Certification in Somatic Sex Education Second Year Training for Certified Sexological Bodywork Practitioners

Dates, Enrolment & Investment

Professional training in Somatic Sex Education & Sexological Intimacy Coaching

March 1st 2024- January 29th 2025

The Enrolment Process

Complete the Enrolment Form below

Eleven Months of Online Home Study in Somatic Sex Education & Sexological Intimacy Coaching

March 1st 2024 - January 29th 2025
20 Webinars (averaging two per month during the online Waves)
4.15 pm - 8.30 pm
The enrolment fee of €500 (Non-refundable, Non Transferable) secures your place - We have a maximum of 24 Places.
Tuition Fees are payable after your Enrolment application & meeting - €2500 (inc VAT)
This includes access to the original & IRHS Certificate in Somatic Sex Education & Sexological Intimacy Coaching Course Curriculum, Membership as part of the IRHS online learning Management platform and participation in assessed Research Explorations, Assignments, live webinars and Coached Supervision.
Two In-person Sexological Bodywork & Sexological Intimacy Coaching Embodiment Retreats in Portugal

DATES, VENUE & PRICES
Esconhais - Castanheira De Pera - Portugal
6-Day retreat - €450 (inc VAT) - March 12th - 17th 2024
11-Day Retreat - €650 (inc VAT) - October 15th - 25th 2024
Arrive the day before and depart the day after in both retreats.
10.00 am - 7.00 pm each day with integration holiday time
Accommodation - Self Catering in a 5-star private house at Esconhais venue for approximately 3- 400 Euros depending on twin shared or sole occupancy bedrooms
Lunches, Snacks, Fruit & Refreshments are £15 per day - payable in cash at the venue

Bursaries & Scolarships

There are many aspects of being human that are under-represented in the field of somatic sex education and there are many people financially disadvantaged by socio-economic systemic power structures that impact personal and status power.

The Association of Certified Sexological Bodyworkers (ACSB) has a worldwide “BIPOC Scholarship Fund”. For these awards, the Institute for Relational Harmony Studies donates 30% of the figure received back to the ACSB BIPOC Scholarship Fund. You can apply for this after being accepted onto the CSB or CSSE training. We write to the board requesting this award.

Bursary & Scholarship students do not receive a subsidy for Joseph Kramer’s £99 access to erotic touch webite fee which is required to be settled in a separate payment before the start of the training.

The Institute for Relational Harmony Studies has a commitment to inclusivity to inspire more aspects of being human to participate and be represented.

Our commitment is to contribute to enhancing people inhabiting their personal and role power becoming practitioners in service to the evolution of humanity as part of the ecosystem.

We, therefore, offer a bursary of 30% of the full Training Investment fee, to Black, Asian or Minority Ethnic (BAME) and/or trans students and will also consider bursary awards to people financially disadvantaged by systemic power structures.

These discounted places do impact the resources of the training and are at the teacher and administration team’s discretion. We honour our limits to support us in maintaining our optimum generosity.

Cancellation policy

Cancellations - If we were to cancel the training, for any reason before the planned start date without another start date within a three-month period, the enrolment fee and any course fees paid would be refundable. Any other costs incurred would not be refunded by the school.

If we were to cancel parts of the training, for any reason, you will receive the appropriate percentage refund of modules not completed unless you decide to re-enter the training at the next scheduled opportunity from the beginning again. In this circumstance, there would be no refunds given and no extra course fees would be required.

In all other circumstances the enrolment fee of £500 is non-refundable and non-transferable if you decide not to go ahead with the training.

If you begin the training and are unable to complete for any reason, there is no refund but we will, in some circumstances, consider deferral of your place to the following year.

If your deferral is agreed upon subject to the places available, it is required that you re-attend the percentage of the course you are participating in for the second time along with paying the percentage of the course fees from the beginning to the end of the module where you left the training.

The training is a community learning experience co-creating the course container agreements from the beginning. Therefore, it is not possible to come back the following year part of the way through the training, due to the intimate depths of community learning and participation.

Please complete your Enrolment & Self-assessment of Core Competencies forms below.

THE INSTITUTE FOR RELATIONAL HARMONY STUDIES

Certification in Somatic Sex Education - Year 2

Enrolment form

Name

First Name

Last Name

Address

Address 1

Address 2

City

State/Province

Zip/Postal Code

Country

Date of Birth

YYYY

Phone

Country

(###)

###

####

Website and/or Facebook ID

http://

When did you complete your CSB and where did you do your training?

Which professional association are you a member of? e.g ACSB etc

What kind of session work are you currently offering?

Are you currently offering sessions that include sexological body work modalities?

How many sessions do you offer per week on average?

What are your other qualifications/skills/experience relevant to this work?

How do you advertise your work?

For how long have you been offering session work and what types of sessions?

Are you currently receiving supervision sessions? What is the frequency of sessions? For how long have you been in supervision? What has been your learning from that?

What CPD activities have you engaged in over the last 12 months (reading, study, courses etc)

Are you interested in providing supervision to other practitioners?

Have you developed any teaching materials? If so, please share a link or description about what you have created.

Are you interested in developing educational materials for other practitioners (offered to individuals or groups)? What ideas do you have in mind? What do you enjoy offering/have skills and experience in offering?

Do you have the time/space to commit to this training?

Approx 10 hrs per week minimum (5 hrs zoom every other week + 1 hr to respond to somatic enquiries + 1 hr supervision per week (alternating giving and receiving each week) + 3 hrs reviewing CSB training materials and engaging in practices)

I have read and agree to the Terms and Conditions

Read Terms and Conditions here: https:relationalharmony/TCS

I agree

THE INSTITUTE FOR RELATIONAL HARMONY STUDIES

Certification in Somatic Sex Education - Year 2

Self-assessment of Core Competencies

Please read the full list of core competencies for SEA school practitioners [link]

Please reflect on your practice and session work over the last few months and find examples of times you have demonstrated the core competencies listed below. Please provide a brief description of each.

If you discover a learning edge in relation to any of the core competencies, please describe that, and suggest what you might need in order to develop further in that area.

Name

First Name

Last Name

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

Self-awareness

ability to choose where to place your awareness; ability to remain aware of your inner experience while being present with your client; awareness of your intuition; awareness of your agendas and tendencies as they arise; commitment to self-reflection; recognising attraction/non-attraction and ability to work outside this

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

Post your unanswered Question here

Name

First Name

Last Name

Subject

Message

Phone

(###)

###

####

We welcome you to post any questions that haven't been answered here and we will send you an email with answers and/or invite you with a booking link to arrange a 15 - minute call with Katie Sarra - Director of Studies or Phoebe Garland - Head of the CSSE Training.

Certification in Somatic Sex Education Second Year Training for Certified Sexological Bodywork Practitioners

Dates, Enrolment & Investment

Eleven Months of Online Home Study in Somatic Sex Education & Sexological Intimacy Coaching

Two In-person Sexological Bodywork & Sexological Intimacy Coaching Embodiment Retreats in Portugal

Bursaries & Scolarships

Cancellation policy

Please complete your Enrolment & Self-assessment of Core Competencies forms below.

THE INSTITUTE FOR RELATIONAL HARMONY STUDIES

Certification in Somatic Sex Education - Year 2

Enrolment form

THE INSTITUTE FOR RELATIONAL HARMONY STUDIES

Certification in Somatic Sex Education - Year 2

Self-assessment of Core Competencies

Post your unanswered Question here

R E L A T I O N A L

H A R M O N Y