|Location:||Hawkwood College, Stroud|
|Price:||£895 (non-residential) £995 (residential*)|
|Entry criteria:||Module 2|
|Next delivery:||12—14 July 2019 (see below for alternative dates/venues)|
We shall study Sutherland's fluid management approaches in detail and increase our knowledge and understanding of two of his five phenomena: the motility of the CNS and the fluctuation of the CSF.
The focus will be on refining our understanding of the integrated role of the CNS and CSF with the bodywide fluid function of the IVM and its relationship to health. We shall improve our factual knowledge, develop enhanced 'centreing' skills, and clarify our understanding of 'stillness' and 'potency' both in relation to the practitioner and the living processes within our patients. This will improve our palpatory, diagnostic and treatment skills, not only relating to these areas but to whole body function.
What can you do for your patient when the expression of involuntary motion is poor, or the tissue vitality so low that general health issues, systemic, traumatic and neurological problems, as well as ordinary musculo-skeletal dysfunctions do not respond easily?
Rollin Becker said that 'sick tissues don't make good corrections'. For these patients the use of cooperative fluid management approaches such as 'fluid drives', CV4, EV4, or lateral fluctuation to improve tissue vitality can be a very effective treatment approach.
What did Sutherland mean when he used descriptive language to describe his palpatory experiences, such as 'directing the tide', 'spark in the motor', 'liquid light', or 'the fluid within the fluid'? This course will balance the study of Sutherland's teachings on CNS and CSF with exciting modern research that develops our understanding of the structure and physiology in these areas, and informs clinical osteopathic practice.
Our small 1:4 tutor groups enable you to benefit directly from the considerable clinical expertise of your tutor, and to discuss with colleagues. There will be time and space to explore thoroughly and to experience in stillness the concept of potency, and working with the fluids in different ways. In the practicals, our experienced tutors who are experts at meeting individual needs and gently opening up awareness to new concepts and experiences will support and guide your learning.
Excellent files of comprehensive course notes are provided.
This course is run approximately once every 2 years in the UK.
* Residential accommodation at Hawkwood is in shared rooms, a limited number of singles are available at a supplement and allocated on a first-come-first-served basis.
You must have attended the SCCO 40 hour course Osteopathy in the Cranial Field.
All clinical problems including musculo-skeletal, respond poorly to osteopathic treatment when the vitality of the fluid fluctuation is diminished and therefore the health of the connective tissues is poor. This course by developing your understanding of the application of Sutherland’s fluid approaches will better enable you to ‘work with the health’ and improve the body’s response to treatment.
Join the SCCO Mentoring Scheme: an opportunity to work with and share learning experiences with like-minded and experienced colleagues.
Write an assignment: The SCCO membership pathway requires 3 written case study assignments. Writing this assignment is an excellent way of reviewing and consolidating your learning from the course.
Refresher Day Bring your questions and experiences or difficulties to share with your colleagues and experienced tutors on a refresher day. An excellent way of consolidating your learning from the course.
Other courses: Choose another modular course to continue your journey on the SCCO membership pathway.
On completion of this course you should be able to:
|EVIDENCE OF LEARNING|
To achieve the learning outcome you must demonstrate the ability to:
|1||Evaluate complex and conflicting evidence encountered during the evaluation of your patient.||Provide osteopathic care for a diverse range of patients that is underpinned by an extensive range of cognitive, affective and psychomotor skills. Take full responsibility for managing all aspects of their care, centered on their needs as a person and your duty of care as a professional.|
|2||Integrate new skills and knowledge into your osteopathic management.||Competently provide effective osteopathic care within a chosen specialism. Show and utilise an appropriate knowledge of core topics from this module. Reflect on the impact of your experiences on your development as an osteopath.|
|3||Use your knowledge, skills, experience and initiative to select, integrate and apply appropriate therapeutic techniques from a comprehensive range, in order to meet the patient’s treatment needs.||Select from a diverse range of therapeutic techniques in order to construct and implement a coherent treatment plan that responds to the patient’s specific needs. Be able to monitor your patients’ system, and sensitively and competently offer and adapt the fluid techniques:- CV4, Lateral fluctuation, fluid drives and V spreads, and EV4 in harmony with the comfort and physiological needs of the patient. Critically defend your decisions, backed by practitioner understanding and research-based evidence where appropriate.|
|4||Manage patients and monitor outcomes in a manner that is responsive to the complex and dynamic needs of the patient over time and ensures best care.||Construct, implement and monitor osteopathic management plans for your patients and adapt them in response to clinical evidence and patient needs over time.|
|5||Confidently operate as an autonomous practitioner in complex health care settings, demonstrating mentoring and leadership skills.||Show practitioner skills of calmness and balance to support your patient. Critically reflect on your role and practice as an osteopath and your responsibility to your patients to provide the best patient-centred care possible.|
|Type of Learning||Learning Activity||NLH*|
|Scheduled Learning Hours||Lectures||7|
|Scheduled online activities|
|Guided Learning||Directed reading & research|
|Reflective portfolio development|
|Peer assisted learning||5|
|Independent Learning||Unguided reading from defined reading list|
|Tutor defined project / Dissertation activity|
|Autonomous Learning||Reading from non-specific sources|
|Reflection on clinical experiences|
* Notional Learning Hours
|OPS Theme||OPS Mapping|
|Communication & Patient Partnership||√||√||√||√||√||√|
|Knowledge, Skill & Performance||√||√||√||√||√||√|
|Safety & Quality in Practice||√||√||√||√||√||√|
|CPD activities are relevant to the full range of osteopathic practice||See above mapping exercise||√|
|Objective activities have contributed to practice||Peer review/Observation||√|
|Case-based discussion activity||√|
|Seek to ensure that CPD activities benefit patients||Communication/Consent activity||√|
|Maintain CPD documentation||Certificate of attendance/Overview document provided to student||√|