition, role assumption,as well as other issues related to working within a group.In addition to the year-long project, the school also holdsevening community-building events each class week to helpstudents develop their social and networking skills, skills theywill need for building and maintaining a successful professionalpractice.

INTEGRATIVE CARE COURSESThe Integrative Care classes reference

the Psych-Spiritual Development andHealing Science skills, and the physicaland nonphysical body, supporting eachyear’s focus of learning. Students deepentheir understanding and ability to integratetheir learning of energy consciousness andBrennan Work with their understandingof the physical body, the dis-ease process, and healing throughan integrative approach.

The following areas of study are offered through theIntegrative Care curriculum:

Relationship of the Physical and Nonphysicalin the Process of Health and Dis-ease• The challenges of self-care and wellness in Integrative Care

• Nutrition and health

• Cleansing and detoxifying the body

• Water and its role in health

• Assessing the physiologic responses of someone inPersonal Process

Basic Training to Assist Students inInterfacing with Healthcare Settings• Basic physical assessment skills

• The language of healthcare

• Effective history-taking and client intake

• Preparing for surgery

• Healing in the operating room

• Post-surgical healing and care

• Communicating with physicians and other membersof the healthcare system

• Protocols for referrals1521

Understanding and Working with Those Who AreExperiencing Specific Illnesses or Dis-ease States• Guidelines for utilizing Brennan Work in specific dis-ease

processes

• Brennan Work, complementary, and medical approachesto treating each specific dis-ease process

• Fundamentals of working with clients who are experiencingacute and chronic dis-ease

• Working with critically ill clients and shock

• Working with clients who are experiencing death or the dying process

Clinical Brennan Work• Principles of the structure and functioning of the physical

body in relationship to Brennan Healing Science and theHuman Energy-Consciousness System

• Understanding and skills in relationship to the functioningof the four dimensions in disease and health

• Recognizing and following the client’s responses throughall four dimensions

• Integrated application of all learning in understandingand supporting the healing process

CREATIVE ARTS COURSESThe Creative Arts curriculum supports

the unfolding of the individual’s coreexpression and one’s ability to be in theever evolving consciousness of the now.When the intention is to heal, the creativeprocess merges with the healing process,invoking transformation and giving rise to new form.The Creative Arts classes teach the creative process with thefocus of each year’s overall curriculum. The following classesprovide students with this opportunity to learn and experiencethe relationship of the creative arts and healing:

Art As Healing• Exploration of the relationship between the expressive arts,

healing, and witnessing art as the soul’s expression

• Experiential work focused on the student’s personal processand healing through the expressive arts

Creative Arts Skills• Cellular Awareness

• Synchronizing with Energy Flow

• Creating Sacred Space

• Multidimensional Core Contact

22

BBSH ANATOMY & PHYSIOLOGY CURRICULUMA fundamental and comprehensive study of anatomy and

physiology is an important aspect of becoming a professionalhealer. The BBSH Anatomy and Physiology curriculum provides

students with an essentialfoundation as they learn to workwith the energy of specificorgans and body systems.

All of the anatomy andphysiology courses are designedto support the student’sdevelopment of High SensePerception, and their HealingScience and Psych-SpiritualDevelopment skills, while

deepening their knowledge of the physical body. Anunderstanding of the anatomy and physiology of the physicalbody and its interrelatedness to the Human Energy-ConsciousnessSystem supports a truly integrative approach to healing.

All students are required to complete Anatomy andPhysiology I. This course focuses on the body in terms ofsystems and their structure, function and interdependence, andis interwoven with the exploration of how the anatomy andphysiology of the physical body is related to and interdependentupon the Human Energy-Consciousness System. This integratedapproach challenges students to broaden their perspective of thephysical body to a holographic model, as they apply principlesof Brennan Healing Science and healing.

Students who enroll in the Brennan Healing Science degreeprogram are required to complete additional coursework inAnatomy and Physiology. During their second year of study,building upon basic concepts developed in Anatomy andPhysiology I and the theme of relationship in the Year 2 ofstudy, students explore the physiologic functioning of the bodyin health and illness with specific attention to the inter-relatedness of body systems, and the energetic-physiologicresponses that occur in relationship to the outside world.

In A&P III students learn about the energetic and physicalmanifestations in the healthy body including specific life stagechanges, and looking at the specific cellular activity of specificorgans. The manifestation of several disease processes is also

covered, and students expand their knowledge about workingwith surgical and organ transplant clients.

To support students’ ability to integrate more advanced BrennanHealing Science skills, such as Core Star and Hara Healings, moreadvanced concepts of physiology and pathophysiology arepresented in A&P IV. These advanced BBSH Anatomy andPhysiology programs (A&P II, III, IV) are also open to studentsin the Brennan Healing Science Professional Studies Year 2,Year 3, and Year 4 diploma programs as elective courses.

All BBSH Anatomy and Physiology courses are scheduledin conjunction with BBSH Resident Training Sessions. Studentsenrolled in A&P I attend two days of classes attached to the regularly scheduled BBSH Resident Training Sessions, five times a year. Students enrolled in A&P II, A&P III and A&P IVgenerally attend one day of class attached to the regularlyscheduled BBSH Resident Training Sessions, five times a year.Students are also given reading and homework assignments thatsupport in-class learning. The entire curriculum is an integrated,interactive, hands-on exploration of the mystery of the humanbody as an energy consciousness system.

The Anatomy and Physiology faculty are Brennan HealingScience Practitioners who have additional experience teachingand working as healthcare professionals. They embody a uniquecombination of medicine and healing, serving as exceptionalresources and models for students who are learning to provideintegrative care as Brennan Healing Science Practitioners.

GENERAL EDUCATION CURRICULUMThe General Education curriculum is for those students

who enroll in the Brennan Healing Science degree program.The curriculum is designed to provide students with afoundation in: 1) humanities; 2) social/behavioral sciences;3) science/math; and 4) English.

Students complete their General Education courses online.Over the four years of the program, students complete:

• 2 courses in science/math

• 2 courses in English

• 2 courses in social/behavioral sciences

• 3 courses in humanities

© P

hoto

Dis

c In

c.

Brennan Healing Science:Theory & Skills I

Psych-Spiritual Development I

Creative Arts I

Professional Practice I

Integrative Care I

Integrative DistanceLearning Modules I

Anatomy and Physiology I(Required for degree-seeking students.Optional for diploma students.)

General Education(Required for degree-seeking students.Optional for diploma students.)

“Strategies for Success”“Composition I”

Year 1Courses“Journey of PersonalHealing andSelf-Discovery”

S E L F - H E A L I N G S O F U N H E A L T H Y H A B I T S , F E E L I N G S A N D A T T I T U D E S

24

Brennan Healing Science Year 1 Course Description

Course Title: Brennan Healing Science: Theory & Skills I Course No: BH 101Semester Credit Hours: 5 Hours Prerequisite: None

Brennan Healing Science: Theory & Skills I is the foundational study of the basic principles of Brennan Healing Science and hands-on healing. This first year concentrates on the theory, procedures, techniques and exercises associated with working with Levels 1-3of the Human Energy-Consciousness System—the physical, emotional and mental relationship of the student to her/himself. Through lecture and experiential exercises, students will be taught beginning skills in regulating their own energy field, grounding,assessing and tracking the flow of energy, High Sense Perception skills, and basic hands-on healing techniques related to the firstthree levels of the Human Energy-Consciousness System.

Classes include:

• Anatomy and Physiology of theHuman Energy-Consciousness System

• Basic Principles of Healing

• Developing High Sense Perception

• Brennan Healing Science Techniques

• Clinical Brennan Work

• Tracking the Human Energy-Consciousness System

• Receiving Guidance

• Healing with Color and Sound

• Healing on Levels 1-3 of the Human Energy Field

J. Jorge BarrieuYear 1 Dean

25

Psych-Spiritual Development Year 1 Course Description

Course Title: Psych-Spiritual Development I Course No: PD 111Semester Credit Hours: 4 Hours Prerequisite: None

Psych-Spiritual Development I is the investigation of the Self on the psychological and spiritual levels. Students study the developmentof character structures as a means of defense and armoring of the personality, as learning centers around the question “Who am I?” inrelationship to the Self. Students explore their own personal Psych-Spiritual Development issues through group process, and are partof the whole school healing meditation. Lectures in expanded states of consciousness and spiritual teachings are offered within a present-day context, are supported by concrete practical exercises and skills, and provide the spiritual framework for spiritual evolution.

Classes include:

• Characterology

• Group Process

• Psych-Spiritual Development Skills

• Whole School Healing Meditation

Professional Practice Year 1 Course Description

Course Title: Professional Practice I Course No: PP 121Semester Credit Hours: 1 Hour Prerequisite: None

Through the Professional Practice course, students explore the healer/client relationship and the responsibilities of professionalhealership. Students meet in small groups with professional supervisors who also assist students in identifying issues that impedethem from being effective in their healing work, and support them in working through the related personal issues. The developmentof a healing team and how to communicate Brennan Work to others are explored through the Professional Practice curriculum.

Classes include:

• Professional Practice Development

• Group Supervision

• Student/Teacher Meetings

• Community Building

Creative Arts Year 1 Course Description

Course Title: Creative Arts I Course No: CA 131Semester Credit Hours: 2 Hours Prerequisite: None

In Creative Arts I, students deepen their sense of self from theperspective of the first three chakras. They explore various art mediaand utilize their work as a tool for self-discovery and personalexpression.

Classes include:

• Art As Healing

• Art Project Presentation

• Experiencing Body-Mind-Spirit Through Movement

26

Integrative Care Year 1 Course Description

Course Title: Integrative Care I Course No: IC 141Semester Credit Hours: 2 Hours Prerequisite: None

Students receive a comprehensive overview of the Integrative Care Model, and are provided a common language for developing ahealing team. An introduction to complementary healing modalities is also covered, with an emphasis on interaction between specifictreatment and Brennan Work. In keeping with the Year 1 theme of one’s relationship to oneself, this course explores the physiologicaspects of caring for one’s body through an introduction to nutrition, hydration, and the process of detoxification.

Classes include:

• Challenges of Self-Care and Wellness

• Nutrition and Health

• Cleansing and Detoxification

• Water and Its Role in Health

• The Integrative Care Model/Creating a Healing Team


Integrative Distance Learning Modules Year 1 Course Description

Course Title: Integrative Distance Learning Modules I Course No: DL 191Semester Credit Hours: 6 Hours Prerequisite: None

There is a series of 7 integrated modules that assist Year 1 students in deepening and applying their new knowledge and skills inBrennan Healing Science. Each module weaves together the core teachings of the five curriculum areas—Healing Science, Psych-Spiritual Development, Creative Arts, Professional Practice and Integrative Care. The integrated lessons guide the Year 1 studentthrough an in-depth investigation of theory, procedures, techniques, exercises and applications.

27

28

The Following Year 1 Courses Are NotIncluded in the Core Curriculum

Tuition and Are Charged Separately.Please See the Catalog Addendum for Further Details.

Anatomy and Physiology Year 1 Course Description

Course Title: Anatomy and Physiology I Course No: AP 151Semester Credit Hours: 5 Hours Prerequisite: None

This foundational Anatomy and Physiology course provides first-year students with an essential understanding of the structure andfunction of the human body. Each system of the body is reviewed in terms of its overall structure and function; the relationship ofthe HECS and its physical manifestation; hands-on healing techniques; utilization of HSP in assessing structure and function; andexperiential exercises integrating HS skills, PD skills and the development of HSP.

Composition Year 1 Course Description

Course Title: Composition I Course No: EN 171Semester Credit Hours: 3 Hours Prerequisite: None

This is the basic writing course, designed to improve writing skills. The student writes essays wherein organization and proper usageis stressed. The student will also write a research paper in which appropriate format usage is stressed.

Required for degree-seeking students. Optional for diploma students.

Strategies for Success Year 1 Course Description

Course Title: Strategies for Success Course No: PS 181Semester Credit Hours: 3 Hours Prerequisite: None

This course is designed to enhance the school learning experience and prepare students for personal and professional success.Concepts presented include managing change, setting and achieving goals, and thinking in ways that create success. Time management,study skills and library research are also discussed.



Brennan Healing Science:Theory & Skills II

Psych-Spiritual Development II

Creative Arts II

Professional Practice II

Integrative Care II

Integrative DistanceLearning Modules II

Anatomy and Physiology I(Required for diploma students.)

Anatomy and Physiology II(Required for degree-seeking students.Optional for diploma students who have completed A&P I.)


“Humanities I”“College Algebra I”“Psychology I”

V I E W I N G L I F E ’ S J O Y S A N D C H A L L E N G E S I N A N E W , M O R E L O V I N G W A Y .A N D B R I N G I N G Y O U C L O S E R T O T H E O N E S Y O U L O V E .

©H

emer

a T

echn

olog

ies

Year 2Courses“Journey ofRelationship Healing”

32

Jonathan BessoneYear 2 Dean

30


Course Title: Brennan Healing Science: Theory & Skills II Course No: BH 201Semester Credit Hours: 5 Hours Prerequisite: BH 101

In Year 2, students deepen the experience of the previous year by learning how to transform their relationships. From this perspective,students learn Brennan Healing Science theory, skills, techniques and exercises related to healing on the 4th level of the HumanEnergy-Consciousness System—the level of I-thou relationships.

Classes include:

• The Physics of the Fourth Level • Astral Beings and Objects

• Time Capsule Healing • Creation of Thought Forms

• Creation of the Astral World • Clinical Brennan Work

• Healing on the 4th Level of the Human Energy Field • Energy Consciousness Belief System Territories

• Tracking the Human Energy-Consciousness System and • Astral Life and the Dying ProcessHealing Responses

Psych-Spiritual Development Year 2 Course Descriptions

Course Title: Psych-Spiritual Development II Course No: PD 211Semester Credit Hours: 4 Hours Prerequisite: PD 111

The foundation of characterology presents the framework for students to investigate the question “Who am I?” in relationship to others.In addition, students begin to study early childhood development in relationship to the Human Energy Field. Expanded states ofconsciousness lectures and spiritual teachings are continued, specific to this year’s curriculum, as the spiritual framework for spiritualevolution. Students continue to explore their own personal relational issues through group process, and participate in the WholeSchool Healing Meditation.

Classes include:

• Characterology

• Group Process



• Early Childhood Experiences and Their Effect on the Human Energy Field


Course Title: Professional Practice II Course No: PP 221Semester Credit Hours: 1 Hour Prerequisite: PP 121

This year of the Professional Practice curriculum focuses on the relational aspects of a healing practice, exploring the ethics ofprofessional practice. Group supervision familiarizes students with the responsibilities of professional healership and places emphasison establishing and maintaining depth of contact in a therapeutic healing relationship.

Classes include:



• Student/Teacher Meetings


31

3032


Course Title: Creative Arts II Course No: CA 231Semester Credit Hours: 2 Hours Prerequisite: CA 131

As students develop their ability to surrender to the unknown, they learn to acquire a sense of the resonant spectrums of energyforce fields moving in waves, and they experience the wave as completed cycles of expansion and contraction. This learning facilitatesthe fourth level relational contact and learning time capsule healings.

Classes include:

• Art As Healing

• Synchronizing with Energy Flow

• Cellular Awareness




Course Title: Integrative Care II Course No: IC 241Semester Credit Hours: 2 Hours Prerequisite: IC 141

In supporting the theme of Year 2, this course will focus on thestudent’s relationship with others, learning the basics of being witha client as a healing professional. The skills of contact, listening,witnessing, asking and experiencing are utilized in teachingstudents the basics of physical assessment. Learning the languageof healthcare and medicine is part of the essential preparation forbeing in relationship with other members of a healthcare or healingteam.

Classes include:

• The Interview and Client Intake Process

• Comprehensive Assessment and Documentation

• Communication with Supportive, Integrative Language

• Being with Clients Who Are Ill

• Discerning Possible Life-Threatening Physiological Responses and Personal Process



Course Title: Integrative Distance Learning Modules II Course No: DL 291Semester Credit Hours: 6 Hours Prerequisite: DL 191

There is a series of 7 integrated modules that assist the student in deepening the theory and application of the second year of trainingin Brennan Healing Science. Each module weaves together the core Year 2 teachings of the five curriculum areas—Healing Science,Psych-Spiritual Development, Creative Arts, Professional Practice and Integrative Care. The integrated lessons guide the Year 2 studentthrough an in-depth investigation of theory, procedures, techniques, exercises and applications.

Anatomy and Physiology I for Diploma Students Course Description

Course Title: Anatomy and Physiology I Course No: AP 151Semester Credit Hours: 5 Hours Prerequisite: None

This foundational Anatomy and Physiology course provides diploma students with an essential understanding of the structure andfunction of the human body. Each system of the body is reviewed in terms of its overall structure and function; the relationshipof the HECS and its physical manifestation; hands-on healing techniques; utilization of HSP in assessing structure and function;and experiential exercises integrating HS skills, PD skills and the development of HSP. This course is not included in the core curriculum tuition and is charged separately. Diploma students who enter Year 2 without having taken A&P I are required to complete this course during Year 2.

33

34


Course Title: Anatomy and Physiology II Course No: AP 251Semester Credit Hours: 3 Hours Prerequisite: AP 151

(or equivalent)

This course builds upon basic anatomy and physiology with an emphasis upon the physiologic functioning of the body in healthand illness, including the study of how gradual pollution from the environment and what is taken into the body affect the immunesystem. Moving beyond structure and function, this course assists in developing the student’s High Sense Perception and exploresthe effects of relationships and supporting systems on physical health and recovery time from illness.

Adjunctive to the second year of the undergraduate curriculum, it also enhances the student’s ability to integrate the healing scienceskills with the functioning of the physical body, including how beliefs, thoughts and emotions can affect the body systems and physicalhealth. Characterology and the manifestation of dis-ease is explored, as well as specific dis-ease pathology, post-traumatic stress disorder,and psycho-neuro immunology.


Humanities I Year 2 Course Description

Course Title: Humanities I Course No: HU 261Semester Credit Hours: 3 Hours Prerequisite: None

This interdisciplinary course examines the many ways that human creativity manifests itself in the areas of the visual arts, literature,philosophy, history, music, architecture, and technology. In this course, students will gain a broad understanding of Western culturalhistory.


College Algebra I Year 2 Course Description

Course Title: College Algebra I Course No: MA 271Semester Credit Hours: 3 Hours Prerequisite: None

This course is the study of real numbers and variables. Topics studied include operations and expressions, first- and second-degreeequations, the Cartesian coordinate system, radicals, and exponents.


Psychology I Year 2 Course Description

Course Title: Psychology I Course No: PS 281Semester Credit Hours: 3 Hours Prerequisite: None

This course covers the fundamentals of human psychology. Using a critical-thinking approach to the study of human behavior, thiscourse examines and integrates the current leading perspectives on human thought and behavior and encourages their applicationto everyday living. Major units include: biological basis of behavior, sensation and perception, motivation, learning and memory,maturation and development, personality, psychological disorders, approaches to therapy, and social psychology.




Brennan Healing Science:Theory & Skills III

Psych-Spiritual Development III

Creative Arts III

Professional Practice III

Integrative Care III

Integrative DistanceLearning Modules III

Anatomy and Physiology III(Required for degree-seeking students.Optional for diploma students.)


“Ethics”“Advanced Composition”“Critical Thinking and Problem Solving”

Year 3Courses“Journey ofSpiritual Connection”

A U N I Q U E , O U T S TA N D I N G C R E AT I O N .EA C H O F U S , F R O M T H E M O M E N T W E ’R E B O R N , A N D E V E RY M O M E N T T H E R E A F T E R .


Course Title: Brennan Healing Science: Theory & Skills III Course No: BH 301Semester Credit Hours: 5 Hours Prerequisite: BH 201

Through lecture and demonstration, students develop a comprehensive understanding of the dynamics of the structured levels ofthe Human Energy-Consciousness System and the four dimensions of being. Exploring the healing theory and principles associatedwith the higher spiritual frequencies of divine energy provides students with an integrated understanding of Brennan HealingScience and the process of Psych-Spiritual Development.

Classes include:

• Basic Field Restructuring

• Restructuring Organs

• Restructuring Chakras

• Spiritual Surgery


• Tracking the Human Energy-Consciousness System and HSP

• Healing on Levels 5–7 of the Human Energy Field

36

Ann DionneYear 3 Dean


Course Title: Psych-Spiritual Development III Course No: PD 311Semester Credit Hours: 4 Hours Prerequisite: PD 211

Centered around the question “Who am I?” in relationship to the Divine, students explore the basic theoretical, energetic, psychologicaland spiritual components of various models, deepening the student’s understanding of the process of Psych-Spiritual Developmentthroughout the stages of life. Spiritual teachings provide a framework for the practical application of the principles taught, and studentshave the opportunity to directly experience the process of Psych-Spiritual Development through meditation and group process work.

Classes include:

• Group Process




Course Title: Professional Practice III Course No: PP 321Semester Credit Hours: 1 Hour Prerequisite: PP 221

The study of professional conduct is continued through self-study and observation of professional healers. Students learn to assumea professional role as a healer through the process of uncovering unconscious expectations and limiting belief systems. Studies alsoinclude the development of individual healing style and working with other healthcare professionals. Group supervision provides a format for students to study real-life situations, as they learn how their personal psychological processes affect the healer-clientrelationship.

Classes include:



• Observation of Case Presentation


37

38


Course Title: Creative Arts III Course No: CA 331Semester Credit Hours: 2 Hours Prerequisite: CA 231

Year 3 Creative Arts studies continue to explore the relationshipbetween healing and awakening the healer within. Using media ofmusic, movement, visual art and the spoken word, students uncoverimages and learn how to use this material to deepen their healership.Healing with sound and the healing powers of movement areemphasized.

Classes include:

• Art As Healing

• Sacred Space

• Cellular Awareness


• Experiencing the Body-Mind-Spirit Connection


Course Title: Integrative Care III Course No: IC 341Semester Credit Hours: 2 Hours Prerequisite: IC 241

In the third year of Integrative Care study, students focus their attention on learning how to work with clients who are experiencingdis-ease processes, and how to function within a hospital setting, with an emphasis on working with clients who are undergoingsurgery.

Classes include:

• Interfacing with Hospitals and Healthcare Systems

• Fundamentals of Working with Clients Who Are Experiencing Acute or Chronic Illness

• Protocols for Referrals

• Working with Clients Undergoing Surgery



Course Title: Integrative Distance Learning Modules III Course No: DL 391Semester Credit Hours: 6 Hours Prerequisite: DL 291

There is a series of 7 integrated modules that assist the Year 3 student in deepening the theory and application of the third year oftraining in Brennan Healing Science. Each module weaves together the core Year 3 teachings of the five curriculum areas—HealingScience, Psych-Spiritual Development, Creative Arts, Professional Practice and Integrative Care. The integrated lessons guide the Year 3 student through an in-depth investigation of theory, procedures, techniques, exercises and applications.

39

40


Course Title: Anatomy and Physiology III Course No: AP 351Semester Credit Hours: 3 Hours Prerequisite: AP 251

Students continue to learn about the energetic and physical manifestations in the healthy body as well as the changes that resultfrom common illness or pathophysiology. During this course of study, students learn to expand their High Sense Perception from a cellular to a holographic scope that includes the dis-ease history of the body’s organs. Health issues specific to men and womenare discussed, as well as the specifics of working with clients in various life stages. Year 3 of undergraduate study is supported,emphasizing the Healing Science skills of restructuring and 5th level work, as the students explore more fully the physiologicchanges that occur during dis-ease processes and healing.


Ethics Year 3 Course Description

Course Title: Ethics Course No: HU 361Semester Credit Hours: 3 Hours Prerequisite: None

This course exposes the student to both sides of past and present ethical dilemmas facing the world. Course content includes anoverview of individual ethical development, ethical issues in business today, the opportunity and conflict of ethical issues, an ethicaldecision-making framework, and the development of an effective ethics program.


Advanced Composition Year 3 Course Description

Course Title: Advanced Composition Course No: EN 371Semester Credit Hours: 3 Hours Prerequisite: EN 171

This course stresses essay writing and critical analysis. Students will write more complex essays with organization and proper usagecontinuing to be stressed. A research paper is required.


Critical Thinking and Problem Solving Year 3 Course Description

Course Title: Critical Thinking and Problem Solving Course No: HU 381Semester Credit Hours: 3 Hours Prerequisite: None

This course is designed to develop students’ basic skills of logical reasoning relative to problem solving and related argument analysis.Learning to provide evidence and well-reasoned support for asserted solutions and/or positions within frameworks of clarity, depth,precision, relevance, and fairness are central to the course.




37

Year 4Courses“Journey of Uncoveringthe Unique HealerWithin You”

Brennan Healing Science:Theory & Skills IV

Psych-Spiritual Development IV

Creative Arts IV

Professional Practice IV

Integrative Care IV

Integrative DistanceLearning Modules IV

Anatomy and Physiology IV(Required for degree-seeking students.Optional for diploma students.)


“Ecology”

“ I T I S N ’ T T H AT Y O U R E P R E S E N T T H E P R E S E N C E O F T H E D I V I N E .I T I S T H AT Y O U A R E T H E P R E S E N C E O F T H E D I V I N E .”

—S E E D S O F T H E S P I R I T , 2004

42


Course Title: Brennan Healing Science: Theory & Skills IV Course No: BH 401Semester Credit Hours: 4 Hours Prerequisite: BH 301

This course is a combination of lectures, demonstrations and experiential exercises related to Brennan Healing Science and healingtechniques that focus on intentionality, feeling and manifesting one’s life purpose, essence, and one’s unique expression of theDivine. Students learn to integrate the teachings of all four years of the school into working with a client through the four dimensionsof being, and bringing the full expression of themselves into their work.

Harouna SoumahYear 4 Dean

Classes include:

• Holding Hara

• Hara Healing

• Core Star Healing

• Long Distance and Nonlocal Healing


• Tracking the Human Energy-Consciousness Systemand HSP

• Healing on the Auric and Core Star Dimensions

35


Course Title: Psych-Spiritual Development IV Course No: PD 411Semester Credit Hours: 3 Hours Prerequisite: PD 311

Focused on the question “Who am I?” in relation to all of life, the Self, the Divine, life task and core essence, this course teaches students to embrace Psych-Spiritual Development as a way of life. Students learn to integrate and embody the principles and skillsof Psych-Spiritual Development. Spiritual teachings provide a framework for the practical application of the principles taught, andstudents have the opportunity to directly experience the process of Psych-Spiritual Development through meditation and group processwork.

Classes include:

• Group Process



• Case Integration


Course Title: Professional Practice IV Course No: PP 421Semester Credit Hours: 3 Hours Prerequisite: PD 321

This course focuses on the practicalities of establishing and maintaining a professional healing practice, including legal issues, malpracticeand general liability insurance, documentation and forms, fee setting, office environment, marketing, and the need for professionalsupervision. Client case presentations and group supervision provide the student with integrated learning around the healer-clientrelationship and the quality of healing techniques utilized.

Classes include:



• Case Presentation

• Case Debrief


4543

44


Course Title: Creative Arts IV Course No: CA 431Semester Credit Hours: 2 Hours Prerequisite: CA 331

Using a combination of lectures, guided visualizations and experiential formats, students develop an understanding of contact withthemselves and others with multidimensional awareness. They explore how artwork reveals unconscious material in need of integrationand focus on uncovering the expression of essence.

Classes include:

• Multidimensional Core Contact




Course Title: Integrative Care IV Course No: IC 441Semester Credit Hours: 2 Hours Prerequisite: IC 341

Students in the fourth year of Integrative Care study are taught basic skills to assist them in being with individuals who are acutelyand critically ill.

Classes include:

• Working with Clients Experiencing Shock and Trauma

• Crisis, the Critically Ill, and the Healer’s Role

• Being with Death and Dying

• Protocol for Working with Specific Diseases

• Identifying and Working with Clients with Serious Mental Illness


Year 4 Project Course Description

Course Title: Year 4 Project Course No: BH 481Semester Credit Hours: 4 Hours Prerequisite: None

Students integrate Brennan Work with their professional and personal interests. The project’s purpose is to clarify and focus the students’interest for future professional development and their contribution to society after graduation. Students are supervised by a Project Advisor.


Course Title: Integrative Distance Learning Modules IV Course No: DL 491Semester Credit Hours: 6 Hours Prerequisite: DL 391

There is a series of 7 integrated modules that assist the Year 4 student in deepening the theory and application of the fourth yearof training in Brennan Healing Science. Each module weaves together the core teachings of the five curriculum areas—HealingScience, Psych-Spiritual Development, Creative Arts, Professional Practice and Integrative Care. The integrated lessons guide the Year 4 student through an in-depth investigation of theory, procedures, techniques, exercises and applications.

45

46


Tuition and Are Charged Separately.

Please See the Catalog Addendum for Further Details.


Course Title: Anatomy and Physiology IV Course No: AP 451Semester Credit Hours: 3 Hours Prerequisite: AP 251

Students focus on the integration of their learning with the application of their skills in preparation for working with clients in a clinical setting as a Brennan Healing Science Practitioner. Through direct supervision, students are guided through comprehensivelearning and evaluation in clinical practice sessions, demonstrating the following: personal knowledge of the Healing Science,Psych-Spiritual Development, Professional Practice and Integrative Care skills through thorough client interviewing, intake, historytaking and assessment; accurate High Sense Perception; appropriate use of Brennan Healing Science hands-on healing techniques;session closure; and post-treatment recommendation. Classroom lecture time focuses on the further development of each student’sability to work deeply within the physical body at the cellular level with specificity in relationship to the disturbances in the related structure and function of the Human Energy-Consciousness System.

Required for degree-seeking students. Optional for diploma students. It is recommended, but not required, that students completeAnatomy and Physiology III prior to enrolling in this course.

Ecology Year 4 Course Description

Course Title: Ecology Course No: SC 461Semester Credit Hours: 3 Hours Prerequisite: None

This course is an introduction to environmental science that includes energy principles, relationships of organisms in ecosystems, andhuman impact.


AdmissionRequirements

DIPLOMA IN BRENNAN HEALING SCIENCE PROFESSIONAL STUDIES PROGRAM

Brennan Healing Science Professional Studies Year 1: Admission to Year 1 requires applicants to have a

high school or GED (General Educational Development) diploma—or international equivalent—and to complete all

application materials. Entrance exams or tests are not required. Applicants taking the GED test must submit a copy of their

GED. A copy of a college diploma or transcripts are acceptable in lieu of a high school or GED diploma. Applicants must

be 18 years of age.

Applicants who do not have a high school degree or higher must take the GED exam prior to admission into the School.

There are approximately 3,000 exam centers in the United States. For more information about the exam and the regional

testing center nearest you, call (800) 626-9433, or visit: www.acenet.edu/calec/ged/

International applicants without the equivalent of a high school degree may either provide evidence of having passed

an equivalent exam approved by the appropriate governmental agency of their country, or may take the International

GED exam. Exams are offered in almost every major city in the world. To learn more, visit

www.prometric.com, or e-mail Prometric directly at [email protected].

NOTE: Except for Anatomy and Physiology I and General Education courses, previous

education or training is not accepted as credit.

Brennan Healing Science Professional Studies Year 2: Admission to Year 2

requires applicants to complete and pass all Year 1 requirements.

Brennan Healing Science Professional Studies Year 3:Admission to Year 3 requires applicants to complete and pass all Year 2

requirements and to successfully complete the BBSH Anatomy and

Physiology I course or an approved A&P course from an accredited

college or university that offers degrees. Such course must be 80 hours

and include all body systems.

Brennan Healing Science Professional Studies Year 4:Admission to Year 4 requires applicants to complete and pass all Year 3

requirements.

BACHELOR OF SCIENCE IN BRENNAN HEALING SCIENCE

Applicants must be 18 years of age and have completion of high

school diploma, GED completion or international equivalent. All

applicants must complete an application and provide proof of

having met entry educational requirements.

47

48

HEALTH HISTORY REPORT (ALL APPLICANTS)All applicants must complete a physical and mental health history report. This report is found on your student application

form in the Catalog Addendum. Applicants experiencing a physical or mental condition which may be detrimental to the

applicant or the School will be reviewed by the Student Affairs Manager (and the Class Deans, as appropriate) prior to

admission. Upon review of all pertinent information, the School will make recommendations that support the applicant’s

well-being and health. The School reserves the right to deny admission and request that the applicant reapply at a time

when the applicant’s physical and mental health permit. An official physician or psychiatrist release form will be requested

from the applicant. The School does this without prejudice. Applicants who have been hospitalized for psychological

difficulties will be asked to wait five years after hospitalization to apply.

INTERNATIONAL APPLICANTS (ALL PROGRAMS)International applicants must present evidence of having received a U.S. high school diploma, or the equivalent thereof.

All transcripts of secondary and postsecondary work are to be sent to the Registrar with English translations attached to any

documents, transcripts or diplomas written in a foreign language.

ADMISSION PROCEDURES

Students seeking admission to one of the School’s programs complete an admissions application and submit copies of

all diplomas, GED exam results, and/or transcripts. Applications cannot be processed until all information and supporting

documents have been received. Undergraduate students may be admitted on a provisional basis with the consent of the

Class Dean and Department Heads. Provisionally admitted undergraduate students may complete no more than 30 credits

or one year of course work. If all admission requirements have not been met by this time, the student will be dropped from

the School.

STUDENTS WITH INTERRUPTIONS IN TRAINING OR TERMINATION

A student who experiences a break in enrollment, or who has been suspended or dismissed, must apply for readmission.

Readmission is not automatic because of enrollment limitations and changes in academic regulations. Questions concerning

readmission should be directed to the Registrar and/or Class Dean.

If a student is experiencing a physical or mental condition detrimental to the student or to the School, the Class Dean,

and Department Heads, in consultation with the Student Affairs Manager, will recommend appropriate action. The School

may request that a student be withdrawn officially, without prejudice or academic penalty. Readmission is contingent upon

review and recommendations by the Class Dean, Department Heads, and Student Affairs Manager, and upon receiving a

physician or psychiatrist release form.

1-Year Absence

Students who have been out of the program for one year may apply to the subsequent year of training.

2-Year Absence

Students who have been out of the program for two or more years and wish to reenroll in the program must be tested

to determine their current proficiency in Healing Science skills and in Psych-Spiritual Development skills. The student will

then be placed in the year with the skills proficiency level that is comparable to that of the returning student. Students may

be asked to repeat one, two, three, or four years of study in order to graduate from the program. In order to graduate, the

student must have successfully completed all required coursework.

Any student who has been out of the program for two or more years and is reapplying for admission must do the following:

1. Contact the BBSH Registrar to obtain a current copy of the Healing Science and Psych-Spiritual Development Skills

List from the last year completed.

2. Receive the Skills List, practice the skills, then make an appointment for a 3-hour skills evaluation assessment

session with a BBSH Teacher who has been approved to assess the proficiency levels for those skills. (Check with

the BBSH Registrar for Skills Evaluators available for this purpose.) The Skills Evaluator will evaluate the skills level

and refer his/her evaluation to the Deans for final determination.

3. The Skills List from the Registrar will also include Psych-Spiritual Development skills questions that must be

answered in writing (typewritten) and mailed to the Skills Evaluator one week before the scheduled in-person

evaluation appointment.

4. If, in the initial judgment of the Skills Evaluator, the student is able to pass the skills during the in-person

examination, the Skills Evaluator will schedule a time to teach and evaluate any new skills that the applicant missed

and needs to learn and pass before being admitted to the appropriate year of study.

5. The Skills Evaluator will complete the Skills Evaluation Form for both the Healing Science and Psych-Spiritual

Development skills and submit it to the BBSH Registrar for final evaluation, review, and decision of the Deans.

6. The BBSH Registrar will inform the student in writing of the outcome of his/her application.

A reapplication fee will apply to cover administration and Skills Evaluator costs. An additional hourly fee to teach new

skills and/or if further evaluation is necessary may also apply.

49

50

AdjunctiveRequirements

PERSONAL PROCESS REQUIREMENTSIn order to enhance the student’s personal development and to safeguard their emotional health throughout their training,

it is a School policy that Brennan Healing Science Professional Studies diploma students and Bachelor of Science in

Brennan Healing Science degree students have Personal Process sessions two times per month (for a total of 18 sessions

evenly spaced between September and the day before the last class in June). Sessions such as couples therapy, massage,

acupuncture and meditation do not fulfill this requirement.

Brennan Integration Work (BIW) meets the personal process requirement. BIW enhances a student’s personal process

with bodywork, energy work, and psycho-dynamic work. The Brennan Integration Practitioner (BIP) works in conjunction

with the student’s needs during each year of study. Each BIP is a skilled professional who has successfully completed

several years of advanced training at BBSH. All those qualified to offer BIW are listed in the most current edition of the

Directory of Brennan Integration Practitioners on the school website.

Students can also fulfill their Personal Process requirements by working with a therapist, or by combining their personal

support with both a therapist and a BIP. Students are permitted to do long-distance work with their BIP, although we highly

recommend that not all work be done long distance.

For students who choose to work with a therapist, the therapist must be a psychiatrist or someone who has a professional

degree, such as an M.S.W. or Ph.D. in clinical psychology or counseling psychology, or who is a graduate of an institution

such as The Core Energetics Institute or The Bioenergetic Institute.

(See the list of acceptable credentials on the next page.) It is the

student’s responsibility to ask the therapist if he/she possesses any of

the credentials listed. Students are not permitted to do long-distance

therapy with their therapists.

Personal Process must be kept up during the year to remain in the

Program. The School reserves the right to dismiss any student who

does not adhere to the Personal Process requirement. A total of at

least 18 sessions must be completed each school year in order to

register for the following year.

These sessions must be kept up with Resident Training classes as

follows:

6 sessions by Class 2+ 4 sessions by Class 3+ 8 sessions by Class 518 sessions total

Personal Process Guidelines1. At Class 1, students are given a form which

they must complete and sign verifying each

of their sessions. This form is required for

admittance to Resident Training Classes 2, 3

and 5. Students may begin fulfilling their

Personal Process requirement in September.

2. Students are responsible for getting

verification of their sessions from their

Personal Process provider. Students should

keep all verification on file so that it is

available in case it is requested by the

School.

3. A two-hour session only counts as one

session, because we believe students need

at least two sessions per month, regardless

of whether they are one or two hours

long. However, we understand that rare

circumstances may exist where exceptions

need to be made. Students must request

and state the reason for the exception at

least two weeks prior to the date when

one two-hour session is to be counted as

two sessions. All requests are to be mailed

or faxed to the Small Class Teachers.

Emergency requests are to be made as

soon as possible. Exceptions are granted

on a case-by-case basis according to the

true need of the student. Each case is to

be presented separately. Exceptions will

not be granted if the student waits until

the Personal Process requirements are due.

4. In order to keep therapeutic relationships

clear and supportive, students cannot be

engaged in a bartering, sexual or romantic

relationship with their Personal Process

provider. Therefore, no credit is given for

Personal Process requirements in these

situations.

5. All sessions must be individual and in

person with the exception of some

long-distance Brennan Integration Work.

Acceptable Credentials for Personal Process Requirement

BBSH• BIP Brennan Integration Practitioner

Counseling• LMHC Licensed Mental Health Counselor• LPC Licensed Professional Counselor• MAC Master of Arts in Counseling

Master of Arts in Counseling and Guidance• Ed.D. Doctor of Education (must specialize in counseling)

Marriage and Family Therapy/Counseling• MFT Marriage and Family Therapist• MMFC Master of Marriage and Family Counseling• LMFT Licensed Marriage and Family Therapist• LMFCC Licensed Marriage, Family and Child Counselor

Medical• MD Doctor of Medicine (Psychiatrist)• MSN Master of Science in Nursing (specializing in Psychiatry)• APRN Advanced Practice Registered Nurse (specializing in Psychiatry)• DNSc Doctor of Nursing Science (specializing in Psychiatry)

Pastoral• Member, AAPC American Association of Pastoral Counselors• STM Master of Sacred Theology (must be a member of AAPC)• D.Min. Doctor of Ministry (must be a member of AAPC)• Ph.D. Doctor of Philosophy (emphasis on Pastoral Counseling and

must be a member of AAPC)

Psychology• Ph.D. Doctor of Philosophy (in Psychology)• Psy.D. Doctor of Psychology• MA Master of Arts in Psychology• MS Master of Science in Psychology

Social Work• MSW Master of Social Work• MSSW Master of Science in Social Work• CSW Certified Social Worker• LCSW Licensed Clinical Social Worker• DSW Doctor of Social Work

OtherThe following practitioners must have completed entire programof study and be certified to practice the therapeutic modality:

• Jungian Therapist or Diplomat (Doctorate level)

• Core Energetic Therapist

• Bioenergetic Therapist

• Hakomi Therapist

• Pathwork® Helper

• Ridhwan Therapist

The following counselors must also hold one of the above degrees,Master’s level or higher, in addition to their counseling certificates:

• CAC Certified Alcohol Counselor• CADH Certified Alcohol and Drug Counselor• CCMHC Certified Clinical Mental Health Counselor

51

CompletionRequirements

3. Complete and pass all Integrative Distance LearningModules and any homework that may be assigned.All Distance Learning Modules (DLMs) must betypewritten, and students are required to meet alldeadlines.

4. Pass the Final Exam; passing grade is 70%.

5. Pass all Year 1 skills.

6. Students enrolled in the Bachelor of Science inBrennan Healing Science degree program must earn6 semester credits in General Education requirementsand complete 5 semester credits in Anatomy andPhysiology. (Brennan Healing Science ProfessionalStudies diploma students may complete the Anatomyand Physiology requirement in either Year 1 or Year 2.)

Year 1 students must fulfill the above requirementsto be eligible for application to Year 2.

YEAR 2

1. Attend the five Resident Training weeks. Students are expected to attend the full five weeks of ResidentTraining. In emergencies or special life events, suchas a wedding or college graduation, a student maybe absent. However, the student must not miss morethan two full class weeks during the four-year program,

and absolutely no more than one ResidentTraining class week within a year.

2. Complete a minimum of 18Personal Process sessions evenlyspaced between September andthe day before the last class inJune. (See Adjunctive Requirementson page 50.)

YEAR 1

1. Attend the five Resident Training weeks. Students areexpected to attend the full five weeks of ResidentTraining. In emergencies or special life events, suchas a wedding or college graduation, a student may beabsent. However, the student must not miss more thantwo full class weeks during the four-year program, andabsolutely no more than one Resident Training classweek within a year.

2. Complete a minimum of 18 Personal Process sessionsevenly spaced between September and the day beforethe last class in June. (See Adjunctive Requirementson page 50.)

52

3. Complete and pass all Integrative Distance LearningModules (DLMs) and any homework that may beassigned. All Distance Learning Modules must betypewritten, and students are required to meet alldeadlines.



6. Students enrolled in the Bachelor of Science inBrennan Healing Science degree program must earn9 semester credits in General Education requirementsand 3 semester hours in Anatomy and Physiology.

7. Brennan Healing Science Professional Studies diplomastudents must have completed 5 semester credits ofAnatomy and Physiology by the end of Year 2.


YEAR 3

1. Attend the five Resident Training weeks. Students are expected to attend the full five weeks of ResidentTraining. In emergencies or special life events, suchas a wedding or college graduation, a student may beabsent. However, the student must not miss more thantwo full class weeks during the four-year program,and absolutely no more than one Resident Trainingclass week within a year.


3. Complete and pass all Integrative Distance LearningModules and any homework that may be assigned.All Distance Learning Modules (DLMs) must betypewritten, and students are required to meet alldeadlines.





YEAR 4

1. Attend the five Resident Training weeks. Students are expected to attend the full five weeks of ResidentTraining. In emergencies or special life events, suchas a wedding or college graduation, a student maybe absent. However, the student must not missmore than two full class weeks during the four-yearprogram, and absolutely no more than one ResidentTraining class week within a year.


3. Complete and pass all Integrative Distance LearningModules (DLMs) and any homework that may beassigned. All Distance Learning Modules must betypewritten, and students are required to meet alldeadlines.



6. Pass the written and verbal Case Presentationrequirement. Students who do not pass Case whenthey present will be required to complete additionalwork, at the discretion and under the supervisionof the Case Leader and Class Dean, and will bereevaluated in subsequent classes. In some casesan additional Case fee may need to be assessed.

7. Pass the Year 4 Project requirement, meeting deadlinesas outlined in the Acceptance Packet.


Year 4 students must fulfill the above requirementsto be eligible for graduation.

GRADUATION

Graduating students participate in a graduation ceremonyin which they make a personal commitment to theirhealership. Graduates from the Brennan Healing ScienceProfessional Studies Years 1–4 program will receive adiploma from the Barbara Brennan School of Healing.Graduates of the Brennan Healing Science degreeprogram will be awarded a Bachelor of Science Degreefrom the Barbara Brennan School of Healing.

53

EvaluationProcedures

All faculty members have a deep commitment to

supporting the student’s Personal Process and holding the

required standards set by BBSH, so that the quality and

integrity of the healing work can be maintained. It is our

sincere desire and intention to provide all BBSH students

with timely and specific information about their progress,

so that all blocks to learning can be addressed with

support, compassion, and honor for the deep healing

and change students encounter in their work here.

The following evaluation/feedback system is in place to

keep students informed of their progress and any concerns

the faculty has of the student’s ability to complete the year,

move on to the next year, or graduate. It is the intention

of the faculty to provide continual updates to students

about the progress they are making throughout the

Program. We want every student to know exactly where

he/she stands, and we encourage any student who is

not certain to ask his/her Small Class Teacher. Students

also receive verbal feedback, suggestions, and evaluations

from their Small Class Teacher during each week of

Resident Training.

There are several ways a student will receive written

evaluation and feedback:

• Student Progress Report

• Student Letter Form

• Distance Learning Modules

• Final Exam

Student Progress Report

The student’s skills progress is recorded on a Student

Progress Report during the Resident Training session by

the Small Class Teacher with input from the student’s other

faculty members, such as Supervisors and the Class Dean.

This report tells students whether their performance of a

Healing Science, Psych-Spiritual Development or Creative

Arts skill, or Professional Practice or Integrative Care

requirement, is either Passing (P) or Not Passing (N).

The Student Progress Report also lists the class week in

which the student will be taught a skill and the class

week by which the student should have passed the skill.

Students must pass all the skills listed on their Student

Progress Report in order to progress to the next class year,

or to graduate.

54

Student Letter Form

At times, the faculty may need to communicate

their concerns to a student about his/her progress.

Such concerns may include the following:

1. The student is having difficulty passing a Healing

Science, Psych-Spiritual Development or Professional

Practice requirement.

2. The student is having difficulty or is unwilling to

engage in his/her personal process and take

self-responsibility for his/her actions and attitudes.

3. The student is experiencing physical or psychological

difficulties that significantly affect his/her ability to

perform the class work.

4. The student will not pass the current year of study

and will need to repeat the year.

5. The student will pass the current year of study but

with conditional requirements for the following year.

6. The student does not adhere to the School policies

and ethics, and/or is consistently violating class

requirements, procedures or ground rules.

This information is conveyed to the student either directly

on the Student Progress Report (may not pass/will not

pass), or by a Student Letter Form and a meeting with the

faculty clearly indicating both the issue and the severity

of the issue, and defining if the student is in jeopardy of

not moving on to the next class or not graduating. The form

will indicate if the student is to be placed on probation,

and the steps the student needs to take to be returned to

good standing.

Integrative Distance Learning Modules

Distance Learning Modules (DLMs) are graded on a

pass/fail basis. Small Class Teachers may write feedback

on each student’s lessons, helping them to go deeper

into their developing healership. Students are required to

complete all DLMs by the assigned due dates.

General Education Courses

Students receive feedback on their performance in

General Education online courses directly from their

instructor via e-mail and online postings. Students enrolled

in General Education courses take timed online exams.

Grades earned for General Education are posted online

and mailed directly to students at the end of each course.

General Education courses are graded on a 4.0 Grade

Point Average System.

Final Exam

Each year students take a comprehensive Final Exam

that evaluates knowledge in Healing Science,

Psych-Spiritual Development, Creative Arts,

Professional Practice, and Integrative

Care. The Final Exam is graded

on a pass/fail basis; a

passing grade is 70%.

Final Exams are

administered in

English and

Japanese only.

55

56

General Information

Tuition and CostsThe Barbara Brennan School of Healing reserves

the right to change programs, start dates, tuition, fees,

and/or to cancel programs. Any changes will be made

in accordance with the Commission for Independent

Education rules and regulations. Tuition and costs for

the current year are detailed in the Catalog Addendum.

Cancellation and Refund PolicyCancellation after attendance has begun, through 40%

completion of the program, will result in a pro rata refund

computed on the number of hours completed to the total

program hours. Cancellation after completing more than

40% of the program will result in no refund. The

cancellation and refund policy is also detailed in the

Catalog Addendum.

Grading SystemAll instruction, skill evaluations, and written assignments

and examinations are conducted in English. Student

progress is evaluated throughout the year. Grades are

assigned to students on either a letter grade or pass/fail

basis, depending on the program and course. Each

course’s grading system is clearly described in the course

syllabus and student workbook.

Transfer Credits and AccreditationUndergraduate students may transfer up to 30 semester

credits of general education requirements from institutions

accredited by an accrediting organization recognized by

the U.S. Department of Education.

The Barbara Brennan School of Healing is licensed

by the Florida Department of Education, Commission

for Independent Education to offer a Bachelor of Science

degree in Brennan Healing Science and diplomas in

Brennan Healing Science Professional Studies Years 1–4

and Brennan Healing Science Advanced Studies Years 1–3.

Presently, BBSH is not accredited. BBSH does not make

any claims regarding the transferability of credits to other

colleges or universities. Transferability of credits is

determined by the receiving institution and is based on a

variety of factors, including course content, accreditation

and licensure.

Credit by ExaminationStudents may, under certain circumstances, apply to

earn credit by examination. Applications for credit by

examination are reviewed by the Student Affairs Manager

who determines if the student is eligible to take a challenge

examination. Eligibility is based on evidence of relevant

education, training, and experience. Students who are

unsuccessful on a challenge examination will be required

to complete the corresponding course in order to be

awarded credit.

Semester Credit HoursAll coursework at the Barbara Brennan School of

Healing is measured in semester credit hours. One

semester credit hour is awarded for every 15 classroom

contact hours of lecture, 30 classroom contact hours

of laboratory instruction, or 45 contact hours of

internship/externship plus outside preparation or the

equivalent. Measurement in credit hours or the listing

of credits for courses is not intended to imply transferability

into college programs at other postsecondary institutions.

Transferability is at the discretion of the receiving

institution.

57

Course Numbering SystemBBSH does not participate in the Florida Statewide

Course Numbering System. All BBSH courses are identified

by prefixes and numbers. The course prefixes refer to the

subject matter area for a particular course. Prefixes used in

the BBSH course numbering system are:

BH Brennan Healing SciencePD Psych-Spiritual DevelopmentCA Creative ArtsPP Professional PracticeIC Integrative CareDL Integrative Distance LearningAP Anatomy and PhysiologyEN EnglishPS PsychologyMA MathematicsHU HumanitiesSC Science

Course numbers indicate the year during which studentsnormally take a course. These are:

100 Year 1 Courses200 Year 2 Courses300 Year 3 Courses400 Year 4 Courses500 Year 5 Courses600 Year 6 Courses700 Year 7 Courses

Interruptions in TrainingMake-Up WorkStudents are not admitted to Resident Training Classes

without completion of all assigned Integrative Distance

Learning Modules. Students who miss a week of Resident

Training must agree to and sign an Exceptions Form, which

stipulates how and when missed work is to be made up.

Healing Science and Psych-Spiritual Development Skills

missed during an absence may be made up at tutorials

offered during the subsequent Resident Training week.

TardinessAll students are provided a schedule of class meeting

times and are expected to arrive on time. Students who are

late for a Resident Training week will be marked absent for

those days missed.

Break in EnrollmentStudents who experience a break in enrollment, who

have been suspended, or have been dismissed must apply

for readmission. Readmission is not automatic because of

enrollment limitations and changes in academic regulations.

Students who wish to reenroll in the program must be

tested to determine their current skills proficiency for

program year placement. The School therefore places no

maximum time limit on a student’s break in enrollment. The

student will be placed in the program year with the skills

proficiency level that is comparable to that of the returning

student. See pages 48–49 for more details. Questions

concerning readmission should be directed to the Registrar

and/or Class Dean.

AbsencesStudents enrolled in the Brennan Healing Science

Professional Studies Years 1–4 and Bachelor of Science in

Brennan Healing Science programs are required to

complete a minimum of four entire Resident Training weeks

per year and may not miss more than two full weeks

during the four years. Students who are not able to attend a

Resident Training class are asked to notify their Class Dean,

Small Class Teacher and Buddy (see below) as soon as

possible before the beginning of class.

Students enrolled in A&P I, A&P II, A&P III and A&P IV

are expected to attend all scheduled class days. In emergencies,

illness, or special life events, a student may be absent for a

limited number of days with prior approval by the instructor.

Students enrolled in A&P I may be absent for no more than

2 days. Students enrolled in A&P II, A&P III or A&P IV may

be absent for no more than 1 day.

Buddy SystemStudents pick a Student Buddy on the first day of Resident

Training Class #1. They keep in touch with this person by

exchanging home addresses and phone numbers, and

check in with each other at the beginning of each Resident

Training session. If someone’s Buddy is not in class, we ask

the student to call that person, and also notify the Class Dean

or Small Class Teacher.

Advertisements/Bulletin BoardsThe student bulletin boards are exclusively for the purpose

of sharing information and networking within each class.

Posting information on another class’s bulletin board is

permitted with the approval of the Student Council.

58

Student Lifeand Services

Student CouncilsDuring the first Resident Training session of each year,

students elect a Student Council. Usually 3 to 5 representativesare chosen, although as few as one representative from eachsmall class may be elected. The Student Council then electsa President who communicates with the designated schoolrepresentative.

The Student Council usually meets at each Resident Trainingsession with the full class attendance to discuss importanttopics, and students use these meetings to share their needs,questions and concerns with fellow students.

Family DaysEach year during Class Week 4, BBSH invites families of our

students to visit us during Resident Training—and to learnfirsthand about school programs. Scheduled activities for bothadults and children are available during these fun-filled days!

Professional/Academic AdvisingProfessional and academic advising is provided to the

student by the Small Class Teacher and Class Dean. Smallclass size and low student-to-teacher ratio allow time for personal attention and interaction. In addition, Teachers haveweekly office hours when they are available by telephone.Professional and academic advising includes the following:

• Assisting students in clarifying, articulating and attainingacademic and life goals.

• Facilitating each student’s academic adjustment tothe School’s environment.

• Explaining and clarifying the School’s courses andgraduation requirements.

• Educating family members of students by providingon-site family visitation during one class each year.

• Serving as advocates and mediators for students.

When a student’s academic progress is below establishedstandards, a team conference is held with the student to outlinea course of action that best supports the student’s success.Team conferences are attended by faculty members who willbest support the student. In addition, each Year 4 student isassigned a Case Leader and a Project Advisor who supportsthe student’s emergence in becoming a Professional BrennanHealing Science Practitioner. A Year 4 Case and Projectfee will apply to cover administration and advisory costs.Please refer to the Catalog Addendum for details on this fee.

Counselor QualificationsThe Deans, Teachers and Project Advisors serve as academic

and professional counselors during the student’s education.The minimum education requirement for academic andprofessional counseling is six years of training at the School,which includes the four-year Brennan Healing Science programand the two-year Advanced Studies program. In addition, manyof our teaching staff, Directors and Deans possess otheracademic degrees, and have training in a variety of majors.(See Faculty Overview, pages 62–66.)

Placement Assistance

Placement assistance is provided to students throughProfessional Practice classes in all four years of undergraduatework. These classes are structured to assist the student insetting up their own healing practice or integrating their skillsinto their current profession. Topics may include: How to Starta Practice, Interfacing with the Medical Community, andHow and When to Make Referrals.

All graduates are assisted in setting up a healing practice.The BBSH International List of Graduates lists graduates of allBBSH degree and diploma programs, and has been provided inresponse to tens of thousands of inquiries regarding BrennanHealing Science Practitioners. The list is posted on the BBSHwebsite (www.barbarabrennan.com). It provides an effectiveway for potential clients to find a graduate healer.

BBSH International List of GraduatesBBSH has the sole discretion to include, or not include,

a graduate student’s name on its brochures, literature,advertisements, websites, and all other written or electronicmaterials that are published by BBSH. The inclusion of agraduate student’s name by BBSH, however, is not a guaranteethat the student has a right or interest in having his or hername remain on BBSH’s brochures, literature, advertisements,websites, or on any other written or electronic BBSH materials.BBSH will, at all times, have the discretion to withdraw agraduate student’s name from its written and electronic materials.

Student RecordsRecords of academic progress are permanently maintained

by the school, kept in a computer database at our administrativeoffices and backed up nightly to assure their integrity.In addition, hard copies of these records are kept on filein the school’s administrative offices. Records of academicprogress are also furnished to the student. (See page 54.)

HousingDuring Resident Training sessions, BBSH contracts with a

hotel for a block of rooms at a discounted rate. Students areresponsible for registering with the hotel and paying for theirroom and meal expenses. (See Resident Training Facilities,page 14.)

Library and Learning ResourcesTo meet students’ needs for specialized resources specific

to energy healing as well as for access to library resourcesduring breaks when they are taking online general educationcourses, the School offers the following services:

BBSH operates an on-site lending library for all studentsout of the BBSH Logistics office during each ResidentTraining week. All required textbooks and student workbooks for each class year are available for student lending. The BBSH Student Affairs manager is available during each class week to answer students’ questions regarding these resources.

The School has also entered into an agreement with theLibrary and Information Resources Network (LIRN). LIRN isa consortium of educational institutions that provides accessto multiple academic databases containing full-text articles.Upon registration, students are provided with an LIRN accesscode and detailed instructions for accessing LIRN resourcesand technical support. During each Resident Training week,support is also available at class to assist students in theirLIRN access and usage.

59

BBSHAlumni Program

Randall SegalBBSH Alumni Director

PurposeThe BBSH Alumni Program provides opportunities for

alumni to be in contact with each other and with theSchool, continuing their personal and professionaldevelopment.

In-School Alumni ActivitiesActivities for alumni are scheduled each Resident

Training week. Alumni are invited as honored guests toattend whole-school events. These include the Welcomeon Day 1, early morning movement, the Healing,Medicine, and Disease lecture series, meditations, CreativeArts performances, the morning all-school healing, andthe healing sessions which follow. Logistics permitting,there is also space for an alumni sharing group.

Alumni often reunite informally throughout the classweek to soak in the atmosphere of the School and relaxwith their families in the beautiful healing environment.For alumni, school weeks are opportunities for revitalization, healing, full expression, recognition andsupport as a professional healer, and reconnection withthe loving heart of the BBSH community.

Worldwide Alumni NetworkWhile some alumni groups meet and thrive at the

moment, the School’s intention is to help spread the network throughout the world, providing professionaland personal support to graduates. Alumni group activities focus on many areas, including career support,professional development, social support and recreation,community service projects, and promotion of energyhealing as a legitimate healthcare modality. Marketingthe professional practices of Brennan Healing SciencePractitioners and informing the community of the Schoolare important activities. Groups can also undertake such

60

programs as peer supervision and exchange healings,participate in health expos, and help sponsor Hands ofLight® workshops.

BBSH In TouchThe school newsletter unites us all in the BBSH

community—students, graduates, faculty, staff, friends,and family. BBSH In Touch presents up-to-dateinformation about School events, new programs, andadministrative activities. Each issue presents a variety ofinformation, including articles by faculty and alumni onvarious healing and self-transformation topics,professional announcements, and personal updates.

“We are a community of the sacred human heart , and together we embodya powerful unified f ie ld of loving presence in the world.”

Student Affairs ManagerThe Student Affairs Manager

holds the template of integrationfor the BBSH student, providingguidance and support in areassuch as school requirements,policies, and expectations. Thispivotal position is usually the firstpoint of contact for incomingstudents, assisting them acrosstheir four-year journey at BBSH.

As a skilled listener and acaring, proactive student advocate,the Student Affairs Manager is a

key member of the BBSH student support team, workingclosely with the School Dean and Class Deans.

School DeanThe School Dean holds the vision and overview of the

School. The School Dean is instrumental in maintaining thedirection and focus of an excellent integrated education inBrennan Healing Science. In this position as Steward, theSchool Dean holds a kind and loving consideration for allthose who come in contact with the School.

The School Dean acts as manager and liaison betweenthe governing body, faculty, students, general public, and theBBSH office.

Class DeansThe Class Dean is the one individual who is fully responsible

for his/her class year. The Class Dean is “there for the students,”concerned about their well-being, how they are doing in class,and how they are developing as spiritual beings.

A Class Dean holds an overview of the entire class and its curriculum, integrating the departmental teachingrequirements into the overall theme for the year’s work. ClassDeans are also responsible for the continuity, consistency andquality of the teaching. They direct and guide the team ofSmall Class Teachers—to create and maintain an environmentin which the vision for the School, the students, and theTeachers is upheld.

Small Class TeachersSmall Class Teachers (SCTs) are those individuals who have

been approved by BBSH to present course material and befully responsible for holding the energy of the smallclassroom—the student’s home away from home—managingthe learning process and assuring everyone’s safety. The SCT isresponsible for skills teaching, evaluation, and maintenance ofstudent records. He/she is there to support students at all times,and to lovingly guide the emergence of their healership.

Audiovisual & Logistics StaffThe logistics staff coordinates all logistics of every class

with the hotel, acting as liaison between the School and thehotel for all logistical and administrative communications. Theaudiovisual staff provides audiovisual technical assistance andoperates all sound and camera systems.

Denise MolloStudent Affairs Manager

Who to See forInformation and Support

61

62

Faculty OverviewOur faculty come from many professions, including business executives, artists, medical doctors, psychotherapists, and

other health-related professions. They are an incredible group of dedicated, highly skilled teachers and healers who lovingly

serve in offering students and BBSH their experience, wisdom, guidance and support.

The professional faculty members provide a powerful and safe environment in which healing can take place on the

physical, emotional, mental, and spiritual levels.

At the present time, there is no other person or institution authorized to teach Brennan Healing Science or the Barbara

Brennan School of Healing material in the United States.

The following is a listing of faculty as of January 1, 2018. Please note that faculty is subject to change. All of our Teachers

are graduates of the four-year BHS Program and the Advanced Studies Program.

BBSH School Dean, Class Deans, and Department Head

ANNE HOYE • B.S., M.T.BBSH SCHOOL DEAN

Teaching Experience: BBSH Teacher, 2000–06 and 2010–Present; BIP/Supervisor, 2001–Present.

Professional Experience: BBSH School Dean, 2016–Present; BBSH Year 4 Class Dean, 2012–2017;Bodywork/Healing Practice, 1988–Present; Inpatient Hospice work, Boston, MA, 1990–92; Chronic Pain &Stress Clinic, Boston, MA, 1989–90; Counselling at M.A.R.C.P. (Alcoholism Treatment Center), 1989–90;Mother Theresa’s missionary Sisters of Charity, Calcutta, India, working with the dying and handicappedchildren in orphanage; E.M.T. with Chaulk Ambulance Co., 1 year; R.N. Training, 2 years; N. Ireland

Women’s Coalition Political Party.

Education/Training: B.S. Brennan Healing Science, 2014; Brennan Healing Science Practitioner, 1998; BBSH Teacher TrainingProgram, 2000; BBSH Supervisor Training, 2002; Degree programme in Behavioral and Social Science, University of Ulster, N. Ireland,2001–Present; Center for Intentional Living, 1 year; Alcohol and Chemical Dependency Counselling, U. Mass Boston, 1989; Chronic Pain& Stress Treatment, Lemuel Shattuck Hospital, Boston, MA, 1988–89; Bancroft School of Massage Therapy, Worcester, MA, 1988; E.M.T.Leonard Morse Hospital, Natick, MA, 1985; 1st Degree Reiki, 1996; Shamanic Training; Order of Bards, Ovates, and Druids/Initiations;Rosecrucian Initiations/Study; Association for Research and Enlightenment study groups and travel, 20 years.

Certification: Massage Therapy issued by Board of Health, Natick, MA, 1988–Present.

Courses Taught: BH701, BH702

J. JORGE BARRIEU • B.A., J.D.YEAR 1 CLASS DEAN

Teaching Experience: BBSH Teacher, 2012–2014 and 2016–Present.

Professional Experience: BBSH Year 1 Class Dean, 2016–Present; Brennan Integration Practitioner,2009–Present; Founder, Sophianic Healing.

Education/Training: Brennan Healing Science Practitioner, 2000; BBSH Advanced Studies TeacherTraining Program, 2011; B.A. Biology, Yale University, 1986; J.D., New York University, 1989.

Courses Taught: BH101, PD111, PP121, CA131, IC141, DL191, BH701, BH702

JONATHAN BESSONE • B.S.YEAR 2 CLASS DEAN

Teaching Experience: BBSH Teacher, 2002–2010 and 2017–Present; Breathwork and Firewalk Workshops,1993–Present; Shamanic Journeying, 1995–Present.

Professional Experience: BBSH Year 2 Class Dean, 2017–Present; Founder, Embodied Awakening,2014–Present; Faculty Member, Lionheart Institute of Transpersonal Energy Healing, 2014–Present; FacultyMember, New Zealand College of Holistic Studies, 2014–17; Nationally Certified Massage Therapist, 1995–Present; Shamanic Practitioner, 1993–Present; Transformational Therapist, 1994–Present.

Education/Training: B.S., Brennan Healing Science, 2007; Apprenticeship in Breathwork and Firewalking, 1991–1995; Apprenticeship inShamanic Healing and Journeying, 1993; Heartwood Institute, Transformational Therapist, Holistic Health Practitioner and MassageTherapist Programs, 1994–1995.

Certification: Certified Shamanic Practitioner, 1993; Certified Transformational Therapist, 1994; Certified Massage Therapist, 1995; CertifiedHolistic Health Practitioner, 1995; Brennan Healing Science Practitioner, 2000; BIP/STP, 2002.

Courses Taught: BH201, PD211, PP221, CA231, IC241, DL291, BH701, BH702

ANN DIONNE • L.M.T.YEAR 3 CLASS DEAN

Teaching Experience: BBSH Teacher, 2000–03 and 2016–Present.

Professional Experience: BBSH Year 3 Class Dean, 2016–Present; Private healing practice since 1998; Assistantchef; Wedding coordinator.

Education/Training: Brennan Healing Science Practitioner, 1998; BBSH Teacher Training Program, 2000; Centerfor Intentional Living; Awakening Your Light Body; St. Louis University.

Licenses: Licensed Massage Therapist.

Courses Taught: BH301, PD311, PP321, CA331, IC341, AP351, DL391, BH701, BH702

HAROUNA SOUMAH • B.S., M.S., L.M.H.C., L.M.F.T., N.C.C.YEAR 4 CLASS DEAN

Teaching Experience: BBSH Teacher, 2005–06 and 2014–Present; Martial Arts Instructor, Anne ArundelCommunity College (1993–2002), Naval Academy Primary School (1993–96), Harouna Soumah’s Martial ArtsAcademy (1998–2001); Qigong/Tai Chi Instructor.

Professional Experience: BBSH Year 4 Class Dean, 2017–Present; Founder, Transformational Wellness Center,2010–Present; Owner/President, Harouna Soumah’s Martial Arts Academy, 1998–2001; Owner, S&S FamilyEnterprises LLC.

Education/Training: B.S., Psychology; M.S. Mental Health Counseling/Marriage and Family Therapy, Barry University, 2012; BrennanHealing Science Practitioner, 2002; BBSH Advanced Studies in Education, 2005; BBSH BIP/STP Program, 2006; NLP Master Practitioner;Gestalt Therapy Training; Reiki and Seichim Master.

Certification: National Certified Counselor, 2012

Licenses: Licensed Mental Health Counselor, 2014; Licensed Marriage and Family Therapist, 2014.

Courses Taught: BH401, PD411, PP421, CA431, IC441, BH481, DL491

63

64

JOY ADLER • A.S.ADVANCED STUDIES DEPARTMENT HEAD

Teaching Experience: BBSH Teacher, 2000–04 and 2016–Present: Creative Arts Co-Department Head, 2003–04,Lead Instructor, Teacher Trainer of Wellness and Emotional Growth Program, Graduate Group Facilitator,2004–Present. Former Founder and Director of the Healing Power of Music Program; Continuing EducationProvider, Psychology of the Body, 2006–Present.

Professional Experience: Advanced Studies Department Head, 2016–Present; Lead Instructor, Wellness andEmotional Growth Program, Mentor of Wellness Teaching Team, Student, Faculty, Administrative Advisor and

Graduate Group Facilitator, 2004–Present. Former Television Host and Writer for weekly program on Alternative Healing; Former weeklyTelevision Host Alternative News; Former Radio TalkShow Host for program on Metaphysical topics called Open Mind; 25 years PrivateHealing, Hypnotherapy, and Holistic Counseling practice; 35 years Professional Singer; 5 CDs of original songs, and touring artist.

Education/Training: Brennan Healing Science Practitioner, 1998; BBSH Teacher Training Program; 2000; A.S. Mass Media Communications,Sage College, Albany, NY, 1984; Early Childhood Development, Center for Intentional Living; Swedish Massage, 1995; Meditation and yogatraining with Yogi Shanti Desai, 1993–95; Hypnotherapy Certification 1994; Ceremonial Elders Training, 1998; Sound Healing training withDon Campbell, 1997; Hellinger Family Constellation, 2007; D.Min., Former Moriah Institute, 2008; NY Open Center Sound & Music School,2008; Yoga teacher training, 2014; Ayurveda Nutritional Counseling, 2013.

Certifications: Yoga Teacher, 300 Hour training, 2013–14, Ayurvedic Nutritional Counselor, American Association of Drugless Practitioners,2012–13, Hypnotherapist, 1994, AMBP Massage Therapy, 1999.

Courses Taught: BH501, PD511, PD512, PP521, CA531, IC541, DL591, BH601, PD611, PD612, PP621, CA631, IC641, DL691

BBSH Faculty

TANIA BUCHANAN BOYD • B.S., L.M.T

Teaching Experience: BBSH Small Class Teacher, 2016–Present.

Professional Experience: Brennan Integration Practitioner, 2015–Present; Brennan Healing Science/HolisticPractitioner, Divine Matrix Healings, 2006–Present; Massage Therapist, Massage Envy & Red Door, 2010–11;Manager & Activity Coordinator, Alzheimer’s Unit, Sterling of Aventura, 2008–09.

Education/Training: Brennan Healing Science Practitioner, 2006; BBSH Advanced Studies in BrennanIntegration Work, 2015, BBSH Advanced Studies Teacher Training Program, 2016; B.A., Psychology, Universityof North Florida, 1999; Massage Therapist, Educating Hands School of Massage, 2009; Body Talk Access

Practitioner, 2014; Emotional Freedom Technique, 2014; Family Constellation Facilitator and Practitioner, The Constellation Approach, 2015;CranioSacral Therapy I, Upledger Institute, 2015; Continuum Movement Training Program, 2015–Present.

Licenses: Licensed Massage Therapist, Florida.

Courses Taught: BH301, PD311, PP321, CA331, IC341, DL391

MANEL CASANOVA RUTLLANT

Teaching Experience: BBSH Teacher, 2017–Present.

Professional Experience: Brennan Integration Practitioner, 2016–Present; Owner, Manel Casanova Healing,2015–Present.

Education/Training: Brennan Healing Science Practitioner, 2011; BBSH Advanced Studies in BrennanIntegration Work, 2016, BBSH Advanced Studies Teacher Training Program, 2017; Constellation Works, 2012.


CHRISTINE DONOHUE • B.S., M.A., L.M.F.T.

Teaching Experience: BBSH Teacher, 2000–03 and 2016–Present; Environmental Educator: led workshops inInternational Environmental Studies for undergraduate students, Acid Rain Awareness for young women,Recycling and Source Reduction for Businesses, Vermont; Group facilitator and staff trainer of sexualharassment education in rural schools, Vermont.

Professional Experience: Brennan Integration Practitioner, 2016–Present; Brennan Healing Science Practitioner,private practice, 1998–Present; Co-Director and Fiscal Director for Woman Centered, three years; Organicvegetable farm assistant and manager, five seasons; Environmental Educator; Vermont Household HazardousWaste Program Coordinator for Vermont Department of Environmental Conservation.

Education/Training: Brennan Healing Science Practitioner, 1998; BBSH Teacher Training Program, 2000; B.S. Environmental Science, Universityof Vermont, 1989; Graduate, Center for Intentional Living, 2001; M.A. Somatic Counseling Psychology, California Institute of Integral Studies,2006; Somatic Experiencing Practitioner, 2015; School for Field Studies Semester Abroad, Rain Forest Ecology Studies, Queensland, Australia.

Licenses: Licensed Marriage & Family Therapist, California.


LYNN LANDIS • B.A.

Teaching Experience: BBSH Teacher, 2014–Present.

Professional Experience: Private practice since 2013; Manager/Producer of theater in New York City for 20years.

Education/Training: B.A. Humanities, University of Louisville, 1975; Brennan Healing Science Practitioner, 2011;BBSH Advanced Studies in Brennan Integration Work, 2013; BBSH Advanced Studies Teacher Training Program,2014; Developmental Somatic Psychology, 2015.


RANDALL SEGAL • B.S.

Teaching Experience: BBSH Teacher, 2016–Present; Substitute Teacher, Lower Cape May (N.J.) RegionalSchool District, 2015–Present.

Professional Experience: Private healing practice, 2013–Present; 30 years of Hospitality Management andCustomer Service training.

Education/Training: B.S., Brennan Healing Science, 2012; BBSH Advanced Studies in Brennan IntegrationWork, 2015; BBSH Advanced Studies Teacher Training Program, 2016; A.S. Specialized Business, PhiladelphiaRestaurant School; Reiki I & II.


SAUNDRA STEPHEN • B.A., Hd.ED, M.A., MSc., Ph.D.

Teaching Experience: BBSH Teacher, 1999–2003 and 2016–Present; Senior Teacher, “Walking the Shaman’sPath” Transformational Programs, Germany, France & England, 2010–15; College Lecturer, EnvironmentalScience, English Literature and Composition; High School Teacher, Art, English and Geography; Teacher,Iyengar and Vinyasa Yoga; Pilates teacher, Ski and Kayak instructor.

Professional Experience: Professional Energy Healing and Therapy practice, 1996–Present; SomaticExperiencing Trauma Practitioner, 2015–Present; Director, “Dancing Souls Tours” sacred holidays, journeys andretreats, 2016–Present.

Education/Training: Brennan Healing Science Practitioner, 1997; BBSH Teacher Training Program, 1999; BBSH BIP/STP Program, 2001;B.A., English, Geography and Philosophy; H.Dip.Ed., post-graduate degree in Education; M.A. Communications, Goddard College, 1981;M.Sc. Complementary, Psychosocial and Integrated Health Sciences, Inter-Univ College, Graz, Austria, 2012; Ph.D. Health Sciences, Inter-Univ College, 2016; Graduate, School for Enlightenment and Healing, 1997; Early Childhood Development, Center for Intentional Living;Film Production, The Moving Image Laboratory, Anthropology Film Center, Santa Fe, New Mexico; Council of Elders Shamanic Training;Grof Transpersonal Training; Organic Intelligence Trauma Training; Therapeutic Mindfulness, Institute of Integrative Counseling andPsychotherapy; CranioSacral Therapy, Upledger Institute; Continuum with Emily Conrad; Somatic Experiencing Professional Training,Ireland SE.

Certifications: Teaching Certification H.Dip.Ed., University College, Dublin; Therapeutic Use of Mindfulness, IICP; Board RegisteredHypnotherapist; Somatic Experiencing Practitioner, SETI, EASE, Ireland SE; Iyengar Yoga, Vinyasa Yoga, and Pilates Teaching Certifications.

Courses Taught: BH201, PD211, PP221, CA231, IC241, DL291, AP451

65

66

EDWARD THRALL • B.S.

Teaching Experience: BBSH Teacher, 2006–09, 2010–16, and 2017–Present.

Professional Experience: Owner and operator, multiple line insurance company, State Farm Insurance, 23 years.

Education/Training: Brennan Healing Science Practitioner, 2003; BBSH Advanced Studies in Education, 2006;B.S., Business Administration, Florida International University.

Certification: Certified Trainer and Facilitator in Transformational Breath Work.

Licenses: State of Florida 220, 216, and 218 insurance licenses.


LISA VANOSTRAND • B.B.A., M.B.A, L.Ac.

Teaching Experience: BBSH Teacher, 1997–2007 and 2016–Present; Meditation, yoga and wellness seminars.

Professional Experience: BBSH Controller, 2017–Present; BBSH Anatomy & Physiology Program Head,2016–Present; BBSH Dean of Advanced Studies, 2001–07; BBSH Awakening Department Head, 2000–01; PrivateHealing and Supervision Practice; Corporate Health and Wellness Counselor; Yoga Teacher; Business Consultant.

Education/Training: Brennan Healing Science Practitioner, 1995; BBSH Teacher Training Program, 1997; Masterof Business Administration, 1979; Bachelor of Business Administration, 1977; 4 years in Syda Yoga Ashrams, inNY State and India and 2 world tours; A.H. Almaas Diamond Heart; 50/50 Pathwork.

Certification: Medical Qigong Therapist; Doctorate in Medical Qigong, 2003; Certified Core Energetics Therapist, 1997; IntegrativeKabbalistic Healer from Society of Souls; Deep Tissue Massage from Lung Tu Institute; Yoga teacher from Jivamukti Yoga Center.

Licenses: Licensed Acupuncturist, Florida.

Course Taught: AP151

CATHERINE WRIGHT • B.S., D.C.

Teaching Experience: BBSH Teacher, 2013–15 and 2016–Present; BBSH International Advisor, 2004–06.

Professional Experience: Private practice as a Doctor of Chiropractic.

Education/Training: B.S. Human Kinetics, Guelph University, 1980; Doctor of Chiropractic, Canadian MemorialChiropractic College, 1985; Brennan Healing Science Practitioner, 2000; BBSH Advanced Studies in EducationProgram, 2004; BBSH BIP/STP Program, 2005.

Certification: D.C. (Doctor of Chiropractic).


International Advisors

RODOLFO FÉLIX • M.D. • Mexico

Company: Axcel

Professional Experience: Doctor, Healer & Therapist, El Trabajo del Alma, 2003–Present; Brennan IntegrationPractitioner, 2009–Present.

Education/Training: BBSH Brennan Healing Science Practitioner Training Program, 2007; BBSH AdvancedStudies in Brennan Integration Work Program, 2009; BBSH Advanced Studies Teacher Training Program, 2010;Doctor of Medicine (M.D.), Universidade La Salle México, 1997–2002.

JÓHANNA JÓNASDÓTTIR • B.F.A. • Iceland

Company: Ljosgyðja ehf.

Professional Experience: Private Healing Practice, 2013–Present; Brennan Integration Practitioner, 2015–Present; Creator & Supervisor of Courses/Dance Teacher, Bellydance House, Reykjavík, 2004–09; JóhannaTryggvadóttir Bjarnason Wholesale, Reykjavík, 1999–2009; Freelance Actress, Iceland, 1998–2007.

Education/Training: BBSH Brennan Healing Science Practitioner Training Program, 2013; BBSH AdvancedStudies in Brennan Integration Work Program, 2015; BBSH Advanced Studies Teacher Training Program, 2017;B.F.A. in Acting, School of Fine Arts, Boston University, 1990; Commercial College of Iceland, 1980–84.

School Standardsand Policies

Brennan Work requires a serious commitment on the

part of the student to loving self-responsibility. Students

of the School are asked to conduct their personal lives in

and out of class with a high degree of personal integrity.

Healership requires adherence to the highest standards

of personal excellence. It is essential to live what we

profess.

To maintain Love, Truth and Wisdom throughout the

program, a code of ethics is set not only for Teachers, but

also for students.

Please read the following Standards and Policies

carefully. It is important that you fully understand the

high standards of the School and the ethical behavior

that will be required of you as a healer.

SCHOOL STANDARDS

Dismissal or Suspension from School

The School reserves the absolute right to dismiss or

suspend any student at its sole discretion when such

action is deemed to be in the best interests of the School

or its students, or in any one of the following situations:

1. The student fails to adhere to any school policy.

2. The student engages in physical violence directed

towards another person.

3. The student’s physical, mental or emotional health is

such that the School—in carrying out its responsibility

to other students, members of the faculty and staff,

or the public to be served by the students upon

completion of the Program—determines that the

student should be dismissed or suspended for a

period of time selected by the School.

4. Such action is deemed by the School to be in the

best interests of the School and its students.

If a student is suspended, the School will set forth

in writing the conditions of his/her return, as well as

the length of the suspension. The student must provide

documentation that all conditions have been fulfilled

prior to being allowed to return to school.

If a student is dismissed, he/she may reapply for

admission. Readmission will be considered if the student

is able to demonstrate compliance with the School’s

recommendations set forth when dismissal or suspension

occurred.

Tuition refunds will be based on the refund policy set

forth in the Enrollment Agreement.

The Spectrum of Confidentiality

There is a wide spectrum of confidential/not confidential

behavior. At the least confidential end of the spectrum is

gossip, saying anything about anyone at any time. At the

most confidential end is never talking about others but

speaking only about yourself and your own experience.

There are times when it is useful to discuss others.

It is useful and necessary for Teachers to discuss the

progress of their students with each other regularly,

and this discussion may include any aspect of the class

activity, including supervision groups. It will be useful

for you to discuss your client cases (with your client’s

permission) with your class Supervisor.

However, it is not usually necessary or constructive

to talk about people. What is valuable in conversations is

talking about your experience, not always telling stories

about others. It is important that we always look at our

own intention when we discuss others. Ask yourself:

“Why am I saying this about this person? Does my

talking about them contribute to their and my own

well-being?”

In class situations, as with clients, the more the

students (clients) and their actions are held to be

confidential, the more safety they have to fully express

67

68

their personal process and the parts of themselves they

have been reluctant to reveal. We encourage students to

practice a high level of confidentiality now so that they are

fully prepared to create a safe, secure environment for

their own clients when they begin their healing

practices. Please observe the following standards of

confidentiality. A high level of confidentiality is essential.

1. During class weeks, do not talk about other people

and their process. If you wish, share your personal

experiences, but you must be very careful not to bring

gossip into your sharing. This means not talking about

other students, their process, what they said or what they

did. If it serves no purpose in your learning or in

another’s process, then it should not be talked about.

Give your fellow students the freedom to fully experience

their own process without outside comment, judgment,

or intervention.

2. Nothing of a personal nature about another student’s

participation inside of class should ever be talked about

outside of the classroom. The names of all participants

in these classes are confidential as well as their words

and actions. Of course, you can talk about the types

of things that are learned. We encourage you to talk

about the things you study and do in the learning process.

You can cover the full spectrum of activities, but be sure

not to compromise anyone’s privacy.

3. Be careful about misrepresenting the class work to

those outside of class. Many people do not understand

how and what we study and can be threatened,

confused, or fearful about our work. Be sure that you

are communicating with them in a way that contributes

to their own sense of well-being and also honors the

healing profession.

4. Mailing lists are also confidential. Please do not use

any mailing list of the students in your class or any

other class to create networks. If you wish to make a

mailing list on your own, write the purpose of the mailing

list, including exactly what the names will be used for, on

a blank piece of paper and ask people to personally sign

the list giving you their addresses.

5. The complete confidentiality of private healings, private

supervision, Brennan Integration Work sessions, and

private group supervision given outside of the class

meetings will be honored by those practitioners who also

teach at the School.

SCHOOL POLICIES

Formal school policies are presented in a format

indicating the subject of the policy, the group of

individuals to whom the policy applies, and, in the case

of newer policies, the date the policy becomes effective.

A brief discussion of the purpose of the policy is included.

The consequence of not following the policy is clearly

indicated and will be adhered to.

School policies are subject to change. Students are

notified of changes in existing policies at least 30 days

before the effective date of the policy. Since new policies

are made in response to an immediate need, there may

not be time to notify students about a new policy before

it goes into effect. However, students are notified of new

policies as soon as possible.

69

POLICY: PROGRAM STANDARDS AND ETHICSFOR: BBSH Students (Degree and Diploma Year 1– 4 Students and AS 1– 3 Students)

and TeachersDATE: 1992 (Revised 1/96; 4/03; 12/08)

OVERVIEWThe Brennan Healing Science programs require a serious commitment on the part of participants to loving self-responsibility. All areasked to conduct their personal lives, in and out of class, with a high degree of personal integrity. Healership requires adherenceto the highest standards of personal excellence. It is essential to live what we profess. To maintain Love, Truth, and Wisdomthroughout the program, a code of ethics is set for Teachers and students.

Therefore, all participants in the Barbara Brennan School of Healing are required to adhere to the following standards of behaviorand ethics:

1. An acceptance of the idea that you create your own experience of reality and that you are responsible for it.

2. An awareness that you are sharing an existence with others who are experiencing their journeys in their own ways.

3. A commitment to participate with others, in all interactions, in a way which contributes to their well-being.

4. A commitment to use psychic energy only in ways which will contribute to the health and well-being of others, will be ofservice to humanity and the healing of the planet, and will not be for negative intent.

5. An agreement to take no psychotropic medications, seizure disorder medications, or prescription sedatives at any time duringyour participation in this program unless as prescribed by a physician for a particular physical condition. If your physicianprescribes any of these medications you must immediately inform your Small Class Teacher in writing via e-mail or othermeans.

6. An agreement not to take consciousness-altering substances of any kind during the years of attending BBSH.

7. An agreement to take no alcohol during the five (or six) days Resident Training classes meet.

8. An agreement not to misrepresent your personal history on the Confidential Student Profile or any information on any Schooldocument.

9. An agreement to maintain confidentiality with respect to students and faculty of the School and all clients.

10. An agreement to keep financial commitments to the School.

11. An agreement to complete and hand in homework and Distance Learning Modules on time.

12. An agreement to immediately advise your Small Class Teacher in writing via e-mail or other means of any physical or mentalhealth challenges you are experiencing.

13. An agreement to honor the leadership of others and to practice meticulous honesty with the Self, discovering the Divine Truth within and following the Divine Will within.

14. A commitment to inform the School faculty of any difficulty you encounter in maintaining these standards throughout theterm of all Programs.

15. An agreement to be familiar with and adhere to all School policies, procedures, and requirements.

16. An agreement to abide by the Principles of Practice for Brennan Healing Science Practitioners as set forth in this catalog.

POLICY: PSYCHOTROPIC MEDICATIONS, SEIZURE DISORDER MEDICATIONS, PRESCRIPTIONSEDATIVES/HOSPITALIZATION FOR MENTAL OR EMOTIONAL DISORDERS

FOR: BBSH Students and TeachersDATE: June 1995 (Revised 8/96)

No individual can be a student or Teacher of the Barbara Brennan School of Healing if he/she is or has been taking psychotropicmedications, seizure disorder medications, or prescription sedatives during the school year or within proscribed periods prior tothe school year. This includes psychotropic medications, seizure disorder medications, and sedatives prescribed to treat a mentalor emotional disorder. Psychotropic medication includes anti-anxiety agents, anti-manic agents, anti-depressants, psychostimulants,anti-panic medication, and anti-psychotics.

70

In the case of psychotropics classified as anti-psychotic, the proscribed period shall be two years.

In the case of other psychotropics, seizure disorder medications, and prescription sedatives, the proscribed period shall be sixmonths.

If the medication was prescribed solely for a physical condition and not for any type of mental or emotional condition, theprospective or current student or Teacher must submit a physician’s statement, using the School Medical Release Form #16, attestingto this fact.

In addition, no individual who has been hospitalized for a mental or emotional disorder within the past five years will be admittedinto the Program or permitted to continue in the Program.

DISCUSSIONIndividuals who participate in BBSH programs may encounter situations that initiate deep personal process. Frequently, an individualwho is on these types of medications or has been hospitalized for the above reasons cannot tolerate stressful emotional situations.He/she must postpone enrollment in the School or, in the case of active students, withdraw from the School. A student can reapplyto the School after he/she has been medication-free and/or not hospitalized for the appropriate period and he/she feels thathe/she can comfortably engage in deep self-exploration.

POLICY: SCHOOL ENVIRONMENT FOR: BBSH Students, Teachers and Staff MembersDATE: August 1998 (Revised 1/02; 4/03)

BBSH endeavors to enhance and foster increasing sensitivity to the creation of a study and learning environment between andamong students, Teachers and staff members that is respectful and honoring of individual rights and freedom and that providesa collegial environment encouraging professional growth. In keeping with this policy, discrimination or harassment of any student,Teacher or staff member on the basis of race, color, religion or creed, national origin, disability, marital status, sex, gender, pregnancy,or sexual orientation is strictly forbidden and will not be condoned.1

Each student, Teacher and staff member is responsible for creating an atmosphere free of discrimination and harassment, sexual orotherwise. We ask that BBSH students, Teachers and staff diligently be conscious of their own and others’ actions.

For purposes of this policy, sexual harassment by a student, teacher or staff member includes unwelcome sexual advances,requests for sexual favors, sexually motivated physical conduct or other verbal or physical conduct or communication of a sexual nature when:

(i) submission to that conduct or communication is made a term or condition, either explicitly or implicitly, of employment, or obtaining an education, or participating in a BBSH program or activity; or

(ii) submission to or rejection of that conduct or communication by an individual is used as a factor in decisions affecting thatindividual’s employment or education; or

(iii) that conduct or communication is so severe and pervasive that it has the purpose or effect of substantially or unreasonablyinterfering with an individual’s employment or education, or creating an intimidating, hostile or offensive employment oreducational environment.

Examples of conduct that may constitute sexual harassment include, but are not limited to:

• Demanding sexual attention with implied or overt threats or rewards;

• Inappropriate or unwelcome energetic sexual attention;

• Leering or ogling at a person’s body;

• Physical assault or battery, including rape;

• Sexual advances;

• Touching, patting, grabbing, kissing, or hugging or restraining someone’s movement in a sexual way;

• Sexual jokes;

• Sexually suggestive or foul language;

• Unwelcome sexually motivated or inappropriate physical contact and unwelcome sexual behavior or words;

• Display of offensive or sexual items or pictures.

71

Other prohibited harassment by a student, Teacher or staff member includes unwelcome verbal or physical conduct relating to anindividual’s race, color, religion or creed, national origin, marital status, gender, pregnancy, disability or sexual orientation whenthe harassing conduct is sufficiently severe, persistent or pervasive that it has the purpose or effect of substantially or unreasonablyinterfering with an individual’s employment or education, or creating an intimidating, hostile or offensive employment or educationalenvironment.

If you believe that you have been subjected to sexual or other harassment, other inappropriate behavior or discriminatory conduct,BBSH encourages, but does not require, you to indicate promptly and firmly to the offender that the behavior is unacceptable.If you believe that you have been subjected to harassment or discrimination based on race, color, religion or creed, national origin,disability, marital status, sex, gender, pregnancy, or sexual orientation, BBSH requires that you promptly report any incident,regardless of who the offender is. The report must be made to any of the following: the Class Dean, or Student Affairs Manager,or the School’s Human Resources Administrator.

Any report will be treated as discreetly as possible and will be promptly investigated, and appropriate action will be taken. Uponsuch investigation, BBSH will respond, where warranted, to incidents of harassment or discrimination. Such response may include reprimanding the offender, reassignment, temporary suspension, permanent suspension, dismissal, discharge, or othersuch disciplinary action. A false report will result in serious action and may result in disciplinary measures. There will, however,be no retaliation should you make a report in good faith.

If you believe you are being retaliated against, you must promptly report it to the Class Dean, or Student Affairs Manager, or theSchool’s Human Resources Administrator. A retaliation complaint will be treated according to the same procedures as set forthabove.1This policy should not be read to abrogate the “Working Environment” policy in the BBSH Employee Handbook, which applies to employees of BBSH. It is the intent of BBSH that its policies are readconsistently to provide the highest level of protection for unlawful discrimination and harassment in the provision of educational services and opportunities and for its workforce.

POLICY: RELATIONSHIP BETWEEN BBSH STUDENTS, AS STUDENTS AND TEACHERS FOR: Degree and Diploma Year 1– 4 Students, Advanced Studies Year 3 Students,

and TeachersDATE: October 17, 1995 (Revised 1/2/02; 4/03; 2/04; 1/11)

If any BBSH Teacher or AS Year 3 student enters into a romantic relationship, sexual or nonsexual in nature, with a BBSH Year 1–4student, that Teacher or AS Year 3 student will be dismissed from the School. (A person is considered a BBSH student as soon ashe/she is accepted into Year 1 of either the Degree or Diploma Programs.) The Year 1–4 student will not be dismissed from the School.

The purpose of this policy statement is to make explicit what Teachers and Advanced Studies Year 3 students know, namely that enteringinto such a romantic relationship with a Year 1–4 student is profoundly contrary to the principles of sound psychological training.

Furthermore, if any BBSH Teacher enters into a romantic relationship, sexual or nonsexual in nature, with an AS student, the Teacher will be dismissed from the School. The AS student will not be dismissed from the School.

DISCUSSIONAt BBSH, we work to create a safe space for our students to become aware of their psychological boundaries and to explore intimate personal issues as they grow into the profession of healership. Teachers and AS Year 3 students hold the ethicalresponsibility for the safety of the healing vessel for the entire class. The clarity and predictability of the Teacher/studentrelationship is critical to this environment. Because of the deep personal process that students go through at BBSH, Teachers andAdvanced Studies Year 3 students must hold clear boundaries to safeguard Year 1–4 students.

AS Year 3 students are learning to make the transition from student to Teacher and continue to deepen their personal process.During this transition, AS Year 3 students find themselves in a dual role with respect to maintaining clear boundaries. In theirrelationship to Year 1–4 students they help hold the healing vessel of the class and must maintain the same boundaries with thesestudents that BBSH Teachers hold. At the same time, they are also BBSH students involved in deepening their own personalprocess and the Teacher/student relationship between BBSH Faculty and AS Year 3 students must also be maintained.

We consider any relationships other than Teacher/student to be inappropriate during the years that an individual is a student inthe School and for a period of at least four months after the individual has graduated from the School.

72

EXCEPTIONS FOR PREEXISTING RELATIONSHIPSThe above policy does not apply if a relationship existed between:

1. A Teacher or AS Year 3 student and a Year 1–4 student or AS Year 1–2 student, prior to the Year 1–4 student enrolling in the School.

2. A Teacher and an AS Year 3 Student, prior to the AS Year 3 student enrolling in the AS Year 3 program.

3. An AS 1 student and a Year 1–4 student prior to the AS student enrolling in the AS program.

In these cases, the preexisting relationship must be disclosed in writing to the Class Dean and the Student Affairs Manager, andthe Teacher may not be the student’s Small Class Teacher, BIP, Supervisor, or Case Leader. The Teacher and student will beadvised to keep clear and distinct boundaries around their roles within the School and seek supervision as needed.

OTHER TEACHER/STUDENT RELATIONSHIPSAlthough not grounds for Teachers’ or AS Year 3 students’ dismissal from the School, other Teacher/student relationships that are considered inappropriate to the BBSH teaching environment are:

• Meetings with a student and/or his/her family for social purposes only.

• Any other personal relationship in which the teaching and the well-being of the student are not the primary objectives. Thisincludes all business relationships.

In a teaching and/or therapeutic environment, it is imperative that clear and predictable boundaries are kept for our students.Relationships of Teachers with students outside the primary teaching or supervision relationship create situations in which thetherapeutic transference can no longer be as clearly identified and constructively used. New situations occur where different types of transferential and countertransferential reactions occur and the original Teacher/student relationship becomes less clearand less honest. This is also true of AS 3/Year 1–4 students because AS 3 students are in an internship role with respect to Year 1–4 students. It is therefore inappropriate for Teachers/AS 3 students to enter into any personal or business relationships with BBSHYear 1–4 students.

PROTOCOLIf a Teacher or AS Year 3 student begins to feel romantically or sexually attracted to a student, he/she should bring it to his/her supervision sessions to work on the underlying issues so that they can be dealt with and cleared, and also notify their Class Dean.It is most important that these feelings are not kept secret from the faculty in order to keep them from being acted out. In thisway the Teacher/AS 3 student can uncover the true nature of the relationship and make more informed decisions about his/herfuture with respect to the School.

We ask that you fully consider the very serious implications of Teacher/student relationships on your personal well-being, thesafety of the students, the integrity of the teaching, and the reputation of the School and of the Brennan Healing Science profession.

Note: For further study, please read the article “Working with Sexual Transference” by Virginia Wink Hilton and Pathwork® Lecture #44,“The Forces of Love, Sex and Eros.”

TEACHER/TEACHER RELATIONSHIPSRomantic relationships, sexual or nonsexual, are not permitted between Teachers, or between Deans and Teachers, assigned tothe same teaching team. If a Teacher or Dean begins to feel romantically or sexually attracted to another Teacher on his/her teaching team, the faculty member must notify their Class Dean. Additionally, the Teacher or Dean should deal with the situationin his/her supervision sessions.

Upon learning of a romantic relationship between team members, the Class Dean, in collaboration with the BBSH President asappropriate, will assess the implications for the students, School and teaching team. After assessing the situation, one of the facultymembers involved will be reassigned to another teaching team.

800-924-2564 (U.S. only)/561-620-8767 • e-mail: [email protected] • w w w . b a r b a r a b r e n n a n . c o m

73

POLICY: SHARING THE BBSH BODY OF WORKFOR: BBSH Students (Degree and Diploma Year 1– 4 and AS 1– 3) and GraduatesDATE: June 15, 1999 (Revised 2/00; 4/03; 2/12)

The purpose of this policy statement is to provide guidelines to help BBSH students, Teachers and graduates speak about BBSHand Brennan Healing Science in a manner that will be most beneficial to the School, Brennan Work, and to the development ofthe individual practices of Brennan Healing Science Practitioners. It is the intention of the School and its principals to create aprogram that can be accepted by our society as a bona fide certification of quality and competence in the professional practiceof Brennan Healing Science and thereby to legitimize hands-on healing in our time. Therefore, we have designed specific waysto share the work to maintain the quality of the work in order to legitimize it.

I. SHARING ABOUT THE SCHOOL AND THE HEALING WORK

A. BBSH Students and Graduates Speaking About the School and the WorkBBSH students and graduates are free to speak about the School and speak about (not teach) the healing work they havelearned to any individuals or groups. In fact, this is a great help to BBSH. We really want to get BBSH known in the worldand need students and graduates to help! BBSH will provide materials about the School to students and graduates whomay wish to share with people who ask for information. Although BBSH students do not yet have healing practices, theyshould feel free to speak about the School and the work in general in interviews or presentations to local and nationwidepress or media. Relating one’s personal experience is an effective way to communicate about the Brennan HealingScience skills and about the School itself.

1. If a student or graduate would like to share about the School or answer questions about the School, the books, or thework, we ask that you follow these guidelines:

• Identify yourself as either a student or graduate of BBSH.

• Inform your audience that you are in a position to share your personal experience of the School, the work, and thehealing process as you know it.

• Please inform people that you are not an official representative of the School, have not been trained to teach thework, and cannot act as an authority regarding questions they may have concerning the books or the School material.If a student or graduate plans to speak about the School and Brennan Healing Science in their community (perhapsin a presentation to a community group, through a newspaper interview or article, or on a local TV program), youmay contact the School office to discuss your plans. The School office will send you an information packet withfacts and handouts about the School, which you may use in your talk to the public.

B. Additional Speaking Opportunities for BBSH Graduates Who Are BrennanHealing Science Practitioners

It is also the intention of the School to support and facilitate the development of private practices of the Brennan HealingScience Practitioners who are the conduits of this healing work to the world at large. Therefore, it is desirable, appropriate,and encouraged for graduates to inform the public about BBSH, Brennan Healing Science, and the existence of BrennanHealing Science Practitioners in the following way:

1. In free, public introductory programs in which the graduate talks about Brennan Healing Science and BBSH in additionto his/her personal practice. It is also appropriate in this program for the graduate to demonstrate (not teach) a healingtechnique(s) for the purpose of promoting the School, the work, and/or in order to build his/her healing practice.

C. What BBSH Qualifies Its Graduates to DoIt is the intention of the founder and managing body of BBSH that the healing techniques, exercises, and methods developedby BBSH be made available for healing in the world by BBSH graduates in the following contexts:

1. Use with a client during a professional healing period, including showing verbally or through demonstrations self-care skills necessary or important to the client’s healing.

2. Use for informal verbal sharing with friends or family members for the purposes of healing, communication, andimproving relationships. (In such informal sharing no financial exchange would be involved.)

3. If qualified through and certified by BBSH, within the context of offering HOL (Hands of Light) weekend workshops.

74

II. RESTRICTIONS ON SHARING PARTICULAR ASPECTS OF THE BRENNAN HEALING SCIENCE WORKAND CURRICULUM

This policy is also to ensure that the healing techniques, exercises, materials, and terms are utilized appropriately, that is, inways that enhance their integrity, authority, power, and effectiveness. By ensuring the appropriate use of this body of informationwe have created a program that can be accepted by our society as a bona fide program of quality and competence in theprofessional practice of Brennan Healing Science and thereby to legitimize hands-on healing in our time.

To this end we have designed the following restrictions to the use of School information and ask that students and graduatesobserve the following guidelines for using and sharing this work:

A. Self-Promotion and Advertising1. Unless certified by BBSH as an HOL workshop leader, students and graduates of BBSH may not advertise or present

themselves in any way that implies that they are a branch or authorized representative of BBSH.

2. Unless certified by BBSH as an HOL workshop leader or a current faculty member, students and graduates of BBSHmay not advertise or represent themselves as being certified by BBSH to teach.

B. Use of School Materials: Copyrights1. Any materials handed out during the classes are for students’, graduates’, or Teachers’ personal use. Please do not give

any materials to any other individuals, including to clients or to family members.

“Materials handed out during classes” include class handouts, Student Workbooks, Student Handbooks, TeacherWorkbooks, Teacher Handbooks, Paperwork Administration Manuals, any website material, all Heyoan lectures andQ&A handouts, and any audiotapes or videotapes of lectures or classes.

2. BBSH materials have been developed with meticulous care and fall within the full protection of U.S. and internationalcopyright law. The unauthorized distribution of copyrighted or altered copyrighted materials in any form is prohibitedby law.

C. Use of Trademarks and Service Marks1. Do not improperly use the various trademarks and service marks owned by BBI to describe the healing services that

you, as a graduate, offer. These marks include all of the ones listed on the copyright page of the most recent BBSHCatalog. These marks are the property of BBI and they represent the valuable goodwill and high quality standardsthat the School has developed over the years. Only BBSH may use these marks to identify its teaching services andmaterials.

2. If you, as a graduate, have been given explicit permission in writing by Barbara Brennan to use these marks in aninformational way to accurately describe the healing services you offer in your practice, you should capitalize themand include a prominent notice that these are trademarks and service marks of BBSH as follows: “(LIST EACH OFTHE MARKS THAT APPEAR IN YOUR MATERIALS) are trademarks and service marks of Barbara Brennan, Inc.”

D. Teaching of BBSH Techniques, Methods, Exercises, and Materials:Unfair Business Practice and Unfair Competition

BBSH healing techniques, methods, exercises, materials, and any other parts of the curriculum developed by BBSH andused exclusively in teaching at BBSH may not be taught other than the sharing in one-on-one individual sessions witha client and as listed in items IA, IB, and IC above unless you have received permission to do so in writing from BarbaraBrennan. Students or graduates of BBSH also may not advertise or represent themselves as being certified by BBSH to teach.(Teachers and AS 3 students, please refer to the policy in your contract related to teaching the work.)

1. “Techniques, methods, exercises, and materials” refers to any such material found in any BBI published materialsincluding the books Hands of Light,® Light Emerging, and Seeds of the Spirit.®

2. Graduates of BBSH are authorized as healers to practice Brennan Healing Science but are not authorized by BBSH toteach or train others in Brennan Work healing methods and techniques. Such training is available only from BBSH.BBSH has devoted significant resources over the years to building its reputation for providing an exceptionally highquality of training in the healing field. It is necessary to learn to teach this material before presenting it. Furthermore,the material is so vast that it takes a community of Brennan Healing Science teachers with many different qualitiesand areas of expertise to include the full scope of Brennan Healing Science. Therefore, at this point in time, learningto teach this work, and teaching it, can be done only at BBSH.

75

3. Setting up schools, seminars, workshops, tutorials, or training programs that utilize BBSH techniques, curriculum,materials, and/or trademark or service mark terms is unlawful. These actions could also constitute unfair businesspractice and unfair competition.

4. Please note that BBSH does not have jurisdiction over information originating from other sources. In other words,permission to teach material that originates from the Pathwork®, the Institute of Core Energetics, or elsewhere must be sought from those organizations.

III. PROCEDURE FOR GIVING AN INFORMATIONAL TALK

If a Teacher or graduate wishes to give an informational talk about BBSH or a talk that includes information about BBSH,the Teacher or graduate must state in his/her advertising that this is a talk about BBSH. In addition, the Teacher or graduatemust contact the School office through e-mail, telephone or fax and provide the following information: date of talk; time oftalk; location of talk (home, library, bookstore, auditorium, etc.); address of talk; expected number of attendees; overviewof talk; and the phone number to call for information.

The reasons for contacting the School office are:

• So BBSH can keep a record of how BBSH is being shared throughout the world.

• To ensure that the information presented is both accurate and appropriate.

• So BBSH can provide promotional materials, if appropriate.

• So BBSH can promote scheduled informational talks on the BBSH website.

POLICY: CREATING A HEALING PRACTICE FOR: Any Person Ever Enrolled in any BBSH ProgramDATE: August 30, 1994 (Revised 5/00; 4/03; 2/04)

No person who has ever been a student/attendee of BBSH in any program, workshop, or lecture may open a Brennan HealingScience Practice until he/she has completed and graduated from the BBSH four-year Bachelor of Science Degree or ProfessionalStudies Diploma Program. In order to then open a practice, the graduate needs to comply with his/her local country/state/provincelaw(s) in doing so.

A student may provide Brennan Healing Science techniques during the course of fulfilling the BBSH course requirements of theDistance Learning Modules assigned practicums and Resident Training practicums. Distance Learning Module practicums are those assigned between classes and Resident Training practicums are those done in class.

If a student wishes to continue practicum of any Brennan Healing Science (BHS) skill the student has passed in order to improvethe student’s proficiency in the skill, he/she may do so.

The following rules hold for all three situations mentioned above:

It is recommended that students do practicum on other students. However, if a student wishes to do practicum in the UnitedStates on anyone other than a fellow student or if the practicum client is a U.S. Citizen in another country, the student healerneeds to be covered by malpractice insurance and the School is to be added as an additional insured.

No BBSH student/attendee may charge fees for performing any BHS technique until he/she has graduated from the BBSH four-year Bachelor of Science Degree or Professional Studies Diploma Program.

Students performing any BHS technique or doing practicum must do so in accordance with the laws of the country, province orarea in which the practicum is done.

Furthermore, no person who has ever been a student/attendee of any BBSH program, workshop or lecture may advertise themselves, whether in writing or verbally, as a BHS practitioner or as a person authorized to perform these techniques or holdthemselves out as qualified to perform any BHS techniques until he/she has completed and graduated from the BBSH four-yearBachelor of Science Degree or Professional Studies Diploma Program. Until graduation from the four-year program, no BBSH student/attendee may advertise her or himself as having been trained by Barbara Brennan or as a graduate of the Barbara BrennanSchool of Healing.

76

POLICY: THERAPY/BRENNAN INTEGRATION PRACTITIONER RELATIONSHIPS BETWEENSTUDENTS (Year 1– 4 and AS 1– 3), TEACHERS AND STAFF

FOR: BBSH Students (Year 1– 4 and AS 1– 3), Teachers and GraduatesDATE: December 1, 1992 (Revised 1/02; 4/03)

Students may have as their therapists* other BBSH students, Teachers or staff members only if the therapeutic relationship existedbefore the student enrolled in Year 1 of the Bachelor of Science Degree or Professional Studies Diploma Program. (The therapist must meet the BBSH therapist criteria as listed under “Personal Process Requirement [for Years 1, 2, 3, 4]” in theAdjunctive Requirements section of the BBSH School Catalog.)

Once a student, Teacher, or staff member has entered into any financial relationship with the School, no therapeutic relationshipmay begin until six months after the relationship with the School has ended.

No student may be in the same small class or supervision/process group as his/her therapist or BIP, or have the therapist or BIPbe his/her Small Class Teacher, Group Supervisor, Year 4 Case Presentation Leader, Year 4 Case Presentation Assistant, or Year 4Project Advisor.

No therapist*/client relationship may exist between a Teacher and AS student unless the relationship began before the client wasenrolled as a Year 1 student in the School. Teachers/AS students who are in a therapeutic relationship with each other may notbe in the same small class, supervision/process group, or Year 4 Case Presentation team. BBSH staff members may not be therapists/BIPs to each other.

Visiting professors shall not take on any BBSH student or Teacher as a therapy client during their contract year and six monthsthereafter.

*In this sentence, we are referring to therapists, not to Brennan Integration Practitioners.

POLICY: PROHIBITED HEALING SESSIONSFOR: BBSH Students (Year 1– 4 and AS 1– 3), Teachers and GraduatesDATE: December 1, 1994 (Revised 1/02; 4/03)

No BBSH Teacher, AS student, or staff member may give healing sessions to any other BBSH Teacher, staff member or studentwhen the healer’s staff position confers direct authority over the client. This policy shall apply to the period beginning fourmonths before the academic year and ending four months after the academic year.

DISCUSSIONIn order to maintain clear relationships in the school community, it is necessary to define certain healer/client relationships. Forinstance, when a Teacher who has direct responsibility for a student is also that student’s healer there is a strong potential for“double transference.” In this case the student/Teacher boundaries cross the client/healer boundaries and the student has neithera clean relationship with his/her healer nor his/her Teacher. Both the student and the Teacher have to face the transference fromone scenario (i.e., Teacher/student) while they are in another scenario (i.e., healer/client), and this makes their relationship witheach other confusing, difficult, and full of unforeseen pitfalls.

Other examples of inappropriate relationships would include:

• Class Dean/Class Student

• Small Class Teacher/Small Class Student

• Supervisor/Student Being Supervised

• Small Class Teacher/AS 3 Student Assigned to Team

POLICY: SELLING SERVICES OR PRODUCTSFOR: BBSH Students, Teachers, Graduates and Resident Training EmployeesDATE: October 1993 (Revised 7/98; 8/02; 4/03; 2/12)

The policy of BBSH is that no student, Teacher, graduate or staff member may sell or advertise any product or service in conjunctionwith the School’s programs (i.e., Anatomy and Physiology, personal process, Resident Training), or at the School’s locations unlessin a BBSH store as established and administered by BBSH. In conjunction with the School’s programs refers to any product or serviceoffered to BBSH students, Teachers or graduates scheduled around the School’s programs, whether on site or held in nearby locations. The School’s location is defined as any area associated with any School teaching, especially the hotels and their groundsand parking lots.

77

This policy refers to, but is not limited to, the selling of products and services of any kind, including tapes and books, workshops,classes, massages, energy work, therapy and healing sessions.

No student, Teacher, graduate, or staff member may use a BBSH mailing list, BBSH class list, BBSH email list, or BBSH socialmedia network to solicit students for non-BBSH goods or services. Furthermore, no student, Teacher, graduate, or staff membermay directly or indirectly solicit students for non-BBSH programs that either they have created or from which they receiveremuneration, whether or not they are offered in conjunction with the School’s programs.

EXCEPTIONSBrennan Integration Practitioners may offer Brennan Integration Work sessions to current BBSH students in conjunction with theSchool’s programs as long as these sessions are not conducted during scheduled Teacher Prep or during Resident Training days.

Current faculty may offer Brennan Healing Science sessions in conjunction with the School’s programs as long as these sessionsare not conducted during scheduled Teacher Prep or Resident Training days.

DISCUSSIONBBSH acknowledges that we all have many fine talents and gifts to offer each other. We encourage students, graduates and theTeachers to take these gifts out into the world. The intent of this policy is to help create clear and safe boundaries so that studentshave an optimal environment to deepen their personal process and develop their healership.

The School’s programs and schedule have been carefully designed to take students through an in-depth personal process. It isdistracting and disruptive to the School’s purpose and intended student outcomes to have non-BBSH workshops or other servicesoffered in conjunction with the School’s programs.

Additionally, in order to maintain appropriate boundaries and support all students in their process, it is crucial that BBSH studentsmaintain a student/student relationship with each other. When a student creates other types of relationships with fellow students,such as massage therapist/client, healer/client, teacher/student or therapist/client, boundaries are not clear and students do nothave the freedom necessary to fully engage in their personal process.

POLICY: SCHOOL PUBLICATIONSFOR: BBSH GraduatesDATE: August 23, 1994 (Revised 1/2/02; 4/03; 2/12)

Any graduate who does not adhere to the Principles of Practice, standards, and policies of the School may be removed withoutnotice from the International List of Graduates at the discretion of the School Dean or President.

POLICY: STUDENT GRIEVANCESFOR: BBSH Students (Year 1– 4 and AS 1– 3)DATE: February 20, 2004 (Revised 2/12)

BBSH believes that open communication and the expression of concerns and differing points of view is essential to maintainingthe integrity of its programs. A grievance procedure is available to all students to ensure that student complaints and concerns arereviewed and resolved in a timely and equitable manner.

A student with a grievance should first meet with his/her Class Dean to discuss the concern and seek a resolution. If a satisfactoryresolution cannot be achieved, the student should submit a written statement to the Student Affairs Manager and the School Dean.The statement should include the following information: the student’s full name, contact information, class year, and a briefstatement of the nature of the grievance.

The Student Affairs Manager will review the grievance, gather additional relevant information and determine the appropriateaction. The Student Affairs Manager may involve the Class Dean, School Dean, BBSH President, and/or other School personnel.After reviewing the grievance, the Student Affairs Manager will provide the student with a written response to the complaint thatincludes a description of any decisions or actions the School has made, as well as any timelines for the implementation of thedecisions/actions. The School’s written response to the grievance will be final.

If a student feels that his/her grievance is unresolved, he/she may refer the grievance to the Commission for IndependentEducation, Florida Department of Education, 325 West Gaines Street, Suite 1414, Tallahassee, FL 32399-0400; 888-224-6684.

78

POLICY: GRADING SYSTEM AND ACADEMIC PROGRESSFOR: BBSH Students (Year 1– 4 and AS 1– 3)DATE: April 2, 2003

Grades are assigned to students on either a letter grade or pass/fail basis depending upon the program and course. The gradingsystem incorporates letter grades, pass/fail criteria, point values for determining grade point average, penalty grades and specialgrades (i.e., grades with no effect on Grade Point Average) as follows:

Letter Grades and Point Value for Grade Point Average:A = 4.0 B = 3.0 C = 2.0 D = 1.0 F = 0.0

Pass/Fail Criteria:Pass = 70%

Penalty Grades and Point Value for Grade Point Average:WU/Withdrawal Unsatisfactory = 0

Special Grades with No Effect on Grade Point AverageAU AuditI IncompleteP Pass for CreditN No Pass; no Credit AwardedW WithdrawalD Dismissal

Academic ProgressBBSH monitors the academic progress of students to ensure satisfactory progress toward completion of its programs. The followingcriteria is used to determine if a student is making academic progress:

• Maintain a minimum acceptable cumulative grade point average

• Achieve minimum acceptable incremental program completion rate

• Complete the program within the maximum allowable timeframe

If a student is not making satisfactory academic progress, BBSH will work with the student to implement appropriate remediation.Students failing to achieve minimum standards will be placed on academic probation.

Students failing to make acceptable academic progress will be notified in writing that they are being placed on academic probation.Specific conditions that the student must fulfill to be removed from academic probation, along with the timeline for completingthe stated conditions, will be included in the notification. Continued failure to make acceptable academic progress within the statedtimeframe for remediation will result in dismissal.

Minimum Cumulative Grade Point Average (CGPA)• Achieve a minimum 1.0 CGPA at the end of Year 1

• Achieve a minimum 1.5 CGPA at the end of Year 2

• Achieve a minimum 2.0 CGPA upon graduation

Note: Grades earned for transfer credits are not calculated into CGPA.

Minimum Incremental Program Completion Rate • Pass all Brennan Healing Science Skills associated with their class year/program

• Pass all Psych-Spiritual Development Skills associated with their class year/program

• Pass all assigned Distance Learning Modules

• Pass all program specific requirements associated with their class year/program

Maximum Time Frame for Program Completion• Credit hours attempted cannot exceed 1.5 times the credit hours required to complete the program

POLICY: AUDITING COURSESFOR: BBSH Students DATE: July 2004

The following policy and procedures apply to students who wish to audit BBSH courses:

1. The student must provide the BBSH Student Affairs Manager with a written request to audit a course.

2. The request will be reviewed by the Student Affairs Manager and other BBSH staff as appropriate to the nature of the request(e.g., Integrative Care Department Head in requests related to A&P courses, Dean for Academic Year, or online course instructorin requests for General Education courses) and a decision will be made whether the student will be permitted to audit thecourse. The BBSH Student Affairs Manager will notify the student and Registrar in writing of the decision.

3. Students who audit pay full tuition.

4. Students who audit do not receive credit for the course. However, the course will be listed on their BBSH transcript as an audit.Should the student wish to receive credit for the course at a later date, s/he will be required to reenroll in the course, pay fulltuition, and successfully complete all course requirements.

5. Students who audit are not required to take exams.

6. Students who enroll in a course as an “audit” may not change their enrollment status (to receive credits) without approval ofthe course instructor and the Student Affairs Manager. Any changes in enrollment status must be requested in writing to theStudent Affairs Manager and approved prior to the 3rd class meeting.

79

80

BBSH

Org

aniz

atio

nal S

truct

ure

YEA

R1

DEA

N

J. J

orge

Bar

rieu

B.A

., J.

D.

YEA

R2

DEA

N

Jona

than

Bes

sone

B.S.

YEA

R3

DEA

N

Ann

Dio

nne

L.M

.T.

YEA

R4

DEA

N

Ann

e H

oye

B.S.

, M.T

.

AD

VAN

CED

STU

DIE

SPR

OG

RA

MD

IRE

CT

OR

Joy

Adl

er, A

.S.

SMA

LLC

LASS

TEA

CH

ERS

SMA

LLC

LASS

TEA

CH

ERS

SMA

LLC

LASS

TEA

CH

ERS

SMA

LLC

LASS

TEA

CH

ERS

PRES

IDEN

T/O

WN

ERB

arba

ra B

renn

anB.

S., M

.S.,

Ph

.D.,

D.T

h.

AC

AD

EMIC

AD

VIS

OR

YB

OA

RD

Ann

e H

oye,

B.S

., M

.T.

Lisa

Van

Ost

rand

B.B.

A.,

M.B

.A.,

L.A

c.

PUB

LIC

AT

ION

SD

EPT.

FIN

AN

CE

DEP

T.PU

BLI

CA

TIO

NS

MA

NA

GER

/LI

CE

NSI

NG

SPE

CIA

LIST

Stua

rt A

dam

sB.

A.

RE

GIS

TR

AT

ION

DEP

T.ST

UD

ENT

AFF

AIR

SM

AN

AG

ER&

AD

MIS

SIO

NS

Den

ise

Mol

loB.

B.A

., L.

C.S

.W.

MA

NA

GER

, AC

AD

EMIC

PRO

GR

AM

S&

LO

GIS

TIC

S

Lisa

Bor

isA

.A.S

.

CO

NT

RO

LLER

Lisa

Van

Ost

rand

B.B.

A.,

M.B

.A.,

L.A

c

BB

SH S

CH

OO

LD

EAN

Ann

e H

oye

B.S.

, M.T

.

AV

/LO

GIS

TIC

SST

AFF

Gle

nn L

arse

n

AU

DIO

/VIS

UA

LM

AN

AG

ER

Will

iam

Cap

ozzi

BBSHBARBARA BRENNAN SCHOOL OF HEALING

®

®

®

500 N.E. Spanish River Boulevard • Suite 208 • Boca Raton, FL 33431-4559

800.924.2564 (U.S. only) • 561.620.8767 • Fax: 561.431.0877 • E-mail: [email protected]

w w w . b a r b a r a b r e n n a n . c o m

BBSH 03Addendum New Master - Barbara Brennan School … · themselves while being in a loving...

Documents

Transcript of BBSH 03Addendum New Master - Barbara Brennan School … · themselves while being in a loving...