
COURSE CONTENTS BODY-MIND CENTERING PRACTIONER
YEAR 3 COURSES
Integration of the body systems and development movement 1
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Personal expression of the interrelationships between your body systems and developmental process. -
Awareness of how others express their body systems through their developmental process. -
Gaining greater proficiency in facilitating these interrelationships in others. -
Deepening touch and repatterning skills through the integration of the body systems and development.
Immune system
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Basic components and functions of the immune system. -
Homeostasis and returning to balance. -
Adapting to an ever changing environment. -
How we can consciously support our immune system in a world of stress. -
How the immune system interacts with the other body systems.
Embryological development
Breathing and vocalization
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The anatomy and physiology of the breathing and vocalization structures (the 5 diaphragms, pharynx, larynx, body cavities, lips and tongue). (Note: the lungs are covered in the Organ System course.) -
The role of the pharynx and other cavities of the body in the production of resonation and vowel sounds. -
Distinguishing the structures of the larynx and their roles in sound production (pitch and intensity). -
Gaining awareness of your own breathing and vocal patterns and facilitating repatterning in others. -
Exploring the psychophysical aspects of breathing and vocalization.
Senses and Perception 2
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How the senses/perceptions support and manifest in the BNP. -
The developmental progression and integration of the senses.
Subcellular system
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Relationships of body systems, body tissues, and cellular and subcellular structures. -
Plasma membrane layers: inner and outer focus and balance. -
Cellular fluids: extracellular, intracellular, and transitional fluids. Introduction to cellular breathing. -
Fluid/membrane balance. -
Tensegrity and continuity of the cytoskeleton. -
External and internal respiration: and the underlying support of the organelles involved in cellular breathing. -
Explorations of the organelles involved in the production of proteins and other digestive functions.
Psychophysical integration 1
To find psychophysical homeostasis we need to maintain our ability to respond to present circumstances in ways that support maintenance and/or return to health and balance. In Body-Mind Centering® we can access ways to transform our habitual psychophysical habits to more fully embody our potential and range of possibilities. This requires continually making conscious decisions to play an active role in the direction of transformation through increased presence, mindfulness and relationship with self, other and community.
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Exploring in more depth the psychophysical aspects of each of the body systems and developmental movement. -
Using the senses and perception material to identify aspects of psychophysical expression. -
Interconnecting psychophysical patterns in the expression of the whole person. -
Recognizing and supporting the repatterning of nervous system reversals through the different tissues of the body.
Professional issues 2
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The client/practitioner relationship. -
Developing note taking skills to track your clients progress. -
Looking at ongoing professional development, research and the larger context of the somatic field.
YEAR 4 COURSES
Integration of the body systems and developmental movement 2
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Key relationships between the Embodied Anatomy and Embodied Developmental Movement material. -
Exploration of more subtle aspects of personal embodiment and guiding repatterning in others. -
Further integration of the body systems and development.
Client assessment and therapeutic approaches 1
The uniqueness of Body-Mind Centering® allows us to approach conditions from a multi-systems and developmental perspective. This perspective can then illuminate our understanding of the larger underlying patterns of traditional syndromes. Assessment is an ongoing process that helps establish our starting place, our direction in working with BMC principles and techniques.
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The process of assessment. -
Applications of Body-Mind Centering®. -
Body-Mind Centering® approaches. -
Traditional syndromes. -
Precautions and contraindications.

Teaching skills
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Teaching techniques. -
Organizational skills. -
Group dynamics. -
Embodiment and transmission. -
Using BMC principles as the basis for teaching. -
Support and feedback on your teaching in class exercises. -
Dialogue with faculty and peers about teaching and professional issues.
New frontiers
Student presentation
Each student presents their final project to the group. It can be a particular aspect of the work, an application of BMC to another discipline or simply a question to explore. Each presentation is 15 - 20 minutes long and followed by a brief sharing.
Client assessment and therapeutic approaches 1
Psychophysical integration 2
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Exploring in more depth the psychophysical aspects of each of the body systems, developmental movement, and the perceptions. -
Subtly accessing and repatterning these aspects in others. -
Interconnecting psychophysical patterns in the expression of the whole person. -
Recognizing and supporting the repatterning of nervous system reversals through the different tissues of the body.
Practitioner competency
Professional issues 3
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Relational Issues. -
Responsibilities of being a professional, including ethical guidelines and health precautions. -
Setting up and managing a professional practice, such as, finances, publicity, managing space and time, promotion, interfacing with other professionals, supervision and networking. -
Developing note taking skills to track your clients progress. -
Looking at the importance of ongoing professional development, research and the larger context of the somatic field.