BBSH UK 24-25 Advanced Studies Catalog - Flipbook - Page 34
POLICY:
THERAPY/BRENNAN INTEGRATION PRACTITIONER RELATIONSHIPS BETWEEN
STUDENTS (Year 1– 4 and AS 1–3), TEACHERS AND STAFF
FOR:
BBSH Students (Year 1–4 and AS 1–3), Teachers and Graduates
DATE:
December 1, 1992 (Revised 1/02; 4/03)
Students may have as their therapists* other BBSH students, Teachers or staff members only if the therapeutic relationship existed
before the student enrolled in Year 1 of the Bachelor of Science Degree or Professional Studies Diploma Program. (The therapist
must meet the BBSH therapist criteria as listed under “Personal Process Requirement [for Years 1, 2, 3, 4]” in the Adjunctive
Requirements section of the BBSH School Catalog.)
Once a student, Teacher, or staff member has entered into any financial relationship with the School, no therapeutic relationship may begin until six months after the relationship with the School has ended.
No student may be in the same small class or supervision/process group as his/her therapist or BIP, or have the therapist or
BIP be his/her Small Class Teacher, Group Supervisor, Year 4 Case Presentation Leader, Year 4 Case Presentation Assistant, or
Year 4 Project Advisor.
No therapist*/client relationship may exist between a Teacher and AS student unless the relationship began before the client
was enrolled as a Year 1 student in the School. Teachers/AS students who are in a therapeutic relationship with each other
may not be in the same small class, supervision/process group, or Year 4 Case Presentation team. BBSH staff members may not
be therapists/BIPs to each other.
Visiting professors shall not take on any BBSH student or Teacher as a therapy client during their contract year and six months
thereafter.
*In this sentence, we are referring to therapists, not to Brennan Integration Practitioners.
POLICY:
PROHIBITED HEALING SESSIONS
FOR:
BBSH Students (Year 1–4 and AS 1–3), Teachers and Graduates
DATE:
December 1, 1994 (Revised 1/02; 4/03)
No BBSH Teacher, AS student, or staff member may give healing sessions to any other BBSH Teacher, staff member or student
when the healer’s staff position confers direct authority over the client. This policy shall apply to the period beginning four
months before the academic year and ending four months after the academic year.
DISCUSSION
In order to maintain clear relationships in the school community, it is necessary to define certain healer/client relationships.
For instance, when a Teacher who has direct responsibility for a student is also that student’s healer there is a strong potential
for “double transference.” In this case the student/Teacher boundaries cross the client/healer boundaries and the student
has neither a clean relationship with his/her healer nor his/her Teacher. Both the student and the Teacher have to face the
transference from one scenario (i.e., Teacher/student) while they are in another scenario (i.e., healer/client), and this makes
their relationship with each other confusing, difficult, and full of unforeseen pitfalls.
Other examples of inappropriate relationships would include:
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•
Class Dean/Class Student
•
Small Class Teacher/Small Class Student
•
Supervisor/Student Being Supervised
•
Small Class Teacher/AS 3 Student Assigned to Team
