Curriculum Outlines and Guidelines
Therapeutic Touch® (Krieger / Kunz method)
Level 1 – Course Description
Therapeutic Touch® (TT) is a gentle, holistic practice that balances the energy field to facilitate the healing process. Level I introduces the concepts, assumptions, principles and techniques of TT, and overviews the history, Code of Ethics and research. This practice-oriented workshop will focus on centering, grounding, intention and performing basic TT while appreciating the healthy energy field.
Length of Level 1 class: 12 instructional hours in divided classes
Prerequisite for Level 1: none
Learning Outcomes with Content
By the end of the 12-hour course, the student will be able to:
A. Identify aspects of the history, assumptions, concepts, and examples of research that supports TT.
TT theory – history (Dora Kunz, Dee Krieger, Estebany)
TT Definition, Assumptions – uses, special groups
Theory Framework – holistic: body, mind, emotions
B. Communicate respectfully by practising a short introduction to each TT session
Communication skills – a short introduction before starting TT that includes a simple explanation of TT, including permission to touch, and giving the healee the right to stop at any time during the session.
C. Demonstrate the ability to perform basic TT
TT process – basic TT
Center and stay on center, ground self
Assess client’s energy field
Re-balance the client’s energy field
Reassess, know when to stop TT
In class practice
D. Demonstrate the ability to perform basic TT documentation
Introduce a simple diagram and checklist to document:
Giving a TT session
Receiving a TT session (optional)
Identify the aspects of the normal energy field and energy overload cautions for self and client
Contrast a balanced healthy human energy field vs. an unbalanced, unhealthy energy field
Energy overload precautions, prevention, and remedies
Discuss strategies for client care and safety – head, babies, elderly
F. Identify BCTTS Ethics and Legalities
BCTTNS Code of Ethics
Assure client confidentiality
B.C. Privacy Act
Respect client’s personal boundaries
G. Identify the benefits of a healing lifestyle, which supports self-care, growth and self-awareness
TT Self care: journey of self discovery & growth:
TT readings (reference list)
Receiving TT treatments
H. Give and receive TT with peer feedback; be aware of the benefits of continued practice
BCTTNS Network: web, newsletter, In Touch
TT practice groups, Networking day, TT speakers
New membership discount $20.00 ($50.00 a year after first year)
Therapeutic Touch International (formerly NHPAI)
Suggested Teaching Strategies
Guided meditation before each TT practice session
Research – suggest two examples in story form:
– Kreiger – Hb, Grad – seedlings, relaxation response
Mini lectures, practice sessions, discussions, Guiding questions
Overheads, Videos, DVDs made or purchased
Tell TT stories to illustrate key points
Demonstrate TT and discuss
TT practice in small groups of 2-4: give and receive TT with feedback; document on a simple diagram; change partners
BCTTNS Code of Ethics discussion with simple case scenarios
Meditation and breathing styles for personal growth
BCTTNS info and new membership (discount)
BCTTNS Newsletter and In Touch (4 per year)
Resource Table: videos, books, articles
TT workbook prepared by teacher
Certificate of completion (Level 1, 12 hours of theory, instruction and practice of TT, teacher / sponsoring agency / location)
Level 2 Course Description:
This practice-oriented workshop builds on the basic skills and concepts from Therapeutic Touch (TT) Level I. The emphasis is on rebalancing the energy field; using TT in various situations; documenting; ethical behaviour, self-care through self-exploration.
Length of Level 2 course: 10-12 instructional hours in divided classes with supervised practice. Flexible to meet needs of learner communities.
Prerequisite for Level 2: 12 hours of Level 1 classes (per motion carried at Fall Conference Oct/08). Students are encouraged to attend TT practice groups.
By the end of Level 2, the learner:
A: Understands the connection between TT assumptions, concepts, research and TT outcomes:
Reviews TT theory, history, definition, assumptions, outcomes.
Knows theory framework: e.g.: energy field, open system, balance and harmony, research: TT is the energy modality with the most research (ongoing). Many TT studies have been done in BC. BCTTNS Teacher decides the number and which specific studies are discussed depending on make-up of TT students in the course.
B. Communicates in a compassionate way to gain healee’s trust:
Reviews communication skills, especially the TT intro from Level 1 e.g. : student rehearses own introduction dialogue with TT description, permission for TT and touching, conveys verbal and non-verbal caring, compassion.
• Focuses on healee (“client-centered” theory); ensures that healee understands that TT is not counselling therapy.
• Chooses language suited to the healee’s level of understanding.
• Refrains from discussing religious topics.
• Discusses with TT peers how to conduct self and communicate professionally.
C. Performs all phases of TT with an emphasis on varied ways to rebalance the healee’s energy field:
Demonstrates a deeper level of understanding of: Centering, Assessment, Rebalancing, Reassessment, Grounding, when to end a TT session.
Explores stillness and silence, colour, sound, intention, difference between imagery and visualization, intuition, intensity and integrates these into the rebalancing process.
Explores intention of offering energy (e.g. head injury, over kidneys) versus directing energy (e.g. down long bones).
• Practices 1:1.
• Practices Two Person TT and Self TT.
D. Documents a TT session:
When giving and receiving TT, documents session using BCTTNS Practitioner’s Workbook guidelines or other documentation forms.
E. Uses TT appropriately for people of all ages and health conditions:
Assesses the whole energy field and offers TT rebalancing as necessary.
Uses caution with people who have different health conditions e.g.: premature baby, pregnancy, frail, head injury, epilepsy, depression, etc.
Reviews: energy overload situations e.g.: student ‘ s own overload experience and how to prevent and remedy this.
Remembers and reminds peers that “The Field leads the dance! Less is more.
Knows how to use TT for focused immediate relief e.g. scalded finger.
F. Applies BCTTNS Code of Ethics to everyday situations encountered when practising TT: (learners sign the Code of Ethics at the time they join BCTTN)
Demonstrates informed consent by asking healee’s permission to give TT and to touch (or not touch).
Demonstrates other actions showing Informed Consent, confidentiality.
Discusses TT ethical dilemmas using the Code of Ethics to help problem-solve.
G. Understands benefits of maintaining a healing lifestyle through an ongoing program of self-care and self-exploration:
Chooses and regularly practices meditation, imagery, breathing, journaling, having a mentor, exercise, healthy diet, adequate rest, listening to own body, not smoking, low alcohol intake, regular TT sessions.
H. Understands benefits of TT by regularly attending a TT practice group and/or regularly giving and receiving TT with peer feedback:
Communicates by email or phone monthly or bimonthly to teacher or mentor.
Shares information about benefits of TT, joining BCTTNS, networking opportunities, conferences and practice group information with TT peers and in their community.
Attends TT practice groups if possible.
• Seeks out opportunities to use and document TT.
• Maintains a program of TT studies ( info on Level 3, BCTTNS conferences, retreats, practice days. Progresses towards Indralaya’s mentorship/advanced invitationals).
Progression to Level 3:
Six months of active TT practice is recommended. This could include: TT practice, meditation, attendance at practice groups, attendance at BCTTNS conference or events, and reading TT material. This is flexible in that BCTTNS Teacher decides regarding 6 months/less/more depending on individual student’s knowledge, skills, attendance at TT events.
Level 3 – Course Description
An experiential workshop that builds on Therapeutic Touch (TT) Levels 1 and 2. Students deepen all phases of TT as they study the chakras, emotions and intuition; then adapt the TT process for more complex health conditions. They document each practice session while demonstrating synthesis skills in the human energy field. Related topics include TT research, ethical dilemmas, legalities, self-care and self-exploration. This course introduces students to the BCTTNS Recognised Practitioner process.
By the end of Level 3, learners will be able to:
• Explore the assumptions, concepts, theory frameworks and research including the CHAKRA foundations of TT.
• Communicate compassion and engage in a trusting TT relationship that is attuned to physical and emotional care.
• Integrate all phases of TT at an intermediate level with emphasis on the chakras, emotions and deepening the intuitive process.
• Practice Therapeutic Touch in pairs ( 2 healers:1 healee) with peers or healees.
• Refine TT documentation using the BCTTNS workbook [as required for TT Recognised Practitioner (TTRP).
• Adjust the TT process for sensitive, fragile healees with more complex physical and emotional conditions.
• Problem-solve using the BCTTNS Code of Ethics and ethical dilemmas from current TT practice.
• Appreciate the significance of selected legal acts and agency policies on TT practice.
• Sustain a healing lifestyle through meditation and reflective practices, which support growth of the “inner self”.
• Connect to the TT community by regularly giving and receiving TT in a Practice Group or with a TT mentor.
A. TT theory: in-depth discussion of how assumptions, frameworks, concepts and research relate to the CHAKRAS intercultural origins of TT practice. Use Krieger /Kunz current work / books as a resource.
• Theory Frameworks are integrated to explain TT. e.g. Western scientific: relaxation response and breathing; CNS, autonomic and endocrine system – relate to chakra locations. Eastern philosophy: chakras, prana, nadis explained using the Kreiger / Kunz perspective.
• Research: e.g. www Skeptics vs. TT sources; BC – Ting: Practice Group qualitative study.
B. Communication skills: Review introductory dialogue for informed consent re: TT and touching.
• Role model skills e.g. communicate compassion and develop a therapeutic relationship with the client.
• Adapt communication style for people with special needs e.g. child, unconscious,/coma, dying, using substances, deaf or blind.
C. TT process and practice :
• Integrate all phases of TT into a smooth process with focus on the emotional field and intuition.
• Chakas (Kreiger / Kunz perspective); colors /sound / vibration linked to chakras and TT context..
• Working in pairs with one client. (2:1)
• Refine TT documentation method, using BCTTNS workbook ( giving and receiving TT + supervised sessions).
• Document with an awareness of both “the art & science of TT”.
E. Adjusting TT for fragile healees with more complex physical and emotional conditions
• Review energy overload precautions e.g. babies, pregnant women, frail elderly, cancer or hospice healees.
• The sensitive head energy field e.g. emotions, mental illness, addiction, head injury.
• Select examples from class members’ TT experiences or interest.
F. Ethics and Legalities ( Select focus according to needs of learners).
• BCTTNS Code of Ethics applied to TT sessions within agencies, communities or individual practice.
• Debate ethical dilemmas from the students’ own experiences, using the BCTTNS Code of Ethics as a resource.
• TT as complementary to other therapies and not a replacement for medical therapy.
• Therapeutic Touch Registered Trade Mark: its proper use; who can practice TT; call themselves a TT Recognised Practitioner (TTRP) and/or TT Recognised Teacher (TTRT).
• Standards of legal documentation, informed consent, privacy (Privacy Act, inappropriate disclosure).
• Trend towards increased accountability and standards for TT volunteers and hospital staff e.g. Recognized Practitioner (TTRP) and mentoring as an entry point.
• Evolving legal issues: Federal / Provincial licensing laws; scope of practice; policies, liability insurance.
F. A healing lifestyle: Integrate regular meditative practices for self-care and self-growth.
• Identify “hunches”, intuitive jumps, synchronicity through journaling e.g. in class or as homework.
• TT as a “Lifelong learning” evolution e.g. “ What next?”…. TT and energy-related readings.
• Use camcorder and video playback for TT session, reflection and self-growth (OPTIONAL).
G. TT connections : BCTTNS membership and networking days
• Expand activities related to TT in different settings: extended family and friends; seniors’ centers, lead meditation in practice group, attend TT workshops and conferences.
• Write short articles for the BCTTNS Newsletter.
Length of the Level 3 course : 12 instructional hours in divided classes.
Prerequisite for Level 3: A total of 24 hours of Level 1 and 2 classes followed by 6-12 months of active TT practice. Recommended: Maintain a program of TT development e.g. BCTTNS membership + meditation, + practice group + attending at least one BCTTNS Practitioners Day / Retreat /TT Workshop / Networking + reading TT books.
Teaching strategies / process
Warm-up exercise. “Learning wish list” to identify what is covered in Level 3 and what in higher classes (Level 4… advanced). Guided meditation ( chants, humming). Theory (Mini lecture); Experiential (demo / practice); Discussion.. Review key points Level 1 and 2. Demonstrate, document and discuss TT sessions. TT practice in small groups of 2-4: give and receive TT with feedback (1:1 & 2:1); changing partners. Camcorder or video. FAQ, Question and answer session. BCTTN Code of Ethics discussion with applied case scenarios from students’ TT practice experiences. BCTTN info: Newsletter, In Touch, TT practice groups. Resource table: TT newsletters, BCTTNS Workbook, videos, books, articles, flip chart, writing materials. TT workbook prepared by the instructor. Certificate of completion (Level, instructional hours, instructor, sponsoring agency / location).
Suggested reading for Level 3
Krieger, D.(1993). Accepting your Power to Heal: The Personal Practice of Therapeutic Touch. Sante Fe: Bear.
May, D.(2003). The Therapeutic Touch Handbook. Level 2-3 – Intermediate . Mississauga : Scribe Press
Moore, T. (2004). Annotated Bibliography of Published Therapeutic Touch™ Research: 1975 to July 2004.Toronto : Therapeutic Touch Network of Ontario
THERAPEUTIC TOUCH RESOURCES
Krieger, D. (1993). Accepting your Power to Heal: The Personal Practice of Therapeutic Touch. Sante Fe: Bear
Macrae, J. (1997 printing). Therapeutic Touch: A Practical Guide. New York : Alfred Knopf
May, D. (2001). The Therapeutic Touch Handbook. Level 1 – Basic. Mississauga : Scribe Press
Moore, T. (2004). Annotated Bibliography of Published Therapeutic Touch Research: 1975 to July 2004. Toronto : Therapeutic Touch Network of Ontario
Videos: (owned by BCTTNS and available for loan to teachers on a pre-booked basis)
Dora Kunz (1990). The Healing Attitude