Earth Ensemble Constellation Practitioner 2 Year:
Modules 1 & 2

Students will leave module 1 with:

 

1.  The Model

 

• an understanding of the model of earth ensemble work through counselling (gestalt and psychodynamic), constellation and shamanic lenses  

• an understanding of the meaning of ‘field work’ 

• able to participate in enquiries into field operation through models and personal mapping

 

Evidenced by: 

 

• setting up and photographing models and completing written or spoken assignment showing understanding of the model elements

 

2.  The Principles

 

• the principles of earth ensemble work through constellating (gestalt and psychodynamic), constellation and shamanic lenses  

• the importance of placings within the context of  orders of love (Hellinger), optimum flow, inclusion (medicine wheel shamanic model) and empathic resonance (person centred counselling) and all of these will be described and explained in the course material provided

• the importance of resourcing in this work  

• and participate in enquiries into these principles through models and personal mapping

 

Evidenced by:  

 

• setting up and photographing models and completing written or spoken assignment showing understanding of the model elements. 

 

3.  The Enquirer

 

• the importance of the place of the enquirer and the holding that the plot has unfolded because they have entanglements with or pulls to other stories through their body genetics, life, ancestral and the mythical holding stations 

• that if the representative was able to clearly hold their place and their life wish then these stories would not be showing up as difficulty.  

• the student is guided to go through exercises and movements that allow them as the space holder to hold a clear space holder place known as ‘neutral stance’ so that the enquirer can find their way back to this too.  

• they also learn a range of different ways of setting up or approaching this work.

• being able to use floor markers, representatives and table top constellations using stones, crystals or pieces of paper

• info on how to hold distance Constellations by Skype or phone

• solo constellation techniques for individuals as a self-help tool

• creative constellations using stories, art, writing and photos

• dream interpretation constellations

• timeline constellations – tracking a health condition or significant relationship etc

• constellations using intention, resources, essence

 

Evidenced by:  

 

• a short written or spoken piece by the student exampling their understanding of this concept

• written and photographed info showing experimentation with the list above

 

Course work focus:  

 

• choosing an environment that the student finds themselves in often and observing the model, principles and fields at work

• observing and recording what happens when they find a neutral stance

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Future modules will take place at the discretion of the course leader.  Days cannot be set due to the nature of the film course and its unpredictable terms, but if possible to timetable the same, will do.   Hours may be accrued towards an insurer's requisites.

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Module 2

 

North  The Physical Present

 

Presence

 

Body Mapping

 

Earth Mapping

 

Taught material:

 

Students will leave module 2 with:

 

4.  Presence 

 

• an understanding of the power of presence  

• experience and understanding of the importance of bodily awareness as our guiding principle for the work 

• experience and understanding of what it means to be present as a facilitator and to work phenomenologically. By opening up to presence we are able to appreciate there are so anythings at play in one moment.  We are also about to take our place in the realm of ‘the place beyond all stories’ to encounter both wholeness and discernment of the different elements at play in the stories of the story realm

• appreciation of the value of ritual and its purpose within constellation work 

 

Evidenced by:  

 

• students make their own designs of the Earth Ensemble wheel and include their findings  

• students begin and report on a daily practice of meditation, mindfulness or a breathing exercise to bring them into the present moment 

 

5.  The map of the body  

 

• a knowledge of simple biological mapping of bone structures, organs, nervous system and body parts is taught.   

• a map of psychological and spiritual sources of illnesses as accessed through different schools of thought is brought in (including holistic models of Rudolph Ballentine and Louise Hay, homeopathy, person centred counselling, narrative therapy)

• teaching movements of soul as experienced in the body

 

Evidenced by:  

 

• each person writes or speaks a short piece of work relaying their understanding on the body and physiological symptoms of illness at this stage  

• a project feeling the movement of soul in the body

 

6.  The map of the earth 

 

• knowledge of simple geographical mapping of the earth and its continents and countries  

• knowledge of political geography of land that has changed ownership to have awareness of the effects of this on belonging

• mapping of oceans, rivers and lakes, mountains and plains  

• looking at the main species and the populations of each water and land mass 

• looking at extinction and change, exiling, slavery and killing in the history of the place i.e. of people, races and of animals for culling like seals or whales 

• looking at farming and fires and the effects domestication and having livestock and arable land

• looking at generational fear due to war, tragedy or famine 

• teaching ways to tune into the physical land and feel the quality of its soil and soul  

• seeing how this contributes to the health of all

 

Evidenced by:  

 

• filling in clear maps and marking and dating land and changes of land over time

• marking main use of land and point so interest on clear maps of the different continents