This cancellation policy applies to workshops organized by The Whole Body Ltd (Including TRE London, TRE College, Body Intelligence Training courses and craniosacral post grads run by Steve Haines.)
I can’t attend the workshop:
All deposits are non refundable. You can transfer the deposit to another course within one year of the original course.
I want a refund:
Please let us know through email: email@example.com. The amount of your refund depends on how much notice you give:
– At least 30 days before the start of the event: 100% refund
– Less than 30 but at least 12 days: 75% refund
– Less than 12 days: 50% refund
– Less than 5 days, on or after the start date: Sorry, no refund
I want to attend the same workshop on a different date:
No problem. If there’s still space available in the workshop you want to transfer to, we’ll move you there. If no space is available, we’ll refund your registration as described above.
I decided not to go to the workshop:
Sorry, no refunds are available if you didn’t cancel in advance
Other cancellations and schedule changes:
It’s unlikely to happen, but we reserve the right to cancel or reschedule an event due to low enrolment, presenter illness, or other circumstances. If the event is cancelled, participants will receive a full refund of their registration fee. If the event is rescheduled, participants will have the option of attending the rescheduled event or receiving a full refund. If we cancel or reschedule a workshop or other event, we won’t refund your travel, lodging, or meal expenses. We suggest you make refundable travel arrangements.
The intensity of the training will naturally bring both students and tutors to a personal exploration of their inner processes. Over the course it is therefore not uncommon for interpersonal processes to arise between students and/or between students and tutors. We find that it is best to try to resolve these outside the large group space. It helps keep the group space clear of particular interpersonal processes. The Whole Body Ltd has a number of procedures in place to help in interpersonal processes that may be charged with conflict and stress. The following outlines these processes and gives various options. The intentions of these are not to necessarily resolve conflict but to help people find their way back into relationship and communication. This can be of great importance given the intense, personal and exploratory nature of the training.
Interpersonal processes between students
When a conflictual process arises between students, there are a number of processes available for mutual and open exploration. The open space provided will occur outside of class time.
The students may mutually decide that a process of exploration with a third party present would be of benefit. Both students can decide to approach the tutor team with a request that a specific tutor of their choice be nominated to hold the space for their exploration. It is then up to the tutor team to decide if that is viable. The intention of the space provided is not necessarily to resolve conflict but to help students find their way back into relationship.
If there is not an agreed single tutor chosen, each student can then nominate their choice of tutor so that both tutors hold the space. It is a decision of the tutor team as a whole to decide if the space can be fairly held by the tutors nominated. If it is decided that this is not the case then an outside facilitator can be brought in to facilitate the process along with one nominated tutor. The nominated tutor is there as a witness to the process.
Interpersonal processes between student and tutor
When a conflictual process arises between a tutor and student, The Whole Body Ltd feels that it is important to make the training space as safe as possible for both. The Whole Body Ltd recognises the power imbalance inherent in these kinds of interpersonal processes and endeavours to create safe opportunities for their exploration. The open space provided will occur outside of class time.
In these cases, either student or tutor can bring a request to the tutor team for a third party to hold an open space for enquiry into the interpersonal process. The student chooses another tutor to hold the open space. They can also nominate another student to be in the space with them. This second student would be there as a supportive witness. If the student does not feel comfortable with any other tutor holding the space, then an outside facilitator nominated by the tutor team can be provided. In this case, a second tutor will sit in as a witness to the open space. This tutor will not engage in any verbal exchanges during the process. The student may again nominate another student to be present as a supportive witness.
Student complaints procedure
The training recognises that from time to time students may have grievances with tutors or with The Whole Body Ltd and may wish to initiate a more formal complaints procedure. There are a number of options in these cases from bringing complaints directly to the tutor team, to wider procedures involving outside facilitators, to directly lodging complaints with the local country association or TRE® for All.
In the first instance a student may wish to pass a grievance directly to the tutor group. This may be discussed with the student’s personal tutor or with another tutor member. It must be presented in written form. The tutor group will discuss the complaint and a meeting with the student will be initiated. This meeting will be composed of the student, a nominated fellow student in a supportive role, and a chosen tutor. The student will be able to verbally state their complaint and a further tutor meeting will discuss possible actions. If the student is not happy with the outcome, then a number of further options are present.
The student may wish to bring the issue to the TRE Certification Trainer leading the training or the director of The Whole Body Ltd. A written statement must be presented. The TRE Certification Trainer leading the training or the director of The Whole Body Ltd will have the power to formally respond to the student’s complaint. The TRE Certification Trainer leading the training or the director of The Whole Body Ltd will attempt to consult with another TRE Certified Trainer and will attempt to interview all involved parties and make a determination of appropriate responses to the complaint.
If the student is still not satisfied with the response, he or she may lodge a formal complaint with the local TRE Association.
If the student is still not satisfied with the response, he or she may lodge a formal complaint with TRE® for All.
The training will assist the student in this process if requested.
The pursuit of wholeness and well-being requires dedication, discipline and vision. The Whole Body Ltd believes in the dignity and worth of the individual human being. The Whole Body Ltd is committed to increasing physical, spiritual and emotional well-being. While pursuing this endeavour, The Whole Body Ltd is committed to having its students and staff protect the welfare of any person who may seek TRE®. Students and staff do not use this professional relationship, nor knowingly permit their services to be used by another for purposes inconsistent with these values.
As a training organisation, The Whole Body Ltd demands freedom of inquiry and communication; accepts the responsibility this freedom confers, for competence where The Whole Body Ltd claims it, for objectivity in the report of our findings, and for consideration of the best interest of our members and their clients, colleagues and of society. This Code of Ethics is a blueprint containing essential principles and inherent truths that may guide students, staff and graduates in the evolution of their personal and professional lives.
In the pursuit of these ideals The Whole Body Ltd subscribes to principles in the following areas:
Principle 1: Responsibility
In providing services whether they be teaching, research, administrative or clinical, practitioners maintain the highest standards of this profession. They accept responsibility for the consequences for their acts and make every effort to ensure that their services are used appropriately. This responsibility extends to approved teachers, their assistant instructors, co- instructors, administrative staff and any other person in a position of authority or power.
a. Teachers recognize their primary obligation to help others acquire knowledge and skill. They maintain high standards of scholarship and by presenting information objectively, fully and accurately.
b. As clinicians, practitioners know that they have a social responsibility because their recommendations and professional actions may alter the lives of others. They are alert to personal, social, organizational, financial, or political situations and pressures that might lead to misuse of their influence. They excuse themselves from any possibility of a dual relationship especially in a decision making position.
c. As clinicians, practitioners show sensible regard for the social codes and moral expectations of the community in which they work, recognizing that violation of accepted moral and legal standards on their part may involve their clients and colleagues in damaging personal conflicts and injure their person reputation and the reputation of the profession.
d. Practitioners accurately inform their clients, other healthcare practitioners and the public of the scope and limitations of their discipline. They do not diagnose nor prescribe. They acknowledge limitations and contraindications for TRE® and refer appropriately.
e. Practitioners provide draping and treatment that insures the safety, comfort and privacy of the client. follow the rules for draping as provided under the regulation of their local and state licensure to touch others.
Principle 2: Competence
a. Practitioners accurately represent their competence, education, training, and experience. They claim as evidence for educational qualifications only those degrees and certifications obtained from institutions acceptable under the standards set forth by The Whole Body Ltd and other professional associations of which the therapist is a member.
b. Teachers perform their duties on the basis of careful preparation so that their instruction is accurate, current, and scholarly.
c. Practitioners recognize the need for continuing education and are open to new procedures and changes in TRE® practice and theory over time. Practitioners consistently maintain and improve their professional knowledge and competence through regular assessment of personal and professional strengths and weaknesses and by continuing education and training in approved programs of The Whole Body Ltd or other The Whole Body Ltd approved programs.
d. Practitioners recognize differences among people, such as age, sex, socio-economic, and ethnic backgrounds. When necessary, they obtain training, experience, or counsel to assure competent service or research relating to such persons or conditions that clients report.
e. Practitioners recognize that personal problems and conflicts may interfere with professional effectiveness. Accordingly, they refrain from undertaking any activity in which their personal problems are likely to lead to inadequate performance or harm to a client, colleague, student, or any other associate. If engaged in such activity when they become aware of their personal problems, they seek competent professional assistance to determine whether they should suspend, terminate, or limit the scope of their professional activities.
f. Practitioners avoid deliberately provoking an emotional response in their clients with the use of psychological techniques and/or other body centred psychotherapies without an accredited academic degree or appropriate training, a supervised internship and ongoing supervision from a psychotherapist or psychiatrist.
Principle 3: Moral and legal standards
a. Teachers are aware of the fact that their personal values may affect the selection and presentation of instructional materials. When dealing with topics that may give offence, they recognize and respect the diverse attitudes that students may have towards such materials.
b. As employees or employers, teachers and practitioners do not engage in or condone practices that are exploitive or that result in illegal or unjustifiable actions. Such practices include but are not limited to those based on consideration of race, handicap, age, gender, sexual preference, religion, or national origin in hiring, promotion, or training. Dual relationships and conflict of interests are professionally acknowledged.
c. Practitioners are aware of their need for personal care and ongoing psychotherapy when working with psychological issues arising in their private practice between themselves and their clients. Practitioners strive to improve themselves not only through psychotherapy but also psychological supervision from a qualified mental health counsellor, group support, body centred therapy and continuing education.
d. Practitioners follow all policies, guidelines, regulations, codes and requirements promulgated by local, state and federal authorities governing their legal right to touch clients.
e. Practitioners receive informed consent for every specific technique or modality they intend to use with a client. This includes the responsibility of informing the client during a session when the original contract has changed. Informed consent depends strongly on mutual trust, empathetic and compassionate attitudes and behaviour as well as the capacity for clear communication.
f. Practitioners refuse any gifts or benefits in excess of acceptable gratuity which are intended to influence a referral, a decision or a treatment.
Principle 4: Public statements
a. When announcing or advertising professional services, practitioners may list the following information to describe their services: name, highest relevant academic degree earned from a regionally accredited institution, relevant certifications or diplomas from The Whole Body Ltd approved trainings, date, type, and level of certification, licensure or professional membership, address, telephone number, office hours, a brief listing of the type of modalities offered, and an accurate presentation of fee information, foreign languages spoken, and policy with regard to third party payments. Additional relevant or consumer information may be included if not prohibited by other rules and regulations in an individual’s municipality, county or state.
b. In announcing or advertising the availability of TRE® products, publications, or services, practitioners do not present their affiliation with any organization in a manner that falsely implies sponsorship or certification by that organization. Practitioners do not make public statements that are false, fraudulent, misleading, deceptive or unfair. They do not misinterpret facts or make statements that are likely to mislead or deceive because in context it makes only a partial disclosure of relevant facts, especially comparing a style of TRE® to another with statements like “less invasive,” “more forceful,” or other statements that make another style of TRE® appear less than or the therapist(s) in question as more than.
c. Practitioners do not use testimonials from clients regarding the quality of their clinical services nor do they use statements intended or likely to create false or unjustified expectations of favourable results such as suggesting their work is research based (when it is not under the academic definition of accepted professional research), nor do they use statements implying unusual, unique or one-of-a-kind abilities; nor do they use statements intended or likely to appeal to a client’s fears, anxieties, or emotions concerning the possible results of failure to obtain their services such as, “Do you want your condition to drag on forever?” or “Without this kind of treatment you may experience more symptoms,” etc.
d. Announcements or advertisements for classes, sessions or clinics give a clear statement of purpose and a clear description of the service to be provided.
e. The education, training, and experience of the staff members are appropriately specified. Practitioners associated with the development or promotion of TRE® devices, books, or other products offered for commercial sale make reasonable efforts to ensure that announcements and advertisements are presented in a professional and factually informative manner.
f. Practitioners are guided by the primary obligation to aid the public in developing informed judgments, opinions, and choices.
g. Teachers ensure that statements in catalogues and course outlines are accurate and not misleading, particularly in terms of subject matter to be covered, basis for evaluating progress, the nature of course experiences and who is actually teaching the course. Announcements, brochures or advertisements describing workshops, seminars, or other educational programs accurately describe the eligibility requirements, educational objectives, and the nature of the materials to be covered. These announcements also accurately represent the education, training, and experience of the teacher(s) presenting the programs and any fees involved.
Principle 5: Confidentiality
a. Information obtained in the classroom, clinic or consulting relationships or evaluative data concerning children, students, employees, and others, is discussed only for professional purposes and only with those clearly concerned with such and with the client’s permission. Written and oral reports present only data germane to the purposes of the evaluation, and every effort is made to avoid undue invasion of privacy.
b. Practitioners who present information obtained during the course of professional work from other’s writings, lectures, or other public forums either obtain adequate prior consent to do so or adequately disguise all identifying information.
c. All classroom processes are considered confidential and all staff, instructors and students are expected to honour and maintain the confidentiality of the classroom.
d. Practitioners provide treatment only when there is reasonable expectation that it will be advantageous to the client.
e. Practitioners respect the client’s right to refuse, modify or terminate treatment regardless of prior consent given. Practitioners promote active verbal input by the client.
f. Practitioners respect the client’s boundaries with regards to emotional expression, beliefs, and reasonable expectations of professional behaviour. Practitioners respect their client’s autonomy. The same is true for teachers of TRE® and their student’s autonomy.
Principle 6: Welfare of the consumer
a. Practitioners are continually cognizant of their own needs and of their potentially influential position with clients, students, and subordinates. They avoid exploiting the trust and dependency of such persons. Practitioners make every effort to avoid dual relationships that could impair their professional judgment or increase the risk of exploitation. Examples of such dual relationships include, but are not limited to, socializing, doing research with, treating or engaging in a fiduciary relationship with employees, students, supervisees, close friends, or relatives. Hiring a student, socializing with students, hiring family members are examples of dual relationships.
b. Sexual intimacies with clients and students are unethical and possibly immoral.
c. Teachers and assistants must be cautious of dual relationships when doing private sessions with students during a training period, or in-between training modules. Unless a student is a client prior to the beginning of a training, private sessions between teaching team members and students during the three years of training are generally considered tutorial sessions rather than therapy sessions.
d. Practitioners have the right to refuse to accept prospective clients. However once accepted, he or she owes the client complete loyalty, care, attention, and integrity. Practitioners strive to complete all necessary sessions with their clients. They will discontinue services only when self respect, dignity, or other appropriate cause requires this action.
e. Practitioners terminate a clinical, teaching, or consulting relationship when it is reasonably clear that the consumer is not benefiting from it. He or she offers to help the consumer locate alternative sources of assistance.
Principle 7: Professional relationships
a. Practitioners understand the areas of competence in related professions. They make full use of all the professional, technical, and administrative resources that serve the best interest of their clients. The absence of formal relationships with other professions and professional workers does not relieve the practitioner of the responsibility of securing for their clients the best possible professional service, nor does it relieve them of the obligation to exercise foresight, diligence, and tact in obtaining the primary or complementary assistance needed by clients.
b. Practitioners know and take into account the traditions and practices of other professional groups, especially in the medical and osteopathic community and they work and cooperate fully with such groups. If a person is receiving similar services from another professional, practitioners do not offer their own services directly to such a person. If a practitioner is contacted by a person who is already receiving similar services from another professional, he or she carefully considers that professional relationship and proceeds with caution and sensitivity in regards to the therapeutic issues as well as the client’s welfare. The practitioner is obligated to discuss these issues with the client so as to minimize the risk of confusion and conflict.
c. Practitioners do not exploit their professional relationships with clients, supervisees, students, employees or others sexually or otherwise.
d. When practitioners know of an ethical violation by another practitioner, and it seems appropriate, they initially attempt to resolve the issue by bringing the behaviour to the attention of the therapist. If the misconduct is of a minor nature and/or appears to be due to lack of sensitivity, knowledge, or experience, such an informal solution is usually appropriate. Such informal corrective efforts are made with sensitivity to any rights of confidentiality involved. If the violation does not seem amenable to an informal solution, or is of a more serious nature, practitioners bring it to the attention of the appropriate local governing body or TRE® for All.
e. As practitioners the client is considered the best and final authority about his or her own welfare. Practitioners seek at all times to further that understanding; at no time do they endeavour to assume that function for themselves. When a client is not competent to evaluate the situation (for example, in the case of a child), practitioners inform the person responsible for the client of the circumstances, which may influence the relationship.
Principle 8: Sexual harassment policy
The Whole Body Ltd staff, students and approved teachers reaffirm their commitment to the maintenance of study and work environments free of inappropriate and disrespectful conduct of a sexually harassing nature. This includes all practitioners and their relationships with their clients as well as assistants, co-instructors, administrative staff or others in a position of authority and power. Sexual harassment—of any member of The Whole Body Ltd community by another or with any client or student of a practitioner—is damaging and furthermore may be interpreted to be in violation of the law in the country where the training is located.
It is the policy of The Whole Body Ltd, that no member of The Whole Body Ltd may sexually harass another person. Anyone who violates this policy will be subject to disciplinary action which may include suspension or termination. Complaints of sexual harassment should promptly be reported to the office of The Whole Body Ltd. Every effort will be made to resolve the problem on an informal basis in such a way as to preserve the reputation, confidentiality and integrity of every person involved. Disciplinary action will be taken toward the harasser if a complaint is determined to be valid. Complaints found to be motivated by the malicious intent of the person claiming to have been harassed rather than actual harassment will result in disciplinary action towards the accuser.
Sexual harassment refers to behaviour which is not welcome, which is personally offensive, which debilitates morale, and which interferes with academic or work effectiveness of the receiver and in the case of a student to the effectiveness of fellow students, staff and instructors. It is usually imposed on a person in an unequal power relationship through abuse of authority but may also occur from friends and colleagues. Central to this concept is the use of implied rewards or threat of deprivation in a coercive attempt to solicit sexual attention. Unwelcome sexual advances, requests for sexual favours or other verbal or physical conduct of a sexual nature constitute harassment when:
a. Submission to such conduct is made, either explicitly or implicitly, a term or condition of an individual’s employment or academic success.
b. Submission to, or rejection of such conduct by an individual, is used as the basis for employment or academic decisions affecting such individual; or
c. Such conduct has the purpose or effect of unreasonably interfering with an individual’s (or group’s) work or academic performance or creating an intimidating, hostile, or offensive working, clinical, or study environment. It is debilitating to the recipient’s morale. US Federal law states that “sexual harassment is clearly unwelcome by any reasonable person.”
When there is a complaint against a member of The Whole Body Ltd with respect to ethics or any other matter, The Whole Body Ltd pledges to respond to that complaint without delay and in a spirit of fairness and compassion for all parties. The Whole Body Ltd does not consider that punitive action is the most just or efficacious form of discipline, seeking rather to heal the dispute and find ways of resolving the conflict between the two parties. The Whole Body Ltd recognizes that competition, mistrust, or the spreading of rumours destroys the spirit of kindness and union, which is the heart of any human association. Whenever possible, students, staff and approved The Whole Body Ltd instructors will be given a single warning verbally or in writing prior to an official notice of dismissal.