Regression Therapy
Regression Therapy

Trisha Caetano

Treating the Core Issue

by Trisha Caetano

Core issues underlie behavior, says this author. When using past-life regression therapy (PLRT), she advises, it is important to address the client’s case from an overview position, using the client’s response to a theme to focus the session on a search for the core of a behavior pattern instead of the surface presenting problem. The purpose of PLRT then is to remove the subconscious reactive part of a traumatic past-life experience, putting the individual in present time in a position of conscious choice instead of reactive programming.

A core issue may be defined as a viewpoint or feeling that motivates behavior. A core-issue incident is an experience that causes an individual to form a viewpoint, feeling or emotion that originates a pattern of behavior. Primary core issues are: anger, fear, control, worth/worthlessness, good/bad, power/helplessness, trust/betrayal, loss, guilt, etc.

 There may be one primary core issue active in a specific lifetime and any number of secondary issues associated with it or derived from it. For example, concepts of “good” and “bad” are usually formed early on the time line of the reincarnation cycle. There can be a number of lifetimes when, because of entirely different circumstances, the individual may have concluded that he (or she) was bad, and then associated other viewpoints around this core issue, programming and cross-referencing them on the same tape in the memory banks. These are the secondary core issues. Read more

Core Issues In Relationships

by Trisha Caetano, B.S.

The Structure of Core Issue Patterns

A core issue is the result of an incident which causes an individual to form a viewpoint, feeling, or emotion that originates a pattern of behavior. Core issues are basic: anger, fear, control, worth, loss, guilt, etc. There can be one primary core issue active in a specific lifetime, with other issues associated with it or derived from it, or there can be more than one primary core issue in re-stimulation in a lifetime. For example, fear and guilt could be inexorably linked in the present, but could have originated in different lifetimes and therapeutically, must be dealt with individually. Core issues underline behavior, which is why, at best, behavior modification simply compounds existing coping mechanisms. The function of past-life regression therapy is to locate cause for the purpose of eliminating effect. To locate cause, the therapist must find the specific experience that originates the core issue pattern.

Concepts of “good” and “bad” are usually formed early on the time line of the reincarnation cycle and are primary core issues. There can be a number of lifetimes when, due to perhaps entirely different circumstances, the person concluded that he was “bad” and then associated other viewpoints with this core issue, programming and cross-referencing them on the same tape in the memory banks. Once the viewpoint of “bad” is assumed in the present lifetime, it re-stimulates the entire tape and the individual reacts subconsciously to the program. Read more

Trisha Caetano – Bio

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Name: Trisha Caetano

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Email: event@voice.com

Website: www.trishacaetano.com

Resume: Trisha Caetano received her Bachelor of Science degree from the University of Oregon and has done post‑graduate studies at Portland State university. She studied Client‑Centered Therapy under Carl Rogers at U.C.S.D. and has a background in Gestalt Therapy, Regression Therapy and Psychosynthesis.

Trisha is internationally known as a pioneer in Inner Child Integration and Regression Therapy and has done trainings for psychotherapists in six countries. She was President of the Association for Past-Life Research and Therapies Inc. (APRT), a world-wide organization of professionals focused on regression as a therapeutic tool in healing. She was director of their training team to certify therapists in regression therapy.

Trisha was invited to come to the Netherlands to do a training in regression therapy for professionals. In a demonstration during the training she included Inner Child work in the healing and integration part of the session. Students wanted to learn more about this method and she was asked to return. Since then she has taught this paradigm for 11 different institutes in the Netherlands.

Graduates from these institutes wanted more in‑depth training so the one year Inner Child Integration therapy training was started in 1994. Students continued to request a longer program so the two year training started in 1999.

Trisha travels internationally lecturing and training professionals.Published in professional journals and magazines internationally, Trisha has been featured on national and international television and radio programs. She has trained more than 700 medical doctors in Japan in inner child work and regression therapy. She features in the new EARTh movie about regression therapy.

She is known as a vibrant and knowledgeable presenter, educator and trainer in the fields of interpersonal and transpersonal development. She brings energy, humor, insight and empathy to her work.

Training School:

INTEGRATION THERAPY

PROFESSIONAL TRAINING PROGRAM

Multidimensional Healing and Growth

THE TRAINING PROGRAM

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The Integration Training program is for members of the healing professions.  It is an in-depth, experiential training program.  It includes lectures illustrated with case histories giving insights into the process of both the therapist and client.  As a student, you learn practical therapeutic methods, experience group processes, practice with other students.  This method of training allows you to feel, do, see and understand how Integration Therapy becomes a powerful tool for accelerating the healing process for yourself and your clients.

This training program includes knowledge of basic and advanced methods of regression therapy, both past life and inner child work.  Methods of instruction include knowledge and integration of techniques used in Gestalt, Jungian Archetypes, Voice Dialogue, Non-dominate hand work, energy balancing, spiritual processes, Psychosynthesis, sub personality work, Transactional Analysis, advanced interviewing and communication skills, rituals and healing.

You will be trained to help another person go deeply into their own experience, using respect, safety and compassion for the person.  You will learn to sense the energy of the client and move into the flow of their process to assist them with their healing.  It is the other person’s session and the power of their healing is within them.  A responsibility of a therapist is to help the person become who they truly are.

A basic theme to this training is to do your own work so you can stay in your center, connect with the client and at the same time allow the client their own, total experience.  Healing and protecting your own, inner vulnerability, you can protect and empower the client.  The greater variety of skills you learn, the more you are able to help yourself and your clients integrate into wholeness.

OBJECTIVES IN THE TRAINING COURSE

To provide professional methods and techniques to develop in students the high levels of competence and responsibility required to do professional therapy

To assist each student in their own healing process

To maintain high professional and ethical standards for trainers and students.

To bring students to a level of performance which demonstrates understanding and application of the principals taught in the training program

To work toward understand and resolution of any problems that may arise in the student group.

To offer opportunities for continued education, supervision and support after graduation

To inspire in students the respect, compassion and honesty needed to help people explore the depths of their own pain the heights of their own expanded awareness.

To understand that the trust the client places in you as a therapist is a deep honor and the client’s process is to be respected.

CERTIFICATION FOR THE INTEGRATION THERAPY TRAINING

ATTENDANCE

All students must complete the entire training program.  Compensation for a weekend or day missed must be made by listening to audio recordings of lectures given, doing the group processes from the recording and make up supervised practice sessions by private appointment with qualified supervisors.  If one entire three day segment of the training is missed, the student will not graduate.  Missed segments can be made up during the next training, delaying graduation by one year.

REQUIRED READING

A minimum of three books must be read from the provided bibliography. Books can be in Japanese or English.  Relevant books not in the bibliography are accepted reading.  A very short report must be written for each book, not on the contents but on what you personally learned, felt, experienced from reading the book.

PRACTICE

During each day of the training there will be supervised practice work.  Students will be required to be both student therapist and student client during the practice.  Students will also be observing sessions on training weekends and giving feedback, meeting the requirements on the form, “Case Supervision”.

STUDY GROUPS

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Students are encouraged to form independent study groups with other students in the same area.  Each group will decide the time for the meetings.  The meetings should include discussion of issues related to the course study and practice with each other.

PERSONAL THERAPY

Students must receive a minimum of three personal, private sessions from a qualified Integration therapist.  This can include graduates from the previous training programs with Trisha.  This is to help the student both work with and heal their own personal issues.  It allows them to have the experience of being a client with this method.  These sessions are in addition to the training fee.  The cost of the sessions is to be determined by the student and the therapist they select.  The personal therapy process must be done during the training course.

CASE PRESENTATION

Each student must do a minimum of four sessions with one client.  All these sessions must be in addition to the scheduled training program practice work.  If the student does not feel they are prepared to use this method within the first three months of the training, please consult with the Training Director, Trisha Caetano or associate trainers.

At the end of the training, each student must give a case presentation to the group, with a qualified trainer in attendance.  All case histories must maintain the confidentiality of the client.  Before the presentation the therapist must have a signed agreement from the client that a case presentation is permitted.  This signed agreement from the client is to be kept with the private, client records.

GRADING

Therapy is an intense, transforming experience that is subjective and experiential.  Therefore, there is no grading or rote memorization for written tests.  The training is based on a pass/fail system.  When the course requirements and student performance are all met, the student passes the course and certification is granted.

COURSE MATERIALS

A comprehensive training manual will be provided.  Students may bring extra pillows or blankets if they want them.  Students may also be asked to bring objects for use in Gestalt or healing metaphors.

OTHER COSTS

Although tuition covers the cost of the training course, teachers, supervisors and course manual, it does not cover the cost of reading books.  Students are responsible for using the library or purchasing the necessary books.  The required personal three therapy sessions are not covered by the tuition fee.  If it is necessary, students must pay for their own transportation, meals and lodging.

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