In Reciprocal Tension
Pathway to Fellowship: Module 5
This course will help you to develop your palpatory awareness of the connective tissue throughout the whole body, discover the secrets of the body’s structural tensegrity and explore how this can influence the treatment of your patients.
William Garner Sutherland advised us to “treat the spaces not the structures.” This course explores how to shift perspective to the spaces he described and how they are contained and connected via reciprocal tension throughout the body.
We will explore how to access awareness of these spaces through practical, palpation and sensory exercises throughout the course.
Lectures on the course present the latest research in the function of fascia, embryological development of the meninges and the extracellular matrix as an intelligent organ and relate these findings to insights prophesied by AT Still and WG Sutherland.
By the end of the course you will have a greater understanding of how the body organizes itself in response to the different forces, stresses and strains it encounters. This will help you gain insight how osteopathic treatment can engage with the intelligent connective tissue matrix in your patients.
- Introduction to the concept of Reciprocal Tension
- Reciprocal tension systems in the body as a whole
- Anatomy and clinical importance of the meninges
- The venous sinuses
- Embryology of the dura
- Physiology of fascia
- Reciprocal tension in the endocrine system
- Reciprocal tension and the 5 phenomena
SCCO Course Providers: All SCCO courses are run by a resident Course Director, who is an Osteopath and a member of the SCCO Faculty. Pathway courses are delivered by SCCO Faculty and may be supported by guest speakers. Short courses are usually delivered by a visiting guest lecturer. SCCO Faculty members all hold recognised osteopathic qualifications but may not be GOSC registered osteopaths.
|Eligibility:||Completion of Module 2|
|Price:||£895 (non-res) £995 (res)|
|Frequency:||Every 2 years|
|Leader:||Pamela Vaill Carter|
From the Course Director
Pamela Vaill Carter and Jane Easty talk about Module 5: In Reciprocal Tension
Recorded during lockdown.
In Reciprocal Tension [M5] Course Director, Pamela Vaill Carter, discusses with Jane Easty what you can expect when you come to a Module 5 course.
Pamela Vaill Carter, Course Director of Module 5: In Reciprocal Tension…
This module is about the nature of fascia, as “the source of health and the body’s pharmacopoeia”. It is also about the relationship between systems and the value of “treating the space not the structures” to achieve transmutation, as Rollin Becker taught.
If the video does not play, please click/tap the pop-out button (in the view pane) to watch.
What our students say about Module 5: In Reciprocal Tension
“Marvellous tutors who are so expert and so generous in their support of our learning.”
“Great up-to-date research to support the theories and the osteopathic principles, together with the insights that just kept unfolding!”
“The course exceeded all my expectations in a freedom to enjoy learning about cranial osteopathy.”
“The whole course dynamic was great. The flow between structured, well presented and researched lectures, to the well controlled and directed practicals – all fantastic!”
“Everyone connected so well!”
“Such a safe environment created by the tutors to learn and share. Their presence, clarity and kindness were fantastic – everyone felt accommodated.”
How this course maps to the GOsC CPD Scheme
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 should be able to describe the anatomy of the dura mater and discuss its functional significance including reference to the lymphatic system.||Articulate, analyse and interpret examination findings with reference to the dura mater in a practical setting and show that they can offer an informed explanation of the functional significance of their findings.|
|2||The student should be able to demonstrate and articulate palpatory and therapeutic skills helpful in improving their sensory awareness during their interactions with patients.||Apply diagnostic/interpretive osteopathic skills in a practical setting. To reflect-in- action during a therapeutic encounter using self-correction when their practical approach needs to be modified according to the response of the patients’ tissues.|
|3||The student should be able to apply the concept of reciprocal tension to different systems across the body.||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||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.|
|Type of Learning||Learning Activity||NLH*|
|Scheduled Learning Hours||Lectures||6|
|Scheduled online activities|
|Guided Learning||Directed reading & research||4|
|Reflective portfolio development|
|Peer assisted learning|
|Independent Learning||Unguided reading from defined reading list|
|Assessment preparation (optional case study)||(12)|
|Tutor defined project / Dissertation activity|
|Autonomous Learning||Reading from non-specific sources|
|Reflection on clinical experiences||2|
* 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||√|