Das Behandlungsprinzip Balanced Ligamentous Tension (BLT) lernte Dr. Sutherland von Dr. Still. Vor allem nach diesem Prinzip behandelte er zwischen 1900 und 1940 Patienten in seiner Landarztpraxis, später entwickelte er hieraus die Prinzipien seiner kraniellen Arbeit.
In diesen Annäherungen finden wir daher eine wichtige Verbindung zwischen der Osteopathie Dr. Stills und dem, was wir als „kranielle Osteopathie“ bezeichnen. In diesem Kurs werden wir Dr. Sutherlands Methode des Prinzips der Balanced Ligamentous Tension erforschen und vertiefen. Wir spüren, wie durch die Anwendung des BLT Prinzips die Selbstheilungskräfte des Körpers in Gelenken mit ihrem umliegenden Gewebe, aber auch dem gesamten dazugehörigen Einflussbereich wirken.
Lesetipp: Susan Turner DO: „Behandlung nach Sutherlands Prinzipien“. In: Möckel/Mitha (Hrsg): Handbuch der pädiatrischen Osteopathie, Elsevier 2005.
Dieser 5-tägige Kurs findet in einem Seminarhaus auf dem Lande statt, um eine besonders entspannte Umgebung zu fördern. Die Kurssprache ist Englisch und Deutsch. Englische Vorträge werden ins Deutsche übersetzt. Die schriftlichen Kursunterlagen sind in deutscher Sprache. Eine enge Supervision ist durch TutorInnen mit Kleingruppen von 4 bis max. 6 TeilnehmererInnen sichergestellt. Die Teilnehmerzahl ist auf 44 begrenzt
| KURSGRUNDLAGEN | |
| Teilnahme: | Abgeschlossene Osteopathie Ausbildung |
| Dauer: | 5 Tage |
| CPD: | 34 Std |
| Frequenz: | Jährlich |
| Kursleitung: | Zenna Zweirzchowska & Eva Möckel |
Unterkunft
Die Unterbringung erfolgt in einfachen 2-Bettzimmern. Es gibt nur einige wenige Einzelzimmern, die der Reihe nach vergeben werden. Dem Wunsch nach einer bestimmten Zimmerbelegung versuchen wir nach Möglichkeit nachzukommen. Leider können wir dies nicht in allen Fällen garantieren.
„This course has revolutionised my treatment of the shoulder.“
„…did more to broaden my scope as an osteopath than any other course I have taken. After taking the course I was suddenly able to treat conditions like ankle sprains, meniscus tears and rotator cuff injuries with such efficacy that I was putting the resident physio out of business! The course demystifies the process of cranial work and gives very practical, specific techniques for releasing virtually every joint in the body, from head to toe.I have taken the course several times, and learned something new each time.Don’t pass up this opportunity to learn a valuable new way of working.“
„Words cannot describe! Inspirational and a credit to SCCO! I hope I get to experience the gentle yet awesome teaching approach again.“
„Thank you to all the tutors for an outstanding course. That is the best course I have ever been on! I will probably repeat it next year and other courses will just have to wait. I brought so much with me back home!“
| No. | LEARNING OUTCOMES 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 | The student shall demonstrate a good knowledge of the ligamentous , fascial and lymphatic anatomy of the whole body in relation to the particular architecture of each structure engaged with. | Articulate, analyse and interpret examination findings with reference to the ligamentous , fascial and lymphatic anatomy in a practical setting and show that they can offer an informed explanation of the functional significance of their findings. |
| 2 | The student shall demonstrate therapeutic effectiveness and understanding in the application of the principle of Balanced Ligamentous Tension. This includes an awareness of the sequential stages of the BLT process, ie: i) Motion testing to discern the manner in which the tissues are strained. ii) “Exaggeration” of the strain to the approximate point of balance ie the point where all opposing forces within the strained joint balance each other out and are therefore in a ‘neutral’ field within which the potency for spontaneous resolution of the strain is poised for action. iii) Engagement/ matching of the tissue pattern and tone to the degree where the involuntary action of the ligaments begins to actively explore for the refinement of the point of balanced ligamentous tension. iv) Staying present and supportive to the poised stillness of the potency of the balance point. v) Noting the moment when the fulcrum shifts and the resolution phase begins wherein the ligaments ’take over’ and guide the joint towards its ideal positional relationship. vi) Noting the completion of the process, positionally and qualitatively as a return of alignment, three-dimensionality and improved fluid interchange and vitality. Motion testing if necessary. |
|
| 3 | The student shall demonstrate the inner discipline of remaining physically and energetically well-grounded to provide a stable fulcrum around which the patient’s involuntary mechanism feels supported enough to activate and complete a BLT therapeutic cycle by its inherent action. This sometimes includes the principle of steadily ‘holding the bolt while the patient turns the nut’, eg as in application to the hip joint , ribs and clavicle. | The student should be able to express an understanding of the concept of Reciprocal Tension and make the case for its application to multiple systems in both a theoretical and practical setting. |
| 4 | The student shall demonstrate the ability to give clear and unambiguous instructions to the patient, especially when patient postural cooperation is required. This should include an awareness of the need for patient consent. | |
| 5 | The student shall demonstrate an understanding of osteopathic principles especially the interrelationship of anatomy and physiology, including the reciprocal effect of ‘container’ and ‘contents’. It also includes the ability to discern the physiological importance of each structure addressed within the context of the body as a whole. | Construct, implement and monitor osteopathic management plans for your patients and adapt them in response to clinical evidence and patient needs over time. |
| Type of Learning | Learning Activity | NLH* |
|---|---|---|
| Scheduled Learning Hours | Lectures | 13 |
| Practical classes | 13 | |
| Workshop | ||
| Scheduled online activities | ||
| Guided Learning | Directed reading & research | |
| Reflective portfolio development | ||
| Peer assisted learning | 4 | |
| Independent Learning | Unguided reading from defined reading list | |
| Assessment preparation | ||
| Tutor defined project / Dissertation activity | ||
| Autonomous Learning | Reading from non-specific sources | |
| Reflection on clinical experiences | 4 | |
| Placement | Clinical observations | |
| TOTAL | 34 | |
* Notional Learning Hours
| OPS Theme | OPS Mapping | |||||
| 1 | 2 | 3 | 4 | 5 | ||
| Communication & Patient Partnership | √ | |||||
| Knowledge, Skill & Performance | √ | √ | √ | √ | ||
| Safety & Quality in Practice | √ | √ | √ | √ | √ | |
| Professionalism | √ | √ | ||||
| CPD Standards | ||||||
| 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 | √ | ||||