For schools or training programs that meet the 400 hour, two year minimum requirement.
A minimum of 400 hours of training time over a minimum 2 year training period. May include components such as classroom training, assisting at Breathwork trainings, supervised practice with clients, observation of Breathwork sessions facilitated by certified Breathworkers, individual Breathwork sessions received from trainers, written assignment and readings, etc.
Training staff must assess each applicant’s ability to utilize breathwork training effectively and responsibly. Criteria for this assessment will depend on training objectives and may include the following at the discretion of the training staff.
It is recommended that training objectives and entry requirements be communicated clearly in writing to training candidates and that they be notified of what entry criteria they do not meet and what they would need to do to be eligible.
If operating with a modular system with multiple entry points, the requirements for entry to various stages of the training will be based on attaining the knowledge, skills and qualities of the earlier phase of the training.
All trainees must be provided with a statement clearly outlining the commitment involved in the training, ie. attendance, work between classes, assessment, support provided by the trainers, costs and duration.
Contracts are to be signed with copies for both the trainee and school. Trainees also receive a waiver form, a statement of the school’s Code of Ethics and Practice and a copy of the appeals procedure. Trainees’ commitment is to the full length of the training course and should they decide to leave the course before completion this needs to be discussed with the trainers.
Trainings vary widely in how they are structured in terms of blocks of training and may depend on the physical location of the training center, ie. urban or rural, as well as in-person or online. Some trainings are modular with multiple entry points, others are closed to new entrants from the beginning. It is therefore not possible or appropriate to specify how trainings should be conducted in terms of blocks of training.
For some it is one weekend per month, for others there are longer blocks of residential training, and for others there are elements of distance learning. No matter the structure, trainings are divided into theoretical components and experiential work.
A training course should have personal development, client work under supervision, theoretical work, and peer support. Some may require community service.
Theoretical: one quarter to one third of the time
Experiential work: two thirds to three quarters of the time
Emphasis is placed on the personal growth of the trainee and not just on the acquisition of skills/knowledge. However, the acquisition of skills and knowledge is an important part of the training.
Supervision and client work is seen as an essential learning tool.
Supervision is in relation to working with clients and may or may not involve the supervisor's presence at the time of the session. If the supervisor is not present, the training should include a process for students to document their sessions and submit feedback to trainers. Supervision should always respect the welfare and confidentiality of the client and have the client’s written consent.
Trainee’s peers can be their “clients” in the early part of the training, and paying clients can be acquired from outside the training when the trainee is ready to begin work with the general public.
Trainees work under supervision from the time they begin working with clients (members of the public and members of the training group) and supervised work forms an integral part of the training. Supervision can take place either in a group setting or individually. In both cases it can be with one or more trainers. Supervision should also include written and/or oral reports of breathwork sessions with clients.
Trainees may take their peers through Breathwork sessions for a portion of the training. This can be done in pairs, threesomes, etc. but it is done under supervision and forms an integral part of the training.
Trainees take a minimum of 3 clients through 10 sessions each during the life of the training. These clients should not be fellow trainees, peers, friends, family, or colleagues who they work with in other ways.
Work with members of the public does not begin until the trainee is considered ready to work in this manner (usually in the second half of the training).
Trainings have clearly documented outcomes in terms of knowledge, skills, personal development, etc. These outcomes are to be assessed in appropriate, non-competitive, supportive, empowering ways on a regular basis. Students are to be given their assessment as a learning tool on which to build and focus.
All students are to receive a list of recommended reading including books, articles, resources, etc. When possible or appropriate, trainers are to provide study manuals, copies of handouts, etc. Required materials and which of these are included in the training fee are to be specified clearly.
Breathwork trainers have themselves completed a formal training program in group work and training. This can include an element of apprenticeship.
They must have been working as a Breathwork practitioner for a minimum of 2.5 years prior to becoming a Breathwork trainer.
They demonstrate integrity in their personal and professional life. They have good communication skills, organizational abilities and the ability to work as a part of a team.
They have an understanding of the ways adults learn and of the fundamental concepts of adult education and methodology, i.e. empowerment, group work, equality, self and professional evaluation, etc.
There should be a minimum of two trainers.
Trainers who have graduated from schools other than the one in which they are working are to be included in the training team.
This form outlines MINIMUM AND ESSENTIAL criteria for the training of competent, professional Certified Breathworkers.
A Breathwork training should contain the following units of learning. A unit of learning is a collection of topics that roughly fit together. This does not mean they have to be delivered together. Some topics can fit under several headings. These are offered as minimum requirements and do not preclude to adding to and expanding them if they so wish. They are not listed in any particular order and the order does not indicate any value judgment or priority.
Material from all nine Units are to be covered in the training. Suggested topics for this material are given.
This unit will be adapted to suit the particular type of Breathwork being taught. Topics may include:
There should be more than one theoretical approach presented to trainees.
Approaches to physical, emotional, psychological and spiritual client issues. Training should include basic understanding of the challenging issues which may be presented by clients and the life contexts in which such issues arise. Trainees should be encouraged to explore these issues in their own lives and become aware of how they may influence their work as breathworkers.
I affirm that I have read and understand the GPBA Code of Ethics and I agree to practice Breathwork in full compliance.
Please upload any documents that you believe will be helpful in reviewing your application.
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