Unifying Body Psychotherapy with Spiritual Development

INSTITUTE OF CORE ENERGETICS

Programs & Curriculum

www.CoreEnergetics.org 1-800-901-1770

TABLE OF CONTENTS

What is Core Energetics?

Institute Programs
4 Year Core Energetics Practitioner Certification Program
2 Year or 4 Year Living Core Energetics Program for Personal Growth
Core Energetics Post-Graduate Program (Yr 5)
Introductory Weekends
Curriculum
Scholarships
The Weekend Format
Application Form

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What is Core Energetics?

Developed by the late John Pierrakos, MD., mentee of Wilhelm Reich and co-founder of Bioenergetics with Alexander Lowen, Core Energetics was created in the1970s and bridges body psychotherapy and spiritual development. Core Energetics brings consciousness to how we block our energy and recreate defense patterns adapted in childhood that keep us limited and disempowered. The core process helps us see how our world view is to a large extent a function of many of these blocked energy patterns, and so we keep recreating similar situations and relational dynamics that leave us frustrated. Awareness is not enough, we also need to mobilize our physical energy (life-force) differently in order to make lasting changes in both our inner world and our outer experience of life. Work with the body is critical in changing our experience of embodiment because our defenses, belief systems, coping mechanisms, and typical emotional responses are not just psychological; they are also somatic and powerfully anchored in the physical body. Targeted body techniques open consciousness to suppressed feelings and engage the energy system in ways that allow us to go beyond our comfort zone. The Core work taps into blocked sources of energy that can then be integrated and grounded. This creates an expanded sense of who we are, more able to embrace our life, open unknown inner resources, express our creativity, embrace our sexuality, and deepen our connection with others. Over the last years, the newest research emerging from the eld of neurobiology has clearly demonstrated the effectiveness of body-centered modalities such as Core Energetics in working with individuals with anxiety, depression, personality issues, sexual dysfunction etc. The Core process however, goes far beyond symptom improvement as it works at the very deepest levels of being to transform the xed patterns of behavior that have been structured in our character. Core Energetics is life-changing work which opens us to the fullness of our life-force, opens our heart, grounds us in the strength and integrity of who we really are, and supports us in bringing forth our unique gifts as we engage more responsibly with the world around us. The Institute of Core Energetics offers practitioner training as well as personal growth programs.

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Institute of Core Energetics

Founded by Dr. John Pierrakos MD, the Institute of Core Energetics offers residential training programs leading to Core Energetics practitioner certification, as well as dynamic programs for personal growth in an exciting and supportive learning community.

Programs include: 4-Year Practitioner Certification Program 2-Year or 4-Year Living Core Energetics Program for Personal Growth Post-Graduate Program (Year 5) for graduates of the 4-Year program Introductory Weekend Programs in October and April of every year. Programs meet 5x per year Friday 1pm - Sunday 5 pm 2012-2013 Dates: Oct. 19-21, Dec. 7-9, Feb. 22-24, April 19-21, June 7-9. October weekend meets in Danbury, CT. Dec - June meet at Wisdom House, Litchfield, CT

Mission Statement
The mission of the Institute of Core Energetics is to provide quality training in holistic body centered therapy, focusing on the integration of body, mind, spirit, and emotion. Our approach emphasizes the synthesis of the didactic, the experiential and the scientic providing relevant techniques, theory, and practice that connect energy theory, body psychotherapy and Spiritual intelligence with traditional approaches to mental health and wellness. The Institute of Core Energetics believes in the importance of cultivating a desire to understand, appreciate and value, the ethnic, cultural, religious, and sexual diversity that make up humankind as a critical part of the growth process of each individual.

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Institute Programs
4 Year Core Energetics Practitioner Certification Program
The 4-Year Program is a comprehensive training experience that leads to certification as a Core Energetics Practitioner. The first two years of the training, the pre-clinical years, invite the practitioner to engage somatically, emotionally and intellectually with various principles of energy and consciousness, the basics of characterology and its formation, and the Core aspects of personality; the mask, lower self and higher self. The training is highly experiential so that students can develop a felt sense of the energy system, how it becomes blocked, and what is necessary to free, ground, and integrate energy in the body and open the heart. This phase of the training also includes; working with anger and resistance, an exploration of the ego, understanding the role of reason, will and emotion, the chakra system, and the themes of sexuality and spirituality. The third and fourth years of the training emphasize the clinical skills, knowledge and practical suppor t the Core Energetic student practitioner-in-training needs to begin to develop a practice. Students continue their personal process and growth work through class experientials and in process groups. Trainees are expected to begin working with a supervisor in the third year and to see a limited number of clients to begin gaining proficiency in applying the methods and practice of Core Energetics. Students integrate what they have learned in years 1 and 2 as they also also explore new themes that support the development of their clinical proficiency. Year three emphasizes therapeutic psychodynamics including resistance, transference and countertransference. Students learn skills and techniques in working with the body through hands-on practice as they explore the functions and issues related to armoring (energy blocks) in each of Reichs seven segments. Other themes include;: assessment and diagnosis, psychopathology, sexual trauma, and ethics.

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Year four emphasizes specialized areas that include; working with groups, leadership, work with sexuality, advanced transference and counter-transference, working with non-characterological trauma and PTSD, psychosomatics, and termination and closure. Students hone their therapeutic skills and bring forth their unique qualities as Core Energetics therapists in demonstration and practice sessions. The year ends with a presentation of a final project presented to the class, and culminates with graduation and receipt of certification for students having successfully completed all the requirements of the program. Requirements of the 4-Year certification program include; Completion of all assignments. 24 Individual sessions per year with a Core Energetic practitioner OR 18 Individual sessions +10 Group process sessions OR 18 Individual Sessions + 6 Couples sessions OR 18 Individual Sessions + A Core Energetic Intensive as a client Additionally In Years 3 and 4 9 Individual Supervision Sessions with a Core Energetic Supervisor. Please note: In the event you do not reside in an area where there is a Core practitioner we would be happy to discuss other options with you.

2 Year or 4 Year Living Core Energetics Program for Personal Growth

The 2 Year or 4 Year programs offers participants a powerful personal growth process through conceptual and experiential in-depth learning about oneself. Students engage somatically, emotionally, energetically, and intellectually in a process that merges body psychotherapy and spirituality.

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Character defense systems are presented as keys to understanding the personal struggles, behaviors, and development of each individual. Students gain a working knowledge of energy theory, how blocks form and present themselves in the body, and how they distort reality and lock us in negative behavior patterns. Core Energetics personality theory is presented as students gain an understanding of their mask self, lower self and higher self. Themes also included in Years 1 and 2 are: the spiritual significance of sexuality, the role of the ego in Core Energetics, the energy field and chakra system, anger, resistance, and stress in the body, and the transpersonal aspects of Core Energetics. The Core transformational program begins on Friday afternoon and includes classes, process groups, and community events and ends on Sunday afternoon and meets five times per year. The 2 Year program also forms the pre-clinical foundation of the 4 Year program. Students who have successfully completed this program could potentially continue into the 4-year practitioner program if they have also met all the therapy requirements and completed all assignments. Years 3 and 4 are available for program participants not wishing to become practitioners but who choose to continue and deepen their growth work at the Institute for an additional two years. These students do not participate in supervision but instead attend a focused Life Project and Leadership class.

Core Energetics Post-Graduate Program (Yr5)

The Post-Graduate year is designed to provide advanced training for Certified Core Energetics Practitioners. Its purpose is to broaden and enhance the practice of Core Energetics by providing graduates of the 4-Year training program depth and breadth in specialized aspects of the work including: group facilitation & leadership; sexuality; couples work; advanced psychosomatics; and the Universal Life Plan & Life Task as the final stage of Core Energetics. These themes are developed over the course of five 3-day weekends taught by Senior faculty members of the Institute which meet at the same time as the rest of the Institute. Participants receive individual support in putting themselves forth as practitioners, teachers, and leaders in the work.

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An important component of professional development in the post-graduate year is the opportunity to gain a particular expertise in some facet of Core Energetic work through the completion of a final project. With the support of a project supervisor, participants have an opportunity to delve deeply and explore an aspect of the work that speaks to them. Each weekend also includes personal process work. A process group provides post-graduate students time together to share aspects of their lives in an authentic way, to receive support, and to work with the feelings, resistance, and transference that emergewithin the group over the course of the program. Two required components of professional development in the post-graduate year are: 1. The completion of a final project wherein participants have an opportunity to delve deeply and explore a particular aspect of the work with the support of a project supervisor. Projects are presented to Institute faculty members and invited guests. 2. The presentation of at least one 2-3 hour workshop during the course of the training year. Participants receive support in designing the workshop and in bringing forth their individuality and honing their presentation skills.

Introductory Weekends
Introductory weekends take place In October and April of each year. Beginning on Friday evening with dinner and ending on Sunday afternoon, participants are given a unique opportunity to experience the power of the Core Energetics work in a format that includes: experiential & didactic classes with faculty members on key aspects of Core Energetics, a process group, participation in a community event, Core exercise classes, a spiritual service, and a meeting with our Director. The weekend is a great catalyst for participants to take their next step in their own personal journey within a supportive group environment. The weekends are personally challenging, empowering, energizing and exciting.

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If you are considering one of our programs but are still unsure if the Institute is right for you, then an Introductory weekend is a great way to find out.
Contact us to learn more about our Introductory Weekends

Curriculum
CORE YEAR 1 Foundations of Core Energetics and Introduction to Character Development: The origins of Body Psychotherapy and Core Energetics. Reich and his emphasis on the body and its energy. The life work of John Pierrakos MD including the development of Bioenergetics with Lowen and the inuence of Eva Broch and Pathwork in Pierrakos creation of Core Energetics. A broad overview to characterology and the formation of the ve basic character defenses as they relate to the frustration of real needs during the developmental stages of childhood. Introduction to the Core Energetics Model of Energy and Consciousness: Students learn and experience the different manifestations/states of the life force (energy) in the body including: vibration; pulsation; streamings; charge and discharge; expansion and contraction; ow and stasis; ooding; and energy leaks and blocks. Principles of the energetic dimension of pain and pleasure are presented. Exercises work to connect students more consciously with their own condition of embodiment through breathing, movement, expression of feelings, and grounding. Core Energetics Model of Personality: An overview of Core Energetics Personality theory including the mask (adaptive personality) and idealized self-image, the lower self (destructive current), and the higher self (authentic integrated self that expresses our essence of love). Students learn through demonstration and personal experiences the qualitative energetic differences of these aspects. This class also presents the pyramid model of the human being in which mind, body, feelings, will, and spirit interact holistically. (Note: Mask, Lower Self, and Higher Self will be explored in depth in year 2.)

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Schizoid (Fragmented) Defense: Etiology of the wound and the schizoid defense in the framework of the developmental task of attachment & bonding; main presenting issues and behavioral characteristics; observation and diagnosis of the physical structure of the schizoid defense; Mask, Lower Self, Higher Self and Life Task of individuals with this defense. The experiential work in this class supports embodiment, grounding and reparative interventions for this wounding. Images: Theory of images in CE as implicit memory and frozen energy; exploration of images to understand negative behavior patterns and unconscious beliefs; how belief systems, projections, & unconscious attitudes shape behavior; the energy of the body and the experiences we create and recreate; how images are formed; the vicious cycle. Experiential work in class helps students to understand their own deep images and how these are out-pictured in their life. Body Consciousness: The Developmental Movements that Integrate the Body: A predominantly experiential class that allows participants to experience in their own bodies the early movements of the developing child which form the basis of healthy energy ow and assertion. These movements integrate torso to limbs, head to torso, upper limbs to lower limbs, and the right and left sides of the body. The movements include: cell vibration and breathing; navel radiation; the sucking reex; creeping and crawling. Discussion of these healthy movement pattern and how they underlie many of the Core Energetics exercises and interventions that are designed to restore integration to the body. The Oral (Undercharged) Defense: Etiology of the wound; development of the defense as an outcome of the experience of early abandonment; main presenting issues and behavioral characteristics as a result of the energy problem; observation and diagnosis of the physical structure of the oral defense; mask, lower self, higher self, and life task of individuals with this defense; real and false needs. Approaches and reparative techniques for working with this defense are presented and experienced. Grounding/Breathing/Feeling/Movement: This class covers the four areas that are central to healthy energy ow, pulsation, and a full experience of aliveness. Topics include: grounding at the different levels of the pyramid model; grounding in the different character structures; grounding techniques; grounding in the therapeutic situation; theories of breathing in CE; breathing techniques to open physical and emotional blocks; breathing differences among the character structures; staccato breathing; the relationship of breathing to feeling; characterology as a disruption of natural movement patterns and the relationship of movement to feeling.

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Masochistic (Overcharged) Defense: Understanding enmeshment and autonomy issues; etiology of the wound with experiential work to elucidate the developmental factors responsible for masochism; main presenting issues and behavioral characteristics; observation and diagnosis of the physical structure of the masochistic defense; the mask, lower self, higher self and life task of individuals with this defense; approaches and reparative techniques for working with this defense. An Overview of Segmental Armoring: Basic theory of armoring and presentation of Reichs theory of muscular repression; an overview of seven body segments (ocular, oral, cervical, thoracic, diaphragmatic, abdominal, and pelvic) and related issues; an overview of how the different segments are related to specic character defenses; exploration through movement, breathing and experiential exercises to open energy ow and feeling in and through the segments of the body. The Psychopathic (Displaced) Defense: Understanding the role of seduction and betrayal in early development; etiology of the wound; experiential work to elucidate the factors responsible for psychopathy; main presenting issues and behavioral characteristics; observation and diagnosis of the physical structure of the psychopathic defense; the different presentations of psychopathy; the mask, lower self, higher self and life task of individuals with this defense; approaches and reparative techniques for working with this defense. The Rigid (Armored) Defense: Understanding oedipal issues and the resulting split between the heart and the pelvis; etiology of the rigid wound with experiential work to elucidate the factors responsible for rigidity; main presenting issues and behavioral characteristics; observation and diagnosis of the physical structure of the rigid defense and the different rigid presentations; the mask, lower self, higher self and life task of individuals with this defense; approaches and reparative techniques for working with this defense. - Ethics Emphasis for Years 1 & 2 is on condentiality and boundaries & avoiding harm.

CORE YEAR 11 The Four Stages of Core Energetics Therapy: Introduction to the progression of CE as an evolutionary process which includes the stages of: penetrating the mask; releasing the lower self; accessing the Higher Self to reach the Core; living our life task and the universal life plan. Core Energetics is discussed as a path of self-development, and also as a therapeutic modality for transformation and

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healing. Topics include: evaluating what stage someone is in regarding their process in general, or related to a specic issue; the importance of building rapport as the framework in which the journey can be taken. Demonstrations & exercises allow students to experience the natural progression of one stage moving into the next. Ego Functions and their Relationship to the Core: An in-depth exploration of the concept of the ego in the CE model includes: the body as ego; functions of the healthy ego; the process of ego development; how wounding in the different character structures affect the ego. The class will also address: assessment of ego strength; the importance of ego repair; misconceptions about the ego; principles of self-responsibility; and the process of transformation of the negative ego (little ego) to being in the service of the Core and Higher Self. The Mask: This class presents students with a conceptual and experiential exploration of the mask aspect of their personality and the etiology of its development. An in-depth study of the masks of Love, Serenity, & Power is presented and students learn to distinguish the energetic quality of the mask from that of the real self. Students explore their idealized self-image, as well as other masks they have adapted, and work experientially to penetrate these. Principles of Energy Economy: CE and Reichian concepts such as grounding, ooding, charging, discharge, ow, resistance, and containment are taught. Demonstrations illustrate each energetic concept in relation to the different character structures. Physical techniques are provided for working with different presentations of energy blocks. Students will work in dyads in order to directly experience the concepts and their uses in Core Energetics. Releasing and Transforming the Lower Self: An explanation of the theory of the lower self as a path to the Higher Self. Topics to include: the etiology of the lower self; common misconceptions and fear/shame of the lower self; making contact with the energetic quality of the lower self; working with the concepts of evil, denial, destructiveness, cruelty, hate, terror and numbing; overcoming fears of involuntary movement and aggression; support for lower self expression within a boundaried therapeutic container. Experientials helps students understand and experience their lower self and work to transform it. The Higher Self: The theory of the Higher Self as the authentic self is presented and students explore methods to connect and open their channel to their Higher Self. The importance of freeing energy through lower self release as a way to the Higher Self will be emphasized. Topics also include: fear

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of pleasure; shame of the Higher Self; the energetic quality of the Higher Self; surrender; and how to live more consciously from the Higher Self. The Human Energy Field/Sensing and Working with Energy & Soft Techniques: This class will include: reading energy as a diagnostic tool; using the 5 senses and higher sense perception; aura scanning and chelation as techniques; an overview of the seven charkas. The function and quality of energy in each of the energy centers and their relationship to the physical body will also be presented. The impact of Core Energetics on the chakra system as a means of promoting health and integration. Identifying the energy blocks and defense systems in the aura; soft techniques for working with the energy in the auric eld and the physical body; indications, contraindications and effect of touch. Practice sessions are emphasized. Characterology & Applied Techniques: This class sets the basic parameters for appropriate use and timing of Core Energetic techniques. The application of techniques within the broader context of the therapeutic relationship is emphasized. A brief overview of some of the techniques for the character structures is presented, as well as the rationale behind their use in terms of developmental history and the stage the client is in within the overall Core process. Students begin to explore the use of techniques in dyads to further their understanding of CE methods. Note:This class prepares the ground for Year 3 where students gain more practical experience of techniques. Body Reading: The body reveals information about a persons wounds, prior history, present day struggles as well as higher self qualities. This class will teach how to approach a body reading with sensitivity and how to receive a person in their wholeness. The basics of how to conduct a body reading will be taught, including interpreting what the body is revealing, and how to sensitively communicate that information to the client. Body readings are demonstrated and practiced. Body Consciousness Class -Alignment/Skeleton/Joints/Relation to Gravity: This class examines consciousness and the experience of embodiment from the perspective of our relationship to gravity. Topics include: alignment; the skeletal system and the functions of bones and joints in inner support; structure, movement and protection as well as mineral storage and blood cell formation. Students examine their alignment in standing and moving, and what characterological postural distortions reveal about ones stance toward life. Also covered in this class will be a review of areas of the body where caution should be used when using hands-on techniques.

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Pride, Self-Will & Fear/ Reason, Will & Emotion: Topics include: pride, self-will and fear as distortions formed in childhood as a result of early wounding; the relationship of P/SW/F to the mask and lower self in each character structure and as distortions of Divine qualities; reason, will & emotion as character modiers and how they interplay and are expressed individually and interpersonally; the relationship of these modiers to pride, self-will and fear. Students learn how these attitudes manifest in the physical body and experiential work helps participants understand and confront their own distortions in order to claim more of their Divine qualities and balance these aspect in their own personalities. Resistance and Anger in the Upper Body: Students gain an understanding of resistance and how it presents both psychologically and physically. CE techniques that support the expression of anger and the penetration of resistance in the upper body (head, neck, shoulders, arms, chest, back and diaphragm) are demonstrated and practiced. The manifestation of anger in the different character structures and specic approaches to working with anger are taught. The Spiritual Signicance of Sexuality: Students will explore sexuality and its connection to the life task, intimacy, love and eros. Principles of active and receptive energy and their distortions will be covered, as well as the impact of character on sexuality. The class examines fantasies and dreams to explore sex/love issues. Experiential work will help students explore their own issues around sexuality, life force, intimacy, and how blocks interrupt the ow of their own sexual energy. Exercises support the unication of the heart and the pelvis. The Universal Life Plan and Life Task: This class explores the nal phase of Core Energetics, which founder Dr. John Pierrakos described as an evolutionary process. Topics include: the transpersonal aspect of transformation; spiritual principles and laws including reciprocity and mutuality; the interconnection and inter-relationship of all life; the unication of the personality and Core; the experience of surrender as a means to allow the Divine self/Divine will to manifest. Students gain an understanding of the characterological life task, and how the individuals journey of healing wounds/splits unies the personal energy eld with the universal energy eld to create a higher pulsatory vibration. - Ethics Emphasis for Year 1 & 2 is on condentiality, boundaries & avoiding harm.

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Year 3 commences the Clinical Phase of training toward practitioner certication CORE YEAR III Supportive Practitioner Skills & Practice Building: This class is designed to help students to develop the listening and verbal skills that accompany and enhance body and energy work. Topics include: getting written informed consent for Core Energetics therapy; formulating questions that deepen consciousness and process; validating real feelings; identifying and challenging misconceptions and distortions; real and false needs; holding and modeling good boundaries; starting a Core practice; creating a work space; creating promotional and marketing materials; development of an elevator pitch; setting fees; building a referral network. Assessment and Therapeutic Planning: This class builds on the teaching of the rst two years to help the student assess and plan the course of treatment. Topics to include: taking an initial history (stuctured vs. unstructured); assessing clients ego strength, present life circumstances & resources; diagnosing body blocks, posture, breath, and energy economy. How to prepare and conduct a body reading will be introduced and how to use psychoeducation to present the Core model (mask, lower self and higher self) to clients at the onset of treatment. Assessment is stressed as an ongoing process. Core Energetics, Psychopathology & Introduction to the DSM IV: The CE viewpoint of psychopathology and psychological problems is provided through exposure to the DSM IV. (Diagnostic and Statistical Manual of Mental Disorders). Topics include: The use of criteria for diagnosis using the DSM IV; translating from character structures and CE language to psychiatric nosology; personality disorders; anxiety, panic, depression, bipolar, and their relationship to energy economy; when to have a psychiatric consultation. Also discussed is patient use of medication & their impact on the CE process and how to resource medication information as to effects & side-effects. Transference 1: Students learn basics of attachment theory and how attachment decits are brought into the relational dynamic and transferred on to the Core practitioner. Each character structure is explored in terms of their mask and maladaptive behaviors as they tend to present in the transference. Students are taught how to confront attitudes of denial, negative intent, vicious cycles and destructive patterns as they appear in the relationship. The didactic and experiential process helps students understand and expose their transferential masks and projections. Practice sessions support student practitioners to gain experience penetrating the transferential masks of their clients.

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Ethics in Core Energetics: Review and discussion of the United States Association of Body Psychotherapy (USABP) guidelines around topics such as: clear and mutual contractual agreements; condentiality; touch; and dual relationships. Also discussed is the importance of responsible engagement that includes: respect for boundaries; honesty in regards to the level of training and experience of the practitioner; the limitations of CE treatment; ongoing evaluation by the practitioner of the progress of the CE therapy and its usefulness to the client. Other ethical concerns to be addressed will be: cultural diversity, sexual orientation; ethical warning signs; recognizing and diffusing potential litigious interactions with a client; and ongoing commitment to consciousness regarding issues of power and sexuality. Armoring in the Ocular Segment: This class is an in-depth study of the etiological issues that contribute to the formation of emotional/physical armoring in the ocular segment. Topics include: the anatomical structures and musculature of the ocular segment (top of head, forehead, occipital area in back of head, eyes/sight, ears/hearing, nose/smell); issues related to and types of blocks found in this segment in each of the character types. The practitioner learns to identify ocular armoring and practices techniques and interventions that support the release of repressed expression and emotion. Armoring in the Oral Segment: This class is an in-depth study of the etiological issues that contribute to the formation of emotional/physical armoring in the oral segment. Topics include: the anatomical structures and musculature of the oral segment (mouth, chin, jaw); issues related to and types of blocks found in the oral segment in each of the character types. The practitioner learns to identify oral armoring and practices specic techniques and interventions that support the release of energy and repressed emotions. Countertransference and the Mask of the Practitioner: An exploration of countertransference in terms of mask behaviors that may be acted out by the practitioner in session (the manipulative therapist, the helpless therapist, the I-know-it-all therapist, etc.). The relationship of countertransference to therapist and client attachment styles & character defenses are discussed. This class also teaches students how countertransference can be used in the service of the clients process. Didactic/experiential work helps students understand and expose their counter-transferential masks to one other, and practice sessions allow them to explore the effect of their countertransference on their clients. Armoring in the Cervical Segment: This class teaches practitioners to identify and work with energy blocks in the cervical segment. Topics include: the structure, functions and musculature of the

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throat, neck, and tongue; issues related to and types of blocks found in this segment in each of the character types. The practitioner learns to identify cervical armoring and practice interventions that support the release of repressed expression and emotion through this area. Armoring in the Diaphragmatic & Thoracic Segments: Topics will include: the anatomical structures and musculature of the diaphragmatic & thoracic segments (shoulders, chest, arms, hands, upper & middle back); identifying blocks using visual, auditory and tactile sensory channels; understanding the meaning and issues connected to energy blocks in this segment and relative to the character types. Demonstrations are given and students practice techniques and interventions to support energy ow and expression of repressed feelings held in these areas. Armoring in the Abdominal Segment: Topics will include: the anatomical structures and musculature of the abdominal segment; identifying blocks using visual, auditory and tactile sensory channels; understanding the meaning and issues connected to energy blocks in this segment and relative to the character types. Demonstrations and practice of techniques and interventions to support energy ow and expression of repressed feelings held in these segments will be presented. Working with Sexual Trauma & Abuse: Topics include: considerations when working with individuals with a history of sexual trauma; heightened sensitivity to boundary issues for both client and practitioner; sexual abuse and its consequences; the responsibility of the practitioner in working with and through recollection and integration of traumatic memories; sensitivity to ooding, dissociation and transference when using body/touch techniques; discussion of PTSD symptoms related to sexual trauma. Armoring in the Pelvic Segment: Topics will include: the anatomical structures and musculature of the pelvic segment (pelvis, lower back, buttocks, legs, & feet); identifying blocks; understanding the meaning and issues connected to the energy blocks in this segment and relative to the character types. Demonstrations and practice of techniques and interventions to support energy ow and expression of repressed feelings held in this segment will be presented. Ethics: Emphasis in Year 3 is on sexual boundaries and the use of touch in therapy.

CORE YEAR IV The Art of Leadership: Unblocking the ow of positive energy and consciousness in the therapist allows for true leadership. Topics include: exploring issues and images of authority; issues of leadership in

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the therapeutic setting; how to reect leadership and authority in situations involving negative transference and resistance; leadership issues as they relate to the character structures of both the therapist and the client. Techniques for aligning with the patients authority and leadership will be explored. Experiential work will help students to understand the difference between leadership from the core and leadership driven by the will. The Core Energetics Group Process: The theory of group therapy in the CE model and how to build and work with the energy of a group is presented. Topics include: working in the here and now; building the group container; unearthing the unexpressed relational dynamics between group members as well as between members and group leader(s); working with the mask, lower self and higher self in a group; the individual process in the group setting vs individual process in one-on-one sessions; integrating music, intention, and experientials for working with the energy of the whole group. This class also speaks to how to build the structure of a group including membership, ethics, group guidelines, touching, clothing, and selection of group members. Students practice leading a group in order to experience these concepts rst hand. Advanced Transference and Countertransference: An indepth study of positive and negative transference and countertransference in the therapeutic situation. Topics include: how to work with transference in the CE model; the need for supervision for the therapist to see and transform countertransference; training in how to detect and work with transference and countertransference; special issues relating to touch in the therapeutic process and the feelings it elicits in the therapist and the client; transference and countertransference in relation to sexuality; sexual ethics and the sexual energy of the therapist in session. Practice sessions help students experience working with their sexual countertransference. Resistance to Consciousness, Bodywork and Work with the Lower Self: A study of resistance as it occurs in both the client and the practitioner. Topics include: what is being resisted and how is resistance recognized; verbal and physical techniques to work with resistance; resistance to doing bodywork; bringing negative intent to consciousness; fear of pleasure; resistance to consciousness of the lower self. Timing of lower self work from the standpoint of client readiness and ego strength is discussed as well as the spiritual importance of transforming the lower self. Practitioners learn to receive the clients resistance as natural to the therapy rather than as a sign of failure.

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Working with Borderline Issues/and Spiritual Emergency: This class teaches how to identify and work with a client displaying Borderline Personality Disorder characteristics. Topics include: developmental & attachment decits; possible genetic and brain abnormalities; the relational dynamics with the practitioner and the world; countertransference reactions that arise when treating the borderline client. Core techniques are taught and practiced that help with emotional regulation and support the interruption of self destructive patterns. Also covered in this class will be how to distinguish the manifestations of a spiritual emergency vs. possible psychosis and the application of Core interventions for helping a client through a spiritual emergency. Psychosomatics 1: The Mind/Body Connection: This class lays the foundation for a comprehensive understanding of the mind/emotion/body connection and the study of CE in the context of the latest research from neuroscience (Damasio, et al), affective neurobiology (Schore) and new physics. Topics include: the biology & physiology of energy and consciousness; cells, organs, systems, and elds; the body in health and illness; prevention of the disease process and energy ow in health maintenance; the psycho-social model (Engel). The physiology of emotions will also be presented to include the following areas: the triune brain; the role of the autonomic nervous system in the regulation of energy; the social brain and the poly-vagal system (Porges); the emotional tone scale; the interplay of disease and emotion; disease and illness vulnerabilities of each character structure and how the mask shapes physiological processes; stress models; stress, emotional repression and illness; nervous system regulation through normalization of charge/discharge cycle; the heart-brain connection. Termination and Closure: This class explores issues that commonly arise around termination and closure of the therapeutic relationship and prepares practitioners-in-training to support a healthy termination process with their clients. Topics include: discussing termination at the onset of therapy; establishing a clear ending policy; how the client historically deals with endings; how the practitioner deals with endings; when is it time to terminate; why clients terminate prematurely; what was or may be being avoided in the therapeutic process; evaluating the trajectory of the therapy and the next steps for the client. Practice sessions allow students an opportunity to work with endings as well as explore the feelings that emerge for them around termination. Working with Non-Developmental Trauma: This class explores the application of Core Energetics interventions and techniques to non-characterological trauma sometimes known as shock trauma. Topics include: understanding how non-developmental trauma, such as rape, war, natural disasters, crime, abuse, etc. effect the body, grounding, coping skills, social interaction, behavior, and motivation in the

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client; identifying PTSD symptoms; important necessary questions which need to be asked; working through traumatic and life threatening events with clients as well as integration of traumatic memories and experience. Sexuality in Core Energetics Therapy: An in-depth study of working with different aspects of sexuality in the C.E. process. Topics include: conducting a sexual history; creating the safe container for a client to explore their sexuality; working with sexual issues in the 4 phases of CE therapy; sexuality and character structure; specic techniques for connecting and integrating sexual energy in the body; review of transference and countertransference in relation to sexuality; working with common sexual dysfunctions. The class also explores sexual belief systems developed in childhood, and gender and identity issues are discussed. Practice sessions allow students to work with techniques for integrating sexual energy. Video/Case Presentation Projects are presented at nal class. The Ethics Emphasis in Year 4 is on therapeutic integrity, the power differential in therapy, and the challenges of multiple relationships.

Scholarships
Some partial scholarships are available each year through the Institute of Core Energetics (ICE) Scholarship Committee. Students seeking scholarships must apply directly to the ICE Scholarship Committee. case by case basis. Scholarship awards are determined both by need and by availability of funds on a

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The Weekend Format

Each weekend consists not only of classes and process groups, but also includes community events. The Institute places a high value on community and community building and these events foster interconnection between members of the different classes and programs as well as with faculty and assistants and strongly enhance the overall learning environment at the Institute. Community events include;

Master Classes, Morning Exercise Classes Take -a- Risk Nights Dances Evening Case Presentations Evening Panels and Guest Speakers Sunday Spiritual Service led each weekend by one of the classes

Weekend modules begins after lunch on Friday at 1:00 PM and end on Sundays at 5:00 PM. Sample Weekend Schedule: Friday 1:00 - 3:00 PM

3:00 - 6:00 PM

6:00 - 7:00 PM

7:30 - 9:30 PM




Saturday 7:00 - 7:30 AM
Exercise Class Process Group Class Dinner Community Event (Master Class, Case Presentation, Take-a-Risk Night or Panel) Dancing usually follows evening events for those that wish to stay.

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8:00 - 9:00 AM
9:15 AM - 1:00 PM
1:00 - 2:00 PM

2:30 - 6:00 PM

6:00 - 7:00 PM

7:30 - 9:30 PM

Sunday 7:00 - 7:30 AM
8:00 - 9:00 AM
9:15 - 10:00 AM
10:00 AM - 1 PM
1:00 - 2:00 PM

2:15 - 5:00 PM

Breakfast Class Lunch Class Dinner Community Event usually followed by dancing

Exercise Class Breakfast Sanctuary Service Class or Supervision (Years 3 and 4) Lunch Process Group

Application Form
Download an Application form for the 4-Year Core Practitioner Training program or the 2- Year Personal Transformation Program Not quite ready to apply? Experience the power of our work and community. Attend one of our Introductory Open Weekends held every October and April. Reserve your space now.

DOWNLOAD AN APPLICATION FORM

I am interested in attending an Introductory Weekend

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