The Earth Association for Regression Therapy with members from all over the world. You can find articles, books, therapists, trainings and videos.
The Earth Association for Regression Therapy with members from all over the world. You can find articles, books, therapists, trainings and videos.

The EARTh Body of Knowledge and Skills (BoKS) of Regression Therapy

The EARTh Body of Knowledge and Skills (BoKS) of Regression Therapy

With Hans ten Dam’s explanations:

“A Body of Knowledge and Skills is not a prescription, but a reference document. Schools can use it to see where they may differ from most. The BoKS will help to inform new schools who seek recognition to what background EARTh will appraise them.”

The EARTh Body of Knowledge and Skills (BoKS) of Regression Therapy

From all available school programs of EARTh, a content analysis has been composed. A list of about 250 items was derived stating possible elements of a curriculum. These were three times discussed in the annual meeting of school leaders. In the end these topics were divided in four categories:

1. Selection criteria for students: Schools are advised to take this into account as criteria for selecting and accepting students.

2. The basic curriculum: items that could be covered in any standard training program purporting to train and educate future regression therapists.

3. Special and postgraduate subjects: items that could be covered in a regression therapy training, but also could be offered in postgraduate workshops.

4. Extra subjects: These topics could be interesting for extra skills and insights, that are at the moment not part of the basic nor post graduate formats.

The basic curriculum is an indicative template. We suggest that all recognized schools measure themselves according to this comparative list, however they have no obligation to copy it. We advise schools applying for recognition to compare themselves with this list to know against what background their curriculum will be appraised.

The topics mentioned in the following listings may carry different names or terminology. Let it be clear that some items are covering complete fields of study where others are simply indicating a detail. Therefore the names mentioned are not bound to any quality measurement. These lists are meant to indicate possible fields and topics for addition to study or training programs.

INTAKE CRITERIA FOR STUDENTS

  1. Are emotionally stable.
  2. Are perceptive and listen well; have interest in what moves people; are empathic.
  3. Accept extraordinary experiences and reactions of clients with an open mind.
  4. Are willing to reflect on their own behavior; accept feedback.
  5. Are willing and able to see the shadow side of things and of people.
  6. Are willing and able to enter an individual process during the training
  7.  Are grounded – may be intuitive or psychic but can stay rational and logical
  8. Capable of reading, writing and communicating in the language of the training.

THE BASIC CURRICULUM IN REGRESSION THERAPY

professionalism

1. Presenting herself professionally and businesslike; working professionally; proper record keeping.

2. Informing on the expected duration of the session, number of sessions and cost.

3. Showing unconditional regard and respect for the client. Sensing and respecting boundaries. Asking permission for intense sessions and personal touch.

4. Doesn’t impose convictions on clients; respecting their beliefs on life; only showing when their problems seem connected to those.

5. Recognizing avoidance and diversions and dealing with them. Can act vigorously, but respectfully. Not avoiding pain. Recognizing excuses of a client to avoid pain. Sending the client calmly into and through the pain.

6. Limiting herself to advice and treatment within her own expertise. Suggesting outside help or referring to an other professional.

7. Not assuming medical expertise in treating psychosomatic and physical complaints. Referring clients to a doctor when suspecting untreated medical conditions. Doesn’t pretend to heal serious and terminal conditions; at best to favorably influence the course of the disease. Not recommending changes in medication.

8. Recognizing and dealing with codependency and counter-dependency. Doesn’t make clients dependent on him/her. Stimulating their own responsibility and stimulating them to find their own answers.

9. Recognizing and minimizing transference, counter-transference and projections; avoiding the Rescuer or Savior position; avoiding gratefulness and deference; avoiding relationships with clients.

10. Working with integrity. No duplicity (money, sex, dominance). Serving the client without forcing herself or compromising her professionalism.

INTAKE

11. Gathering the client’s relevant personal and family history.

12. Establish the extent of the client’s physical, emotional and mental symptoms (i.e. 2 anger outbursts a week, level 8 of 10), and record these before, during and after therapy to monitor progress .

13. Checking contra-indicators (like mental health & physical health problems); basic knowledge of psychopathology; recognizing dissociate disorders. Asking about medication and its side-effects.

14. Establishing rapport and building trust during the intake, also with an agitated and insecure client. Tuning in verbally and nonverbally to the client. Can be creative in this. Adapting her approach to individual clients.

15. Explaining regression and past-life experiences to uninformed clients.

16. Working goal-directed. Pinpointing and defining session and therapy goals (contracting). Which question to answer? Which problem to resolve? If there are more questions or problems: with which best to begin?

17. Recognizing emerging charges during the intake: apparent somatics and possibly charged expressions. Recognizing different types of charges (trauma / hangover).

18. Recognizing recursion in told problems, in behavior and in postulates.

START; INDUCTION METHODS

19. Choosing an adequate regression method. Choosing an appropriate route and appropriate instructions, given the contract and given the representation system of the patient .

20. Going from known memories to forgotten or repressed memories (early childhood or past lives)

21. Recognizing trance, using trance, deepening or lessening trance. Choosing the appropriate depth of trance during the session.

22. Somatic bridge (focusing clients on their body sensations)

23. Affect bridge or emotional bridge

24. Choosing the most appropriate bridge

25. Induction by visualizations

26. Repeating key phrases; verbal bridge

GENERAL GUIDANCE TECHNIQUES

27. Guiding regression, energy work and personification; choosing and combining these methods

28. Connecting, following, deepening and focusing: making people aware what they really want, really feel or really think.

29. Deepening the experience; talk to the child or past-life character in the present tense. Fully embodying the child or past-life character.

30. Rhythm and voice control

31. Exploring the initial scene fully

32. Proceeding naturally from one significant event to the next

33. Working as a detective to get the story straight (both analytical and intuitive). Unraveling and clarifying confusing, dreamy and complicated experiences.

34. Working episodically with very long or very intense experiences: begin – worst – end.

35. Detecting and resolving rigid and counterproductive conclusions and decisions (patterns). Reframing experiences. Discussing reconciliation and forgiveness.

36. Recognizing and resolving client dissociation; handling dissociation from a trauma.

37. Detecting, reclaiming and integrating lost talents or energies and dissociated parts.

38. Detecting and resolving defense mechanisms; detecting and dealing with client resistance; knowing how to work around (and with) resistance and blocks. Resolving deadlocks in a session.

39. Indicating when the cooperation halts: if the client ducks questions, ignores suggestions or forgets homework. Seeking a solution with the client.

EXPLORATION TECHNIQUES

40. Exploring the current life, in particular painful memories (traumas), current physical conditions

41. Exploring and resolving the residues of unhappy periods (hangovers)

42. Exploring and resolving traumatic pregnancy, abortion and birth experiences

43. Exploring a past life

44. Exploring the immediately preceding lifetime

45. Exploring and resolving traumatic death and after-death experiences (pseudo-obsessors)

46. Exploring painful and limited lifetimes (hangover lifetimes)

47. Finding ignored lifetimes: short, humble or handicapped

48. Exploring positive past lives as resources

49. Finding out if characters from a past life are working out in this life

50. Finding out psychological causes and effects – and negative and positive causes and effects.

51. Exploring karmic patterns through lives; polarities

52. Exploring past-life transactions, relationships and obsessions

53. Exploration techniques for retrieval of soul fragments (soul retrieval)

54. Exploring inter-life decisions connected to present life issues

55. Exploring the presence of intrusions in body and mind

56. Detecting foreign influences

BODY WORK

57. Using physical sensations (somatics) during reliving. Knowing how to anchor vague and shifting charges. Assuming the original body position.

58. Detecting and releasing physical charges from traumas and hangovers.

59. Accident trauma release (ATR): releasing psychosomatic residues of accidents and surgery

60. Reclaiming ignored, denied or lost body parts.

CATHARTIC WORK

61. Keeping calm when the client enters painful, terrible, strange or confused experiences. Setting aside personal issues that may have been triggered and remaining focused on the client, exploring the trigger later.

62. Stimulating and guiding clients to work through trauma; releasing and transforming mental, emotional and physical charges; resolving post traumatic stress disorder (PTSD).

63. Exploring and resolving sexual problems, sexual abuse, and incest.

64. Completing incomplete death experiences

65. Discharging the hangover (some charges remain, you need to know how to discharge these) charges energetically.

66. Recognizing and undoing past-life transactions.

67. Finding and integrating soul fragments

68. Completing, anchoring, integrating and consolidating the results of catharsis, a.o. through future pace.

PERSONIFICATION TECHNIQUES

69. Inner Child work: finding, releasing and integrating inner children

70. Detecting if thoughts, feelings and body sensations are caused internally or externally. Checking if presences are internal or external. Detecting and releasing internalizations, attached energies and entities.

71. Recognizing and resolving parental legacies, family legacies and ancestral legacies.

72. Finding, releasing and integrating dissociated and interfering past lives that didn’t die well.

73. Ensuring that all key characters from the past life are met and that energy attachments from past-life characters leave.

74. Recognizing and releasing attached energies and entities. Detecting the entry points of attachments and healing these.

75. Releasing aggressive attachments (obsessors).

76. Checking if presences are human or non-human or thought forms.

INTEGRATION

77. Helping the client to look for patterns from past lives that continue into the present.

78. Knowing how to use the ‘Place of Overview’ (the clear Bardo state).

79. Letting clients discover how their thoughts, emotions and behavior influence each other and what they can do about that.

80. Resolve incongruent and conflicting beliefs.

81. Integrating the regression experience in the current life, the present life situation and personal growth with a.o. future pacing, affirmations, positive anchors and homework assignments.

CLOSURE TECHNIQUES

82. Completing the session; confirming and anchoring positive outcomes.

83. Grounding in the here-and-now at the end of the session.

84. Helping clients to realize that inner change will have repercussions on their work and their private life and that relations may react differently.

85. Teaching clients not to exclusively fixate on their problems and also to be aware of what they deeply want and desire.

86. Responding to client concerns about attachments after therapy.

87. Giving home assignments; followup calls and e-mails with clients after the session.

SPECIAL TOPICS

These topics are graduate subjects in some training programs, postgraduate in others and can be of special interest to the EARTh College.

1. “Altered state work” including progressive relaxation, visualization, Eriksonian techniques, overload and confusion, deepening, the use of suggestions in (altered states)

2. Acupressure (a.o. pressing the back)

3. Breath work during sessions

4. Using cathartic and integrative body work, including collapsing anchors

5. Energy scan as detection and induction, or to check if the tensions have gone

6. Providing energy healing. Shamanic work with the energy body

7. Contacting guides or higher self when appropriate

8. Personification of the sources of the problem in the current or past lifetime

9. Working with power animals

10. Ego positions and scripts; postulates; programs

11. Verbal exploration

12. Aura exploration

13. Drama triangle: recognizing neurotic games and roles (dependency & co-dependency)

14. Using affirmations for the client

15. Balancing male and female

16. Core issue explorations

17. Exploring negative lifetimes and positive lifetimes

18. Exploring the life plan and life preparation (LBL-sessions)

19. Higher-self interventions.

20. Reconnecting to the spiritual self

21. Regressing to prehuman experiences. Regression to soul origin and first stage of self-consciousness.

22. Working on the soul level: great integrations (male-female, adult-child, a.o.).

23. Working with the Shadow

24. Working with addicts

25. Working with sibling problems

26. Working with anorexia and bulimia

27. Working with children from about four years old.

28. Working with creative techniques like drawing

29. Working with dissociate disorders

30. Working with teenagers and teen age trauma

31. Gestalt to process trauma

32. Psychodrama (to unfreeze blocks)

33. Psychosynthesis, integrating subpersonalities; overcoming internal dissociation

34. Relationship counseling

35. Basic knowledge of religions and philosophies

36. Basic knowledge of social and cultural history. Doesn’t project modern ideas in ancient times or western ideas in foreign cultures.

37. Basic knowledge of the nerve system, the hormonal system and the immune system; a notion of psychiatric and recreational drugs

38. Information about the psychic or energetic organism

39. Body wisdom regression (kinesiology applied to RT)

40. Voice dialogue applied to RT

41. Constellations in RT sessions

42. Energy vortexing to quickly clear spirit attachments, obsessors and energy blocks

43. Spiritual Emergency SE: Recognizing spiritual emergencies (sudden and overwhelming intuitive experiences) and how they differ from psychotic episodes; dealing with such experiences.

44. Induction by non-dominant hand work/writing and drawing

45. EMDR (Eyes Movement Desensitization and Reprocessing) techniques applied to RT (any stage)

EXTRA Topics

These topics could be interesting for extra skills and insights, that are at the moment not part of the basic nor post graduate formats.

1. Using oracle bridges.

2. Dream work

3. Hypnodrama

4. Melchizedek Method

5. NLP

6. Self-hypnosis

7. Theta Healing

8. Using constellations when appropriate

9. Basic knowledge of psychology, especially clinical psychology and developmental psychology.

10. History of hypnosis

11. Theory of mind

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