Integration Psychotherapy
Diploma Course
Level 5 Diploma
Integration Psychotherapy® (IP) is a distinctive approach to psychotherapy developed at the Pilamaya Centre, bringing together ancient wisdom, contemporary psychological understanding and the exploration of consciousness.
Pilamaya means thank you in the Lakota language. This expression of gratitude lies at the heart of our work, carrying a prayer for a more connected humanity, a deeper reverence for life and a renewed responsibility towards the Earth.
Integration Psychotherapy begins with the understanding that the body exists in the present moment. Through the body, we encounter the relationship between our psychological, emotional, physical and spiritual experiences, and the possibility of bringing greater awareness and coherence to the many dimensions of Self.
Our approach draws upon psychological disciplines, neuroscience, somatic and mind-body philosophies, transpersonal perspectives and wisdom carried through therapeutic and ceremonial traditions. Rather than treating these as separate systems, Integration Psychotherapy explores how they meet within lived experience, supporting the movement towards individuation, integration and wholeness.
At the centre of this work is the recognition that every human being has a unique path to walk. We do not seek to impose a predetermined destination, but to cultivate the conditions in which awareness, healing and transformation may emerge.
The Level 5 Professional Diploma brings this philosophy into a two-year journey of personal enquiry and professional development. Students are invited to deepen their relationship with themselves while developing the presence, discernment and professional responsibility needed to accompany others.
The Training Journey
How We Train
Integration Psychotherapy is taught through a combination of academic study, experiential learning and embodied practice. Our process-driven approach invites students to explore the relationship between theory and lived experience, developing understanding through direct participation, reflection and enquiry.
Our trainings are live transmissions, shaped by what emerges as the group encounters itself through the lens of the training. While the curriculum provides a carefully developed framework, the teaching remains responsive to the people, relationships and processes arising within the group. In this way, the group itself becomes part of the learning, offering opportunities to explore the very principles and dynamics we are studying.
Teaching takes place through immersive in-person training, online learning, group processes and independent study. The Nine Dimensions of Self and variations of constellation work are present throughout both years, supporting an embodied understanding of the models, frameworks and concepts we explore together.
Meditation, movement and practices for gently shifting awareness, building resilience and regulating the nervous system are woven through every stage of the journey. These are not techniques bolted onto the teaching – they are the medium through which much of the learning happens.
As students progress, they are encouraged to develop their own therapeutic presence, learning to recognise and work with what arises within themselves, in relationship and within the wider group.
In the second year, this learning is brought into supervised clinical practice, with students supported through client allocation, ongoing teaching and clinical supervision within Integration Psychotherapy Services.
The training is designed to be lived as much as it is studied.
The Development of Self
The first year of training focuses on the development of a robust sense of self. Through an exploration of our personal histories, conditioning, family systems, relationships and societal expectations, we begin to recognise the influences that have shaped our understanding of who we are.
This process supports individuation, the capacity to know ourselves beyond the expectations of others and the influences of our past. We learn to observe our experiences with greater awareness, develop confidence in our own sense of being and discover what we call the Ordinary Place.
The second year shifts the emphasis towards clinical practice. Students build upon this foundation through supervised client work, developing therapeutic skills and a deeper understanding of different psychological presentations, the therapeutic relationship and the responsibilities of professional practice.
Throughout both years, personal development and professional learning remain closely connected. However, as students enter their second year, the emphasis shifts towards clinical practice, with an expectation that they can manage their own personal processes while giving priority to the needs of their clients and the responsibilities of therapeutic work.
Year One- Foundations of Self & Practice
Foci One - The Ground
Who Am I? Foundations of Self, Presence and the Therapeutic Being
The first foci asks the most fundamental question a therapist can carry: who am I?
We explore the Nine Dimensions of Self as a living map of human experience, and what it means to show up as a therapeutic presence – including the gifts, the wounds, and the shadow of that calling. We look at belonging, attachment and the group field, and begin to understand how the self takes shape across psychological, philosophical and transpersonal traditions.
The Observer Effect, Yoga Nidra, and the Seven Sacred Values of the Lakota tradition are woven throughout. We are introduced to constellation work for the first time.
The Ground is where the journey begins.
Foci Two - Contact: Where Self Meets World
The Living Moment
The second foci explores how experience actually unfolds – moment by moment, at the boundary between self and world.
We introduce the cycle of experience as a precise map of how something arises in us, moves toward completion, and either resolves or becomes interrupted. Understanding where and how that interruption happens – in the body, in relationship, in the energy field – is at the heart of this foci. The cycle can be understood as a small reflection of the larger geometry of the Nine Dimensions: the same intelligence, at a different scale.
We work with the zones of awareness, the contact boundary, and chair work as direct experiential tools. The configurations of self meet the chairs for the first time.
This foci asks: what prevents completion – and what becomes possible when experience is finally allowed to move?
Foci Three - The Creative Field
Sound, Art and Movement as Therapeutic Instruments
The third foci moves into the creative dimensions of therapeutic work.
We explore sound as a therapeutic medium – how vibration, resonance and entrainment operate in the body and in the therapeutic field. We work with vowel sounds as a way of meeting the resonant body directly – sensing how frequency moves through us, where it flows freely and where it does not. Art therapy opens access to dimensions of experience that language alone cannot reach. The module closes with embodied integration, bringing the threads of the creative field into lived experience.
The Creative Field asks: what becomes available when we work beyond words?
Foci Four- The Threshold
Resourcing, Trauma and Preparing for Practice
The fourth foci prepares students for the reality of clinical work.
We explore resourcing across its somatic, imaginal and relational dimensions – how to build stability and inner ground in ourselves and our clients, and how to return to that ground when activation arises. Erik Erikson’s model of psychosocial development runs alongside this work as a clinical lens – helping practitioners understand where a client may be in their developmental journey, what threshold they are standing at, and what is needed to move through it.
We look at trauma, high-risk situations and the ethical responsibilities that come with holding another person’s process.
We also explore what it means to stand at a threshold – in ourselves and with others – and how to meet that moment with skill, care and intention.
The Threshold marks the transition from personal development into professional practice.
Year Two – Deepening and Integration
Foci Five - Alchemy
Process Work, Dreams and Transformation
The fifth foci marks a deepening in the work.
By this point in the training, students have built the ground, met the cycle, worked creatively and are beginning to find their footing as practitioners. Foci five asks something more: a willingness to follow what is actually alive in a person or a group, rather than what is planned or expected.
We explore Process Work as a methodology for tracking what wants to move – in a session, in a body, in a field. We work with dreams as direct expressions of the unconscious, and with the understanding that genuine transformation involves dissolution before it involves integration. Something has to loosen before it can become something new.
This foci deepens the relationship with D5 – the unconscious dimension – and with the intelligence that has been running beneath the surface of the training from the beginning.
Foci Six - The Edges of Consciousness
Neurodiversity and Altered States
The sixth foci moves into territory that conventional therapeutic training rarely addresses with sufficient depth.
We explore neurodivergence – recognising that every mind is individual, and that what is sometimes labelled as different or difficult may carry its own intelligence, its own gifts, and its own requirements of the practitioner. We look at what it means to work skillfully and ethically across the full spectrum of human cognitive experience.
We also explore altered states of consciousness and their place in therapeutic work – including the growing field of psychedelic integration, where Integration Psychotherapy offers a natural and well-grounded framework for supporting clients through non-ordinary experiences and their aftermath.
Foci Seven - The Sacred and the Mortal
Spiritual Counselling and Grief Work
The seventh foci holds what is perhaps the most tender territory in the training.
We explore spiritual counselling – not as a set of techniques but as a quality of presence that can accompany a person into the questions that have no easy answers: questions of meaning, purpose, faith, and what lies beyond the ordinary boundaries of life. We look at how Integration Psychotherapy holds spiritual experience as a genuine dimension of being rather than a symptom to be explained away.
We work with grief and loss in their many forms – including the grief that accompanies endings, transition, and the approach of death. We explore what it means to walk alongside someone who is dying, or alongside those who love them.
Simple ritual is woven throughout as a way of marking, honouring and holding what cannot always be spoken.
Foci Eight - Return
Integration, Endings and the Living Field
The eighth foci brings the training full circle.
We explore what integration actually means – not as a concept but as a lived reality: the gradual arrival of everything encountered across two years into a coherent, embodied sense of self and practice. We look at endings – in therapy, in groups, in life – and what it means to close something with care and intention.
The module holds space for the group field itself to complete. What has been built together across two years is honoured, and each student is supported in carrying what is theirs forward into their practice and their life.
Return is not an ending. It is the beginning of what comes next.
Theoretical Foundations and Therapeutic Skills
Theoretical Foundations
Integration Psychotherapy draws upon a broad range of psychological, developmental, neurobiological, somatic and transpersonal perspectives. Students explore established therapeutic approaches alongside contemporary understandings of the nervous system, consciousness, human development and the therapeutic relationship.
At the centre of this learning is the Nine Dimensions of Self, Pilamaya’s multidimensional framework for understanding human experience. The model considers the relationship between body, environment, conscious, subconscious and unconscious processes, energy, innate wisdom, being-ness and unity. It offers a way of recognising the interconnected influences shaping our experience and supporting the movement towards greater integration.
Students develop therapeutic skills in relational attunement, listening, assessment, working with the body, understanding patterns of experience and responding to different client presentations. They are introduced to a range of approaches, including Gestalt therapy, Process Work, creative and somatic methods, trauma-informed practice and transpersonal counselling.
Throughout the training, emphasis is placed on clinical discernment, ethical boundaries, professional responsibility and the capacity to adapt therapeutic approaches to the needs of each client.
The Nine Dimensions of Self Model
Pilamaya’s Nine Dimensions of Self (9D) is the model through which we teach the entire course. This comprehensive framework offers a living geometry, recognising that human development and therapeutic healing occur across multiple, interconnected dimensions of experience.
The Nine Dimensions are:
D1 – The Body – Physical embodiment, nervous system regulation and somatic awareness
D2 – Environment – Our relationship with space, place and external context
D3 – Conscious Mind – Thoughts, beliefs and conscious mental processes
D4 – Subconscious Mind – Habitual patterns, conditioning and automatic responses
D5 – Unconscious Mind – The structure of the mind, archetypal programmes and ancestral influences
D6 – Energy – Subtle energetic experiences and life force dynamics
D7 – Innate Wisdom – Inner knowing and intuitive intelligence
D8 – Being-ness – Essential self and spiritual identity
D9 – Unity – Integration and wholeness of all dimensions
Rather than a fixed or linear map, the Nine Dimensions form a dynamic framework of relationships, supporting therapists and clients as they navigate the movement from fragmentation towards integration and wholeness.
Therapeutic Skills
The Therapeutic Relationship
- Developing therapeutic presence, relational attunement and listening skills
- Understanding attachment, contact boundaries and the therapeutic relationship
- Working with the Gestalt cycle of experience, zones of awareness and chair work
- Recognising transference and countertransference within therapeutic relationships
Somatic and Creative Approaches
- Using breath, movement and meditation to support nervous system regulation and resilience
- Developing awareness of habitual patterns and their relationship to psychological experience
- Exploring sound, resonance, art and movement as therapeutic instruments
- Using Yoga Nidra and embodied practices to support awareness and integration
Process Work and the Unconscious
- Introduction to Process Work and the tracking of emerging therapeutic processes
- Exploring dreams, the dreambody and unconscious material
- Working with configurations of self, shadow material and processes of integration
- Exploring constellation work and systemic influences within individual and group processes
Transpersonal and Spiritual Counselling
- Exploring altered states of consciousness, including psychedelic experiences, and developing an understanding of how Integration Psychotherapy can support the integration of non-ordinary experiences
- Exploring spiritual counselling and questions of meaning, purpose and identity
- Using simple ritual to acknowledge transitions, grief and significant life experiences
- Developing sensitivity to neurodivergence and individual differences in experience
Clinical Practice and Safety
- Developing assessment skills, therapeutic boundaries and ethical responsibility
- Understanding trauma, resourcing, activation and the importance of appropriate pacing
- Recognising risk, working within professional competence and understanding when additional support is required
- Undertaking supervised clinical placements, supported by client allocation, clinical supervision and ongoing teaching
- Developing reflective practice and the capacity to respond to supervision and professional feedback
Grief, Loss and Therapeutic Endings
- Working therapeutically with grief, loss and significant life transitions
- Exploring the needs of clients approaching the end of life and those who care for them
- Understanding the importance of endings within the therapeutic relationship
- Supporting integration and the thoughtful completion of therapeutic work
Course Outcomes
The Level 5 Professional Diploma in Integration Psychotherapy supports students in developing the self-awareness, therapeutic presence and professional understanding needed to begin or deepen their clinical practice.
Students who successfully complete the diploma will have demonstrated the following capacities:
- A deeper understanding of themselves, their relationships and the influences that shape human experience, explored through Integration Psychotherapy and the Nine Dimensions of Self.
- The capacity to enter and sustain therapeutic relationships with presence, sensitivity and an awareness of their own processes.
- An understanding of how to accompany people through a wide range of psychological, emotional, somatic and transpersonal experiences, recognising the individuality of each person’s journey.
- The ability to draw upon the principles and practices of Integration Psychotherapy in response to the needs of the person they are working with.
- Practical experience of working with clients within a supported clinical placement, integrating their learning through supervision and reflective practice.
- A foundation from which to begin their professional journey as an Integration Psychotherapist, or deepen and enrich an existing therapeutic practice.
The training is not intended to produce practitioners who have mastered every aspect of human experience. It seeks to cultivate thoughtful, grounded and self-aware therapists who can meet others with curiosity, discernment and respect, while remaining committed to their own continuing development.
Professional Accountability Principle
At the heart of Integration Psychotherapy training is the principle that personal development and professional responsibility must evolve together, but are not interchangeable.
Self-awareness, therapeutic knowledge and experiential learning are essential to becoming a psychotherapist. However, these alone do not establish readiness to work with others. Students must also demonstrate the ethical awareness, maturity, discernment and accountability necessary to practise safely.
At Pilamaya, we recognise professional readiness as a developing responsibility, assessed at three stages of the training journey.
1. Readiness for Training
Before admission, we assess each applicant’s suitability for an experiential and professionally demanding training. This includes their capacity for self-reflection, personal responsibility, openness to feedback and willingness to engage with the learning process.
2. Readiness for Clinical Practice
Before entering placement, and throughout supervised client work, students must demonstrate developing therapeutic competence, ethical awareness, appropriate professional boundaries and the ability to work safely with clients. Progress is reviewed through teaching, clinical supervision and ongoing assessment.
3. Readiness for Independent Professional Responsibility
At the point of graduation, students must demonstrate that they have met the academic, clinical, ethical and professional standards of the diploma, including supervisor sign-off and fitness to practise.
Completing the required teaching hours, assessments and clinical placement does not automatically guarantee qualification. The award of the diploma depends on demonstrated readiness to assume the responsibilities of an Integration Psychotherapist.
Professional accountability is an ongoing commitment, not simply a requirement for graduation.
Diploma Course Approach & Requirements
Suitability & Readiness for Training
Integration Psychotherapy is an experiential and academically demanding professional training. It invites students into a sustained process of self-enquiry while preparing them for the responsibilities of therapeutic practice.
We welcome applicants from varied backgrounds and recognise that readiness is not determined by previous qualifications alone. We look for the capacity for reflection, personal responsibility, emotional maturity, openness to feedback and a willingness to engage constructively with others.
The training will inevitably bring students into contact with their own patterns, vulnerabilities and challenges. An important part of readiness is the willingness to recognise and take responsibility for these experiences, including seeking appropriate support when needed.
Students must be able to distinguish their personal therapeutic process from their developing professional responsibilities, particularly as they progress towards working with clients.
Suitability is considered through our application and portfolio assessment process and continues to be reviewed throughout the training.
Course Standards & Professional Practice
The Level 5 Professional Diploma combines theoretical study, experiential learning and supervised clinical practice. Students are assessed on their developing knowledge, therapeutic skills, ethical awareness and readiness to work safely with clients.
Alongside their therapeutic training, students are introduced to the professional framework within which psychotherapy is practised. This includes contracting, confidentiality, record keeping, safeguarding, clinical risk, professional boundaries, supervision, ethical decision-making and accountability.
Through Integration Psychotherapy Services, students gain practical experience of working within an organised therapeutic service. They learn to understand the responsibilities associated with client allocation, therapeutic agreements, communication, clinical supervision, continuity of care and the appropriate management of endings and transitions.
The programme is designed to help students understand not only how to work therapeutically, but also how to meet the professional responsibilities that accompany that work.
Successful completion requires students to demonstrate the academic, clinical, ethical and professional standards expected of an emerging Integration Psychotherapist.
Training Commitments & Requirements
The diploma requires a sustained commitment to personal development, academic study and professional practice across two years.
Personal Therapy
Students must complete a minimum of 45 hours of individual personal therapy per academic year, totalling 90 hours across the diploma. This represents approximately weekly therapy during the academic year.
Therapy may be undertaken through Integration Psychotherapy Services (IPS) at a subsidised rate or with another appropriately accredited psychotherapist. Personal therapy is not included in the course fee, and course tutors cannot act as students’ personal therapists.
Attendance and Assessment
Students must attend at least 85% of scheduled teaching and complete the following requirements:
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Year One: Self-assessment and reflective enquiry assignments following each module, together with a 2,000-word retrospective essay reflecting on their cultivation of Self throughout the year.
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Year Two: Two Level 5 academic essays of 5,000 words each, alongside preparation for and completion of supervised clinical placement.
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Throughout: Active participation in experiential learning, independent study and ongoing assessment.
Reflective enquiries following Nine Dimensions constellation work are encouraged but are not compulsory assessments.
Clinical Supervision
Students undertaking clinical work must receive supervision at a minimum ratio of one hour for every five client hours. Supervision is provided as part of the IPS clinical placement.
Following completion of placement, students who transition clients into private practice become responsible for arranging and funding their ongoing supervision at the applicable rate.
Second-Year Clinical Placement
A significant benefit of the diploma is the supported clinical placement provided through Integration Psychotherapy Services (IPS). Rather than having to secure their own placement, students are allocated clients and provided with clinical supervision as part of their training. This offers a structured and supportive environment in which to complete the required 100 hours of client work, while developing the practical, ethical and professional skills needed for therapeutic practice.
The placement introduces students to the professional responsibilities surrounding client work, including assessment, contracting, confidentiality, record keeping, safeguarding, clinical risk, communication and therapeutic endings.
The placement is also an integral part of assessing students’ readiness to practise. Through supervised client work and ongoing review, we assess not only their developing therapeutic competence and ethical awareness, but also their ability to organise themselves, manage professional responsibilities, communicate effectively and work reliably within the structures of a therapeutic service.
Students are expected to follow IPS policies and procedures, engage constructively with supervision and demonstrate increasing responsibility for their clinical work.
Transition to Private Practice
Once students have completed their placement and received the necessary sign-off, they may be permitted to continue working with their clients in private practice, subject to appropriate client consent, transition arrangements and new therapeutic contracts.
From the point of transfer, students become responsible for the costs of their ongoing clinical supervision at the applicable rate, together with the professional responsibilities of their private practice.
Course Fees & Financial Commitment
The total fee for the two-year Level 5 Professional Diploma in Integration Psychotherapy is £8,800, including a £500 holding deposit payable upon acceptance.
We offer five fixed payment arrangements to help students plan their financial commitment:
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Payment in full – £8,800.
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Annual payments – £500 deposit, followed by £3,900 in Year One and £4,400 in Year Two.
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Quarterly instalments.
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Monthly instalments over 12 months.
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Monthly instalments over 20 months.
The agreed payment schedule is confirmed in each student’s contract. Individually negotiated payment plans are not available.
Financial Commitment
The diploma is a commitment to the full two-year training, rather than a series of separately purchased modules or teaching sessions.
By accepting a place and entering into a student contract, students agree to pay the full course fee of £8,800. Withdrawal, non-attendance or discontinuation of training does not, in itself, release a student from this financial commitment, subject to applicable statutory cancellation rights and consumer law.
Students are strongly encouraged to consider their financial circumstances carefully and read the contractual terms before accepting a place.
The diploma will not be awarded until all academic, clinical and professional requirements have been met and course fees have been paid in full.
Bursaries
Bursaries are not currently available.
Applications & Enrolment
We recommend arranging a pre-application Zoom consultation with the Course Director before beginning your application. This provides an opportunity for both you and the Course Director to explore your expectations, discuss the demands of the training and consider together whether the diploma is a suitable next step.
Application & Portfolio
Applicants are required to complete our online application form and submit a reflective portfolio responding to six questions.
The portfolio should be no more than 3,000 words and is assessed against our suitability and readiness criteria. It helps us understand your capacity for self-reflection, personal responsibility, engagement with feedback and readiness to undertake a demanding professional training.
Alternative submission formats may be considered on an individual basis.
References
Two references are required from individuals who have known you for at least two years in a professional or academic capacity. Where possible, we prefer one reference from a previous tutor or training provider.
Assessment & Acceptance
Applications are assessed to determine suitability and readiness for the training. Applicants may be invited to a further conversation before a decision is made. Submission of an application does not guarantee an offer of a place.
Applications and portfolios must be submitted online with a £30 non-refundable application fee.
Successful applicants will receive a Letter of Acceptance and student contract. A separate £500 holding deposit is payable within 15 working days of acceptance and submission of the signed contract.
The £30 application fee is separate from the £8,800 course fee and is not deducted from the holding deposit.
Application Deadlines
Application deadlines and upcoming intake dates are published alongside the course schedule. Please contact us before applying after a published deadline.
Apply Online
Complete your application and portfolio.
2027-29 Course Dates and Teaching Venue in Eyam
This diploma unfolds over two years, held within a carefully considered architecture of immersive in-person intensives, online modules, and monthly workshops.
The in-person modules are the heartbeat of the training – Five-day immersions that draw you fully out of your daily life into the embodied neural dance that arises when nervous systems meet in shared space. The three day online modules ask something different of you: to bring yourself into heartfelt presence in your individual environment and work consciously through the medium of screen and distance. Between modules, monthly two-hour workshops sustain the group field we are building together.
For enquiries about the 2027-2029 cohort please contact us.
Application Form
Course Tutors
Shaura is the founder and director of the PCIP as well as a Neurosomatic Psychotherapist (NCIP), Yoga Therapist (IYAT), Supervisor (certificate with CTSD) and Interfaith Minister. Her personal journey began in 2004 with the First Nation People of North America. Her connections to these people and ceremonial ways of life have greatly influenced her worldview and work. Shaura’s training includes over 1000 hours of yoga therapy, yoga teacher training, and further training in the Health Sciences and Psychotherapy. She is currently working toward an Advanced Diploma in Neurosomatic Psychotherapy.
Shaura lectures for The Minded Institute on their Yoga Therapy and Integrated Yoga Psychotherapy courses, is Course Director of their Professional Supervision training, and has been a lead supervisor for a number of years. She is the Course Director of pioneering courses such as Yoga Therapy for Addictions, the Transpersonal Yoga Program, and Meditation and Facilitation for Mental Health. In her private work, Shaura supports individuals and groups in the process of healing and individuation through a rich plethora of methods that form Integration Psychotherapy.
Colleen Shraddha Steiner Westling works in private practice as an MA Art & Environmental Psychotherapist/Supervisor. She is also a 800+hrs IAYT Yoga & Meditation Therapist/Supervisor specialising in physical & mental wellbeing. By combining her multiple modalities of study, Colleen addresses the bespoke needs of clients with such conditions as; Physical injury, pain and dis-ease, Grief, Anxiety, Depression, Personality Disorders, Learning Differences, PTSD & Developmental Trauma.
Art and Yoga Nature combines the embodied practice of movement with art material manipulation to creatively express unprocessed feelings in a nonverbal way. The creative experience and the art works created can be felt as connecting to a sense of inner witness with projections of negative, positive and/or mixed emotions validated to strengthen the inner resources of self — awareness, compassion, and esteem.
Susan teaches the art of storytelling as a therapeutic skill, showing how stories, symbols, and images can reveal what words alone cannot. Her teaching helps students first to listen for narrative patterns in the therapy room, and then to meet them with creativity, curiosity, and respect. Drawing on her background in writing, myth, poetry and Integrative Psychotherapy, she guides trainees to develop their own authentic voice as practitioners who can hold, witness, and re-story the human experience with a deeply rooted creative presence.
Susan is a Pilamaya graduate and a published author whose new Nature series of books reveals the everyday wonders and teachings of the natural world found right on our own doorsteps.
Muna is a 2016 graduate of the Pilamaya Centre, a member of the Transpersonal Yoga faculty, Integration Psychotherapist and an independent entrepreneur with a background in Human Communications (BSc). She has a passion for education, community, self- expression and living in a harmonious and meaningful way. In addition to Transpersonal and Hatha yoga, Muna is certified to teach hot yoga, embodied yin, and yoga for stress and burnout. She is also a sacred sound practitioner and uses sound and vibration to nourish the nervous system and to communicate with and therapeutically support the body’s energetic structures.
Muna’s work creates a container that supports listening to the body’s intelligence and the use of feedback to engage in self-care, deep learning, as well as cultivating trust in the process and instilling the courage to do the work.
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