Location: Hawkwood, STROUD
Duration: 3 days
Leader: Neil Hayden / Jane Easty
Frequency: Every 2 years
Eligibility: Completion of Module 2
Total CPD hours: 24 hours
A – Communication & patient partnership: A4
B – Knowledge, skills & performance: B1, B2, B3, B4, B5
C – Safety & quality in practice: C1, C2, C3, C4, C5
D – Professionalism: D5
Hawkwood College accommodation

Please be aware that accommodation at Hawkwood will be in shared rooms (single sex). Some single rooms are available on a first-come-first-served basis and will carry a supplement. Requesting a single room is not a guarantee that one will be provided.

Hand holding and examining a bone

Everyday in practice we encounter patients who have suffered physical trauma in many forms and at different stages of their life and development. With highly developed palpatory skills, osteopaths have a unique insight into the effects of trauma.

In this module, we explore the effects of trauma with respect to the wonders of bone, sutures and joints throughout the body from their morphogenetic origins to their crystalline nature, from the macro-scale of biotensegrity in the pelvis to the quantum coherence of the specialised connective tissue itself.

Current research into the physiology of bone is examined and we discuss how this knowledge informs traditional osteopathic concepts laid down by the pioneers of our profession. The way bones function as ‘springs’ and how they dissipate forces within the connective tissue system is explored, enabling us to palpate clearly when trauma has disrupted this function. The role of the femur within the pelvis is considered to give an even more effective way of approaching low back and pelvic problems in clinic.

The biodynamics of the embryological metabolic fields in which the different types of bone are formed will be considered. There will be detailed study of each of the bones of the basicranium, their applied anatomy, relationships and clinical relevance. The different journey of each bone to their fully ossified form reveals and aids our understanding of the different qualities we feel in the structures under our hands. A study of growth and development of the cranium in the first ten years of life is essential knowledge for the treatment of children and also to understand the effects of past childhood trauma in adults.

Using these fluid models we study a range of techniques, including some intraoral releases, which have been handed down through osteopathic generations. When considered as specialized connective tissues with the similar dynamic, fluid, metabolic and communication properties as fascia, bones come alive under our hands.

Patterns of the cranial base, how they are reflected throughout the body via the connective tissue network and how we can use this understanding of patterns in clinical practice will be discussed.

As W.G.Sutherland said:

“What are bones but a different form of fluid?”

This course is full of applied principles and clinical relevance.

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.

Book Your Course

Book Your Course

Forthcoming opportunities to take Module 6: Living, Breathing Bone

From the Course Director

From the Course Director

Jane Easty and Pamela Vaill Carter talk about Module 6: Living, Breathing Bone

Recorded during lockdown.

Living, Breathing Bone [M6] Course Director, Jane Easty, discusses with Pamela Vaill Carter what you can expect when you come to a Module 6 course.

Jane Easty, Course Director of Module 6: Living, Breathing Bone…

Module 6 is about “the wonder of bone and how its formation explains its structure.” It is full of clinically relevant material, backed by current research. Jane is particularly interested in the energetics of bone and its metabolic as well as its structural role, as part of the wider connective tissue system of the body.

If the video does not play, please click/tap the   pop-out button (in the view pane) to watch.

The contents of these videos are subject to intellectual property rights. Copying or distribution of these videos, in whole or in part, without prior permission from the publisher is an infringement of these rights.



What our students say about Module 6: Living, Breathing Bone

“Very high standard. Quality was excellent.”
– Module 6, November 2021

“Superb lectures especially on embryology content.”
– Module 6, November 2021

“The content was excellent, venue lovely and faculty very supportive and helpful.”
– Module 6, November 2021

“Being surrounded with interesting, humble, super-wise colleages that are willing to share time, experience and warmth! And being so well looked after by the organisation behind!”
– Module 6, November 2021

“Great content, fantastic supportive tutors, brilliant venue.”
– Module 6, November 2021

“The lectures were informative. The case studies very illuminating. The practical work & table supervision excellent.”
– Module 6, November 2019

“It superseded any experience I have previously had on a course. My tutor perfectly holds the space and gives so much room for individual learning that the whole of the practical exceeds the sum of its participators. During giving and receiving with another student, with his supervision, I perceived sensations which have changed me, healed me and will inform my osteopathic practice in a deeper refreshing understanding.”
– Module 6, November 2019

“The tutors are so kind and genuine and sharing. The courses are run with a good balance of lectures then practicals with great supervision from tutors. The other students are lovely and when we are all working in the cranial field there is an amazing energy in the room.”
– Module 6, November 2019

“I had a fabulous time – the course made me think in new ways, introduced me to new ideas, opened my eyes to things I already knew but didn’t really understand, and consolidated the things I already knew well by placing them in a wider context. Brilliant job by the entire tutor team – no weaknesses at all.”
– Module 6, November 2019

CPD Scheme

CPD Scheme

How this course maps to the GOsC CPD Scheme

On completion of this course you should be able to:
To achieve the learning outcome you must demonstrate the ability to:
1 Understand the principles of embryological development behind the resultant anatomy and how that informs palpation of said anatomy, with emphasis on bone as a structure of mesodermal origin. Demonstrate skilled and effective use of refined palpation skills.
2 Interpret and explore the qualitative nature and causes of different traumas to the bone. Apply diagnostic/interpretive osteopathic skills in a practical setting. Effectively use clinical findings to further refine formulation of appropriate treatment plans.
3 Appreciate the effect of trauma on the whole in its bioelectric tensegrity continuum of specialized connective tissue from basicranium through to the sacrum and beyond. Competently integrate this new and enhanced theoretical knowledge with a sensory experience without imposing preconceptions on the patient.
4 Learn how to relate new knowledge to osteopathic practice informing the nature of their enquiries during case history taking and examination. Choose from an extended range of osteopathic techniques in order to devise and carry out a coherent treatment plan whilst being guided by needs of the tissues themselves.
5 Understand the far-reaching impact of the varying forces discussed and the necessity for skilled attunement and neutral receptivity. Show the ability to engage and interact with these phenomena to facilitate the natural tendency of the mechanism to move towards health. Demonstrate self-awareness and a sense of osteopathic awe for the self healing potency of the body.
Type of Learning Learning Activity NLH*
Scheduled Learning Hours Lectures 6
Practical classes 12
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) (12)
Tutor defined project / Dissertation activity
Autonomous Learning Reading from non-specific sources
Reflection on clinical experiences 2
Placement Clinical observations

* Notional Learning Hours

OPS Theme OPS Mapping
1 2 3 4 5
Communication & Patient Partnership
Knowledge, Skill & Performance
Safety & Quality in Practice
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