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Our 12 Months Curriculum

12 Months Trauma Recovery Curriculum

Semester 1

Credit Hours: 3.0

Becoming 101: Introduction to Psychotherapy – The Power of Shifting Narratives

Course Overview

This course provides a foundational exploration of psychotherapy with a central focus on how narratives shape our understanding of trauma, illness, and healing. Drawing from a diverse array of works, including personal storytelling, Indigenous perspectives, and decolonizing therapy approaches, students will learn how the therapeutic process dismantles harmful narratives and helps clients construct empowering new stories.

Using personal narrative as a core tool for healing, students will explore the intersections of trauma, culture, and historical oppression, recognizing the role of therapists in facilitating narrative shifts that foster well-being and resilience.

The course integrates key texts such as Brewster’s The Healing Power of Storytelling, Linklater’s Decolonizing Trauma Work, Maté’s The Myth of Normal, Mullan’s Decolonizing Therapy, and Yalom’s The Gift of Therapy, offering students insights into the complexity of trauma recovery through storytelling, culturally grounded healing, and the deconstruction of oppressive narratives. Through lectures, case studies, practical exercises, and discussions, students will gain the theoretical and practical tools necessary to guide clients in reframing their personal stories, leading to transformative healing.

Learning Objectives

By the end of this course, students will be able to:

  1. Understand how personal stories and narratives shape individuals’ experiences of trauma, illness, and healing, and how psychotherapy can facilitate the process of reframing and transforming these narratives to promote well-being.
  2. Compare and contrast various therapeutic approaches, focusing on narrative-based, trauma-informed, and culturally sensitive methods that aid clients in reconstructing their stories and moving toward healing.
  3. Critically assess the impact of cultural, societal, and historical factors on trauma and mental health, and apply strategies to address these influences within the therapeutic process.
  4. Develop practical therapeutic skills, such as active listening, empathy, and narrative reframing, to effectively guide clients in shifting their personal narratives toward empowerment.
  5. Demonstrate ethical responsibility in therapy by practicing inclusive, respectful, and culturally sensitive approaches when working with diverse populations and ensuring client well-being.
  6. Establish trust and rapport with clients by building strong therapeutic alliances, creating safe and supportive environments where clients can share their stories and engage in the healing process.
  7. Reflect on the importance of therapist self-awareness and self-care, and implement strategies to prevent burnout, ensuring long-term sustainability and well-being in professional practice.

Credit Hours: 3.0

Becoming 102: Mindful Fitness - Developing Self-Healing Practices for Psychotherapists

Course Overview

This course provides a foundational exploration of psychotherapy with a central focus on how narratives shape our understanding of trauma, illness, and healing. Drawing from a diverse array of works, including personal storytelling, Indigenous perspectives, and decolonizing therapy approaches, students will learn how the therapeutic process dismantles harmful narratives and helps clients construct empowering new stories.

Using personal narrative as a core tool for healing, students will explore the intersections of trauma, culture, and historical oppression, recognizing the role of therapists in facilitating narrative shifts that foster well-being and resilience.

The course integrates key texts such as Brewster’s The Healing Power of Storytelling, Linklater’s Decolonizing Trauma Work, Maté’s The Myth of Normal, Mullan’s Decolonizing Therapy, and Yalom’s The Gift of Therapy, offering students insights into the complexity of trauma recovery through storytelling, culturally grounded healing, and the deconstruction of oppressive narratives. Through lectures, case studies, practical exercises, and discussions, students will gain the theoretical and practical tools necessary to guide clients in reframing their personal stories, leading to transformative healing.

Learning Objectives

By the end of this course, students will be able to:

  1. Understand how personal stories and narratives shape individuals’ experiences of trauma, illness, and healing, and how psychotherapy can facilitate the process of reframing and transforming these narratives to promote well-being.
  2. Compare and contrast various therapeutic approaches, focusing on narrative-based, trauma-informed, and culturally sensitive methods that aid clients in reconstructing their stories and moving toward healing.
  3. Critically assess the impact of cultural, societal, and historical factors on trauma and mental health, and apply strategies to address these influences within the therapeutic process.
  4. Develop practical therapeutic skills, such as active listening, empathy, and narrative reframing, to effectively guide clients in shifting their personal narratives toward empowerment.
  5. Demonstrate ethical responsibility in therapy by practicing inclusive, respectful, and culturally sensitive approaches when working with diverse populations and ensuring client well-being.
  6. Establish trust and rapport with clients by building strong therapeutic alliances, creating safe and supportive environments where clients can share their stories and engage in the healing process.
  7. Reflect on the importance of therapist self-awareness and self-care, and implement strategies to prevent burnout, ensuring long-term sustainability and well-being in professional practice.
Credit Hours: 3.0

Becoming 103: 3-Day Intensive Becoming Method™ Training Retreat

Course Overview

Becoming 103 is a pivotal course within the 12-month Trauma Recovery Certificate at the Becoming Institute. This immersive 3-day in-person training retreat offers a transformative experience designed to instill the core values of our program, emphasizing compassionate empathy, connection, and the pursuit of balance in therapeutic practice.

The retreat serves as both an introduction to the Becoming Method™ and a vital step toward building a cohesive community of practitioners. It lays a foundation for both personal growth and professional development, preparing participants for their role as trauma recovery specialists using the Becoming Method™.

By the end of the 3-day intensive training retreat, students will:

  1. Develop a foundational understanding of the 8 core modalities of the Becoming Method™, preparing them to apply these techniques in their practice as trauma recovery specialists.
  2. Foster a strong sense of community and belonging, building trust and connection with fellow practitioners to create a supportive network that enhances learning and professional development.
  3. Engage in daily contemplative practices, such as meditation, journaling, prayer, and movement exercises, to center themselves and integrate mindfulness into their therapeutic approach.
  4. Observe and analyze live faculty-led demonstrations, gaining practical insights and real-time examples of applying the Becoming Method™ in client sessions.
  5. Acquire core skills in client intake and assessment interpretation, including the use of tools to evaluate depression, anxiety, PTSD, and neuroception, strengthening their ability to tailor treatment to individual client needs.
  6. Learn and practice techniques for opening and closing therapy sessions, ensuring each session is conducted with intention and care to provide a safe and effective therapeutic experience.
  7. Understand and apply applied kinesiology for addressing trauma timelines, enabling them to identify and work through trauma origins with clients.
  8. Master the art of conducting meaningful post-session follow-ups, equipping them to support ongoing client progress and maintain therapeutic continuity.
  9. Experience personal and professional transformation, integrating self-discovery and growth into their journey as trauma recovery specialists to embody the core values of compassionate empathy, connection, and balance in their practice.
Credit Hours: 3.0

Becoming 104: Forgiveness & Holistic Trauma Recovery

Course Overview

This course explores the transformative role of conscious forgiveness in healing trauma and overcoming chronic emotional, physical, and relational difficulties. Drawing on insights from David Hawkins, Joan Samuels-Dennis, and Bruce Lipton, students will delve into how forgiveness impacts consciousness and the body at a cellular level, fostering deep psychological and physiological healing.

By understanding the biological and metaphysical aspects of trauma recovery, students will learn how conscious forgiveness rewires trauma patterns and facilitates lasting emotional freedom, resilience, and well-being.

Throughout the course, students will engage with foundational texts such as Hawkins’ Letting Go: The Pathway of Surrender, Samuels-Dennis’ 490: Forgive and Live Fearlessly, and Lipton’s The Biology of Belief, which provide a comprehensive framework for integrating forgiveness into psycho-therapeutic process.

Through lectures, case studies, and practical exercises, students will gain the tools needed to support clients in recontextualizing traumatic memories and moving from a trauma-based existence to a life of peace, balance, and empowerment.

Learning Objectives

By the end of this course, students will be able to:

  1. Understand the concept of conscious forgiveness and its essential role in resolving trauma-related symptoms such as depression, anxiety, and PTSD.
  2. Explore the relationship between consciousness, cellular biology, and trauma, and analyze how forgiveness facilitates physiological, emotional, and psychological healing.
  3. Apply key insights from the works of Hawkins, Samuels-Dennis, and Lipton to support clients in the therapeutic process of recontextualizing traumatic memories and transforming their narratives.
  4. Develop therapeutic strategies that integrate forgiveness and gratitude to promote holistic healing, resilience, and long-term well-being.
  5. Evaluate real-world case studies to understand the practical application and transformative power of forgiveness in trauma recovery.
Credit Hours: 3.0

Becoming 105: Ubuntu - Afro-Descendant & Indigenous Ways of Knowing & Being

Course Overview

This advanced philosophical course takes students on a transformative journey through Afro-centric and Indigenous ways of knowing, using Ubuntu as a foundational lens.

Moving beyond established ideas, this course challenges students to transcend the boundaries of identity, culture, religion, and race, propelling them into new realms of thought about consciousness and reality. By dismantling societal constructs and engaging with spiritual principles of interconnectedness, this course offers students a pathway to discover their highest state of being—one that unites all life beyond labels and categories.

Phase 1: Ubuntu Philosophy—The Foundation of Human Unity

In the opening phase, the course ground students in the deep wisdom of Ubuntu, an ancient African philosophy that asserts: “I am because we are.” Students will explore the teachings of Nelson Mandela, Desmond Tutu, and other thought leaders who have embodied Ubuntu’s core principles of shared humanity and interdependence. Students will move beyond merely understanding Ubuntu as a philosophy of community to viewing it as a blueprint for a higher state of collective consciousness.

Students will be encouraged to reflect on how Ubuntu challenges the fragmented, individualistic consciousness dominating much of Western thought. Course readings, lectures, and assignments will help students move beyond seeing Ubuntu as a cultural philosophy and instead embrace it as the bridge to unlocking a more profound understanding of existence, one that dissolves boundaries between self and other.

Phase 2: The Illusion of Race and Culture—Dismantling Falsehoods

Building upon the interconnectedness of humanity, Phase 2 dismantles the social constructs of race, nationality, and culture. While many thinkers have analyzed race as a falsehood, this course dares to go further, reframing race and cultural identity as illusions of the ego, designed to keep humanity trapped in division.
Students will engage with works by Frantz Fanon, Kwame Anthony Appiah, and Audre Lorde, but they will also be asked to think beyond these ideas.

The course will posit that biological and cultural markers are superficial constructs, created to maintain systems of oppression and separation. The true essence of identity lies in consciousness itself—not in race, gender, or nationality. Here, we shift focus from the external to the internal, from the physical to the metaphysical, and push students to question, “What is the nature of my reality?” and “What remains when all social identities are stripped away?”

Phase 3: Transcending the Self-Consciousness, Spiritual Awakening, and the Unity of Being

In this final phase, students will embark on a deeper journey into the nature of consciousness and spiritual awakening. This phase focuses on transcending the ego and the false identities we attach to, such as race, nationality, and religion. The emphasis is placed on recognizing the interconnectedness of all life and embracing the oneness of existence. Drawing on spiritual and philosophical teachings, students will explore how these insights can heal racial, historical, and intergenerational wounds, and lead to societal transformation.

This phase will encourage students to engage in reflective practices, including meditation and journaling, to explore their personal and collective evolution toward a higher state of being. The goal is to move students toward a vision of human consciousness where connection and unity are not mere ideals but lived experiences that foster healing and growth at both individual and societal levels.

Learning Objectives

By the end of this course, students will:

  1. Critically engage with the foundational principles of Ubuntu, exploring its philosophical roots as a framework for understanding interconnectedness and collective consciousness.
  2. Evaluate how Ubuntu challenges Western notions of individualism, fostering a philosophical shift towards a worldview that prioritizes shared humanity and mutual responsibility.
  3. Analyze and interpret the teachings of thought leaders such as Nelson Mandela and Desmond Tutu, applying their perspectives to develop an elevated understanding of community as an essential aspect of existence.
  4. Philosophically deconstruct the constructs of race, nationality, and cultural identity, examining them as constructs perpetuated by the ego and systems of power to maintain division.
  5. Engage in critical discourse and reflective analysis that push beyond traditional understandings of identity, leading to a recognition that true identity is rooted in consciousness rather than external or societal labels.
  6. Formulate and defend arguments that challenge existing perceptions of race and culture, moving towards an intellectually rigorous understanding of self as independent of social constructs.
  7. Explore and articulate the nature of consciousness and spiritual awakening, examining the implications of transcending ego-based identities to reach a unified state of being.
  8. Synthesize philosophical teachings and reflective practices, including meditation and journaling, to foster an experiential understanding of interconnectedness and oneness as the essence of reality.
  9. Develop and present a comprehensive philosophical framework for healing individual and collective traumas, incorporating the unity of being as a pathway to social and spiritual transformation.

Semester 2

Credit Hours: 3.0

Becoming 201: Metaphysics and the Process of Becoming on the Healing Journey

Course Overview

This course explores the profound connection between metaphysical principles and their pertinence to trauma recovery emphasizing the importance of personal transformation and the role metaphysics plays in assisting individuals on their healing journey.

We will examine key topics such as consciousness, perception, causality, energetic fields, healing, and personal transformation. Our exploration will equip students with valuable tools to better understand the metaphysical dimensions of traumatic responses and the healing process. Additionally, we will explore how metaphysical principles can illuminate and empower the process of becoming—oneness, wholeness of the physical, mental, and spiritual self.

Learning Objectives

By the end of this course, students will:

  1. Develop a comprehensive understanding of key metaphysical principles and their relevance to trauma recovery, enabling a deeper grasp of the healing process.
  2. Explore the interplay between consciousness and trauma, cultivating insights that inform and improve therapeutic interventions.
  3. Apply metaphysical perspectives to guide clients in transforming perceptions, helping them to reconstruct trauma narratives for effective healing.
  4. Understand and articulate the relationship between causality and trauma, utilizing concepts like synchronicity to facilitate transformative client experiences.
  5. Evaluate and integrate energy healing modalities within trauma recovery practices, understanding their role in supporting clients’ physical, emotional, and spiritual well-being.
  6. Synthesize metaphysical concepts into a holistic therapeutic approach, creating a comprehensive strategy that incorporates physical, mental, and spiritual healing for clients.
  7. Empower clients to embrace the process of becoming, fostering a sense of oneness and wholeness that transcends conventional therapeutic boundaries.
Credit Hours: 3.0

Becoming 202: Polyvagal Theory, Trauma, and the Response of the Nervous System

Course Overview

Becoming 202 is an advanced-level course that explores the complex dynamics of trauma through the lens of Polyvagal Theory, offering a framework for understanding how trauma impacts the nervous system. Students will study the three states of the autonomic nervous system—ventral vagal, sympathetic, and dorsal vagal—and their role in shaping trauma responses.

Through interactive lectures, case studies, and hands-on exercises, participants will learn to recognize these states in trauma survivors and apply practical interventions that foster regulation, safety, and connection. The course also covers practical approaches to regulation, co-regulation, and techniques that foster safety and connection in trauma recovery.

Learning Objectives

By the end of this course, students will:

  1. Understand and articulate the fundamental principles of Polyvagal Theory, including its historical development and practical application to trauma and trauma recovery.
  2. Identify and describe the three states of the autonomic nervous system—ventral vagal, sympathetic, and dorsal vagal, and explain their significance in shaping trauma responses.
  3. Recognize and differentiate between the physiological and emotional responses associated with each state of the autonomic nervous system in trauma survivors, enabling accurate assessment and intervention.
  4. Apply evidence-based strategies for regulating the autonomic nervous system, including techniques such as regulated breathing, grounding exercises, and sensory-based interventions.
  5. Analyze and integrate the concept of co-regulation, understanding its role in fostering safety, trust, and connection in therapeutic settings.
  6. Implement techniques for creating safe and supportive environments that encourage co-regulation and enhance trauma recovery outcomes.
  7. Develop an integrative approach to trauma work, synthesizing Polyvagal Theory into practice to build resilience and promote holistic healing in clients.
Credit Hours: 3.0

Becoming 203: Holistic Trauma Recovery & The Power of the Conscious, Subconscious, and Superconscious Mind

Course Overview

This course provides a holistic view of trauma recovery by examining the roles of the conscious, subconscious, and superconscious mind. Drawing on the groundbreaking work “The Body Keeps the Score” by Bessel van der Kolk, students will gain insights into the physiological, psychological, and spiritual dimensions of trauma. The course expands its scope by incorporating contributions from key authors, such as Robert M. Williams, Joseph Murphy, Paul Brunton, and Peter A. Levine, to explore the transformative power of the mind in healing.

The course will cover topics such as the impact of trauma on the mind-body connection, the significance of subconscious patterns in shaping behaviors, and the potential for spiritual and superconscious experiences to contribute to the healing process. Through a combination of theoretical exploration, practical exercises, and case studies, students will develop a multifaceted understanding of trauma recovery that incorporates psychological, spiritual, and somatic dimensions of care.

Learning Objectives

By the end of this course, students will:

  1. Articulate the distinct roles of the conscious, subconscious, and superconscious minds and explore how engaging these levels supports clients’ transformation throughout their healing journey.
  2. Understand how trauma impacts the nervous system and the storage of psycho-somatic memories, and use this understanding to explore flexible, holistic approaches to trauma recovery.
  3. Apply integrative therapeutic approaches, combining psychological, spiritual, and somatic practices to enhance trauma recovery and resilience.
  4. Explore the role of spirituality and superconscious states in trauma recovery, examining how connecting to higher awareness can foster profound personal growth and healing.
  5. Examine core philosophies related to trauma recovery, synthesizing these insights to develop practical methods for supporting clients.
  6. Develop self-healing practices, incorporating subconscious reprogramming and mindfulness techniques to build empathy and personal resilience.
  7. Design a comprehensive trauma recovery plan, integrating conscious, subconscious, and superconscious elements to promote holistic and effective healing.
Credit Hours: 3.0

Becoming 204: Epigenetic & Intergenerational Trauma

Course Overview

This course delves into the emerging field of epigenetics and its intersection with intergenerational trauma. Students will examine the impact of Adverse Childhood Experiences (ACEs) on genetic expression and how trauma can be passed down across generations.

Through an exploration of epigenetic mechanisms, participants will gain a deeper understanding of how traumatic experiences can imprint on DNA and influence resilience or vulnerability. The course provides new insights into prevention and intervention strategies aimed at healing and mitigating the effects of inherited trauma.

Through lectures, case studies, and interactive discussions, students will leave with a comprehensive grasp of the dynamic relationship between genetics, trauma, and healing.

Learning Objectives

By the end of this course, students will:

  1. Define and explain the concept of epigenetics, articulating its significance in understanding the transmission of intergenerational trauma.
  2. Identify and describe the mechanisms by which trauma can be inherited, examining the biological and psychological pathways that contribute to generational trauma.
  3. Analyze the impact of Adverse Childhood Experiences (ACEs) on genetic expression and their role in the transmission of trauma across generations.
  4. Investigate the role of epigenetic modifications in influencing resilience and vulnerability to trauma, and how these modifications shape individual and collective responses to traumatic experiences.
  5. Critically evaluate current research on epigenetics and intergenerational trauma, synthesizing findings to understand their implications for innovative prevention and intervention strategies.
  6. Apply theoretical and practical knowledge to develop evidence-based approaches for addressing and mitigating intergenerational trauma within personal, clinical, and professional settings.
  7. Examine and reflect on the broader societal implications of epigenetics and intergenerational trauma, considering how these insights can inform policy and societal responses as we move toward 2030 and beyond.
Credit Hours: 3.0

Becoming 205: Introduction to Cognitive-Behavioral Therapy

Course Overview

This course is designed to provide an in-depth exploration of Cognitive-Behavioural Therapy (CBT) through the lens of Dr. Christine A. Padesky’s and Dr. Pamela Hays’ influential work. Participants will gain a beginner’s edge in the comprehensive understanding of the core principles and flexible application of CBT, with a focus on practical tools and techniques derived from Dr. Padesky’s expertise contextualized for minority groups, particularly, people from Black and Aboriginal background as demonstrated by Dr. Hays. Through a combination of theoretical lectures, case studies, and interactive exercises, participants will develop the skills necessary to effectively apply CBT in diverse clinical and personal settings, particularly to the Afro-descendant and Indigenous population.

Learning Objectives

By the end of this course, students will:

  1. Understand the historical and theoretical roots of CBT, including the development of Culturally Adaptive CBT (CA-CBT).
  2. Identify core CBT concepts, such as the cognitive triad and cognitive distortions, and recognize the influence of cultural factors on mental health.
  3. Build strong therapeutic alliances using empathy, validation, and culturally informed strategies to create trust and safety.
  4. Apply CA-CBT frameworks for client case analysis, integrating cultural, historical, and systemic factors.
  5. Demonstrate skills in CBT assessments and interventions, using culturally adaptive methods to address client challenges.
  6. Recognize the role of religious (practices) and spiritual (self-exploration) beliefs in therapy, ensuring respectful and tailored treatment plans.
  7. Navigate diversity, equity, and inclusion in therapy, upholding ethical standards and understanding cultural sensitivities.
  8. Engage in case studies and practice sessions to apply learned skills and receive feedback for professional growth.
Credit Hours: 3.0

Becoming 206: 3-Day Advanced Integration Retreat

Course Overview

This 3-day advanced integration retreat offers an in-depth exploration of the Becoming Method™, empowering students to seamlessly integrate their prior knowledge, experiences, and advanced techniques into trauma recovery practice. Designed to refine and elevate students’ therapeutic skills, this retreat is a pivotal step in their journey to becoming adept practitioners. Each day is structured to balance theoretical discussions with practical applications, allowing ample time to engage in advanced practice techniques and simulations.

Students will deepen their understanding of the Becoming Method™ principles and enhance their therapeutic toolkit with specialized approaches for complex trauma recovery. They will be encouraged to bring their unique experiences and insights into the process, fostering a personalized approach that enriches their professional practice and impacts client outcomes.

Learning Objectives

By the end of this course, students will:

  1. Demonstrate an in-depth understanding of the Becoming Method™ and its theoretical and practical applications in trauma recovery.
  2. Apply advanced therapeutic skills to effectively support clients through complex trauma recovery with greater confidence.
  3. Integrate prior training and personal experiences to develop a more authentic, personalized approach to therapy.
  4. Utilize advanced techniques during hands-on exercises, simulations, and real-world scenarios.
  5. Adapt interventions to meet the unique needs of individual clients and their trauma narratives.
  6. Enhance professional competence and readiness for more advanced roles in trauma recovery.

Semester 3

Credit Hours: 3.0

Becoming 301: Authentic & Intuitive Communication for Trauma Recovery Specialists

Course Overview

Becoming 301 is designed to strengthen students’ communication skills by fostering authenticity and intuition within their therapeutic approach. Integrated with the 16-week practicum, this course equips students with the ability to form genuine, intuitive connections with clients in psychotherapy.

Through engaging case studies and interactive practice sessions—both individually and in groups—students will practice and refine techniques that embody authenticity, build trust, and enhance positive therapeutic outcomes. The course delves into advanced communication strategies, such as active listening, nonverbal cues, and verbal fluency, enabling students to connect with clients on a deeper emotional and psychological level.

Learning Objectives

By the end of this course, students will:

  1. Understand the importance of authentic communication in the therapeutic relationship and learn techniques to embody authenticity in all aspects of your professional practice.
  2. Develop intuitive awareness and deepen your understanding of intuition’s role in therapy.
  3. Acquire advanced communication techniques to facilitate effective and empathetic exchanges during therapeutic sessions.
  4. Learn strategies to establish rapport quickly and foster a strong therapeutic alliance with clients. Explore techniques such as mirroring, matching, and pacing to create a safe and trusting environment for clients to share openly.
  5. Gain proficiency in deciphering and responding to clients’ nonverbal cues, enabling you to better understand and address their underlying emotions and needs.
  6. Cultivate a therapeutic persona that encourages sincere vulnerability while maintaining professional boundaries. Learn to share appropriately and empathetically while respecting clients’ autonomy.
  7. Incorporate mindfulness practices and self-reflection techniques into your daily routine to improve self-awareness, presence, and emotional regulation during client interactions.
  8. Develop awareness and knowledge of cultural nuances to ensure effective cross-cultural communication. Understand how cultural factors influence communication styles and adapt your approach accordingly.
  9. Explore ethical considerations related to authentic and intuitive communication, including maintaining confidentiality, navigating boundaries, and addressing countertransference.
  10. Engage in case studies and practice sessions, both individually and in groups, to apply newly learned skills and receive constructive feedback to enhance your therapeutic communication abilities.
Credit Hours: 3.0

Becoming 302: Holistic Therapeutic Assessments in Practice

Course Overview

This course reimagines therapeutic assessments through a holistic and culturally responsive framework. Rooted in the Ubuntu philosophy—”I am because we are”—the course centers on the interconnectedness of individual well-being with family, community, and cultural heritage. Building on Dr. Jennifer Mullan’s work on decolonizing therapy, this course critically examines and reshapes traditional assessment practices that have historically marginalized Afro-descendant and Indigenous families. Students will learn to assess psychological safety, autonomic nervous system (ANS) dysregulation, and cognitive distortions as essential first steps, establishing a strong, culturally respectful foundation for therapeutic work.

In addition, the course integrates Dr. John Diamond’s insights on body memory and applied kinesiology, offering a profound way to surpass traditional Western symptom-focused assessments. Students will explore how body memory holds critical information about past trauma and imbalance, with applied kinesiology serving as a tool to tap into these insights. Practical applications include assessing ANS function through heart rate variability, psychological safety, and states of denial.

Through hands-on case studies and role-playing exercises, students will gain the skills needed to complete assessments that honor clients’ full experiences and identity. This course equips mental health professionals with the tools to provide trauma-informed care that guides not only effective individual healing journeys but also contributes to collective resilience and community well-being.

Learning Objectives

By the end of this course, students will:

  1. Understand how the Ubuntu principle of “I am because we are” aligns individual well-being with communal health and how this shifts and reframes the assessment process.
  2. Analyze traditional assessment tools and reporting guidelines, identifying biases they have historically marginalized and dismantled Afro-descendant and Indigenous individuals, families and communities.
  3. Recognizing the impact of systemic oppression and integrating strategies to adapt assessments that are culturally sensitive and relevant.
  4. Explore ways to incorporate culturally specific healing practices and acknowledge the historical and sociocultural impacts on mental health, ensuring that assessments honor clients’ backgrounds and lived experiences.
  5. Develop skills to create open, culturally attuned dialogues and use appropriate tools that promote psychological safety, respecting clients’ unique backgrounds and needs.
  6. Demonstrate assessment techniques such as heart rate variability monitoring, incorporating culturally relevant observations to understand how the ANS may be impacted by trauma and cultural narratives.
  7. Identify and review common cognitive distortions and their effects on mental health, recognizing how cultural narratives and historical trauma shape thought patterns.
  8. Engage with real-world case studies to understand the integration of Ubuntu and decolonized assessment practices. Participate in interactive exercises, such as role-playing and scenario-based learning, to gain hands-on experience implementing holistic assessments.
  9. Commit to ongoing professional development and self-reflection to maintain culturally competent, respectful, and ethically sound therapeutic practices.
Credit Hours: 3.0

Becoming 303: Psychotherapeutic Standards of Practice

Course Overview

This course delves into the essential Psychotherapeutic Standards of Practice, focusing on the principles and guidelines established by regulatory authorities, with an emphasis on the standards set by the College of Registered Psychotherapists of Ontario (CRPO). Students will explore critical topics such as ethical considerations, professional boundaries, confidentiality, informed consent, cultural competence, and legal responsibilities.

Through case studies, interactive discussions, and reflective exercises, students will develop a nuanced understanding of these standards and learn how to apply them effectively in therapeutic settings. The course also examines the decolonization and depoliticization of therapy, critically analyzing how certain practice standards may harm Aboriginal and Afro-descendant populations.

Learning Objectives

By the end of this course, students will:

  1. Demonstrate understanding of the Psychotherapeutic Standards of Practice, particularly those outlined by the CRPO, and their role in guiding ethical decision-making.
  2. Apply ethical principles and standards to hypothetical and real-life scenarios, demonstrating the ability to navigate complex ethical dilemmas in psychotherapeutic practice.
  3. Recognize and set appropriate professional boundaries in therapeutic relationships, considering cultural, interpersonal, and contextual factors.
  4. Implement protocols to maintain client confidentiality and privacy in accordance with legal and ethical standards.
  5. Develop the skills to facilitate informed consent processes, ensuring clients have a clear understanding of the therapeutic process, goals, and potential risks.
  6. Integrate cultural competence into psychotherapeutic practice, recognizing and respecting the diversity of clients and adapting approaches accordingly.
  7. Understand legal obligations in psychotherapeutic practice, including documentation, reporting, and compliance with relevant laws and regulations.
  8. Engage in reflective practices to evaluate personal and professional growth, recognizing areas of strength and identifying opportunities for ongoing development.
Credit Hours: 30.0

Becoming 304: 1000-Hour Psychotherapeutic Practicum

Course Overview

This 1000-hour psychotherapeutic practicum offers students the opportunity to apply their knowledge and skills in a real-world therapeutic environment, working closely with 12 clients presenting a range of traumatic responses. Through hands-on experience and close supervision, students will navigate the entire therapeutic process—from conducting intake and standardized assessments to applying the Becoming Method™ and integrating therapeutic coaching.

Emphasizing real-world applications of theoretical knowledge, reflective self-evaluations, and regular supervision, this practicum provides a comprehensive understanding of psychotherapeutic practice, fostering continual improvement and professional growth.

Learning Objectives

By the end of this course, students will:

  1. Demonstrate proficiency in the Becoming Method by guiding clients through therapeutic processes that address trauma-related issues such as depression, anxiety, PTSD, and relational difficulties.
  2. Master the therapeutic process by conducting initial intake and standardized assessments, and effectively guiding clients through the full therapeutic journey from assessment to intervention.
  3. Collaborate with supervisors by actively participating in supervision sessions and incorporating feedback to enhance psychotherapeutic skills.
  4. Develop essential skills for professional practice by maintaining detailed client notes and engaging in reflective self-assessments to support ongoing growth.
  5. Prepare for the final practice exam by gaining the knowledge and skills needed to successfully complete the exam, demonstrating readiness for independent practice.
Credit Hours: 6.0

Becoming 305: Final Practice Exam

Course Overview

The Final Practice Exam is a comprehensive assessment designed to evaluate students’ proficiency as psychotherapists by guiding three clients through the entire therapeutic process. This final exam tests students’ ability to conduct intake assessments, implement effective psychotherapeutic interventions, and perform a thorough self-evaluation of their practice. Students will have three opportunities to demonstrate independence, clinical decision-making, and therapeutic expertise.

Following the first two client interactions, students will receive constructive feedback to refine their approach. On the third and final attempt, a pass/fail grade will be assigned based on students’ ability to exhibit the core competencies required for trauma recovery work. Successfully passing the exam will earn students certification as Trauma Recovery Specialists from the Becoming Institute, signifying their readiness to make a meaningful impact in the field of trauma recovery.

Learning Objectives

By the end of this course, students will:

  1. Demonstrate proficiency in guiding clients through the entire therapeutic process, showcasing skill in intake, intervention, and closure.
  2. Conduct comprehensive assessments with accuracy, identifying client needs and formulating appropriate treatment plans.
  3. Apply effective psychotherapeutic interventions with clinical decision-making and adaptability to address trauma-related issues.
  4. Exhibit proficiency in self-evaluation, critically assessing their therapeutic approach to identify strengths and areas for growth.
  5. Integrate supervisory feedback to refine therapeutic techniques, enhancing client outcomes and professional skill.
  6. Display independence and competence in trauma recovery work, meeting the core competencies required for certification as a Trauma Recovery Specialist.
  7. Demonstrate readiness for independent practice, adhering to ethical guidelines, maintaining professional boundaries, and managing therapeutic sessions effectively.
Credit Hours: 15.0

Becoming 306: Major Community Project

Course Overview

The Major Community Project course offers students an introduction to conducting small-scale, community-based research projects focused on the mental health of Afro-descendant individuals, families, and communities. Working under the guidance of a supervisor and in partnership with a community agency, students will develop a research or clinical question that addresses critical aspects of mental health and trauma recovery within Black communities. This course encourages students to align their projects with the goals of The Becoming Project, a multi-phase initiative led by the National Healing Journey (NHJ) to mitigate the effects of historical trauma, systemic racism, and social determinants of health (SDOH).

Students will actively collaborate with Black-led, Black-focused, and Black-serving organizations, gaining hands-on experience in community-based research and ethical practice. As part of their project, students will complete an annotated bibliography to structure their literature review, developing a well-supported foundation for their research proposal. This proposal—structured similarly to a thesis—will be reviewed by the Becoming Institute’s Research Ethics Committee to ensure adherence to ethical standards and anti-oppressive practices, reinforcing the course’s commitment to respectful and impactful community engagement.

Learning Objectives

By the end of this course, students will:

  1. Collaborate with community agencies and NHJ partner organizations to identify critical trauma recovery issues, gaining insight into the mental health needs of Afro-descendant individuals, families, and communities.
  2. Formulate a clear and relevant research or clinical question focused on promoting mental health, considering the social and cultural contexts of Afro-descendant populations.
  3. Develop a comprehensive research proposal that includes an introduction, literature review, methodology, and expected outcomes, using an annotated bibliography to support and structure the literature review.
  4. Apply collaborative, respectful, and anti-oppressive research practices, ensuring the project benefits the community and aligns with the institute’s core values and practice principles.
  5. Investigate how factors such as systemic racism, income inequality, education, and housing impact mental health in Black communities, and integrate these considerations into the research design.
  6. Translate research findings into practical recommendations that support NHJ’s goals, providing community agencies with insights that can inform trauma recovery practices or policy advocacy.
  7. Engage in reflective exercises to assess both the research process and personal development, recognizing strengths, challenges, and opportunities for ongoing growth in trauma-informed, community-centered research.
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Dean, School of Psychotherapeutic Innovations
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