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Shiatsu Courses, Classes and Training with <a href="ls_friday_taster.html"><b>Open (click) Evenings</b></a> and <a href="ls_intensive_weekdays.html"><b>Intensive Courses</b></a><br>
from Absolute Beginner right through to fully qualified Professional
registered and insured with the <a href="http://www.zen-shiatsu-society.co.uk/">Zen Shiatsu Society</a>.<br>
Call 0700 078 1195 Mon-Wed-Fri 12 noon to 3 pm or leave a
message anytime, or <a href="mailto:info@learn-shiatsu.co.uk">click to email us</a>
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<h2><font class="highlight">Zen School of Shiatsu</font></h2>
<p><b>19 Phipp Street<br>
London EC2A 4NP<br>
Tel: 0700 078 1195 </b><br>
Monday, Wednesday, Friday<br>
12 noon to 3 pm or<br>
leave a message anytime<br>
<b>or <a href="mailto:info@learn-shiatsu.co.uk">Email</a> us</b></p>
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<p><a href="ls_contact_us.html">Find us on Earth: CLICK for map</a></p>
<p><a href="ls_helping_others.html">About Us</a></p>
<p><a href="index_htm.html">Back to Front</a></p>
<p><a href="ls_friday_taster.html"><b>SHIATSU Open Evenings</b></a></p>
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<p><a href="ls_overview.html"><b>COURSES</b> - overview</a></p>
<p><a href="ls_course_management_tutorial.html">Shiatsu Course Management Tutorial</a></p>
<p><a href="ls_programme.html">Shiatsu COURSEWORK</a></b></p>
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<p><a href="ls_faqs.html"><b>FAQs - </b>Frequently Asked Shiatsu Questions</a></p>
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<p><a href="http://www.healing-tao.co.uk/Articles_by_Kris_Deva_North.htm">ARTICLES on Shiatsu and other interesting matters</a></p>
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<p><font class="highlight">May I be the doctor and the medicine</font></p>
<p><font class="highlight">And may I be the nurse</font></p>
<p><font class="highlight">For all sick beings in the world</font></p>
<p><font class="highlight">Until everyone is healed</font></p>
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<b>Unique among UK Shiatsu Schools Zen School of Shiatsu UK</b>
<h2><font class="highlight">Learning by Teaching</font></h2>
<p><b>Shiatsu, at the most basic physical level,
is a simple manual skill underpinned by a complex body of theory.</b></p>
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<p>New applications are welcome for training as a Zen School Tutor. You must:</p>
<ul>
<li>have attained your professional Licence to Practise Zen Shiatsu, (LicZS),</li>
<li>activated your Practitioner Membership of the <a href="http://www.zen-shiatsu-society.co.uk/">Zen Shiatsu Society</a>, (PZSS)</li>
<li>be covered by the Zen Shiatsu Society insurance for teaching</li>
<li>completed the Healing Tao Summer Retreat and pre-requisites</li>
<li>be agreed by the teaching team.</li>
</ul>
<p>If you are interested, please contact <a href="mailto:kris@healing-tao.co.uk">Kris</a></p>
<p>Please read through <b>all of this page</b> to understand
what would be required of you, what the training is, and the teaching guidelines.</p>
<p>Here are the links to the documentation you will
need. Please print them out and please understand that you should read them along
with the rest of this page.</p>
<p><a href="ls_teacher_training_record.html">Teacher Training Record</a> |
<a href="ls_teaching_lessonplan.html"> Lesson-Plan Guidelines</a> |
<a href="ls_teaching_evaluation.html">Teaching Evaluation Sheet</a></p>
<p><b>To be a Teacher</b> you should work towards being</p>
<ul>
<li>able to help students through their learning process and to give this <b>help unclouded by your or their personal issues;</b></li>
<li>familiar with, understanding, and able to <b>transmit theory, practice and application</b> of our style of shiatsu;</li>
<li>able to <b>keep students interested</b> both in their learning experiences and other school activities;</li>
<li>capable of <b>supervising and giving feedback</b> to
students in their case studies, their work in the school clinic, and at demonstrations or
treatments of members of the public at festivals, exhibitions, community and corporate events;</li>
<li>always <b>willing to do more</b> rather than less;</li>
<li>punctual and reliable;</li>
<li><b>familiar with all requirements</b> (eg training, homework, fee & payment options, time-commitments,
module-completion) of Certificate, Diploma, Professional and Combined Courses;</li>
<li><b>committed to ongoing self-developmental energy work </b>and have completed the Healing Tao Summer Retreat</li>
<li>happy with and committed to your work, to your colleagues and to the school.</li>
<li>and involve yourself inschool activities </li>
</ul>
<p><b>Teacher Training</b> You develop through these phases:</p>
<ul>
<li>Observing other teachers</li>
<li>Assisting other teachers (this is separate from your assisting requirement for the Professional Licence course)</li>
<li>Team-Teaching</li>
<li>Solo Teaching being observed</li>
<li>Using the Teacher Evaluation forms as firstly an Observer, then Assistant.</li>
</ul>
<p>Now please read and understand everything that follows below:</p>
<p><b>The Zen Approach</b></p>
<p>Can we share some ideas?
you are you and I am me - as different as our fingerprints, and here to learn from
each other as from our students. You know -
you must know - the feeling when somebody writes another shiatsu book: Goodness, how
wonderful, wish I had done that, don’t they know a lot, wish I knew that much and could put it so clearly. Then you read it and realise you know most of it
anyway, but somewhere buried in the pages you find one or two new ideas that can help you
with what you are already doing and doing so well.</p>
<p>A few years before starting the Zen School I graduated from
teacher training college. I'd like to share a few practical things I learned, and a few
others about teaching at our school. I hope you find them helpful...if you already have
teaching experience you may be aware of some of them anyway...but please bear with me...<b>you
may learn something,</b> even if only that - you know more than me...read on!</p>
<p><b>Before you arrive in the class</b></p>
<p>to share a learning-and-teaching experience with your students, have a think about:</p>
<p>What is your overall <b>Aim </b>for the lesson<b> -</b>let's
say, for example:... to enable students to understand the genito-urinary system in a shiatsu context.</p>
<p>Your Aim leads you to consider what might be your <b>Intended Learning Outcome </b>(ILO)<b>:</b></p>
<p>Your ILO has two aspects: what you hope by the end of the
class your students should <b>know</b>, and what they should be able to <b>do.</b></p>
<p>For example... you would like them to <b>know</b> the
components and structure, functions and conditions of the system, and be able
to <b>do</b> things like relating conditions to meridians and elements.</p>
<p>If you were teaching a meridian, your <b>Aim</b> might be
to help students understand the meridian, with ILOs of <b>knowing</b> its route,
functions, uses of tsubos, and how to <b>do</b> things like locating and treating the meridian and tsubos.</p>
<p>From your Aim and ILOs come your Lesson <b>Plan</b> which I
would treat more as a a series of signposts than a rigid structure. Often I find
that having made the Plan, I don't actually have to use it but it does give a focus, if
only to remind me of the various</p>
<p><b>Choices of learning-experience</b> to keep attention, such as</p>
<ul>
<li>Group Discussion</li>
<li>Pair Work</li>
<li>Individual Work</li>
<li>Role-Play</li>
<li>Question & Answer</li>
</ul>
<p>In the context of our unique learning-teaching
system, my own Aim is usually "to discover where they need to focus to complete their
understanding of the (anatomical system/organ-meridian network)" still with the ILOs of what they should <b>know</b> and be able to <b>do</b>.</p>
<p><b>Arriving and Beginning</b></p>
<p>Its a good principle to arrive at least a half-hour before
the start (Ohashi recommends a full hour) to settle in. And sometimes new people
arrive early to join a course and need some administrative attention.(see below for
action on Joiners) And sometimes they arrive late, and need attention. Even then,
its good to make them feel welcome.</p>
<p>I really recommend spending an early part of each session
(e.g. after the warm-up in practical classes) <b>catching up with where students are at. </b>This
becomes more important as the number of teachers increases!</p>
<p><b>During the class</b></p>
<p>the key to a good lesson-experience is flexibility, keeping
your antennae twitched towards students' response to what's going down, <b>being ready to
change the energy</b>, to keep them interested,and to entertain.</p>
<p>We emphasis student-centred learning using cross-modular educational techniques.</p>
<p>The strongest point is <b>getting them to do the work</b> -
this is what we have always advertised..."You learn by discovery, finding the answers
for yourself, owning your knowledge rather than being handed the tutor’s to memorise
and recite..."</p>
<p><i>I hear and I forget, I see and I remember, I do and I understand</i></p>
<p>If you give them time to digest, reflect and discuss,
their learning will be reinforced, but Time Management needs mindfulness.</p>
<p>Good management of time keeps the energy contained, and
keeping the energy contained means you <b>facilitate the learning in small,
easily-digestible helpings</b>. A big "beware - be aware" for both
beginners and more experienced facilitators is over-teaching or trying to cram too much in. </p>
<p><i>It is in the silence between the words that understanding has space to be</i></p>
<p>Time becomes less manageable if you arrive late, if you let
it take a rambling course throughout your lesson, or save too little of it for the
end. <b>Time can be managed</b> into a structure, a framework within which we can move freely.</p>
<p>Leave time at the end of the session for feedback and
reinforcement. As well as asking students to say what they have learned and what
they have taught, you could also ask for feedback on how the session was for them, what
they would like to see more of, what they would like less of.</p>
<p>This is how my preferred time-plan would look for a <b>Practical</b> Session</p>
<p><b>An hour</b> warm-up, rooting/grounding/pushing, tea-drinking, bonding, Diplomats' wish-lists for
the session - what do they want to focus on, and for both Diplomats and Certificats: where
are they in the cycle? how are they getting on with their learning-treatments? what are
their difficulties?</p>
<p>I would then spend <b>half-an-hour/40 minutes</b> actual
teaching-time, setting Certificats their learning and helping Diplomats with their focus.</p>
<p>The next <b>40 minutes/hour</b> would be for exchanges:
Certificats practising their new moves on Diplomats and getting the benefits of
experienced feedback, followed by Diplomats practising their learning-meridian or
preferred focus on Certificats with feedback from the observing facilitator.</p>
<p>Of course if a Certificat or Diplomat wants to be assessed,
an extra degree of flexibilty is needed, even bilocation.</p>
<p>My framework for a <b>Tutorial </b>would be making time to
find out who's who. what's what, and where they're at, then an hour so on the
learning-treatment discussion/role-play, and an hour on the subject of the tutorial, with
Q&A, discussion, group- and pair-work where appropriate, spending time at the end helping them reinforce their learning.</p>
<p>If you've read this far (well done and thank you) then
you've probably counted that we've got about a <b>half-hour</b> left to fit in your
summary, get feedback and conclude the session.</p>
<p><b>Feasting on Feedback</b></p>
<p><b>Student Feedback</b> is the mindful part of the learning-experience, where the learning is reinforced and
understood from perspectives different from one's own. Students of all levels share
their experience, their perceptions of what they learned and what they taught each other.</p>
<p>It can really help each student if you specify the
feedback. Beginners like to say such as "I had a nice treatment from so-and-so
but I don't think I taught them anything."</p>
<p>Help them focus on each aspect before going on to the next, e.g</p>
<ul>
<li>What did you learn?</li>
<li>What did you teach?</li>
<li>What did you like best about the treatment you received? (always this question before the next one)</li>
<li>Say one thing to help your giver improve their next treatment.</li>
</ul>
<p>While encouraging students to speak their
mind, also help them understand the importance of thinking in terms of
"help" and "useful feedback" (rather than "criticism" or
even "constructive criticism")</p>
<p>When each has had their say, it would be
helpful for you to summarise their feedback, add your own observations and offer
suggestions for them to practise or learn before the next session.</p>
<p><b>Class Feedback</b> is an inspiring source of learning for facilitators. It should
follow on from the student-feedback.</p>
<p>Taking it in stages eases the way for honest
response, asking a question generally of the whole group but also individually to those
<ul>
<li>members who tend to speak less.</li>
<li>How was the class for you?</li>
<li>What did you like most?</li>
<li>What did you like least?</li>
<li>What would you like more of?</li>
<li>What would you like less of?</li>
<li>How could I have done it differently?</li>
<li>How do you think you might like to have done it?</li>
</ul>
<p>Expressing sincere appreciation for feedback does help
people feel comfortable to offer it and can reward you with useful insights.</p>
<p><i>Teaching-and-Learning is an experience
like making a cocktail: the <b>Plan</b> is the mixture of ingredients, the <b>Time</b> is
the glass which contains them. Change the mixture by all means, but don't let it
spill - and don't break the glass!</i></p>
<p><b>RECOMMENDED CLASS CONTENT</b></p>
<p><b>Open Evenings</b></p>
<p><i>what to<b> include:</i> </b><i>(please keep it simple)</i></p>
<ul>
<li>zen school video</li>
<li>chi self-massage - general approach rather than meridian-clock</li>
<li>energy-field blending and maintaining contact</li>
<li>scanning</li>
<li>The Connection</li>
<li>self protection</li>
<li>leaning pressure: natural, perpendicular, constant, even</li>
<li>ending and disconnection</li>
</ul>
<p><i>what to<b> exclude: </b></i></p>
<ul>
<li>technique</li>
<li>rhythm</li>
<li>pattern</li>
</ul>
<p><b>Practical-Session Warm-ups</b></p>
<p><i>what to<b> include:</b></i></p>
<ul>
<li>swinging</li>
<li>spinal cord breathing</li>
<li>Makka-ho</li>
<li>3-in-1stretches (after initial warming up)</li>
<li>chi self-massage: meridian clock sequence</li>
<li>floor kneeling; leaning, pushing & rooting exercise</li>
</ul>
<p><b>Practical-Session teaching</b></p>
<p><i>what to <b>include </i></b></p>
<ul>
<li>energy-field blending and maintaining contact</li>
<li>Scanning</li>
<li>The Connection</li>
<li>leaning pressure </li>
<ul>
<li>natural</li>
<li>perpendicular </li>
<li>constant </li>
<li>even </li>
</ul>
<li>ending and disconnection</p>
</ul>
<p><i>what to <b>exclude </i></b></p>
<ul>
<li>techniques</li>
<li>rhythm</li>
<li>pattern</li>
<li>corrections except during review sessions</li>
</ul>
<p><i>plus for <b>all students</b></i> </p>
<ul>
<li>principles of treatment</li>
<li>preparation for treatment</li>
<li>looking at the energy: where? strong/weak? flowing/stuck?</li>
<li>visualisation of conditions: imagining seeing into the body/mind</li>
<li>maintaining self-protection throughout treatment</li>
</ul>
<p><i>plus for <b>diploma</b>-course students</i> </p>
<ul>
<li>meridian treatment including meridian stretches</li>
<li>the need to maintain contact, grounding, and to practise as if treating</li>
</ul>
<p><i><b>excluding</b> for all students</i> </p>
<ul>
<li>routines</li>
<li>mechanical stretches</li>
<li>rotations</li>
<li>manipulations</li>
<li>rhythm</li>
<li>pattern</li>
<li>"casual touch"</li>
<li>"touch for convenience"</li>
<li>body-straddling</li>
</ul>
<p><font class="highlight">Admin Points</font></p>
<p><b>YOU MUST KNOW ALL THIS SO PLEASE READ CAREFULLY - ITS IMPORTANT</b></p>
<p><b>Joiners</b></p>
<p><i><b>Certificate Courses</b></i></p>
<p>Please give them a Course Cycle form, (in the yellow file),
have them complete and sign it, take a photocopy to give them and KEEP THE ORIGINAL or
leave it on the desk for admin to file. We need the one with their original signature. </p>
<p>Please <b>explain to them how</b> the Certificate cycle
works and about the practice-treatments they need to do before assessment.</p>
<p>They can pay by cheque, cash, or card in advance, or Pay as they Go.</p>
<p>Please explain that they have paid/are paying for the cycle
of 12 sessions and if they want to do more they have to pay more, and if they repeat a
session - even if by accident because they've lost track.</p>
<p>If you personally have not joined someone or do not know
who they are, please make sure you<b> see their Course Cycle form</b> and check it for stamps.</p>
<p><i><b>Diploma Courses</b></i></p>
<p>Please give them the Intermediate Diploma Course Guidance
Notes, (in the yellow file), have them complete and sign it,</p>
<p>take a photocopy and leave it on the desk for admin to
file. They keep the original with the Diploma study-cycle on the back.</p>
<p>There is no Pay as they Go for the Intermediate Diploma
Course. Joiners can pay by cheque, cash, or card in advance, or by Standing
Order. Costs are in the current prospectus and require <b>an initial payment and a
number of monthly payments.</b></p>
<p>Take the initial payment and have them complete a Standing
Order form (blue folder). If they do not have with them all the info needed to
complete the form, ask them to ring it through. Do NOT give them an uncompleted form
to take away. Leave it on the desk for admin to deal with.</p>
<p>If someone starts with the Intermediate Diploma Course then
the Certificate Course is included in the Diploma Course fee but <b>they must still sign
the Certificate Cycle and </b>the<b> </b>Diploma Course Guidance Notes and we keep the original, they the photocopy.</p>
<p>Diplomats pay for one cycle of the Diploma Course. If
they want to repeat any Practicals or Tutorials they must pay again by the session.</p>
<p><i><b>Professional Licence/Combined Course</b></i></p>
<p>Course Notes can be downloaded from CourseWork on the website.</p>
<p>ProComs can attend/repeat as many as they want of the
Certificate or Diploma Modules, Tutorials and Practicals as well as the Professional
Course Modules.</p>
<p>Fees are in the prospectus. Payment methods are the same as for the Intermediate Diploma.</p>
<p><b>Regulars</b></p>
<p>Please take time to check <b>paperwork</b> and find out if
people are doing their course in the way its designed (eg not doing all the tutorials
first then all the practicals next then all the learning-treatments, to give a silly
example) and <b>offer help</b> in their course management.</p>
<p>Keep an eye out for novice Diplomats getting carried away
with head-stuff - now that they can download assignments you may find them trying to
master the theoretical aspects before completing their certificate and
reading-assignments.</p>
<p>Encourage people to meet up outside school hours for
study/treatment exchanges, <b>encourage </b>them to start out-clinic work earlier rather
than later...encourage them!</p>
<p>Please make sure students know how to contact you if they have problems.</p>
<p>Talk to other teachers about student difficulties.</p>
<p>Please make sure you <b>enter in the Diary</b> the time and
subject of the session you are teaching, the names of those attending by Cert or Dip, and
the time of arrival if after the start-time of the class.</p>
<p>Please be very careful to check the cycle for the
Certificate course and stick rigidly to the sequence - variation leads to more ripples of
confusion than you could ever imagine. trust me!</p>
<p>Please pass feedback to admin or Dean of Studies so we can
take appropriate action or schedule it for discussion at the next teacher meeting.</p>
<p><b>Assessments</b></p>
<p><i><b>Certificate Assessment</b></i></p>
<p>Assessment training is up to you, but please make sure the
candidate has written up (as per the cycle notes) 20 treatments before Assessment Training.</p>
<p>Check for Contact, Connection, Natural Pressure, their ease
of movement of both themselves and you as they treat you. Keep it simple and give
lots of encouragement. </p>
<p>Its a good idea for the candidate to work on someone else
for 10 minutes first, then for you the assessor to give the candidate a 5-minute or so
treatment before asking them to work on you. </p>
<p>When the candidate has passed, please complete, sign and
seal a Certificate (yellow file) and present it at the end of the session, with a Zen
Shiatsu Society membership activation sheet.</p>
<p>Please make a note in the Diary.</p>
<p><i><b>Intermediate Diploma Assessment</b></i></p>
<p>Guidelines for Intermediate Diploma Assessment are in the Course Notes.</p>
<p>Enter in the Diary when a candidate has passed and admin will prepare a Diploma for your signature.</p>
<p><b>Routine Matters</b></p>
<p>Please be mindful of security and expense - lights,
heating, windows, doors etc</p>
<p>If you notice we are running out of tea or the white-board
pens have faded, its OK for you to replace them and give admin the bill. We will pay
you back!</p>
<hr>
<h3>TEACHING AT THE ZEN SCHOOL</h3>
<p>Most people who come into Shiatsu
training are grown-ups who want to do something different: heal others, heal themselves,
put their compassion to work, whatever. They
come from other lives, perhaps with children, probably work for their living, and have
taken responsibility for themselves. They are
already motivated, sometimes inspired, always interested.
Some have the support of parents or partners and can dedicate themselves full-time
to their learning while others, with limited resources, have work- and home-commitments
from which they can spare only a few hours every week or month, wonderful beings who,
passing through this wonderful world, want to do something different while still honouring
their other life-commitments and responsiblities. </p>
<p>Teachers can help with
learning-experiences that teach more than technique, skill and knowledge; help them know
themselves, honour themselves as they are rather than trying to fit into someone
else’s idea of what they should be; to find their way into being a practitioner, a
Shiatsu person, with a sense of their own empowerment and worth, in their own time, at
their own pace. </p>
<p>Who are we to tell you what to teach or
how to train, when there are a million manuals, from Carl Rogers to John Cleese, on how to
do it? Whatever the field, the principles are
the same and we are all fingers on the same hand.</p>
<p>I have taught skills since I was a young
man. When my father died we had 80
years of teaching between us. He taught a
language. Retired, in his eighties, he would
still get letters from people he had taught half-a-century before. My son is a teacher. This is our ancestral Qi. We discovered, through our different trainings in
different space-times, that state-of-the-art, cross-modular educational methods fit well
with the Zen approach. </p>
<p>Can we share some ideas? you are you and I am me - as different as
our fingerprints, and here to learn from each other as from our students. You know - you must know - the feeling when
somebody writes another shiatsu book: Goodness, how wonderful, wish I had done that,
don’t they know a lot, wish I knew that
much and could put it so clearly. The you
read it and realise you know most of it anyway, but somewhere buried in the pages you find
one or two new ideas that can help you with what you are already doing and doing so well. </p>
<p>If you find something in what I do that
helps with what you do, that is enough for you. It
is enough for me to have the joy of sharing it. </p>
<p>TEACH WHOEVER TURNS UP </p>
<p>There are no application forms. To register, a student provides name, address and
course fee. Why should we want to know their
age or what else they’ve done in their life? Who
are we to judge their fitness or otherwise to learn shiatsu? Who are we to judge? </p>
<p>THEY TURN UP WHEN THEY LIKE </p>
<p>The times of the class sessions - or
learning-teaching experiences - are fixed, the content published a year ahead, in an
ongoing cycle. Any student can turn up to any
session. If they miss, say, the Lung Meridian
Module on Tuesday, they can catch it on Thursday, or at the weekend a few weeks later, or wait till the nine-month cycle comes round
again, nine months later.</p>
<p>The student is responsible for his or her
own learning, and knows that to qualify for Final Assessment all the Modules need to be
completed. We don’t mind if its this
year or next, if they want time out to go travelling, have a baby, take in a year at
another school, work abroad, get through a confidence-crisis, bereavement, marriage or
divorce. </p>
<p>INVENTING SHIATSU </p>
<p>Instead of demonstrations we facilitate discussion groups from which arise the principles of
treatment: pressure, contact, connection, sensitivity. Then we ask them to invent a
treatment of, for example, the back of the body, or the side, or the front. </p>
<p>How amazing - they invent what we would
have taught! But what they invented is theirs, learned by discovery and now owned, knowledge born of
experience. </p>
<p>Instead of lectures we advise the subject
of the next tutorial and set an assignment of questions, thoughts and ideas. Students come ready to talk about their learning
experience while the facilitators job is to find the gaps. This is both challenging and
inspirational, but some students tend to overdo it so we issue a health-warning: more than
three hours preparing an assignment can seriously damage your enthusiasm. </p>
<p>HOLISTIC LEARNING </p>
<p>Before going near a texbook, students show they can give an intuitive treatment. Shiatsu,
at the most basic physical level, is a
simple manual skill underpinned by a complex body of theory.</p>
<p> Allowing a new student to first develop the practical skills means he or she can learn to move
around the body or move the body around, without just yet having to think of which
meridian to work or what point is good for what condition, or what Oriental Theory model
might influence treating, say, dysmenhorrea. Their
first treatments are therefore purely intuitive, feeling for kyo and jitsu and working
only with Intention. </p>
<p>They learn the language and concepts of Oriental Medicine listening to more experienced
students at Tutorials. Tutors offer
encouragement without correction until the new student has passed a Practical assessment,
typically after three months, and completed specified reading in their own time. </p>
<p>And then they dive in, preparing assignments, learning everything at once. Rather than say, anatomy in the first year,
physiology in the second and pathology in the third, or the classical meridians before the
Masunaga extensions, meridian modules include the related western anatomical system as
well as muscles and bones along the meridian route. Anatomy
modules require an understanding of the related organ-meridian networks, while Pathology
includes choosing an appropriate shiatsu treatment as well as suggesting possible
recommendations in terms of life-style, exercise, meditation, outlook and diet. </p>
<p>An hour of each Tutorial is for
discussing a treatment, presented by one of the group playing the part of his or her own
Participant (client, receiver.) Other group
members act the role of detective, using Asking Diagnosis to winkle out as much information as the presenting student
obtained. </p>
<p>Stimulating discussion follows,
based on the information gleaned, speculating on what could be the Participant’s
natural Element, the Element of imbalance, on what the Back diagnosis might have found, on
what might have manifested in the Hara. The
presenter adjudicates with the “right” answer, of what they actually found at
the time, but as Treatment is Diagnosis and
Diagnosis is Treatment, we can Focus on what we might have seen but with Awareness of <b>who
was doing the seeing.</b> </p>
<p>Helpful suggestions arise from the group energy that might help the presenting student with
recommendations in the real situation with their participant homework.</p>
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