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Camphill SoltaneSeminar For Social Healing
Location: Camphill Soltane, Glenmoore, PA.
Length: Approximately 130 hours (8 months) involving monthly multi-day sessions; in addition, more than 1,000 hours of supervised on-the-job experience while living and working at Camphill Soltane.
Dates: September 2007 - Present.*
Objectives: The Seminar for Social Healing encourages participants to heighten their awareness of self, communication, conflict, use and misuse of power, group dynamics and the special existential and learning situation of individuals with developmental disabilities in all these areas. This helps participants develop an empathetic stance, and enables them to create environments where people with disabilities can thrive. An emphasis on self-awareness as a tool for personal development provides a necessary foundation for supporting others effectively, acting with compassion, and bringing healing to the world.
Instruction: The Seminar for Social Healing contains four distinct, yet interwoven, learning themes. Within each component, students engage in many activities that support the assimilation of knowledge and skills, including presentations of fundamental concepts, small and large group discussions, social, artistic, and movement exercises, and meditative practices. Critical thinking is developed through written papers each term, which requires students to integrate concepts from the Seminar with their daily experience of life at Camphill Soltane. The four learning themes and their learning objectives are:

1. Positive Approaches and Supporting People
In this course, students learn to create environments where all people, including people with differences, can thrive. Coworkers learn to work with an individual with a disability, starting from what we hold in common as human beings. From a place of empathetic connection, coworkers are guided on the path of living, learning and working together in a power sharing atmosphere. They learn to understand and attend to specific needs and struggles, so that those they support can grow in confidence as they shape a self-determined life.
The Heart of Social Therapy: Overview of Social Healing Paradigm:
Objectives: Describe developmental disabilities; explain the 4 elements of positive approaches.
Learning from Biography:
Objectives: Describe how challenging behaviors develop in individuals with developmental disabilities, understand growth and development tasks for people ages 18 to 25 years old, understand the basic principles of non-violent communication.
Communication, Relationships, and Support:
Objectives: Describe barriers, missed opportunities and losses that people with a developmental disability experience, and how these factors increase struggles with communication; show an understanding of the role of the supporter in developing relationships of mutual regard and positivity by listing ways that these barriers can be removed or diminished; be able to implement one aspect of non-violent communication.
Intimacy, Sexuality, and Preventing Abuse:
Objectives: Describe barriers in the social environment that prevent people with a developmental disability from a positive experience of intimacy and sexuality, and describe some practical ways that these barriers can be removed in daily life; list reasons why people with developmental disabilities are more vulnerable to abuse; explain the importance of using visual and non-verbal communications tools to increase learning about keeping safe and feeling in control about choices and decisions regarding intimacy and relationships.
Supporting a Person with Autism:
Objectives: Exhibit basic knowledge about genetics and neurobiology; list characteristics of autism and be able to relate the characteristics to people in Soltane; describe the communication and environmental needs and supports of people with autism.
Supporting a Person with Trauma:
Objectivess: Describe different ways that trauma can be experienced by people with developmental disabilities, and how biographical events can result in the experience of trauma; understand the factors that increase vulnerability in people with a developmental disability.
Mental Health Conditions:
Objectives: Describe factors and issues that enhance and detract from mental health; describe 6 mental illnesses; explain the use of medication in helping treat mental illness.

2. Self Development and the Meditative Path
This course is aimed at introducing the concept and practice of inner development as can be understood through the basic writings of Rudolf Steiner. It will consist of experiential cohort learning and didactic presentations. Each session will be focused on an aspect of self-development, which provokes self-reflection and provides guidance for applying the meditative practice within the context of the on-going social therapeutic activity in Camphill Soltane. The course begins by addressing the “Basic Six Exercises” given by Rudolf Steiner to strengthen and open up the Heart chakra, and continues with an exploration of the “Eightfold Path” of the Buddha as is presented by Rudolf Steiner. Aspects of foundational concepts of development found within the body of anthroposophical literature will supplement the students’ understanding of the importance of the meditative path.
Objectives: Understand why self-care and self-awareness are necessary for professional care-givers in the mental health and social work fields; describe the concepts of human development as found in anthroposophy; demonstrate an understanding of skills and best practices related to self-development; be conversant with the language of self-development and human development in an anthroposophical context.

3. Anthroposophy and Social Healing This course introduces practices and perspectives for training students’ attention based on the path of conscious self development articulated by Rudolf Steiner. Anthroposophical training attempts to cultivate an expanded experience of ‘knowing’ which includes the knowing of mind, heart and will. Anthroposophy and Social Healing introduces a conscious approach to overcoming limiting patterns in thinking, feeling and doing, helping the student to recognize blind spots and imbalances in their approach to knowledge and action in the field of social healing. Both Anthroposophy and Non-Violent Communication, developed by Marshall Rosenberg, offer the perspective that human relationships are sacred. In both theories the cultivation of ‘right relationship’ is considered key to broader social healing and social action. Anthroposophy and Social Healing will also utilize theory and practices of Non-Violent Communication as practical methodologies for applying conscious awareness and trained attention directly to social healing practices. Communication, empathy, conflict resolution and other aspects of relationship building will be explored as building blocks for deep human connection.
Objectives: Describe the fundamental theoretical underpinnings of the anthroposophical path of conscious self development; Begin a practice of training attention based on anthroposophy; Articulate the anthroposophical perspective on thinking, feeling and willing and apply this understanding both to their own awareness training, and as a way of empathizing and connecting more deeply with others; Articulate how training of awareness is of critical importance to a social healing practitioner; Describe the theoretical underpinnings of non-violent communication; Apply the methods of non-violent communication directly to their relationships and communication tasks in Camphill Soltane; Describe and apply the non-violent communication techniques of observing without judgment, identifying feelings and recognizing needs as building blocks for deep connection with others and conflict resolution; Describe the theoretical synergy between anthroposophy and non-violent communication regarding awareness training as a path to realize the sacred character of human relationships.

4. The Art of Education in Community
The educational opportunities offered to young adults with developmental disabilities are often quite limited, and tend to be stress the vocational at the expense of the cultural. One of the central tenets of Camphill Soltane’s philosophy is that lifelong learning and cultural immersion are basic rights of all human beings. Soltane has created a college environment for young adults with developmental disabilities in which are offered seminars and workshops in a broad array of subjects, as well as complementary tutorials in reading, writing, and mathematics. This course will examine the philosophy and methodology that underlie Soltane’s educational program, and will also awaken coworkers to the educational opportunities that they may offer to the developmentally disabled individual.
Objectives: Understand the developmental approach to education developed by Rudolf Steiner and its application to adult learning; Be conversant with Karl Koenig’s contribution to Steiner’s methodology and its extension into work with individuals with developmental disabilities; Become familiar with the “Theory of Multiple Intelligences” by Howard Gardner and the insights it provides concerning “learning styles”; Recognize the central role of arts and crafts in supporting education and practical life.
Credit recommendation for the complete Camphill Soltane Seminar For Social Healing: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 8 semester hours as two electives in Social Science, Humanities, Social Work, Human Services, Theological School, Medical Education, Nursing, Criminal Justice, Law, and any discipline which could benefit from such a complementary learning experience and in the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, up to 6 semester hours (depending upon the receiving institution's degree requirements) as Cooperative Education or Community Service (6/05). NOTE: An earlier version of this program is described in the following exhibit.

Seminar For Social Healing
Location: Camphill Soltane, Glenmoore, PA.
Length: Approximately 130 hours (8 months) involving monthly multi-day sessions; in addition, more than 1,000 hours of supervised on-the-job experience while living and working at Camphill Soltane.
Dates: September 2004 - August 2007.
Objectives: Support people with developmental disabilities in living, relationships, learning and working by developing mindful, intentional practice that involves being, knowing and doing; provide individual, person centered support and develop positive relationships; have empathy for the lived experience of people with developmental disabilities; create adaptive environments suited to the individual; be creative in the moment for an educational, therapeutic, and celebratory experience; contribute to the community building culture through learning and practice.
Instruction: The Seminar for Social Healing contains several components that support the learning objectives. Students engage in many activities that support the assimilation of knowledge and skills within each component, including journaling, assignments, and readings, and culminates in a final project that integrates all of the components addressed in the preceding 8 months’ work. Within each section, the following themes are stressed: practicing self awareness, communication awareness and conflict awareness skills as the primary tool for developing an empathetic stance and supporting a person in daily life; knowing and acting on the dehumanizing effect of the label disability, which results in lack of opportunities for development, through choice, voice, relationships, education, positive experiences in the world, status, and control over one’s destiny; creating and adapting environments to suit the person and need. Specific instruction within each component supports the student’s achievement of the following skills. The Heart of Social Therapy: Overview of Social Healing Paradigm: Set personal learning goals; discuss the phases of group development; create one’s own biographical timeline and describe the insights gained through self-awareness. Learning from Biography with Growth and Development: Describe how an understanding of one’s own personal challenges during the life phase of 21-28 is a basis for developing an empathetic stance in relation to the people within that age group that one is supporting; describe the importance of heightening observation skills for increasing objective perception of people one works with, and describe how projecting personal values and beliefs onto the person interferes with an accurate perception of the person’s needs. Intimacy, Relationships, Sexuality and Preventing Abuse: List barriers in the social environment that prevent people with a developmental disability from a positive experience of intimacy and sexuality, and describe some practical ways that these barriers can be removed in daily life; list reasons why people with developmental disabilities are more vulnerable to abuse; explain the importance of using visual and non-verbal communication tools to increase learning about keeping safe and feeling in control about choices and decisions regarding intimacy and relationships. Supporting a Person with Autism: List characteristics of autism and be able to relate the characteristics to people one is supporting; describe the communication and environmental needs and supports of a person with autism, and how to address these needs. Positive Approaches with Group Process: Explain the importance and methodology of adapting and creating environments that suit the person’s need, and that minimize challenging behaviors; explain the importance of each person having a means of communicating what is important to them, being listened to, understood, and responded to; list communication tools that enhance self-expression and meaningful relationships in the lives of people with developmental disabilities; explain how choice and decision-making are necessary for developing self-awareness and social awareness towards adult maturity, and for redressing the loss of power and missed opportunities experienced by a person who struggles with the label of a disability; describe how developing relationships of unconditional human regard with people one is supporting assists the person to overcome hardship and develop trust over time. Supporting a Person with a Trauma: List and describe the different ways that trauma can be experienced by people with developmental disabilities, and how biographical events can result in the experience of trauma; list factors that increase vulnerability in people with a developmental disability; describe the importance of relationship building and community building for overcoming the effects of trauma and loss. Mental Health Disorders, Part I: Supporting a Person with Mental Illness: List and describe various mental health diagnoses; compare symptoms to various diagnoses; describe environmental and communication interventions to be used at home, to support people who struggle with mental illness. Mental Health Disorders, Part II: Understanding Psychopharmacology: Describe how relationships and the environment in early childhood impact on brain development; explain how adult maturity nurtured through relationships of mutuality, respect and positive regard can affect neuro pathways; describe how biographical exploration can lead to more accurate psychiatric diagnoses of mental illness, along with prescription of accurate pharmacological interventions; explain why medications should be paired with environmental and communication supports to increase their effectiveness.
Credit recommendation: In the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, 8 semester hours as two electives in Social Science, Humanities, Social Work, Human Services, Theological School, Medical Education, Nursing, Criminal Justice, Law, and any discipline which could benefit from such a complementary learning experience and in the lower division baccalaureate/associate degree category or in the upper division baccalaureate degree category, up to 6 semester hours (depending upon the receiving institution's degree requirements) as Cooperative Education or Community Service (6/05).

Updated 6/17/08

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