Module 3: What You Will Learn
In this third and final module of the training, we will learn how we can facilitate greater embodiment of emotional experiences through the physiology of the brain, the spinal cord, and the structures that surround and protect them (cerebrospinal fluid, membrane, bone, fascia, tendon, ligament, muscle). We will also study how we can facilitate greater embodiment of our emotional experiences in our brain and body by connecting the individual to additional archetypal resources at different levels of the collective than in earlier modules.
Course Content
- The role of the central nervous system area of the brain and spinal cord and surrounding structures in generating as well as defending against extra-ordinary psychological and physiological and experiences of stress and trauma.
- Clinical strategies for working with the physiology of the brain and spinal cord and surrounding structures when working with extra-ordinary psychological and physiological experiences of stress and trauma in psychological work settings.
- The role of the central nervous system areas of the brain and spinal cord and surrounding structures in generating as well as defending against ordinary but difficult physiological and psychological experiences in the course of development (as opposed to extra-ordinary experiences stress and trauma).
- Clinical strategies for working with the central nervous system area of brain and spinal cord and surrounding structures during psychological work with ordinary but difficult experiences in the course of development (as opposed to the extraordinary experiences of stress and trauma).
- Clinical strategies for connecting the individual more to the resources of the basic elemental archetype of fire with intensity and clarity as its primary attributes, for accessing, expanding, and regulating our emotional experiences in psychological work settings.
- Clinical strategies for connecting the individual more to the resources of the basic elemental archetype of earth with structure and stability as its primary attributes, for accessing, expanding, and regulating our emotional experiences in psychological work settings.
- Clinical strategies for facilitating the interactions between the individual and the collective at the higher end of the archetypal continuum, at the level of the Self and beyond, to mobilize the highest possible resources of the collective for accessing, expanding, and regulating our emotional experiences in psychological work settings.
The Training Includes
- Three 4-day professional training modules with Dr. Raja Selvam
- Training Manual & resources
- Advanced online classroom
- Lifetime access to the recordings
- Full Lifetime Access
- Certificate of Completion
Schedule
This Training will be broadcasted via Zoom. All times are US CENTRAL TIME (GMT -6:00).
Day 1
9:30 – 11:00 am. The role of the central nervous system in emotional experiences.
Lecture and discussion.
11:00 – 11:30 am. Morning break
11:30 am – 1:00 pm. Clinical strategies for working with the central nervous system physiology to access, expand, and regulate emotional experiences in the brain as well as the body. Lecture, guided experiences, and discussion
1:00 – 2:30 pm. Lunch break
2:30 – 3:45 pm Clinical demonstration with a participant. Discussion.
3:45 – 4:15 pm Afternoon break
4:15 – 6:00 pm Clinical practice among participants in small groups. Discussion.
Day 2
9:30 – 11:00 am. The role of the collective in an individual’s emotional experience, part one. Discussion.
11:00 – 11:30 am. Morning break
11:30 am – 1:00 pm. Clinical strategies for connecting an individual to resources of the dual archetypes at the second highest level of the collective, including working with the basic archetypal element of water to make the individual more receptive to the collective, to access, expand, and regulate emotional experiences in the brain and the body. Lecture, guided experience, and discussion.
1:00 – 2:30 pm. Lunch break
2:30 – 3:45 pm Clinical demonstration with a participant. Discussion.
3:45 – 4:15 pm Afternoon break
4:15 – 6:00 pm Clinical practice among participants in small groups. Discussion.
Day 3
9:30 – 11:00 am. The role of the collective in an individual’s emotional experience, part two. The role of the basic archetypal element of fire in one’s emotional experience as well as in connecting the individual to the highest level of the collective. Discussion.
11:00 – 11:30 am. Morning break
11:30 am – 1:00 pm. Clinical strategies for connecting an individual to the resources of the highest level of the collective, including working with the basic archetypal element of fire, to access, expand, and regulate emotional experiences in the brain and the body. Lecture, guided experience, and discussion.
1:00 – 2:30 pm. Lunch break
2:30 – 3:45 pm Clinical demonstration with a participant. Discussion.
3:45 – 4:15 pm Afternoon break
4:15 – 6:00 pm Clinical practice among participants in small groups. Discussion.
Day 4
9:30 – 11:00 am. The role of the basic archetypal element of earth in an individual’s emotional experience. Lecture and Discussion.
11:00 – 11:30 am. Morning break
11:30 am – 1:00 pm. Clinical strategies for connecting an individual to the basic archetypal element of earth to access, expand, and regulate emotional experiences in the brain and the body. Lecture, guided experience, and discussion.
1:00 – 2:30 pm. Lunch break
2:30 – 3:45 pm Clinical demonstration with a participant. Discussion.
3:45 – 4:15 pm Afternoon break
4:15 – 6:00 pm Clinical practice among participants in small groups. Discussion. Closure.
Who can benefit from the ISP Training?
Integral Somatic Psychology™ is an advanced level training for experienced clinicians who are engaged in psychological work with individuals or groups in therapeutic practice or teaching. If you are a psychiatrist, psychologist, social worker, marriage and family therapist, counselor, art, movement or breath therapist, coach, bodyworker, energy worker, psychology trainer or educator, clergy, meditation or spiritual teacher, you will find the training valuable.
Continuing Education
Integral Somatic Psychology, LLC
ISP Professional Training, Module 3
October 1-4, 2021
Online
Accreditation Statement
In support of improving patient care, this activity has been planned and implemented by Amedco LLC and Integral Somatic Psychology LLC. Amedco LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Psychologists (APA) Credit Designation
Amedco LLC designates this activity for a maximum of 24.00 Psychologist contact hours.
The following state boards accept courses from APA providers for Counselors: AK, AL, AR, AZ, CA, CO, CT, DC, DE, FL, GA, HI, IA, ID, IL, IN, KS, KY, MD, ME, MO, NC, ND, NH, NE, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY
MI: No CE requirements
The following state boards accept courses from APA providers for MFTs: AK, AR, AZ, CA, CO, CT, DE, FL, GA, IA, ID, IN, KS, MD, ME, MO, NE, NC, NH, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY
MI: No CE requirement
The following state boards accept courses from APA providers for Addictions Professionals: AK, AR, CO, CT, DC, DE, GA, IA, IN, KS, LA, MD, MO, MT, NC, ND, NE, NJ, NM, NY (outstate held)*, OK, OR, SC, UT, WA, WI, WY
MA / MFTs: Participants can self-submit courses not approved by the MAMFT board for review.
The following state boards accept courses from APA providers for Social Workers: AK, AR, AZ, CA, CO, DE, FL, GA, ID, IN, KY, ME, MN, MO, NE, NH, NM, OR, PA, VT, WI, WY
* If the activity is held live in the state of NY, then direct addictions board is required, ie: NAADAC. If the activity is held outside NY, is virtual, enduring or remote, it is considered “outstate” and this reciprocity applies.
New York Board for Psychology (NY PSY)
Amedco is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0031. 24.00 hours.
Tuition
The early registration deadlines to get the lower tuition of $795 are: March 24, 2021 for module 2, September 1, 2021, for module 3. If you register for a module after the early registration deadline, tuition will be $845. CE Credits are $45 per module.
If you miss a module: Catch up by video
All students will receive access to the recordings. Students who need to miss a module can catch up by video.
Cancellation and Refunds
- If an applicant is denied access to the training, for any reason, a full refund will be issued.
- If a training is cancelled by ISP, a full refund will be issued.
- If a training module is rescheduled, tuition will be transferred to the rescheduled training,
or another location. No refund will be issued. - If a student cancels a training at least 21 days prior to a training module, a full refund will
be issued, less a $75 nonrefundable cancellation fee. - If a student cancels a training within 20 days of the start date of a training module, a 50%
refund will be issued for the tuition for that module; if the student paid in advance tuition
for additional future training modules, a full refund will be issued for tuition for those
additional future training modules. - No refunds will be issued for no-shows.
References
Aviezer, H. Trope, Y., & Todorov, A. (2012). Body cues, not facial expressions, discriminate between intensive positive and negative emotions. Science, 338(6111), 1225-1229.
Barrett, L. F. (2018). How emotions are made: The secret life of the brain. Boston: Mariner Books.
Beilock, S. (2017). How the body knows its mind: The surprising power of the physical environment to influence how you think and feel. New York: Atria Books.
Casanto, D. (2011). Different bodies, different minds: The body-specificity of language and thought. Current Directions in Psychological Science, 20, 378-83.
Colombetti, G. (2014). The feeling body: Affective science meets the enactive mind. Cambridge, MA: MIT Press.
Craig, A. D. (2015). How do you feel? An interoceptive moment with your neurobiological self. Princeton, NJ: Princeton University Press.
Critchley, H. D., & Nagai, Y. (2012). How emotions are shaped by bodily states. Emotion Review, 4(2), 163–168. https://doi.org/10.1177/1754073911430132
Crocker, L., Heller, W., Warren, S. L., O’Hare, A. G., Infantolino, Z. P., & Miller, G. A. (2013). Relationships among cognition, emotion, and motivation: Implications for intervention and neuroplasticity in psychopathology. Frontiers in Human Neuroscience, 7, 1-19. doi: 10.3389/fnhum.2013.00261
Damasio, A. & Carvalho, G. (2103). The evolution of feelings: Evolutionary and neurobiological origins. Nature Reviews in Neuroscience, 14 (2), 143-152.
Fincher-Kiefer, R. (2019). How the body shapes knowledge: Empirical support for embodied cognition. Washington, DC: American Psychological Association.
Gross, J., & Barrett, L. F. (2011). Emotion generation and emotion regulation: One or two depends on your point of view. Emotion Review, 3(1), 8-16.
Hufendiek, R. (2016). Embodied emotions: A naturalistic approach to a normative phenomenon. London: Routledge Taylor & Francis Group.
Johnson, M. (2017). Embodied mind, meaning, and reason. Chicago, IL: The University of Chicago Press.
Laird, J., & Lacasse, K. (2014). Bodily influences on emotional feelings: Accumulating evidence and extensions of William James’ theory of emotions. Emotion Review, 6, 24-37.
Maiese, M. (2011). Embodiment, emotion, and cognition. New York, NY: Palgrave MacMilllan.
Okon-Singer, H., Hendler, T., Pessoa, L. & Shackman, A. J. (2015). The neurobiology of emotion and cognition interactions: Fundamental questions and strategies for future research. Frontiers in Human Neuroscience, 9. https://doi.org/10.3389/fnhum.2015.00058
Peper, E., Lin, I., Harvey, R., & Perez, J. (2017). How posture affects memory recall and mood. Biofeedback, 45(2), 36–41. https://doi.org/10.5298/1081-5937-45.2.01
Price, T. F., Peterson, C. K., & Harmon-Jones, E. (2012). The emotive neuroscience of embodiment. Motivation and Emotion, 36, 27-37.
Tyng, C. M., Amin, H. U., Saad, M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 1454.
Winkielman, P., Niedenthal, P., Wielgosz, J., Eelen, J., & Kavanagh, L. C. (2015). Embodiment of cognition and emotion. In M. Mikulincer, P. R. Shaver, E. Borgida, & J. A. Bargh (Eds.), APA handbook of personality and social psychology, vol. 1. Attitudes and social cognition (p. 151–175). Washington, DC: American Psychological Association. https://doi.org/10.1037/14341-004
