Training Modules 2 and 3

Training Modules 2 and 3 are offered together in in two three-day back-to-back workshops designed for mental and physical health professionals who would like to gain skills in observing and assessing clients from a somatic framework, and expand their knowledge of somatic interventions that work directly with the regulatory systems that underlie and maintain problems such as anxiety, depression, isolation and other relational issues, and dissociation.

The Module 2 workshop in the United States is approved for 18 Continuing Education credits for psychologists, social workers, licensed professional counselors, licensed mental health workers, and marriage and family therapists:  (Check your eligibility and grievance policy.). CE credit for Module 2 is sponsored by Commonwealth Educational Seminars (CES). Commonwealth Educational Seminars’ training facilities are handicap accessible. Individuals needing special accommodations, please contact Melissa Lindsay at 808-256-3347.


Module 2 – The Body as the Doorway to Intervention

Day One: Reading the Body – what to pay attention to
Learning Objectives:

  1. Define what constitutes a body segment, name the 7 Reichian body segments and describe how a lack of integration across the seven segments contributes to a client’s experience of emotional confusion.
  2. Identify the main physical structures of the body that contribute to clients being out of touch with reality.
  3. Describe at least three factors affecting client’s congruent emotional development and capacity for expressiveness.
  4. Demonstrate skills in assessing non-verbal signals in the voice, body, facial expression and movement indicating a client’s moment-to-moment emotional experience.
  5. Describe how chronic patterns of muscular tension in the body can manifest in anxiety and depression.
  6. Apply one technique to assist a client who is experiencing affective dysregulation in session.

Day 2 – Understanding the body’s pulsatory flow that underlies the processes of thinking, feeling and action. Facilitating the pulsation and working with interruptions.
Learning objectives:

  1. Define pulsation and name two ways in which the flow of energy can be blocked / interrupted across the segments of the body as a whole and contribute to emotional confusion or lack of awareness.
  2. Name at least four energetic counter-pulsations that can occur in different segments of the body that limit a client’s awareness to the experience and expression of pain, anger or fear.
  3. Discuss the mechanics of breathing and how a client’s unconscious breathing pattern can result in physiological and psychological stress.
  4. Compare and contrast the experiential effect of belly breathing, chest breathing, belly-chest, and chest-belly breathing and describe which may most assist clients who experience anxiety or panic attacks.
  5. Name three breath-holding patterns and the related physical structures that may cause shallow breathing and how these contribute to sustaining depression.
  6. Apply one of the principle breathing techniques used in Radix to shift a chronic pattern underlying anxiety or depression.

Day 3 – Working with the eyes as a key process in ensuring the person is ‘present’ in the body, vital to effective intervention
Learning Objectives:

  1. Identify a minimum of six indices of a client not being present emotionally, cognitively or physically.
  2. Describe the significance of the working with the eyes for effective therapeutic intervention with dissociation.
  3. Explain dissociation as both a physiological and structural phenomenon.
  4. Describe three expressions in the eyes that are common to the experience of dissociation in clients.
  5. Apply one ocular Radix technique to effectively work with dissociation.
  6. Identify three counter-pulsations of the oral segment and how they contribute to emotional dysregulation.


Module 3 – Reclaiming the body, acceptance and personal empowerment. Grounding the Body and Restoring Contact

Day 1 – Contact and Contactlessness, Grounding and Movement
Learning Objectives:

  1. Describe the psychodynamic and energetic source of a client’s experience of inner deadness and isolation from the world.
  2. Distinguish between a client’s capacity to have self-contact and other-contact or contact with the world (reality contact).
  3. Identify the emotional and cognitive indicators and psychological benefits of good self-contact.
  4. Describe the relationship between chronic anxiety and lack of physical grounding.
  5. Discuss the developmental progress of grounding and how this affects which technique may be applicable for which clients.
  6. Apply two body-oriented interventions to develop or deepen a client’s temporary or ongoing reality-orientation.

Day 2 – Patterns of pulsation and energy levels.
Learning Objectives:

  1. Describe how particular patterns of breathing, muscle tension and movement can influence a client’s mood, emotional regulation and cognition.
  2. Increase practitioners awareness of their own levels of embodiment and vitality and how this impacts the therapeutic relationship.
  3. Discuss the therapeutic benefits of matching a client’s energy level and sense of embodiment, and identify two practical ways that workshop participants can change their energy levels and sense of embodiment to match those of their clients appropriately.
  4. Compare and contrast the patterns of chronic physical structure and respiration patterns that are most commonly associated with the suppression and/or repression of pain, fear and anger.
  5. Describe the subtle ways that a client can get stuck in a chronic pattern of emotional expression that looks connected but is in fact dissociated.
  6. Apply one body-oriented technique to facilitate emotional experience and expression when a client is limited in their affective ability.

Day 3 – Integrating the Learning
Learning Objectives:

  1. State three ways of working with clients’ eyes that contribute to resolution of conflicted or dysregulated affect and confused or dysfunctional thinking.
  2. Identify a broad variety of signs of dissociation of affect, body awareness or cognitive orientation.
  3. Apply modifications of a grounding technique to assist a client when they are dissociating in a session.
  4. Apply the concepts of self-contact and grounding to influence energetic and emotional regulation.
  5. Discuss how interventions demonstrated and applied during the workshop increase clients’ resilience and ability to accomplish goals, and improve self-concept and confidence.
  6. Name five challenges of working energetically and with emotional regulation with clients and the pitfalls for therapists when doing so.