|
|
|
|
|
|
| The Institute of Complementary Therapies was founded in 1989 by Elizabeth Anne Hammond and offers curriculum and certification in the subtle healing arts. A variety of personal growth and creative seminars and courses are also offered. |
| The Reiki, Craniosacral , Well Spring and Polarity seminars and courses are tailored to both beginning and experienced health practitioners. |
| The ICT practitioner courses provide trained, highly skilled practitioners; an in-depth study of the human system, its anatomy and physiology and the energetic processes that determine its form, nature, well-being, and evolution; and an understanding and practice of the synthesis of traditional and evolved approaches and the more recent contributions from related fields. |
|
|
|
|
|
| The ICT challenges students to authentically know themselves so they may see and understand others. Mindfulness practices are at the heart of this process. |
| From a state of mindfulness, our natural inherent health can arise and expand. We then are available to serve in the healing process of others. |
| Mindfulness meditation practices are a major element in the ICT curriculum. |
|
|
|
|
|
| To share our experience of community with the larger community, the ICT supports the trainee to practice their new profession through volunteer sessions and presentations at health fairs and incumbent facilities. |
|
|
|
|
|
| Since its inception in 1989, the ICT's mission has been to provide quality education to students from all walks of life whose common goal is well-being and personal growth. ICT enrolls students without regard to race, color, gender, age, sexual orientation, or national or ethnic origin. The wide range of students brings to the learning community a variety of cultural backgrounds and beliefs, as well as a range of ages. |
| The ICT trainings have been designed to layer sequential information creating a skill foundation applicable to various specific techniques. The students varied innate learning styles are accommodated. The course material is presented through: lecture, audiovisual aids, anatomical models, demonstrations, experiential participation. Individual, small and large group feedback and reflection, small group tutorials. Observation of demonstration sessions, and discussion enriches the transfer of information and the stimulates ease of learning. |
|
|
|
|
|
| The ICT is an organically, evolving community. Our intention as a community is to nurture a strong and flexible learning and working environment, one that advocates differing points of view and life experiences. |
| We embrace the challenging process of being present and actively learning together. |
| Students are expected to engage with one another and the faculty in the journey of change and transformation. |
| Community is another essential element of the core curriculum. |
|
|
|
|
|
| Confidentiality establishes sacred space and productive class environment for learning and personal safety. |
| Experiences within the class are confidential and may not be shared without permission. |
|
|
|
|
|
| The opportunity for a successful complementary medicine practice is rapidly growing. According to the Journal of the American Medical Association, people are choosing alternative therapies over an incongruence with conventional medicine. |
| Successful completion of our practitioner programs opens the door to many career opportunities, as well as a compassionate livelihood and lifestyle of service. |
| Practicing these subtle therapies engages the practitioner physically, emotionally, intellectually, and spiritually. |
| Choosing this career can be a path of healing for the practitioner as well as for the client. It provides a way to integrate personal growth and values with livelihood. Professional practitioner status offers meaningful work in a wide variety of environments. |
|
|
|
|
|
|
|
|
|
|
ICT Institute of Complementary Therapies © 2003-2006 All Rights Reserved
|
|
|
|
