Name
*
First Name
Last Name
Email
*
Presence
*
ability to show up, to be fully present with availability and receptivity, to listen, and to witness your client with compassion and radical acceptance
Ability to acknowledge limitations
*
ability to know when and how seek specialist supervision and CPD or to refer to another practitioner
Ability to learn
*
ability to receive data, ability to categorise and communicate understanding of the data that has been received, ability to update versions of self
Care
*
ability to care and to demonstrate care; ability and willingness to be in service to your client; willingness to be open to feedback and to hear another’s perspective
Self-regulation
*
response flexibility and emotional and erotic fluency - ability to notice your responses and to choose how to respond to them, including ability to put intense responses to one side and to remain in service to your client; ability and willingness to make time to come back to this after the session; ability to move between client and practitioner role as a student on this training
Self-care
*
ability to notice your needs and to respond to them during a session; taking responsibility for your self-care so that you are well resourced; knowing when you are not fit to see clients; knowing when you are in need of support or supervision and knowing how to reach out and request this.
Curiosity
*
ability to bring open minded, non-judgemental, kind curiosity to every client and every session;
Humility
*
ability to be comfortable with not knowing and to allow the client to be the expert of their own experience; willingness to receive guidance and feedback from others
Consent - understanding of the Wheel of Consent
*
be able to work within the wheel of consent; to have a clear understanding of the 4 quadrants; to be able to know who is doing and who is being done to; to know who is giving and who is receiving; to know who it is for; to be able to teach a basic understanding of this to others; understand the difference between “willing to” and “want to”To be able to coach others in enthusiastic empowered consent. To recognise when a client is not in enthusiastic empowered consent To understand that consent is given from moment to moment and ability to check frequently and to recognise signs a client may be enduring or dissociating and no longer in consentTo understand how power roles may influence consentAbility to co-create relationship agreements that honour the client’s and practitioner’s boundaries and ability to update these when dysregulation occurs when self or the other is at their limit
Somatic Assessment
*
ability to use a variety of methods to explore, together with your client, their interoceptive and exteroceptive awareness skills, and to use this exploration to define their learning edges, and to offer somatic experiences appropriate for the client’s abilityTo be aware that this is necessary to reassess at every session and during sessionsTo be familiar with implicit and explicit methods of somatic assessmentAbility to co-assess what work the client is ready forAbility to co-assess a choice of practices that support the client to inhabit new ways of being with ease, working at their resilient edge of resistanceDiscernment based on enquiry and observation vs judgement and assumption.
Trauma informed practice
*
Ability to respond to trauma arising during a session with a pre-agreed “first-aid” response, unique for each clientUnderstanding of how trauma may show up in clients during sessions and ability to respond appropriately. Ability to assess whether you are experienced enough to work with a client with a significant trauma history and when you should refer to another practitioner Ability to provide titrated experiencesAwareness of chaos and rigidity model and different learning styles of clients
Body Focusing
*
Ability to facilitate Body Focusing to support a client to find words that come close to describing what they are experiencingAbility to ask for clarification and not assumeAbility to use clean language questions to support the client updating the versions of themselves that have emerged from the Body Focusing process
Clean Language
*
Ability to reflect back with a client in the same language that they have used to describe their experienceRefraining from reframes about the client’s experienceRefraining from interpretation of the client’s experienceRefraining from using leading questions and closed statementsAbility to use the basic Clean Language questions - Please see Clean Language SEUnderstanding the impact of the different clean language questions in relation to depth of waters that some clean language questions facilitate ( eg What kind of …?)and coming back to the beach that other clean language questions facilitate (eg What’s that like to notice?)Ability to track the client’s response flexibility
Body Focusing Body Poem
*
Ability to facilitate Body Focusing supporting a client to find words that come close to describing what they are experiencingAbility to write down the exact words that a client is sharing about their experienceAbility to ask for clarification and not assumeAbility to trust in spontaneity as a practitioner in reading back a client's Body PoemAbility to use clean language questions to support the client updating the versions of themselves that have emerged from the Body Focusing process
Ability to structure a session - Ability to create a Safe Container
Ability to create a safe container for every session, and within each session for every segment of work; the ability to assess each client’s unique requirements with regard to a safe container and to make this a priority during any session; communication between sessions; professional boundaries; time boundaries; ability to manage expectations of client and practitioner
Ability to structure a session - Ability to use a variety of somatic practices
*
Ability to use a variety of somatic practices to facilitate arrival, attunement and embodiment at the beginning of the session
Ability to structure a session - Ability to facilitate a client to identify their learning edges
*
Ability to facilitate a client to identify their learning edges using a variety of methods including “I want”
Ability to structure a session - Ability to differentiate between the strategy and the need
*
Ability to differentiate the difference between strategy and need that is seeking to be met by the strategy
Ability to structure a session - Ability to manage client’s expectations
*
Ability to manage client’s expectations in relation to the practitioner’s skill base, Knowing when to refer and/or seek specialist supervision and CPD
Ability to structure a session - Ability to create a Learning Objective / Learning Intention
*
Ability to create a Learning Objective / Learning Intention - understanding the importance of co-creating a clear learning objective for each session so that practitioner and client both have a clear understanding of why they are doing the somatic practices; ability to co-create a clear learning intention using a variety of methods; ability to refer back to the learning intention during and after a session and to explore whether it has been met
Ability to structure a session - Ability to create an Educational Contract / Educational Agreement
*
Ability to create an Educational Contract / Educational Agreement - understanding the importance of a clear educational contract to meet the client’s learning intention; ability to co-create an educational contract that will be appropriate to the client’s learning and within their capacity; ability to be able to offer a choice of appropriate possibilities to a client; understand the necessity for congruence with what we say we will do and what happens; ability to stay within the educational contract and to do only what has been agreed, or less than that, but never more.
Ability to structure a session - Ability to co-create home practice
*
Ability to co-create home practice to support client learning; recognising the importance of home practice in this educational modality
Ability to structure a session - Ability to record session notes
*
Ability to record session notes and store these in a secure way
Awareness of systems of power and oppression
*
Understanding how they land somatically; ability to create inclusive spaces; understanding personal and role power as practitioner; understanding cultural and internalised influences that might affect a person’s acceptance of their body image and trusting their spontaneity. Complete the free “Right use of Power” online training to support awareness of the definitions of different types of power
Rupture and repair - Ability to use the five areas of acknowledgement
*
Ability to use the 5 areas of acknowledgment when a client is experiencing dysregulation in response to the practitioner -i.e. Acknowledgement, Understanding, Remorse, Repair, LearningAbility to honour the client’s experience of harm with open receptivityCommitment to making use of supervision and practising applying these 5 areas of acknowledgement when another has been impacted
Coaching breath for self regulation
*
Coaching self regulation practices that facilitates a person changing state
*
Coaching getting undressed
*
Touch - non-genital
*
Touch - genital / anal
*
Scar tissue remediation
*
Coaching self-pleasure practices
*
Working with arousal and regulation of intensity of affect
*
Active receiving
*
Please comment on how you found this process of self-assessment of the core competencies
*
