Courses

The Pacific School for Biodynamic Integration offers certification trainings in: Biodynamic Craniosacral Therapy. Successful completion of this 10 module course allows graduates to apply for RCST certification with the North American Craniosacral Therapy Association. Each training module is 5 days, (7.5 classroom hours of instruction per day). There are 20 hours of home-study and practice sessions per module.

Each training module contains experiential exercises, therapeutic skill building (relationship and touch), session exchanges, clinical application and a focus on embodiment. The information within each module will include anatomy and physiology, latest research findings in neuro-physiology with an emphasis on neuro-affective science, embryology, and biodynamic theory.

Level 1
The Breath of Life and the Relational Field

Biodynamic Craniosacral therapy is grounded in perception and skills of relationship. This seminar develops the practitioner’s awareness of negotiated contact and neutral as a center from which to contact a client’s system. The historical work of Dr. Sutherland, the founder of cranial osteopathy, will be introduced as well as its evolution to the current biodynamic approach. The poly-rhythmic fluctuations inherent in living systems will be explored with an emphasis on Primary Respiration as the unfoldment of the Breath of Life. Students will be introduced to:

• the experience of neutral, the still center from which to contact a client’s system in a safe and therapeutic field
• the development of the ability to experience a wide perceptual field from which the movement of primary respiration emerges
• basic neuro-anatomy
• the genesis of embryological development
• negotiating contact and boundaries in a therapeutic relationship
• understanding the difference between the biomechanical and biodynamic models of craniosacral therapy

Level 2
The Fluid Body

This module deepens a practitioner’s sensorial understanding of neutral and the experience of synchronization with primary respiration. Students will learn to perceive the movement of the Long Tide as it interfaces with our biology transforming into Fluid Body phenomena. An understanding of the Reciprocal Tension Potency (RTP) and its movement through both lateral and transverse fluctuations which permeate the fluids with life force will be assessed via a therapeutic protocol. We will explore the fluid body as a continuum of inherent intelligence. Students will begin to differentiate a stillpoint and the shape of experience which holds tensions and stresses within the fluid body through a therapeutic application of a CV4 or EV4. Students will differentiate between natural and inertial fulcrums, how to approach them through a biodynamic framework and their influence on systemic connectivity. Students will also gain an experiential understanding of:

• core-link relationships including the spine
• working with inertial fulcrums held within the fluid body
• following stillpoints into a therapeutic neutral and holistic shift

Level 3
The Autonomic Nervous System

This module introduces students to the function of the autonomic nervous system (ANS) and the cortico-limbic system. Through specific palpatory skills, students will learn to perceive the state of activation or ease within a client’s system. Language skills will be taught for use as an intervention for trauma activation. When the ANS is in a chronic state of activation, Primary Respiration and the potency of the fluids are suppressed within the body. In addition, we will explore to study basic cranial anatomy including the cranial membranes, motion and specific landmarks. In addition, the following will be addressed:

• perception of autonomic tonus within a system
• anatomy of the cortico-limbic system and its role in affective development
• continued study of the dynamic morphology of the embryo
• the relationship of the fluid body and ANS discharge

Level 4
The Embryological Imperative and Midline Dynamics

In this module we will study the development of midline structures and the relevant embryology from which this ‘organizing principle’ emerges. From the center of stillness of the embryological notochord to emerging form and function of the spine, the body is shaped in relation to midline dynamics. The basi-sphenoid and basi-occiput, as well as the ventricular system are centered in relation to the midline. Students will deepen in an experiential perception of the dynamic and still center from which this movement arises. We will begin to explore the therapeutic process of ignition, beginning with conception ignition. In addition, students will:

• explore motion dynamics and anatomy of the spheno-basilar junction
• learn a specific protocal for assessing midline dynamics
• sense the 5 stages of conception ignition
• orient within a therapeutic zone of perception and client resource

Level 5
The Eight Diaphragms and the Soma

Dynamic stillness is at the heart of the biodynamic work. Both the perceived Tidal Body and Fluid Body phenomena arise from this depth of stillness. We will explore the arising of these polyrythmic states of consciousness from the unified field of the Breath of Life as it ‘steps-down’ into the varying densities of form. The diaphragms of the body are one expression of the continuity and of the ‘ocean’ within. There are eight crucial areas of the body that act like diaphragms and which are essential to the support and flow of the tissues of the soma. The function of each diaphragm is evaluated by feeling the quality and relationship between each one. Palpatory skills will include working with the respiratory diaphragm, thoracic diaphragm, and pelvic diaphragms. In addition students will:

• study the anatomy of the eight diaphragms
• develop palpatory skill in contacting the diapraghms
• learn therapeutic interventions to treat the fluidity of the soma
• understand the basic embryology of germ layer development and the formation and treatment of these derivatives in the adult

Level 6
The Viscerocranium

This module explores the embryological origins of the cranium and the upper end of the enteric or gastrointestinal system. We will look at how the cranium develops from three different germ layers and the origins of the facial bones, with an emphasis on cranial nerve involvement. The pharyngeal arches are the embryonic entry point to facial dynamics. Specific palpatory skills will be introduced for work between the embryonic seams generated by the pharengeal arches. This exploration will begin with the suspensory ligaments of heart and thorax and move up to the neuro- and viscerocranium. In addition students will:

• study the anatomy of the facial bones, their intra- and inter- osseous motion
• explore the dynamic relationship of sphenoid to maxilla, vomer, and palatine bones
• develop skills for integrating the viscerocranium and neuro-cranium

Level 7
The Corticolimbic System

The focus of this module is the corticolimbic system, its embryological origins, the role of the orbital frontal cortex, and the significance of the amygdala. There will be continued study of the four types of infant/maternal attachment and the way in which this development impacts the soma and fluid body. When the ANS is in chronic stress as an adaptive state, primary respiration and the potency of the fluids are suppressed or forgotten by the body. Students will learn to perceive these compensations and the changes affected by therapeutic interventions, while staying oriented to primary respiration. The spatial relationships of specific brain structures to the ventricular system will be studied. Students will also,

• study embryological development of brain and heart relationships
• explore the influence of the HPA axis and neuro-endocrine system in stress
• review skills for addressing trauma in a client’s system
• learn a specific approach to affecting client orientation via the vestibular-occular system
• understand self-regulation as an effect of attachment and bonding

Level 8
Working with the Viscera in a Biodynamic Context

The focus of this module is the visceral system and its embryonic origins. We will work with the effects of pre and peri-natal imprinting in the visceral system and cranium by working with the fluid body and soma. Contact skills for opening the extremities and the stress and trauma which may be carried there will be taught. We will review the work with the major diaphragms and their influence on the organs suspended between them. In addition, students will:

• learn a specific approaches to resolving visceral imprinting through fluid body dynamics
• study the interface of the ANS and viscera
• develop contact skills to establish freedom and circulation within the interface of organ systems and vascular systems
• review the development of the enteric system from the viscerocranium to the belly

Level 9
Birth Ignition

The focus of this module is birth dynamics. We will begin by reviewing the functional anatomy of sphenobasilar movement, palpation of motion, and shapes of experience held by this relationship. We will come into relationship with osseous strain patterns, correlating these patterns to birth history. We will study the stages of birth, recognizing the history of these stages which may be held in the dural membrane of the adult. We will also palpate CV4 compression as an expression of birth phenomena and explore approaches to decompression. Current research will be presented on maternal bonding and the autonomic nervous system. The influence of compression of the third ventricle in relation to the birth process will be addressed as we begin to look at birth and the effects of imprinting. In addition, students will:

• work with umbilical shock and ways to address this occurrence
• explore their personal birth story
• deepen understanding of attachment and bonding research
• develop tactile skill to work with compression issues of birth
• understand the structural/functional effects of pelvic dynamics and birth process

Level 10
Integration and Deepening/Clinical Application

In this module we will look at a variety of approaches to clinical assessment and re-balancing an individual’s system in the case of over treatment. By contacting deeper levels of stillness, the soma, fluid body and tidal body can be brought into greater balance and harmony. Clincal issues will be discussed. In addition there will be a thorough review of clinical applications and therapeutic skills, and further discussion of treatment strategies.

Students will present their independent research projects and there will be a graduation ceremony.

The content within the modules is subject to change at the discretion of the instructor and student needs.