Principles of Embodied Facilitation Excellence – EFC Assessment Criteria

These are the exam criteria we use for EFC. I thought I’d share them to show what we have found makes for good quality embodied training.

–   Ethics
–   Embodiment!
–   Aims
–   Principle use
–   Tool use
–   Listening
–   Adaptation
–   Language use
–   Rhythm
–   Testing
–   Application
–   Body Leadership
–   Tikkun olam

–   Ethics

–   Rather than list rules in depth, what is most important to consider is a general service orientation and “do no harm” imperative. “Is it kind?” is the key question. Specifics include care in “dual relationships” (e.g. trading services), not having sexual relations with students, consent for any exercise,  especially touch and confidentiality. See Paul Linden’s code of conduct for Being In Movement if you’d like more detail as EFC also uses this.

–   In the exams it should be clear the client/s are being served, there is consent and no harm done
–   This is one of the essential pass fail elements of the exam


–   Embodiment!

–   Who you are (long term) and how you are (short term state) are more important than techniques for an embodied trainer. We must embody what we teach to be credible and because people learn from you, not from what you say. Awareness and acceptance are key as ever.

–   In the exams we would like to see it demonstrated that you have practiced to some depth what you are teaching and can manage your state (though you can be human and be nervous!)

 

–   Clear aims

–   What is the purpose of any exercise? What is you intention? Know what you are doing and convey this. Also, helping others clarify their own aims, e.g. the classic: “So what do you want to get out of tonight’s coaching call?”. This brings both clarity and motivation.

–   In the exams we would like to hear you state, or draw out from participants, a clear aim


–   Principle use

–   The core principle that we use at EFC is that by building awareness of what someone is doing habitually, and increasing their range of new options, they have more freedom and will be more effective.

–   In the exams we would like to see the core principle used implicitly or explicitly and others where appropriate


–   Tool use

–   A skilled embodied facilitator uses a range of the 8 tools (awareness, intention, acceptance etc). This is important as people will respond better to some than others. If we use centring as an example visualisations are great for some, while others get better results working with posture or breathing. Awareness is always the starting place and acceptance and intention usually follow (AAI form).

– In the exams we would like to see a range of tools used (though you don’t need to cram in all eight!).

 

–   Listening

–   Embodied training is always relational and replies on listening though empathy, touch, micro-mirroring, intuition and conscious body reading is an embodied trainer’s foundation. We can only facilitate effectively if we are in connection and appreciate who and how participants are in the moment. In this way effective embodied training is an emergent relational meditation

–   In the exams we would like to see you listen to participants one way or another and take them into account (not just “do your thing”)

 

–   Adaptation (individual, group and culture)

–   Embodiment is a highly individual matter and every person must be treated differently for embodied work to be effective. Pacing and calibration (what’s too much or too little?) are two important examples of factors that change, and we have explored how different types (e.g. four elements) need different things. Relating techniques to people’s current lives and world-views is also skilful. For example when working in the tech sector you could refer to “the embodied operating system”. While the body is beautifully universal, cultural factors mean embodiment needs to be taught quite differently in different countries, companies and even departments. This may mean changing how you manage time, the level of touch, how authoritarian you are being and the language you use for example

–   In the exams we would like to see you treat people differently according to their  types and needs, and appreciate group and national culture. NB: you may frame the group as someone else, e.g as bankers.

 

–   Rhythm

–   The one constant is change, nothing stays the same. There are cycles (e.g. the seasons model) and trainers need a good sense of rhythm and timing to know how to design and flow with beginnings, middles and ends. Any session has a rhythm and each part needs to be respected. The constant of impermanence means that each moment is alive and different from the last so must be responded to dynamically as shift happens – a centring technique may stop working for a client for example. Effective embodied facilitators appreciate, adapt to, and manage flow.

–   In the exams we would like to see an appreciation of rhythm.

 

– Language Use

–   One key thing that distinguishes effective embodied trainers from ineffective ones is often the clarity of instruction and making what is taught “operational” – involving a clear doable method. See the “how to teach embodiment” guide for more on this. We also encourage invitational and enquiry-based language rather than directive language as it supports consent and learning

–   In the exams we would like to see clear doable instructions, not confused with metaphor or results.
–   This is the other essential pass fail element of the exam

 

–   Testing

–   Theories and assumptions are tested in high quality embodied work. Embodied   practice is an empirical enquiry not a belief system. This also helps get client buy-in and “ownership”, avoids cynicism and helps with continuous learning.

– In the exams we would like to see participants and facilitator testing and exploring

 

–   Application

–   Practical application in the rest of life makes embodied training useful and not irrelevant! EFC stresses this element and business demands this.

–   In the exams we would like to see the link to life and “real-world” application

 

– Body Leadership

– Effective embodied training means leading the embodiment of clients, with modelling (one’s own embodiment), direct influence such as verbal exercises, with music, humour etc. This is the basis of emotional and charismatic influence.

–   In the exams we would like to see you lead the clients’ bodies

 

–   Tikkun olam

–   We teach embodied work to make the world a better place. This work is about service and love. We are concerned not just with running successful businesses but also in reducing intra-personal, interpersonal and environmental violence. Tikkun orim is a Hebrew term meaning “heal the world” which sums up that this is a heart-felt spiritual quest and not just a set of techniques.

–   In the exams we would like to see expression of this, although don’t crow-bar in an explicit reference if  the session doesn’t give opportunity. It can be implicit if reflected in subject or participant choice. Over the course we would love to see this in your motivation and choice of practice clients

 

You do not have to be perfect to pass, only to demonstrate that you are safe to teach, have some basic competence and that you are on a learning path. This would mean that we feel comfortable with you working in the world and stating that you are an EFC trained facilitator. There is also an element of continuous assessment from module 4 so so should you get very nervous and blow it on the day this won’t necessarily result in a fail. Good luck, and by “luck” we mean practice.

 

– Mark, Francis, Tess