Craniosacral Biodynamics
Transcript of Craniosacral Biodynamics
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Prof essional Training In
Cran
iosacral Biodyn
amics
Karuna Institute
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The two year training leads to a prof essional
qualif ication in Craniosacral Therapy
consisting of ten f ive-day residential seminars
The Karuna Institute is a postgraduate
training centre located in the beautif ul
Dartmoor National Park in Devon, England.
The Institute endeavours to provide a saf eand stimulating learning environment f or its
students. Students stay at the Institute during
seminar times and all f ees include residential
accommodation at the Institute.
Frank lyn Sills MA, RCST is the course director.
He, along with the Karuna teaching staff , has
pioneered the theoretical and clinical teaching
approaches used in this course, which have
inf luenced trainings around the world. Thecourse is recognised by the Craniosacral
Therapy Association of the United Kingdom
and the Craniosacral Therapy Association of
North America, among others. Successf ul
completion of the course leads to a diploma in
Craniosacral Biodynamic Therapy and
eligibility f or accreditation by these and other
practitioner Associations.
The training is also aff iliated to other
biodynamic training institutions worldwide via
the IABT, the International Aff iliation of Biodynamic Trainings.
Prof essional Training
In Craniosacral
Biodynamics
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The prof essional training in Craniosacral Biodynamics is taught in ten
f ive-day seminars, over two academic years, meeting approximately
bimonthly. During the course, students are required to produce
homework assignments and a clinical pro ject, and to undertak e
practice sessio
n
s betwee
n
semin
ar meetin
gs. Su
pervision
, f eedback an
dcourse handouts are provided throughout the training. Students are
continuously assessed and are required to achieve a prof essional
standard of practice bef ore graduation. Formal tutor assessments occur
half way through the course and towards the end of the training. Upon
successf ul completion of the course, graduates are eligible to join the
Craniosacral Therapy Association UK and some other international
practitioner associations. The Institute is also aff iliated with the IABT,
the International Aff iliation of Biodynamic Trainings.
Purpose Of the Training
v to provide a nurturing and saf e residential learning environment in
a setting of natural beauty;
v to nurture and encourage the personal development of both tutor
and student alik e;
v to provide an integrated training in Craniosacral Biodynamics that
includes the insights of many practitioners in the f ield, with
inf luences f rom other relevant f ields, and clearly orients to the
healing principles of the Breath of Lif e and its manif estation in the
human system;
v to provide an in-depth understanding and appreciation of these
principles and to be able to saf ely apply them within a clinical context;
v to teach, within this context, clearly def ined palpation and
therapeutic sk ills with the ability to apply these sk ills in a clinical
context;
v to graduate sk illed, saf e and therapeutically eff ective practitioners.
T
eachin
g Forma
t
v Small class sizes of up to 22 students are maintained.
v A minimum of a f ive-to-one student teacher ratio is maintained in
order to provide in depth f eedback on palpation and clinical sk ills
during practical sessions.
v Small and large group f eedback generally occurs af ter practical
sessions.
v Teaching and learning methods include lectures, the use of visual
aids, demonstrations, guided sessions, visualisation work , small
group, exploration and f eedback , table exchange sessions,
supervision f eedback , all with an emphasis on student observationand exploration.
THE TWO-YEAR
PROFESSIONAL
TRAINING
Comprised of ten f ive-day
residential seminars
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v Tutorial and supervision sessions are included in each training
module. Each student is assigned a tutor who may be consulted f or
personal f eedback .
v Practical clinical applications are emphasised with over f if ty
percent of class time given to hands-on practical work .v Students are encouraged to meet as a peer group each seminar and
to elect a student representative. This representative is nominated
to give course f eedback and suggestions f rom the peer group to the
course co-ordinator. Students are also encouraged to individually
give course f eedback at any time. Written course f eedback f orms
are part of some homework assignments.
Course Work and Student Evaluation
v Homework is assigned each training module. This includes both
written work and reading. Students are ask ed to write up a
minimum of two practice sessions as part of each assignment.
Students are expected to complete all homework on time.
v Students are expected to undertak e a minimum of two practice
sessions a week outside of class time. These are with practice clients
who enter into a non-paying, non-prof essional relationship with
the student. Practice clients must understand that the purpose of
sessions are solely to support the student's learning process. If the
practice client needs prof essional help they are ref erred to a
qualif ied practitioner. Students will receive supervision f eedback in
small groups during seminar time.
v Students are continuously evaluated throughout the course.
Relational, palpation and clinical sk ills and the student's personal
readiness to practice, are track ed by tutors and appropriate
f eedback and help is off ered
v There are two f ormal practical assessment / f eedback sessions
scheduled during course time. These are individual sessions where
students practice the work on tutors f or approximately 30 minutes.
Clin
ical palpation
sk ills are the f oc
u
s of the assessme
nt sessio
n
s.Students are given tutorial f eedback and their sk ills are assessed.
These occur towards the end of each training year.
v There is a written clinical pro ject in the second year of the
training.
v There is a f inal exam given as a closing homework assignment at
the end of the training.
v Students are encouraged to f orm local study groups that meet
between seminar times. Study groups with tutors can also be
arranged at extra cost.
v Students are required to experience at least ten sessions f rom a
qualif ied practitioner within the two years of course time.
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F r a n k l y n i s t r u l y m a s t e r f u l
in a r t i c u l a t in g an d
c l a r i f y in g t h e in h e r e n t f o r c e s
t h a t h e h a s i ll u m ina t e d a s
C r ani o s a c r a l B i o d y na m i c
T h e r a p y . H e b r i n g s b o t h
m e d i t a t i o n an d h e a l in g
t o ge t h e r an d f o r ge s t h e a r t
o f t r u e h e a l in g in a s i m pl e
y e t p r o f o un d m ann e r .
F o r h i s t e a c h i n g I a m
t r u l y g r a t e f u l .
Tez Sawick i
Craniosacral Student
“
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Seminar One
Relationship, the Neutral and the Breath of Life
The intention of this f irst seminar is to create a ground f or the rest of
the training. The development of awareness, the growing ability to
rest in stillness, and relational and perceptual sk ills are the heart of
course work . Interpersonal relational sk ills are introduced in seminar
one, as are concepts of the nature of being and self . Within this
context, students learn to enter a neutral “being” state f rom which to
meet and relate to the client's system, and f rom which to establish a
saf e and empathetic listening f ield. The nature of empathy within
relational contact is discussed and explored. Sk ills of negotiation of
contact and of palpation are introduced. The encouragement of both
practitioner and client resources is also explored. The importance and
sk ill of maintaining a wide perceptual f ield is introduced and the
perception of primary respiration and its various tidal manif estationsis also introduced. Within this context, a perceptual awareness of the
f luid tide is initially emphasized. The role of stillness within the work
is also introduced as a f undamental concept, perception and sk ill
within Craniosacral Biodynamics.
Seminar Two
The Ground of Resource and Motion: The Holistic Shif t, the
Mid-tide and Motility
The intention of this seminar is to begin to appreciate the specif ic
tissue manif estations of the action of the Breath of Lif e within the
human body. Students learn to relate the f luid tide to tissue motility.
All tissue structures express an inner motility, or inherent motion.
Initially, palpatory awareness of intraosseous motility is explored
within the major bony structures of the cranium and pelvis. Specif ic
palpation sessions relating to the reciprocal tension membranes and
the temporal, f rontal, parietal, occipital and sphenoid bones and the
sacrum are undertak en. The dynamics of the sphenobasilar junction
are also introduced. The importance of embryologically derived
organizing f ulcrums is also introduced. Within this context, students
begin to explore the overall organization of the f luid-tissue f ield.
COURSE SYLLABUS
Ten Five-Day Seminars
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Seminar Three
The Heart of Healing: the Neutral and the State of Balance
The potency of the Breath of Lif e naturally expresses itself within
states of wholeness and equilibrium. This seminar introduces some of
the most important clinical concepts within craniosacral biodynamics:
the neutral, the state of balance and the role of stillness. These are
explored within the understanding of the inherent treatment plan.
Rather than having to resort to the use of analysis or diagnosis to gain
inf ormation, students are oriented to perceptual processes that directly
allow them to observe the arising of healing intentions f rom within
the client's system. The concept and perceptual experience of natural,
automatic shif ting f ulcrums is explored along with reciprocal tension
motion within the tissue f ield. Student's are taught initial processes
that help them orient to inertial f ulcrums f rom which an awareness of
inertia and inertial issues is developed. From this base, students learnto appreciate the state of balance, a systemic neutral oriented to
particular inertial issues in the system. It is within this state that the
healing f orces of primary respiration can manif est within particular
conditions. An introduction to Dynamic Stillness as a ground of
emergence f or healing processes is also undertak en. Focusing sk ills are
reviewed and their use within a therapeutic context is explored.
Seminar Four
Augmentation Skills
In this seminar students learn additional clinical sk ills. The work
f rom the previous seminar is continued as students explore f urther
ways of relating to inertia and conditional f orces. The concept of the
state of balance as a gateway to deeper embryological organizing
f orces and the Long Tide is explored. Various clinical approaches to
f luids and tissues are taught as sk ills that resonate with and augment
naturally occurring processes and organizing f orces. As this process
deepens, students learn to off er options within the natural pacing of
healing processes and to help the system access its innate potential
f or health. These sk ills include the augmentation of space within the
f orces and conditions present; and f luid augmentation sk ills such as
amplif ication of f luid drive and the use of lateral f luctuations in
clinical process. Additional attention is also placed on the therapeutic
role of deepening states of balance and stillpoints. Students explore
the nature of inhalation and exhalation oriented stillpoints. Trauma
sk ills based on the work of Dr. Peter Levine are also introduced.
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Seminar Five
Birth Process and the Coalescence of Structure
In this seminar, students are oriented to the shif ting of potency within
the f luids as a particular f ocus in clinical work . The main emphasis of the
seminar is birth dynamics and the impact of birth process. This is
introduced as a theme that continues throughout the second year. The
pre- and perinatal experience is discussed as a f ormative ground f or
personality development. In this context, the dynamics of the occiput,
atlas and axis are explored via palpation. Cranial distortion patterns are
explored and clinical approaches presented. The inf luence of birthing
f orces, trauma impacts and clinical issues relating to cranial base patterns
are presented. Trauma sk ills relating to hyper-arousal states are discussed.
Seminar Six
Around the Core: The Midline and Vertebral Axis
In this seminar, orientation to the Long Tide as a stating point in
session work is introduced .Concepts of midline phenomena and
embryology are also explored as a vehicle f or understanding the
organisation and health of the human system. The midline as an
archetypal concept is explored. The primal midline, an embryological
ordering principle at the heart of tissue organization, is introduced
via direct perception. Within this context, the motility and mobility
dynamics of the dual tube, pelvis and vertebral column are explored.
The embryology of the vertebral column and its relationship to the
n
otochord is emp
hasised. S
tudents are i
ntrod
u
ced to cli
n
icalapproaches to f ixation and inertia within these dynamics. Trauma
sk ills are continued as clinical approaches to states of hypo-arousal,
immobilization and f reezing states are introduced.
Seminar Seven
Introduction to the Central Nervous System and Birthing
Impacts f urther Explored
In this seminar Dynamic Stillness is explored as a starting point in
session work and the innate ground f rom which all healing processes
emerge. The main emphasis then f ocuses on the dynamics of thecentral nervous system. CNS motility is explored f rom an
embryological viewpoint and the palpation of its motility is
emphasised. Issues of CNS f acilitation and hypersensitivity are
explored clinically. Students learn to orient to CNS shock aff ect and
shock discharge within healing processes. Students also learn to
f urther orient to the Long Tide and to f ield phenomena that it
generates as initiating f orces in healing processes. Birth related issues
are also f urther explored. The concept of birth f orces as traumatic
impacts that lodge within bony tissues is introduced, and the
intraosseous dynamics of the occiput, temporal bone and sphenoid
bone are explored. Clinical trauma sk ills in relationship todissociative states are also introduced.
COURSE SYLLABUS
continued
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Seminar Eight
The Face. Hard Palate and TMJ Dynamics
Students are introduced to the dynamics of the f ace, hard palate and
TMJ. The relationships of the f ace and hard palate are presented as a
unif ied dynamic. Students gradually build up a complete picture of
these relationships as they explore the specif ic motility of the f rontal
bone, ethmoid bone, sphenoid, vomer, palatines, maxillae and TMJ.
These are seen to be a unit of f unction whose dynamics are totally
inter-dependent. Clinical sk ills already learned are applied to these
relationships and to the inertial patterns f ound within them.
Seminar Nine
Conn
ective Tissues, Joi
nts and Visce
ra
Students explore the f ascial dynamics of the body via its f ascial tracts
and transverse diaphragms. Clinical approaches to joint dynamics
and relationships throughout the body are explored within the
context of sk ills already learned. An introduction to the organ system
and visceral relationships is explored via palpation sessions. Dynamic
Stillness is f urther oriented to in the context of “reciprocal balanced
interchange”.
Seminar Ten
Ignition Processes and Completions
Sutherland oriented practitioners to a dynamic ignition of potency
within the f luids of the body. Three primal ignition processes emerge
during embryological development and birth process. The f irst
primal ignition occurs at conception, with the ignition of the
energetic blueprint that supports the generation of the f orm of the
embryo. A second primal ignition occurs at the end of the f irst
month in utero, as the embryonic heart enf olds into the f orm of the
embryo and meets the midline. This is called heart ignition and
signals the embodiment of being, or spirit, in f orm. An amplif ication
of the ignition process naturally occurs at birth, where there is an
intensif ication of potency within the f luids of the inf ant which
empowers the new being to be an independent physical entity. The
augmentation of the ignition process at birth is explored as a clinical
priority. Issues related to umbilical shock are introduced in this
context. Clinical sessions oriented to conception issues are
undertak en. Approaches to work with inf ants and children are also
reviewed. Practice management sk ills and ethical issues are discussed
within the context of a prof essional craniosacral clinical practice.
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Course Director
Frank lyn Sills M A, R C S T ,
C o u r s e
Di r e c t o r .
Frank lyn is the
author of
Craniosacral
Biodynamics
Volumes One and
Two, and has been
work ing in the
f ield f or over
25 years.
He has 25 years experience in teaching on-goingtrainings. He is considered to be one of the
innovators in the f ield and his energy has helped
nurture the development of the work by mak ing its
principles available to a large variety of teachers and
practitioners. He was one of the early teachers of the
work of Dr. Randolph Stone DO and has written a
book on his work . Frank lyn is also a qualif ied
psychotherapist and teaches on the prof essional
training in Core Process Psychotherapy, a Buddhist
inf luenced therapy f orm. He has a back ground in
Buddhist teachings and considers them the
f oundation of his approach to being in the world.
T h e a mb ian ce w e w e r e l oo k in g f o r
w a s a s p a ce t h a t c o u l d h o l d a q ua l i t y
o f a tt e n t i o n an d s t i ll n e ss . W e k in d o f
w an t e d i t t o f ee l l i k e a m e d i t a t i o n
h a ll . A s p a c e w h e r e p e o p l e c an s e tt l e
in, t h a t c o u l d h o l d t h e s t i ll n e ss ..
T h a t h a d a c e r t ai n q u a l i t y t h a t
a c t u a ll y b
r
o u g h t t h a
t o u
t .
Frank lyn Sills, interview with Tommy
Walsh, Channel 4 Programme
“
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Application Form
The Application Form together with the dates and
course cost is contained in the accompanying disc.
Advanced Post-Graduate Seminars
Every year the Karuna Institute presents continuing
prof essional development seminars f or practising
Craniosacral Practitioners. These are f ive-day
residential courses that vary each year. For f urther
details, please visit our website and look at the
accompanying disc.
Advanced Diploma
Qualif ied Craniosacral Practitioners can earn an
advanced diploma in Craniosacral Biodynamics.
For f urther details please see the accompanying disc.
Admission Requirements
Required:
v Submission of the Institute's application f orm f or
the train
in
g in
Cran
iosacral Biodyn
amics v Practitioner status in orthodox or complementary
f ields of medicine or therapy is highly
recommended.
v A sound training in and k nowledge of anatomy
and physiology is required (extra tuition may be
required of you if your anatomy and physiology
is not up to practitioner standards).
v Understanding of pathology and symptomology
is recommended (extra tuition may be required
of you if you have no experience in this area).
v At least two years prof essional practice in yourown f ield is recommended.
v An interview is required. Ideally this occurs in
person at the Institute, but can be given via
telephone f or f oreign applicants.
Highly Recommended:
v Experience in a body oriented
therapy f orm.
v Personal experience of
Craniosacral Therapy.
v Experience of other holistic
f orms of therapy.
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Natsworthy Manor,
Widecombe-in-the-Moor,
Devon, England, TQ13 7TR, UK
Telephone
Within UK: 01647 221 457
From North America: 01144 1647 221 457
Email
off ice@k aruna-institute.co.uk
Web
www.k aruna-institute.co.uk
Printed on recycled paper
Karuna Institute