TUWC Academy · Coming soon
TUWC Practitioner & Facilitator Foundations
Build the practical foundations for thoughtful work with individuals and groups: clear consent, participant choice, honest communication and confidence about the limits of your role.
6 proposed modules · 18 lessons · Practitioner training
This training is being developed. Enrolment is not open. Dates, fees and final course requirements will be published before bookings begin.
Who this training is for.
People preparing for TUWC practitioner or facilitator training, and educators wanting a shared foundation for reflective work.
What you’ll learn to do.
- Define the work you can offer and the support you need.
- Make participant choice visible before, during and after an activity.
- Hold spiritual perspectives with openness and clear distinctions.
- Recognise when to pause and seek appropriate support.
- Design learning that accommodates different needs and experiences.
- Bring foundational skills together in a scoped demonstration.
Your proposed learning journey
Six modules. Space to learn and practise.
Explore the planned lessons and practical work below. The curriculum will be reviewed before enrolment opens.
Module 1
The TUWC learning approach
Define the work you can offer and the support you need.
- Practitioner and educator roles
- Defined scope and limitations
- Your personal learning goals
Put it into practice
Create a role map for three fictional requests, separating education, spiritual reflection and specialist professional support.
Module 2
Consent and clear communication
Make participant choice visible before, during and after an activity.
- Explaining an offering honestly
- Confidentiality and appropriate boundaries
- Participant choice throughout a session
Put it into practice
Draft an accessible session invitation and rehearse a participant declining an exercise without having to explain why.
Module 3
Working with different interpretations
Hold spiritual perspectives with openness and clear distinctions.
- Educational and spiritual frameworks
- Distinguishing clinical claims
- Uncertainty and responsible language
Put it into practice
Annotate a fictional session transcript to distinguish observations, personal meanings and unsupported claims.
Module 4
Responding to difficult situations
Recognise when to pause and seek appropriate support.
- Recognising the limits of your role
- Support and referral conversations
- Using supervision
Put it into practice
Rehearse a boundary conversation using a fictional request beyond the facilitator’s role and draft a supervision question.
Module 5
Inclusive facilitation
Design learning that accommodates different needs and experiences.
- Access and individual needs
- Group agreements and power
- Reflective and accountable leadership
Put it into practice
Adapt one reflection exercise for spoken, written and private participation, then review how power shows up in a group agreement.
Module 6
Preparing for further training
Bring foundational skills together in a scoped demonstration.
- A scoped peer demonstration
- Feedback and portfolio evidence
- Your development plan
Put it into practice
Plan and facilitate a short fictional peer exercise; collect feedback on consent, language, boundaries and closing.
How the learning will work.
Before you begin.
An introductory route. Prior experience and suitability requirements will be confirmed before enrolment.
Learning and practice.
Proposed online theory and demonstrations with reviewed practice, with an in-person cohort also planned. Attendance and supervised practice requirements will be confirmed before enrolment.
Planned activities use fictional examples, private reflection and optional practice with consenting peers.
Putting it together.
Proposed evidence: a scope and consent statement, practical work from the modules, an observed fictional peer exercise, a reflective portfolio and a development plan. Final criteria, assessor arrangements, practice hours and completion wording will be confirmed before enrolment.
A clear scope.
A foundation in educational and reflective practice. It does not confer a clinical qualification or permission to deliver other TUWC programmes.
Any completion award, TUWC delivery permissions or external recognition will be clearly stated before enrolment.
Something to take with you
Create a practical takeaway.
A proposed learning portfolio with consent language, scope reflection and further-training questions; certification is not promised.
You will build this through reflection and small practice tasks. It is something you can adapt, return to and use beyond the course.
Your learning resources
More than lessons to watch.
The planned course kit supports reflection, practice and integration. Course-specific workbook drafts are being prepared for review; student downloads will become available with the released course.
Your course workbook
A course-specific draft with a starting reflection, 6 module worksheets, 18 lesson practice prompts and a closing review.
Module practice worksheets
A printable worksheet for each module, bringing the lesson ideas into examples, decisions and small practices. These are included in the workbook.
Your personal takeaway
A proposed learning portfolio with consent language, scope reflection and further-training questions; certification is not promised.
Reflection and integration plan
A before-and-after check-in, a manageable practice plan and a review of what helped, what changed and where more support is needed.
Practice portfolio prompts
Fictional-case reflection, consent and scope questions, and space to identify supervision or assessment needs. Final professional requirements are still being defined.
Find your place in the training pathway.
Explore the shared foundations, specialist training and supervised practice being developed across the Academy.