Select Page

SomaSource Life Cycle Practitioner

Certification Requirements


Somatic Intelligence Competencies

  • Be able to clearly articulate why the body is important in your work.
  • Name the nature of your somatic practice(s). Know your current growing edge with this.
  • Name all 5Rhythms®. Using your own words, describe how the rhythms move in your body, in nature, in other arenas of inquiry that are relevant to you (for example, a life cycle or one specific emotion). 
  • Be able to catalyze subtle shifts in habitual and limiting movement patterns in well paced ways. 
  • Have a basic understanding of the difference between shock and trauma. Be able to simply describe what each feels like in your body and can look like with clients/students.
  • Be able to identify and track sensations in one’s own body and articulate that process with others.
  • Recognize and work with embodied versus dis-embodied altered states. 
  • Study, know, and be able to share basic anatomy and physiology in an embodied way. 
  • Be able to articulate both the physical mechanics of how the body moves in space along with the subtle energetics of consciousness shifting through movement, including emotions, mind, soul, and Spirit. 
  • Understand and be able to recognize the difference between out of body trance and conscious dance where altered states are accessed. Know how to guide subtle and culturally sensitive energetic shifts should the need for safe grounding arise.
  • Authentically embody the present moment and move through diverse energies as they arise. (For example: Using the body as a way to communicate and liberate one’s current state, current emotion, etc.).
  • Understand basic principles of somatic resourcing and how you use that concept for self-regulation. Know how this concept can be applied with others.
  • Be able to facilitate a movement-based group process, such as an intervention, learning tool, discovery process, warm-up, ice-breaker, name game.
  • Sustain an active and steady personal embodiment practice.
  • Recognize how the above concepts relate to your field of study such as BMC, Authentic Movement, Yoga, DMT, Somatic Therapy, Wilderness Ed., psychotherapy, mentorship, education.
  • Read at least three books from the Somatic Intelligence Reading List (or other approved books).

Equity and Inclusion Basic Competencies

  • Define and understand basic concepts of diversity including: diversity, inclusion (how power plays into this), exclusion, privilege, oppression, power, etc. How are you currently continuing your learning?
  • Identify your personal biography in terms of how it relates to your privilege and to your intersectionality.
  • Identify and work with one’s own feelings as they relate to diversity issues.
  • Define the Four I’s of oppression: Ideological, Institutional, Internalized, Interpersonal.
  • Understand the STOP process and ways in which that can be a tool for helping people recognize the impacts of their marginalization and/or privilege and how that can shift through the STOP process from ideation to sensation. 
  • Be capable of holding space for others who are expressing personal feelings and/or experiences related to power and oppression.
  • Dedicate oneself to a lifetime of learning about the dynamics of equity and inclusion and how to daily be a force for liberation.
  • Read at least three books from the Social Justice Reading List (or other approved books).

Social and Emotional Intelligence Basic Competencies

  • Identify the sequence of emotions based on the 5Rhythms® Map. Capacity to demonstrate this sequence through movement in an authentic way.
  • Be able to move each of the foundational emotions through each rhythm. (Example: moving fear through each rhythm.)
  • Demonstrate competency in moving through each emotion. Identify patterns of personal emotional habit, experience, expression, with a clear idea of what work needs to be continued.
  • Be able to track individuals and group’s evolving emotional states and how to support presence with them and movement through each state. 
  • Understanding that this layer of the work is to be taught in ways that stay within the practitioner’s scope of practice. Speak to how this can be adapted to work with youth, children, elderly, and your community of practice.
  • Be able to identify and communicate about the four aspects of Council. Ability to hold Council in a variety of ways with a group.
  • Basic understanding of a variety of personal boundaries (as related to the Boundary Game).
  • Identify basic group agreements relevant for chosen stage of development (including topics such as confidentiality, completion, diversity needs, boundaries, touch, honoring the source).
  • Read at least three books from the attached Social/Emotional Reading List (or other approved books).

SomaSource 7 Cycles – Developmental Map

  • Students must be able to describe and incorporate aspects of each of the SomaSource 7 Cycles Developmental Map in their work. 
  • Cycle 1: Soul Call – Embarking on the journey – Intentions. Severance. Building the container. Gathering tools. Creating the team. Establishing group agreements. Honoring the directions/ Spirit/ The land/ The Original People of the land/ Inclusive prayers from all voices.
  • Cycle 2: Ground of Being – Embodiment concepts and practices – Resourcing. Tracking sensations. Titration. Trauma, shock, and resolution studies. Breath work. Movement study. 5Rhythms®. Working with rhythm. Music. Elements. Levels. Jin Shin: Self-regulation through touch. Witnessing. Mirroring.
  • Cycle 3: Heart of Truth – Social and Emotional literacyVoice work. Tracking relationships between feelings and sensations. Experiential boundary work. Emptying the Jug. Embodied Empathy including body-centered NVC and tracking the processes of transformation from anger to compassion to action, from fear to love, and from grief to joy.
  • Cycle 4: Liberation of CreativityFamily of origin work/Creative practices – Writing. Gender work. Moving with polarities. Moving with archetypes. Biography work.
  • Cycle 5: Breath of Intimacy – Fertility, intimacy, and sexuality – Boundaries. Fertility studies. Cycles. Biography. Adolescent development. Ritual. Pleasure. Senses. Sensation. Sensuality. Intimacy. Love languages. Consent. Sexuality studies.
  • Cycle 6: Birth of Soul Emergence. Self as leader and lover of life – Movement in and with the Natural world. Birth work. Soul Call. Conception. Gestation. Birth process. Postpartum tending.
  • Cycle 7: Destiny in Action Community as mirror and teacher – Service. Solidarity. Medicine Bundles. Study of 4 I’s of oppression/transformation. How to bring movement, Council, all 7 Cycles of SomaSource to diverse communities (gender, age, culture, ability, race, class, religion).

Rites of Passage/Threshold Work Competencies

  • Understand, identify, and articulate Arnold van Gennep’s three phases of a rite of passage (ROP).
  • Be able to identify how Surfing The Creative// SomaSource works with each phase of a ROP.
  • Be able to express or articulate something about one’s personal ancestral rites of passage and the work that you are engaged in understanding more. (For example: a personal rewriting of the Passover Haggadah or the deconstruction of Christian holidays and the seasons).
  • Design and potentially implement a ROP curriculum for a chosen stage of the life cycles (For example: young men, pregnant women, pre-adolescent girls, Elders, etc).
  • Ability to help create, catalyze, and contain sacred and transformational space (Ceremony/ Ritual).
  • Read at least three books from the ROP Reading List (or other approved books).

Human Development Basic Competencies

  • Possess a basic understanding of the stages of human development, using a chosen map (Freud, Erikson, Steiner, Plotkin, Roth, etc.).
  • Understand how ROP relates to catalyzing or marking a transition from one stage of development to the next.
  • Be able to articulate some of the core teachings from the Life Cycle work as tools for working with students/clients of all ages and stages.
  • Read at least three books from the attached Human Development (Life Cycle) Reading List (or other approved books).

Professional Business and Ethics Competencies 

  • Have a thorough understanding of the code of professional law and ethics related to your field(s) and somatics, psychology, social work. Set yourself up to be legally sound in your field.
  • Agree to abide by the regulations and standards of where one practices or teaches, including licenses, insurance, continuing education, professional disclosure with signed consent, liability statements, confidential notes, transparent pay structure, responsible bookkeeping and reporting based on your country’s laws, supervision, etc. 
  • Comprehension of basic intra-psychic phenomena such projection, transference, countertransference, somatic-countertransference, erotic-counter-transference.
  • Understand basic dynamics of power and privilege in the student/teacher relationship.
  • Commit to receiving and offering respectful feedback and to making amends when integrity of relationship(s) have been breached. Offer a clear and accessible way for your students/ clients to offer you feedback.     
  • Have a solid understanding of how to ethically grow and promote your work.
  • Recognize protocol that honors lineage, other colleagues, and the Original people where you work.

Shadow Work Basic Competencies

  • Have a basic understanding of what Shadow work is. Articulate what you are currently working with inside yourself and how.
  • Understanding the Shadow related to becoming a teacher. Ego of teacher.
  • Attend Shadow Dancing Workshop with this community or as part of Life Cycles.

 

Click here to take the SomaSource Competencies Self-Evaluation:

Translate »