First Year

Self-understanding and the development of a supportive group environment are the main concentrations for the first year. Students learn to notice their own inner voices and how they might be part of the idealized self image, the inner critic, the inner child, shame, fear, or the shadow self.

Nine different personality types are examined, named, and more easily navigated with the help of Enneagram typology. Learning this system offers insights about our core motivations, fears, strengths, and common pitfalls.

Students begin to transform the often harsh words of the inner critic into a healed source for inner guidance. They learn to look within themselves for direction and take note of their dreams as a source for insights.

The power of healing on an energetic level is not overlooked. Students become familiar with their own and others’ energy fields and connect with expanded states of consciousness.

Meditation and visualizations connect participants with their essential self—the divine within—and are interwoven throughout the weekends.

Students establish a loving, supportive, and trusting environment for each other. This serves as a basis for helping them to accurately see themselves and the world around them.

Second Year

Most of the second year is devoted to an understanding and healing of the character defense structures as developed by Wilhelm Reich, Alexander Lowen, and others.

Character defenses emerge developmentally in infancy and early childhood as a result of the psychosocial and spiritual milieu the child experiences. In the shelter of the group, these childhood wounds are transformed into material for inner healing and personal growth.

Through exercises and discussion, students witness the defenses in themselves and others. They experience what each defense looks like, how it feels to be in the defense, and how it feels to be around a person using the defense. As a result, students find it easier to distinguish their true selves from their defense structures. This enables them to have more authentic interactions with themselves and others, thus leading to a more fulfilling life.

Students strengthen their true, core selves through meditation, visualizations, and grounding exercises.

The second year culminates in a one day, sunrise to sunset, vision quest which is processed and integrated the following day.

Third Year

The emphasis in the third year is to concretize the teachings through service and work in the world. Additionally, students move deeper into their own inner processes.

Students apply the teachings and their interpersonal changes of the first two years by creating a hands-on project outside the weekend sessions, which will move them towards the fulfillment of their life purpose.

In-class exercises, along with input from classmates, help the student decide on an appropriate project. After several months of work, students present a summary of their project to the class.

Depending on the needs of the class, various topics will also be explored. These may include spirituality and money, interior power, developing intuition, assuming responsibility, and daily meditation.  Students assist at three or more of the first- and second-year classes as a way to deepen their own process and to learn the value of service.