Student Codes

CODE OF ETHICS of the INTERNATIONAL ASSOCIATION OF CORE ENERGETICS
Approved February 15, 2021

Preamble
We, the people that come into the Core Energetics community from very different backgrounds, assert our common values as seekers of the integration of body, mind, emotions and spirit. It is the intention of the International Association of Core Energetics to celebrate our diversity, make use of the best of us to promote a more just world, a community where we all belong and a place where individual practitioners learn and develop for the benefit of world.

We also recognize our need for help to deal with our biases, limitations, or blind spots. It is from our desire to be better and to do better that we offer this Code of Ethics.

All Core Energetics Institutes and Certified Practitioners wish to improve the experience of the human condition. We do this with an intention to promote an inclusive community, welfare of clients and students, and without discrimination due to race, age, creed, sexual orientation, or gender identity.

This ethical code is an aspirational guideline to ensure and support professional development and competence in our field. It must be augmented by following the laws of our state, region and country.

Code
In order to promote and expand the honorable, professional training and practice of Core Energetics, the following guidelines must be followed:

A. Every Institute must teach about the following Ethical Concepts:
1. Confidentiality: legal protection of anonymity.
2. Boundaries: limits in roles and relationships.
3. Avoiding Harm: avoid creating physical or mental damage.
4. Sexual Boundaries: no inappropriate touch or relationships.
5. Integrity: grounded in the value of doing your best for clients and student.
6. Power Differential: the inherently greater influence that helping professionals have, as compared to the people they help.
7. Dual Relationship: multiple roles and or relationships between the practitioner and the client. Avoid dual exploitative relationship.
8. Termination of Services: ending of services, referral when appropriate.
9. Personal Responsibility: duty to support maturation and individuation. Awareness.
10. Ethical responsibilities to colleagues: avoid competition and splitting.

B. Competence:
1. Every student must meet the requirements of their program in order to practice.
2. The experience of Core Energetics, clinical supervision, and continuing education produces a good Certified Practitioner. Faculty and Certified Practitioners are encouraged to participate in the evolutionary process and clinical supervision.
3. Certified Practitioners should consider the benefits of a continuing education experience at least every other year. Participation in international conventions is one desirable way to accomplish this.
4. Certified Practitioners provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience.
5. Certified Practitioners should provide services in substantive areas or use intervention techniques that are new to them, only after engaging in appropriate study, training, consultation, and clinical supervision from people that are competent in those interventions and techniques.
6. When generally recognized standards do not exist with respect to an emerging area of practice, Practitioners should exercise careful judgment and take responsible steps including appropriate education, research, training, consultation, and clinical supervision to ensure the competence of their work and to protect clients from harm.
7. Practitioners seek appropriate assistance for their personal problems or conflicts that may impair their work performance or judgment, such as substance abuse and mental health issues.
8. Institutes will require a form to be signed at graduation that will attest to the willingness of Certified Practitioner to follow these ethical guidelines.

C. Human Relationship:
A greater responsibility for maintaining the values of integrity and respect is placed on Directors of Institutes, Teachers/Faculty/Assistants and Certified Practitioners.
1. Sexual harassment is strictly forbidden.
2. Sexual relationship between students and faculty is forbidden.
3. Sexual relationship between clients and practitioners is forbidden. Practitioners should under no circumstances engage in sexual activities, inappropriate sexual communication through any media or in person, or sexual contact with clients, whether such contact is consensual or coerced. The same principles apply to relatives of clients.
4. Practitioners should not provide services to individuals with whom they have had a prior sexual relationship.
5. Personal relationship between students and faculty is discouraged, unless it predates participation in the Institute, in which case it must be openly discussed with the class and the community.
6. Dual relationships: practitioners/faculty/assistants are aware of their influential position with respect to students and clients, and they avoid dual relationships that could impair professional judgment. When a dual relationship exists, practitioners/faculty/assistants take appropriate professional precautions to ensure that judgment is not impaired, and no exploitation occurs. One way to exercise precaution is for the practitioner to partake in supervision and discuss the dual relationship.
7. Sexual relationship with clients must not be participated in or pursued until at least 3 years after treatment is concluded.

D. Confidentiality:
Faculty/Practitioners respect the right of students/clients to confidentiality and make every effort to protect clients’ and students’ anonymity. Practitioners may not disclose student/client confidences except:

1. As mandated by law;
2. To prevent a clear and immediate danger to a person;
3. Where the practitioner is a defendant in a civil, criminal or disciplinary action arising from services. In the case of an ethical complaint, the information is to be shared with a designated person or committee and treated with privacy. However, it stops being confidential, due to the need to gather information relevant to the complaint; student or complainant will be informed of this.
4. When the client has given written consent to release information.

E. Ethical Procedures:
1. Practitioners consult with, refer to, and cooperate with other practitioners and Institutes to the full extent needed to serve the best interests of students and clients.
2. Practitioners are mindful about their own ethical, professional conduct as well that of their colleagues.
3. When appropriate, they consult with colleagues in order to avoid unethical conduct.
4. Because of its direct negative influence on the community as well as the field, Practitioners are urged to report any alleged unethical behavior through appropriate and prescribed channels. Practitioners are ethically bound to cooperate with this professional association in inquiries concerning ethical misconduct.
5. Every Institute must have a designated person or committee to handle ethical complaints. In every Institute, the name or names should be physically displayed and electronically posted.
6. When a student or client makes a complaint against a Faculty/Practitioner, the information is presented to the designated ethics person or committee and is investigated. A plan of action with findings and recommendations must be presented to both parties within 45 days (a plan of action may include a time extension that involved parties agree to when extra time is needed).

F. Public Opinions and Recommendations:
1. Institutes and Practitioners/Faculty, because of their ability to influence and alter the lives of others and the field, exercise special care when making public their professional recommendations and opinions outside of their practice.2. In general, Institutes and Practitioners/Faculty should limit their public opinions to their field of expertise.

G. Ethical Complaints and Violations:
1. Ethical complaints must start with a verbal statement presented by the complainant to the locally designated ethics committee or person. This initiates an investigation. If the ethics complaint is discussed in a public forum, both parties need to be present.
2. If the complaint is substantiated, this is considered a violation and the Practitioner will be required to cease and desist in the behavior in question. Depending on the complaint, a Practitioner may be referred to supervision and/or individual sessions and may be required to stop seeing clients.
3. The International Association of Core Energetics may review ethical cases from its date of legal formation, and only at the request of an Institute or in the case of widespread unethical behavior.
4. Once a complaint is made, an involved Practitioner that chooses not to participate or follow through with the recommendations of the ethical committee, will be considered suspended from membership in the community. And, depending upon the case, it will be referred to local authority and boards.
5. In order to be reconsidered as a Practitioner in good standing, a case review will take place at the local level, with a clear action plan for reintegration into the community.
6. Improper or frivolous complaints are considered an ethical violation. Whenever possible, Practitioners bring to each other’s attention a difficulty and resolve it informally. Students and clients are encouraged to present their complaint to the Practitioner when appropriate.
7. When teachers are hired by different Institutes, they will be asked if they have any pending ethical issues at other locations. And, Institutes will be compelled to share this information as part of the hiring process.

H. Ethics of Touch: 

The use of touch is considered an important tool for Core Energetics practitioners; verbal and written consent is strongly indicated.

1. In sessions, the use of touch is carefully applied, with the intent to allow a better flow of energy in the body and emotions.
2. Touch is dependent upon the consent of the client. Touch is never of sexual nature or for the gratification of the Practitioner in any way. It is solely used to facilitate the process that provides grounding, containment and/or an increase of energy flow.
3. Clients always have the right to refuse, modify, and stop touch at any time, for any reason.

I. Collegial Relationship:

We refer here to the golden rule: we treat others as we would like to be treated.

1. Collegial differs from congeniality: you may not like the other professional, but you deal with them directly and fairly.
2. As a professional, if you hear commentary that concerns you about a Certified Practitioner, you first address it directly with the practitioner.
3. You do not take clients that are seeing other practitioners, unless indicated (as in the case of individual and couple treatment, or individual and group process). This is to avoid splitting.

ADDENDUM

Best Practice Recommendations:

1. We recommend for students involved in the training NOT to get involved in sexual relationships with other students. If this happens, it needs to be discussed in the appropriate group. This recommendation seeks to keep the focus on the person in training.
2. When working in a group process, issues/problems typically get presented as black and white, for or against. This may be necessary for clarity about the issue. Nevertheless, we affirm that the resolution of issues comes through the healing of splits and integration.
3. Students practicing Core Energetics must be under supervision and must behave in accordance with ethics.
4. At graduation, students that become Certified Practitioners must sign a form affirming that they will follow the ethical code.
5. When seeing clients, the following behaviors are highly recommended:
a. Intake
b. Consent form
c. Written notes
d. Review of written notes to assess progress and understanding of patterns of behaviors

6. Communication with other providers requires a written release of information from the client.
7. Utilize supervision.

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Institute of Core Energetics Code of Confidentiality

 

Core Energetics practitioners have a primary obligation and responsibility to take precautions to respect the confidentiality of clients and students with whom they work. These are general guidelines and only lay down a framework for the ICE to guide its internal treatment of faculty, students and staff.

We hold confidentiality to mean having another’s trust to not share information obtained in therapeutic sessions, groups, or classes, as further defined in the information below.

1. Confidential information includes all information obtained in the context of the professional relationship. Core Energetics practitioners take appropriate steps to safeguard the confidential information of clients and former clients and to limit access by others to confidential information.

2. Core Energetics practitioners disclose confidential information without the consent of the client as mandated by law, or where permitted by law. Such situations include, but may not be limited to: providing essential professional services to the client, obtaining appropriate professional consultation, or protecting the client or others from harm.

3. The discussion of confidentiality and its limits occurs at the beginning of the professional relationship and thereafter as circumstances may warrant. When appropriate, Core Energetics practitioners clarify at the beginning of treatment issues related to the involvement of third parties.

4. Core Energetics practitioners may disclose confidential information with the appropriate consent of the client (or of another legally authorized person on behalf of the client), unless prohibited by law. A vow of confidentiality by the practitioner can be voided if a client is intending to harm him/herself or another person. Confidential information may be disclosed to the practitioner’s supervisor if the practitioner needs guidance and/or support in working with the client. It is understood that said supervisor is also constrained by the same code of confidentiality.

5. When providing services to several persons who have a relationship (i.e. partners/spouses or parents/children), Core Energetics practitioners attempt to clarify at the outset 1) which of the individuals are clients and 2) the relationship the practitioner will have with each person. This clarification includes the role of the practitioner and the probable use of the services provided or the information obtained.

6. If and when it becomes apparent that the Core Energetics practitioner may be called on to perform potentially conflicting roles (such as marital counselor to spouses, and then support for one party in an ensuing divorce proceeding), Core Energetics practitioners attempt to clarify and adjust, or withdraw from, roles appropriately.

7. In cases where there is more than one person involved in treatment by the same practitioner (such as with groups, families and couples), the therapist obtains an initial agreement with those involved concerning how confidential information will be handled both within treatment and with regard to third parties.

8. Core Energetics practitioners are aware of the possible adverse effects of technological changes with respect to the confidential dissemination of patient information and take reasonable care to ensure secure and confidential transmission of such information. Practitioners who offer services, products, or information via electronic transmission (i.e. video sessions) inform clients/patients of the risks to privacy and limits of confidentiality.

9. Core Energetics practitioners take steps to protect the confidentiality of client records in their storage, transfer, and disposal. They conform to applicable state laws governing the length of storage and procedures for disposal.

10. Core Energetics practitioners take appropriate steps to ensure, as far as possible, that employees, supervisees, interns, assistants, and volunteers maintain the confidentiality of clients. They take appropriate steps to protect the client’s identity or to obtain prior, written authorization for the use of any identifying clinical materials in teaching, writing and public presentations.

11. When working with groups, Core Energetics practitioners explain to participants the necessity of maintaining confidentiality and obtain agreement from group participants to respect the confidentiality and privacy of other group members. They also inform group members that privacy and confidentiality cannot be guaranteed with explanations and clarification as to the limits of confidentiality, i.e. a practitioner can request a vow of confidentiality from all group members, but have no real control over what the individual members discuss outside of group.

12. Core Energetics practitioners and Core student practitioners obtain written consent from clients before taping or filming any session, such consent to include the intended use of the material and the limits of confidentiality.

13. Students enrolled at the Institute of Core Energetics are bound by the structure of this policy. While the administration cannot guarantee complete confidentiality, we encourage students to hold personal information shared in classes and Process Groups as confidential. This means students will not discuss another student’s process or experience with a third party, outside the confines of the group. Recording of classes is prohibited unless authorization is obtained from the teacher and agreed to by the class.

 

Institute of Core Energetics Termination, Closure & Healthy Separation Policy

The Institute of Core Energetics (Institute), Institute Faculty Members (faculty) and Core Energetics Practitioners (practitioners) in good standing generally follow the International Association of Core Energetics (IACE) Ethical Guidelines and the United States Association of Body Psychotherapy (USABP) Ethics Guidelines except where Institute policy expressly states differences. In this policy, the Institute also seeks to advance guidelines for termination as well as minimum periods of healthy separation after completing professional work with clients and/or educational work with student practitioners.

Ethical Termination and Closure the Institute’s curriculum reinforces the importance of the termination phase of practitioner-client relationship. Research over many decades has consistently demonstrated that transference persists beyond termination, and one must allow for the possibility that the transference takes time to dissolve and may actually intensify after termination. While transference is not necessarily resolved in this evolutionary process, good- enough closure modulates the power of transference to the point where clients can deal more effectively with transferential content. Countertransference and boundaries must be monitored more closely in supportive modalities like Core Energetics in view of the fact that a modicum of transference gratification is part of the Core Energetics process. It’s important to support healthy termination with clients. Ideally best practice should provide clients with a corrective emotional experience regarding endings. Clients and practitioners who avoid it are depriving themselves of the insight and healing the termination phase provides. A healthy separation period supports clients and students to feel and experience the ending of the relationship, to separate from the Practitioner/Teacher, and to develop an expanded sense of self through this separation.

1. Healthy Separation Periods

a. CLIENT – PRACTITIONER: With regard to developing personal relationships after ending the professional relationship with a client:
i. Social Relationships – Core Energetics Practitioners will not develop friendships or share planned social time with a former client for a period of at least two (2) years after completing transformational work with that client. Gradual erosion of nonsexual boundaries (such as accepting gifts, sharing meals or activities, entering business partnerships) can contribute to transference-countertransference enactments that may lead to ethical violations and/or harm to clients. The practitioner should give particular attention to their own need fulfillment when considering initiating a social relationship, regardless of who initially pursues that relationship.

ii. Sexual Relationships – [Revised and restated from Section IV of the USABP Ethics Guidelines.]
1. A practitioner should never develop a sexual or romantic relationship with a client.
2. It is strongly recommended that a practitioner also never develop any form of sexual relationship with a client subsequent to their professional relationship.
3. However, sexual relationships between practitioners and their former clients are prohibited for a minimum of five (5) years following the termination of their professional relationship.
4. A practitioner who considers engaging in sexual intimacy with a former client after the five years following cessation or termination of treatment bears the responsibility for assuring that the former client entered the relationship freely and equally, and that there has been no exploitation.

b. FACULTY – STUDENT: With regard to developing personal relationships after ending an educational or supervisory relationship with a. Student Practitioner:
i. Social Relationships – Faculty will not develop friendships or share planned social time outside of Institute events/activities, with a former student or student practitioner for a period of at least one year after the student has completed her/ his personal transformation program or 4-Year Practitioner Training at the Institute.
ii. Sexual Relationships [Revised and restated from Section IV of the USABP Ethics Guidelines] – Faculty will not develop sexual or romantic relationships with students during the educational period and for a minimum of two (2) years following the termination of that educational/supervisory period. Once beyond two years, any faculty member who considers engaging in sexual intimacy with a former student bears the responsibility for assuring that the former student entered the relationship freely and equally and that there has been no exploitation.

c. BOARD SERVICE AND DUAL RELATIONSHIPS
The Institute’s annual Conflict of Interest (COI) form is completed annually to support ethical service by Board members. Service on the Institute’s Board of Directors is neither a “social” relationship, nor does it permit activities of a “romantic/sexual” nature. The Institute recognizes, however, that non-profit Board service cannot avoid issues of power/authority. Then again, Board interactions benefit from a “group container” and a shared energy field that focuses on service to a mission-driven non-profit. While Institute policy does not explicitly prohibit Board Committee service by individuals who are in a Practitioner and Client relationship, Core Energetics and therapeutic “best practice” suggests that a Practitioner drop off of a Committee should one of their clients join a Committee on which they serve, or discuss and complete an appropriate termination.

Board work is not “energetic process work,” but instead focuses on service to advance the Institute’s mission, vision, values, and is not focused on any individuals’ personal needs. Board members attest to their “Duties of Care, Obedience and Loyalty” while serving as a non-profit Board member. (Visit the Institute of Core Energetics Board Guiding Principles here.) Leaning into the “spirit” of avoiding dual relationships, when possible, and with consciousness of the matters noted above, Institute policy seeks to address the potential for individuals to be nominated for Institute Board service who are in, or
were recently engaged in, a Practitioner and Client relationship. In this event, these guidelines will inform consideration of a Nomination.

● At the time of nomination, nominees are responsible for disclosing past or current dual relationships with other Board members, the Executive and Academic Directors, current faculty members, or other Institute leaders including the disclosure of past or current therapeutic, business, or other personal relationships.
● Termination should be completed in advance of joint service on the Institute’s Board of Directors for individuals previously in the roles of Practitioner and Client of that Practitioner.
● The former Practitioner, and former Client, are responsible for communicating whether the termination or ending was:
o Within the normal course of the work;
o Was “out of sync,” or rushed for any reason, or advanced solely by the client; or
o Initiated solely by the Practitioner due to questions about “fit” with the Practitioner, or the result of a major life change, such as the Practitioner moving away or closing their practice, or for some other reason.
● The length of time in which the client saw the Practitioner should be taken into consideration when determining the minimum separation period.
● While taking into consideration both the nature of the ending as well as the length of the therapeutic relationship, the minimum separation period typically consists of 12 months but may be reduced to months.

The Nominations Committee leads the nominations process, is responsible for collecting all appropriate documentation, and maintaining the information gathered while working to maintain confidentiality by limiting disclosures to appropriate “need to know” parties, such as the Board Chair, Executive Director or other Nominations Committee members.

2. Violations

Violations refer to egregious and potentially harmful behaviors. The following factors need careful consideration in determining whether actions fall into the realm of violations, including:

a. Did the action/s cross or are crossing personal or professional boundaries?

b. Has the practitioner brought known or suspected countertransference to supervision for exploration, support and professional mentoring?

c. Were the actions isolated or pervasive and repetitive?

d. Was the practitioner attuned to a former client’s indication/s that attention was or is unwelcome and/or

e. Did or are the practitioner’s behaviors causing harm?

f. Did the practitioner become conscious of these behaviors as they emerged and attempt to understand them?

Suspected violations should be reported in a timely manner to the Ethics/ Personnel Committee Co-Chairs of the Institute’s Board of Directors. Institute faculty members are expected to adhere to this policy as part of their professional affiliation with the Institute.

Last Update August 2024

 

Institute of Core Energetics Harassment Policy 
  1. Policy 

The Institute of Core Energetics [ICE] is committed to a teaching and learning environment where people can achieve  their full potential in their personal growth, as a practitioner and/or as a career. The ICE policy on harassment is designed to provide: An environment where it is clear  harassment is unacceptable, thereby reducing the chance harassment will occur; and a mechanism to resolve complaints where it is  believed that harassment has occurred. Disciplinary action, such as suspension, may be taken to deal with actions or behavior,  intentional or unintentional, which results in a breach of this policy. Disciplinary action may also be taken if allegations of  harassment are found to be malicious or distressing.  

  1. Scope of Policy 

This policy applies to all students, staff, consultants, or volunteers regardless of time of effort (full-time, part-time, or temporary) or  role in ICE and relates to harassment perpetrated by:  

A student against a student.  

A student against a staff person. A staff  

person against a student; and/or A staff  

person against a staff person.  

Harassment is not confined to senior persons to more junior persons. It can take place between staff persons at the same level of  employment or between a more junior staff person to a more senior level person. 3. Harassment Definition For the purposes of this  policy, harassment is defined as repeated unwelcomed comments (written or spoken), behavior or actions that are not stopped  when requested and which violate an individual’s dignity; and/or creates an intimidating, hostile, degrading, humiliating or offensive  environment; and/or interferes with a person’s academic or work performance.  

It is recognized that in prescribed settings for deep processing of one’s inner psychology (for example, process groups, classrooms,  Take A Risk Night, electives or workshops) and under the guidance of trained staff, comments and actions may occur that might cause emotional disturbance in participants. Any such occurrences are to be confined to this setting with trained staff present.  Individuals are reminded that they can decline to participate in any process work or stop participating at any point.  

  1. Harassment Definition 

For the purposes of this policy, harassment is defined as repeated unwelcomed comments (written or spoken), behavior or actions  that are not stopped when requested and which violate an individual’s dignity; and/or creates an intimidating, hostile, degrading,  humiliating or offensive environment; and/or interferes with a person’s academic or work performance.  It is recognized that in prescribed settings for deep processing of one’s inner psychology (for example, process groups, classrooms,  Take Risk Night, electives, or workshops) and under the guidance of trained staff, comments and actions may occur that might  cause emotional disturbance in participants. Any such occurrences are to be confined to this setting with trained staff present.  Individuals are reminded that they can decline to participate in any process work or stop participating at any point. 4. Responsibility  of all Staff, Consultants, Volunteers and Students  

All staff, consultants, volunteers, and students are responsible to help discourage harassment by others by making it clear that such  conduct is unacceptable; and to support colleagues and peers who are taking steps to stop harassment by being sensitive to the  reactions and needs of others, and/or discourage the retaliation of perceived harassment.  

The ICE Executive Director, Academic Director and teachers/consultants are responsible for:

Providing an environment where it is clear harassment is not acceptable; Taking action by following procedures (see #8 below) when aware harassment may be or is taking place; Ensuring that staff, consultants and students understand harassment and are  aware of their responsibility for trying to prevent and resolve problems; and/or Educating and empowering students, staff, and  consultants to prevent harassment and/or to seek intervention support through staff persons or teachers/consultants. 

  1. Responsibility of all Staff, Consultants, Volunteers and Students 

All staff, consultants, volunteers, and students are responsible to help discourage harassment by others by making it clear that such  conduct is unacceptable; and to support colleagues and peers who are taking steps to stop harassment by being sensitive to the  reactions and needs of others, and/or discourage the retaliation of perceived harassment.  

The ICE Executive Director, Academic Director and teachers/consultants are responsible for:  

Providing an environment where it is clear harassment is not acceptable; Taking action by following procedures (see #8 below)  when aware harassment may be or is taking place; Ensuring that staff, consultants and students understand harassment and are  aware of their responsibility for trying to prevent and resolve problems; and/or Educating and empowering students, staff, and  consultants to prevent harassment and/or to seek intervention support through staff persons or teachers/consultants.  

  1. Locations/events where this policy applies to staff: 

During any of the yearly scheduled training weekends; and/or  

During any event where a staff person or consultant has a position of authority and is representing the ICE, be it for monetary gain  or free; and/or  

During electronic or voice/phone communications.  

  1. Individual Liability 

Examples of harassment include:  

Sex related harassment: Examples include displaying power over a person because of gender through disparaging gender-related  remarks and threatening behavior.  

Sexual harassment: Examples include unwelcome touch, unwelcome jokes of a sexual nature, inappropriate use of suggestive visual  display, intimidating behavior such as asking for, or offering, sexual favors in return for a positive academic assessment or promotion.  

Harassment on grounds of sexual orientation or gender assignment: Examples include unwelcome jokes, homophobic or gender  related remarks, threats to disclose sexual orientation or gender assignment and intimate questions about sexual activity.  Racial Harassment: Examples include inappropriate questioning and/or jokes about racial or ethnic origin, intimidating behavior,  including threatening gestures.  

Personal harassment: Examples include making fun of a person’s personal circumstances such as class or family situation. Bullying:  This can be both physical and psychological. Examples include unmerited criticism, isolation, gossip, or behavior that is intimidating  or demeaning.  

Harassment of the disabled: Examples include discussion of the effects of a disability on an individual’s personal life, uninvited  touching or sharing and inappropriate questioning about the impact of someone’s disability.  

Age harassment: Examples include derogatory age-related remarks and unjustifiable dismissal of suggestions on the grounds of the  age of the person.  

Stalking: This can be physical or psychological. Examples include leaving repeated or alarming messages on electronic recordings,  following people, or approaching others to ask personal information.  

  1. Anti-Harassment Processes 

The goal of informal processes is to resolve situations of alleged harassment as quickly as possible, in a fair, constructive and  respectful manner. The ICE Policy and Procedure Manual provides both a formal and informal resolution process for harassment  claims, which should be followed and documented by the Academic Director in concert with the Executive Director and support  staff.  

Informal process:  

When a student, consultant, volunteer, or staff person of the ICE believes harassment exists, early reporting is of great benefit.  Persons should try to:

Set a clear boundary to the offender to stop the harassment.  

Document harassment event as soon as one can.  

Make a staff person aware of the incident (teacher of class, coordinator and/or supervisor).  

Not provoke or retaliate.  

Meet with designated staff person to resolve issues with both parties. At the informal stage of resolution, the person who believes  they are experiencing harassment should be encouraged to let the other person know, if appropriate, to resolve the situation. This  could be solely between the two people or include the coordinator or teacher of the class where it took place, or other staff person.  Meet with designated staff person to resolve issues with both parties. At the informal stage of resolution, the person who believes  they are experiencing harassment should be encouraged to let the other person know, if appropriate, to resolve the situation. This  could be solely between the two people or include the coordinator or teacher of the class where it took place, or other staff person.  

If the problem is not resolved and one or both of the parties, feel unable to speak directly with the other the ICE will provide a  mediator to try to resolve the issues. If the issue cannot be resolved informally, or if the parties opt out of the informal process and  want to address the issue formally, the complaint may be brought to the formal process.  

Formal Complaint Process:  

The goal of the formal complaint process is to resolve situations of alleged harassment as quickly as possible in a fair, constructive  and respectful manner. The ICE Policy and Procedure Manual provides both a formal and informal resolution process for  harassment claims, which should be followed and documented by the Director of Education in concert with the Executive Director  and support staff.  

If the harassment continues after informal steps have been taken, persons should:  

Document harassment events as soon as is reasonably possible.  

Report to the Academic Director and/or the Executive Director.  

File a written complaint with the Academic Director and/or the Executive Director as soon as possible, but within 6 months of the  incident.  

Upon receipt of formal written complain, it is the ICE’s responsibility to address a complaint by: Acknowledging the receipt of the  complaint.  

Review and explore options; and  

Render a decision and restore well-being to the ICE.  

  1. Civil and/or Criminal Claims 

Harassment can lead to civil and criminal claims that are beyond the purview of the ICE and should be taken very seriously by the  alleged perpetrator.  

All Students are expected to thoroughly familiarize themselves with and follow the  above codes. 

We are further guided by the spiritual principles of the Pathwork in its regard for self examination, self-responsibility, respect of community and recognition of life’s  imperfections.

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