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Promoting the Art of Spiritual Healing
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Training Standards
In order to ensure that students and practitioners have a comprehensive training in the Art of Spiritual Healing the GFSH has developed a training curriculum, which we at present believe is suited to provide the student with a thorough understanding of the discipline and art of Spiritual Healing. The syllabus is geared towards teaching students the multiple interrelationships of the senses and how these ones shape our construct of reality as well as their impact on our emotions and thereby on our overall wellbeing.
In general we expect the training program to consist of approximately 140 hours of training in person and another 120 hours of self-study.
Of the 140 hours of in person training approximately 70 hours should be dedicated to theory, in about 60 hours should be dedicated to practical training and in about 10 hours should be dedicated to supervision, observation and assessment of student progress during treatment performance.
Of the 120 hours of self-study in about 60 hours should be dedicated to further reading and investigation of the subjects taught, in about 30 hours should be dedicated to practical application of the methods taught and the skills aquired and in about 30 hours should be dedicated to self-development activities such as for instance Yoga, Meditation and Pranayama.
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Training in Vedic Philosophy
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The student should have a sound understanding of the Vedic Philosophy and the foundation of health as being rooted in our soul being in "bliss" with the divine also called Brahama or God. The student should understand how according to Vedic Philosophy the senses operate on the construction of reality. The student should have an understanding of the elements and the constitutional types associated with them.
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Philosophy of Chinese Medicine
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The student should have an understanding of the theory of Qi, Yin/Yang, Energy Meridians and the role of the organs in Chinese Medicine including their relationship with emotions, the senses and colours, taste etc. associated to the organs and meridians
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Philosophy of Tibetan Medicine
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The student should have an understanding of the Energy Constitutions Lung, Péken and Tripa and how these ones relate to the elements and the senses. The student should understand the importance of emotions in Tibetan Medicine and their relation to health. The student should understand the philosophy of fundamental principles of health, according to Tibetan Medicine.
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Philosophy of Ayurvedic Medicine
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The student should have an understanding of the concept of prana, the nadis system, the marma points, the chakra & aura system and on the influence of the energy vibrations entering our physical and etheric body through the senses. The student should have an understanding of the theory of the elements and how these ones relate to our senses and of the constitutional types vata, kapha, pitta.
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Philosophy of Shamanistic Healing
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The student should have an understanding of the theory of energy in Shamanism, the elements and their relation to the senses and our well-being. The student should also have an understanding of how the "Spiritual World" interferes with our well-being and emotional state as based on the Shamanistic belief.
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After the theoretical teachings the students should be taught techniques and tools to develop and refine their senses and thereby make their own experiences about how the senses affect their emotional state and overall well-being. In person training should be undertaken to further develop and perfection the student's intuition and perception.
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Part of the curriculum should be the development of diagnostic tools for the assessment of emotional and spiritual well-being as well as tools for the assessment of energy flows. Diagnostic tools taught should also allow students to understand the relationship between a particular emotional state and the overall well-being.
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Observation; relating a person's appearance and demeanours to specific emotions, beliefs etc.
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Conversation; relating a person's word choice to her/his construct of reality and the emotional state causing energy and emotional blockages etc.
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Energy Sensing; detecting energy blockages and understanding energy flows
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Intuition; Using all senses to understand a person's emotional state, ingrained beliefs, etc. and relating these ones to the person's overall well-being
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Higher Guidance; having the introspection and being in tune with higher guidance to assess a person's overall situation
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Therapeutic Methods
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The Therapeutic Methods taught should include a modality pertaining to each sense for students to get an overview. However, each training program should prepare students to be proficient in 1 modality.
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Sense of Touch
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The modality pertaining to the sense of Touch could be; Massage, Therapeutic Touch, Polarity, Reiki and related energy forms, etc.
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Sense of Sight
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The modality pertaining to the sense of Sight could be; Colour Therapy, Crystal Healing, Therapeutic Art, Mandala Drawing & Painting, Guided Visualisations etc.
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Sense of Smell
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The modality pertaining to the sense of Smell could be; Aromatherapy, Pranayama and other related therapy forms, etc.
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Sense of Hearing
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The modality pertaining to the sense of Hearing could be; Sound Therapy, Music, Chanting Mantras, Reciting Affirmations etc.
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Sense of Taste
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The modality pertaining to the sense of Taste could be; Herbal Treatments, Nutrition, Flower Remedies, Gemstone Remedies etc.
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Students should be advised and supported in their choice of self-development activities, these could include; Yoga, Meditation, Pranayama, Introspection & Self-development Workshops, as well as the Study of Philosophy, Psychology, History, Anthropology, Ethnology etc.
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The syllabus should include time to revise and integrate the knowlege and skills aquired and special care should be taken to thoroughly train the student in the facilitation of the Healing Process.
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The formal assessement of the skills and knowledge aquired should preferably compromise the units as listed below. This requirement is not mandatory, it should be regarded as a guideline.
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Written Exam; Checking the basics of the course content concentrating on the chosen area of specialisation, that is the therapeutic modality that has been given most attention during the training.
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Practical demonstration; evaluating how well the student is prepared for the facilitation of the healing process.
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Written or oral exam solely concentrating on assessing how proficient the student is with undertaking the treatment. Assessment of application of Code of Ethics, use of diagnostic tools, use of therapeutic modalities and after treatment care.
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Research paper of in about 700 words in the topic of choice of the student.
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Summary and discussion of the student's self-development journal. Understanding what the main benefits of the training where for the student and discussing how she/he will integrate the knowledge and skills acquired into her/his daily life.
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Advising and supporting the student in her/his quest for continuous updating of her/his skills and knowledge through self-study, practical exercises, workshops, study etc. Generally facilitating the process of self-discovery and learning and thereby help the student in her/his self-development.
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