Core Aims of the Course
The course aims to empower participants by developing their awareness, understanding and acceptance of themselves (and others) in order to realise their creative potential, both personally and professionally. It will enable them to gain confidence in facilitating individuals, groups and structures (both inside and outside the group) in order to gain more autonomy and choice, and to acquire a greater understanding of how to empower and motivate others. The course is underpinned by the principle of holism which acknowledges the interconnectedness between personal and political, local and global, human and sacred, self development and awareness of the planetary environment. We will create an environment in which exploration, challenge and change can flourish.
Fundamental Working Methods
Our working methods give the course its distinctive structure and provide a framework in which different levels of learning can take place. We are committed to the following:
1. A Learning Community
Facilitators and participants form a learning community which aims to balance hierarchy and authority (where the facilitators take a strong lead) with co-operative and self-directed ways of working. The primary facilitators will initially have a high profile with participants taking increasing responsibility for decision making, content, method and facilitation, as the course progresses.
2. Experiential Learning
Autonomous self-discovery through structured and unstructured experience, in which emphasis is placed on people’s innate ability to learn from their own thoughts, feelings, bodies, perceptions and intuitions. Time is set aside for reflecting on the process and drawing out meaning and significance.
3. Action Research And Reflective Practice
Introducing methodologies of action research to enable participants to integrate action and reflection. Skills of reflective practice will be used to further enable the development of the learning community and to reflect on learning organisations.
4. Working With The Process Of The Group
Developing the life of the group through working with individual and group needs as they arise, here-and-now encounter, and working with group dynamics and defence processes.
5. Skills Training And Practice
Using role play, coaching, pair work, co-consultative triads, observation and analysis, video, field work arranged by course members, peer supervision and feed back, practice facilitation and co-facilitation.
6. Transpersonal Exploration
Ceremony and work with the sacred, guided journeying, vision questing, dreamwork, meditation, imaginal work, and other activities to nurture and develop an awareness of the transpersonal dimension of experience.
7. Theoretical Study
Theoretical input. Extensive reading, seminars, discussion and the presentation of prepared papers by course members.
8. Information and Communication Technology
Using ICT where available to apply off line facilitation skills into a virtual environment. Exploring how the community can maintain and develop its learning in cyberspace.
9. Project Work
Each participant will be expected to maintain an ongoing journal of their experiences, reflections and learning.
One written or other media project per term in the first year (to the equivalent of 10,000 words per year) covering the following:
Personal reflection e.g. self reflection on patterns, blocks or roles.
Theoretical exploration Creative expression: poetry, prose, painting, music, dance, In the second year course members will negotiate project work (to the equivalent of 10,000 words) at the beginning of the year and set clear deadlines which they will contract to keep.
Five days contracted field work or practice placement per year. Course members will set goals, negotiate with target group, and provide evidence.
10. Self And Peer Assessment
Criteria are agreed for assessment relevant to the learning goals of the course and participants own development, and a procedure of self and peer assessment is determined and applied. Commitment to this process is at least one day per term and more in depth at the end of each year.
A written assessment of development will be prepared towards the end of the second year in preparation for final self and peer assessment.
The form of accreditation is a particular strength of the IDHP Diploma. It has two aspects; the first the granting of the diploma, conditional on completing the course and fulfilling the course contract, and secondly accreditation of competence in the main areas of the course, especially with respect to facilitation.
A process of self and peer assessment is carried out on the basis of a written self-accreditation. A written statement of individual accreditation will accompany each diploma gained.