CViP Course Outline
Each community is expected to support the participant’s learning by offering regular tutorial sessions to reflect on and deepen the understanding of presented content and to consider implications for daily practice, taking into account the specific needs in each community. There will be at least 2 tutorials each month lasting up to 1 hour per session.
The duration of the training course is 3 years, consisting of 13 full days: 4 days per year plus one concluding session. The content will be delivered in face-to-face sessions, which may be recorded and available to watch afterwards, if the venue offers that possibility and if the participant is unable to attend in person.
Modules
There will be 12 Modules and a Review and Conclusion session. All topics will explore the relevance of approaches based on Anthroposophy and contain elements of some other relevant theories, practical application, art and exploration of their spiritual dimension.
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The aims of the module are to:
Introduce aspects of the historic and philosophical background of Camphill and similar organisations.
Present developments from pioneering in Aberdeen to the present worldwide Camphill movement and other organisations.
Content will include:
Biographical aspects of the Founder members.
The role / influence of Anthroposophy and Rudolf Steiner.
Beginnings in Aberdeen.
Developments of training and practice.
Participants will be able to:
Gain knowledge and understanding of the roots/ foundation/ ideals of Camphill and other organisations.
Consider the relevance of historic practices and developments for the present.
Assessment:
Participants will assemble a portfolio containing reflections, questions, impressions regarding the presented content and its relevance for their own practice.
Recommended Reading:
Robin Jackson – Holistic Special Education – Chapter 1
Cornelius Pietzner - A Candle on the Hill - Discovering Camphill
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The aims of the module are to:
Give participants an overview of the whole CVIP course and its different modules.
To relate the content of the course to its philosophical background.
Content will include:
A brief description of the different modules.
Different elements that will be included in the modules.
An exploration of the meaning of spirituality and anthroposophy.
Exercises and group work related to the content.
Participants will be able to:
Have an overview of the whole CVIP course and how it has been structured.
Have a better understanding of what they can expect from the course.
Assessment:
Participants will assemble a portfolio containing reflections, questions, impressions regarding the presented content and its relevance for their own practice.
Recommended reading:
Camphill Values – AOCC UK & Ireland 2019
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The Aims of the module are to introduce the concept of ‘3-foldness’ (Body, soul, spirit)
Human ‘3-foldness’ as seen in the Neurosensory systems (head), Rhythmical systems (heart) and Metabolic limb systems (limbs).
To explore interconnections between the 3 systems.
To reflect on implications for everyday practice.
Content will include presentation and discussion of:
Different levels of consciousness.
Thinking, feeling, will.
The integration of body, soul and spirit.
The influence of each system on personality formation.
Practical and/or artistic activities.
Participants will be able to:
Gain an understanding of 3-foldness in general and in individuals.
Apply this to their practice in different areas of work.
Apply this to gain deeper insight into the people they support.
Deepen their self-knowledge.
Assessment:
Participants will be asked to show evidence of how the module content has led to a deeper understanding of an individual they support and how this has influenced their practice.
Recommended reading:
Handbook of Rhythmical Einreibungen – Monica Layer - Chapter on ‘Threefoldness’
Steiner: Theosophy - chapter 1
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The aims of the module are to:
Help the students to gain an understanding of Rudolf Steiner’s description of ‘4-Foldness’.
To relate the concept of ‘4-Foldness’ to the work experience of the students.
Content will include:
A description of the 4-fold makeup of the human being.
A description of the combined working of the four systems of the human being.
Tools for observing the manifestations of any of the four systems of the human being.
Group work to deepen the understanding.
The participant will be able to:
Gain a basic understanding of 4- foldness of the human being.
Use the gained understanding in daily working life.
Be able to include activities in daily life which will strengthen aspects of the 4 - foldness.
Assessment:
Based on your observation of the person you are working with which activity would you suggest and why? This should be discussed in tutorial sessions
Recommended reading:
Steiner – ‘Theosophy’, chapter one
Fourfold Human Being - www.newfoodculture.info/HOLISTIC/2-fourfold_man.html
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The Aims of the Module are to present and explore a range of approaches to personal and professional development, introducing students to:
The use of reflection to increase self-knowledge.
Strategies for improving social skills, empathy and creativity in their encounters with others.
An understanding of spirituality in daily practice.
To explore practical solutions to finding ways to balance the need to follow policies/ guidelines with a person-centred approach.
To enable students to understand the importance of ongoing learning and development.
Content will include:
Aspects of meditation and exercises inspired by R. Steiner.
Kolb’s reflective circle.
Aspects of spirituality and love in Human Encounter.
Exploration and discussion of implications for everyday practice.
Participants will be able to:
Appreciate the importance of Professional and Personal development.
Learn strategies to be used in daily life.
Engage in ongoing learning and development.
Assessment:
A brief description (essay, images, recorded conversation/explanation) of how one or two elements of the module have helped the student to gain a deeper self-knowledge leading to a change in attitude and/or practice.
Recommended reading:
To be suggested by the guest lecturer
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The aims of the module are to:
Help to develop an understanding of the sensory experiences of the human being, including the concept of hyper and hypo sensitivity to any of the senses.
To relate today’s understanding of the recognised senses with Steiner’s philosophy of the sensory makeup of the human being.
Content will include:
An introduction to ‘Gestalt perception’.
A description of the working of the various senses.
An introduction to hyper and hypo sensitivity.
Exercises and group work related to every day sensory experiences.
Exploring ways to support people with sensory difficulties.
Participants will be able to:
Gain knowledge of the sensory makeup of the human being and based on this compare conventional understanding with anthroposophical insight.
Gain an understanding of hyper and hypo sensitivity to any of the senses and begin to develop ways to support people who experience these difficulties.
Assessment:
The participant will keep a 2-week diary describing the sensory experiences of one of the senses of a person known to the student and reflect on it in the tutorial sessions.
Recommended Reading:
Naoki Higashida – ‘The Reason I Jump’ (any additional reading we will give as handouts)
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The aims of the module are to:
To give students a greater understanding of the importance of a Therapeutic Environment and what is meant by this.
To apply this understanding to their daily practice.
Content will include:
A description of different elements that can be part of the Therapeutic Environment.
The effect the Therapeutic Environment has on the people we support and/or care for.
Exercises, art and groupwork related to the content.
Examples of how knowledge of Therapeutic Environment can be applied to the daily practice.
Participants will be able to:
Have a basic understanding of the importance of a Therapeutic Environment.
Have ideas on how to apply this knowledge to their daily practice.
Assessment:
The participant will keep a 2-week diary describing how they have applied their knowledge of the Therapeutic Environment to their practice and reflect on this in the tutorial sessions.
Recommended reading:
Robin Jackson: Holistic Special Education, Chapter 2 – Care: The Art of Living (2006)
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The aims of the module are to:
Introduce the different festivals celebrated throughout the year.
Explore students’ relationship with experiencing the different festivals.
Give a basic understanding of what the essence of each festival is.
Look at daily tasks and rituals that can form routine and rhythm.
Content will include:
The festivals of the year.
The daily rhythms set by the community.
Devotion to small things.
The importance of creating beauty.
Participants will be able to:
Have a basic understanding of the festivals and why they are celebrated.
Improve their confidence to suggest ideas for the celebration of a festival.
Explore their relationship with the festivals celebrated in their community.
Assessment:
An artistic exploration of creating a contribution to a chosen festival(s) e.g. play, artistic presentation, craft etc.
Recommended Reading:
Loch Arthur – Celebrating Festivals
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The aims of the module are to:
To give participants a greater understanding of different phases in the course of human life.
To give participants an understanding of various developmental variations.
To apply this understanding to their daily practice.
Content will include:
A description of different Life Phases and how to look at them from different perspectives.
Aspects of Ego development throughout life.
Various imbalances and possible strategies to address these aspects.
Exercises and groupwork related to Life Phases.
Application of the theory to the personal life chart.
Participants will be able to:
Have a basic understanding of different Life Phases.
Have ideas of how to apply this knowledge to their daily practice.
Assessment:
Participants will identify developmental variations in a person whom they support. They will develop a strategy on how to address these. They will implement this strategy and describe the outcome achieved either in writing or verbally in a mentor session.
Recommended reading:
Bernard Lievegoed – Phases (Chapter 2)
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The aims of the module are to:
To give participants a greater understanding of what the Life Processes are and the influence they have on the human being.
To apply this understanding to their daily practice.
Content will include:
A description of the different Life Processes in their physical and soul aspects.
Exercises and groupwork related to Life Processes.
Examples on how to apply knowledge of Life Processes to the daily practice.
Participants will be able to:
Have a basic understanding of the Life Processes.
Have ideas of how to apply this knowledge to their daily practice.
Assessment:
Participants identify the functioning and balance of one of the Life Processes in a person whom they support. This can be either physical or soul-wise. Develop and implement a strategy to bring greater balance. Describe the outcome achieved or share this verbally in a mentor session.
Recommended reading:
Lotte Sahlmann – The Higher Senses and the Seven Life Processes (1996) – pages 64 to 69
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The aim of this Module is to:
Help participants to recognize specific characteristics of selected additional support needs.
Develop observation skills.
Consider how aspects of neurodiversity and disability influence the quality of life on individuals throughout the life span.
Enable students to support individuals with additional support needs with respect and empathy, responding to their physical, mental, emotional and spiritual needs.
Medical, social and psychological models.
Content will include:
An exploration of Neurodiversity and Disability.
Spiritual needs of individuals with additional support needs.
Medical, social and psychological models of support.
Group work and discussion of strength-based approaches.
Participants will be able to:
Increase their understanding of individuals they support.
Approach these individuals with respect, upholding their dignity.
Respond creatively to the physical, mental, emotional and spiritual needs, using a strength-based approach.
Reflect on their own ability to apply their learning in everyday practice.
Assessment:
Describe how the knowledge you gained in this module has influenced your attitude in responding to an individual’s support needs.
Recommended reading:
Marga Hoogenboom – Living with Genetic Syndromes Associated with Intellectual Disability (2001)
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An introduction to understanding common mental health issues and support for those in crisis.
The Aims of this Module are to introduce:
The knowledge and values that underpin contemporary ways to understand common mental health issues.
Key approaches to supporting people in mental health crisis.
To provide the participant with the opportunity to understand key approaches to mental health that apply to people at any stage of life, such as depression and anxiety, or who might need support and signposting through a mental health crisis.
Content will include:
Theoretical approaches to mental health: Defining health, wellbeing, pathology and salutogenesis. Biomedical, Biopsychosocial and Personal Recovery-orientated models. Social determinants of health. Community asset-based approaches.
Understanding common mental health issues: Aetiology, symptomology and common interventions for mild-moderate depression and anxiety.
Mental health crisis: Various forms of mental health crisis. Meaning of suffering and distress. Common myths around self-harm and suicide. Suicide risk and protective factors. Exploring suicidal ideation. Relationship between self-harm and suicide. Safety planning. Signposting.
Lifespan approach: Impact of adverse childhood experiences (ACEs). Personhood and spirituality across the lifespan.
Participants will be able to:
Understand the role of theoretical approaches to understanding mental health.
Recognise symptoms of common mental health conditions such as depression and anxiety and understand how to respond.
Understand and articulate the nature of mental health crisis and explain ways in which to support and/or signpost people who may self-harm and/or be suicidal.
Explain the importance of taking a lifespan approach when considering aetiology and interventions in mental health.
Assessment:
Show how the module content is helping you to respond to potential challenges to the wellbeing of individuals you work with and/or care for.
Recommended reading:
Beyond attachment: Mattering and the development of meaningful moments
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The aims of the module are to:
To give participants a greater understanding of the importance of Community and Teamwork.
To be able to apply this understanding to their daily practice.
Content will include:
Different types of communities and theories on Community Development.
Elements to consider when forming and maintaining a team.
The importance of Community and Teamwork for the people we support and/ or care for.
Exercises, art and groupwork related to the content.
Examples of how knowledge about Community and Teamwork can be applied to the daily practice.
Participants will be able to:
Have a basic understanding of the importance of Community and Teamwork.
Have ideas on how to apply this knowledge to their daily practice.
Assessment:
Participants will assemble a portfolio containing reflections, questions and impressions regarding the presented content and its relevance for their own practice.
Recommended reading:
Andrew Plant – Communities in Transition
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Concluding session.
