Metaphysical Practitioner Education Programs

 

The purpose of the Metaphysical Practitioner Education Programs is to train, educate and prepare prospective leaders for their certification as metaphysical healing practitioners, teachers, ministers and pastoral counselors (as well as certification programs for psychic practitioners, spirit mediums and past-life regression facilitators and holistic healing practitioners). This preparation is designed to produce graduates who are spiritually and functionally equipped to begin the practice of metaphysical healing, teaching, counseling and the ministry. Persons not planning to become metaphysical practitioners are also welcome to attend.

Metaphysical healing occupies such an important place in the world's progress that no course of study would be complete without an extensive treatment of this subject. Ministerial students are expected to complete the healing program before licensing and ordination. Healing practitioners, teachers and leaders along this line are expected to know the workings of metaphysical healing, and be able to practice it in connection with their other work. Many who have natural talent for healing are unable to secure the best results because they know nothing of the principles and techniques involved. The Holistic Healing Arts Education Program deals with the subject of holistic, metaphysical and complementary healing in a comprehensive way. The principles involved in bringing this power into manifestation are fully explained.

 Spiritual Purpose

The activities of the NAMI are united under one primary purpose – learning and expressing what it means to live a spiritually-centered life. The New Awareness Ministries International along with the College of Inner Awareness, Metaphysical and Spiritual Studies has sought to bring to awareness and clarity what a spiritually-centered life means for people in everyday living. From our perspective, this means thinking metaphysically, and spiritually about all of life. It is relating the whole of one's life to a Higher Power and learning to bring a consciousness of the activity of this indwelling force into every life situation.

The Professional Metaphysical Practitioner

The metaphysical healing profession and the metaphysical/spiritual ministry are the professional activities of those persons who have been called and educated to serve in a setting that is engaged in a work that helps people live a spiritually centered life. These programs developed out of the need expressed by many metaphysical groups to function as both full and part-time organizations. Over the years the metaphysical movement has sought to define more clearly the role of its practitioners and those qualifications that help metaphysical practitioners fulfill their highest ideals.

The following qualifications have emerged about the nature of the metaphysical practitioner. They will have: 

1. A demonstrated, living relationship of commitment to inner spirituality, and the ability to convey a sense of unfolding metaphysical consciousness.

 

2. A working understanding and appropriation of the New Age/New Thought movements and their relationship to their metaphysical/spiritual heritage.

 

3. A self-image for and style of leadership that are effective and the management and operational skills needed to conduct metaphysical healing and/or ministerial practices effectively.

 

4. Excellent communication skills.

 

5. A historical and functional comprehension of the New Age/New Thought movements, their purpose, and the practitioners relationship to it.

 

6. A historical and functional comprehension of the New Awareness Ministries International, its purpose, and the healing practitioner's relationship to it.

 

7. A working and articulated understanding of the healing arts profession and or the metaphysical ministry that is compatible with the goals and purposes of the metaphysical movement.

 

8. Emotional, mental, and ethical stability and integrity; personal maturity and self-awareness that foster good human relationships, and the skills necessary to work effectively with individuals and groups.

 

9. A consciousness of service to others, an understanding of the world and of the persons who are served in the metaphysical healing arts profession, and/or the metaphysical ministry and the commitment to serve the New Age/New Thought movements.

In CIAMSS, these qualifications become functional objectives for students and faculty in understanding the goals of the curriculum and the purposes of a metaphysical education. Metaphysical Healing Arts and/or Ministerial Education is that process of providing a context in which a person seeking qualification for the metaphysical practitioner profession:

1. Learns to think metaphysically, ethically, and spiritually about all of life, and to live a spiritually centered life.

 

2. Learns how to help other people do this responsibly and creatively, in a professional manner.

The faculty and staff of the College of Inner Awareness, Metaphysical and Spiritual Studies are committed to provide that context and have sought to establish the kind of program where the metaphysical development of the student is integrated with the unfoldment of the functional skills of the metaphysical healing profession and/or the metaphysical/spiritual ministry.

 Consciousness and Skills

Effective healing is dependent upon a practitioner acquiring both the consciousness and the skills for the metaphysical healing profession.

CIAMSS believes that the consciousness and skills for the healing practitioner are rooted in a spiritually centered life. As a metaphysical school we believe that the starting point for living a spiritually centered life is found in a person's individual inner experience of the activity of a Higher Power. All education programs of the CIAMSS include this emphasis. Primary value is placed on nurturing a consciousness of the presence of inner spirituality, balanced with practical skills.

The structure of CIAMSSns, prayer. A consciousness of inner spirituality through meditation, affirmations and prayer is the foundation for healing arts education.

Consciousness and skills for the healing arts practitioner also mean relating one's faith to specific life situations in a practical way. There is continuing emphasis in the school on your confronting the central issues of your own life in an effective manner. This emphasis is rooted in the belief that a person's effectiveness in establishing a living faith that consistently meets his or her own life challenges is directly related to that person's effectiveness in serving as a metaphysical healing practitioner, teacher, or administrator.

The metaphysical Holistic Healing Arts Education Program seeks to help you use the resources of the curriculum as well as your own personal processing to explore your own developing consciousness of the healing arts profession. Metaphysics, History, Counseling, Healing Arts and Communications are all planned to help you unfold that consciousness.

 Specific skills of the healing arts practitioner are acquired through knowledge and practice. Maximum opportunity is afforded in the curriculum to practice the needed skills of healing, nutrition, speaking and management that are central to the effective practice of the metaphysical healing practitioner.

 Individual Education Programs

For information on any individual CIAMSS or NAMI education degree or certification program including required courses, internship and standards of graduation please contact:

Dean of Education
The College of Inner Awareness, Metaphysical and Spiritual Studies

18514 U.S. 19 N., Suite B
Clearwater, FL 33764

Telephone: 1-727-538-9976 - Email: education@cms.edu

Website: www.cms.edu or www.metaartsandsciences.org/  

 Standards of Graduation

The right of graduation from any CIAMSS Education Program is granted when the student provides evidence of being prepared to practice their individual profession. This evidence is more than spending a certain length of time in training and completing designated courses. Evidence of being prepared to practice emphasizes spiritual, mental, and emotional maturity; devotion to a life-style of service to others; metaphysical, spiritual and intellectual clarity about the purpose and meaning of their profession, and the demonstrated skills to work effectively with people, organize one's own life, and understand administrative responsibilities appropriate to your chosen field of service. Specific requirements will be furnished by the Dean of Education. 

Graduation from a CIAMSS education program does not mean automatic certification. A student who successfully completes the prescribed course of study shall receive a degree and/or certification. Individual Intern Programs will be customized to the availability of each student by the CIAMSS advisor. Service hours performed will be converted to credit hours and entered on the official student transcript. 

Internship and Certification

Students may begin their internship program after the first year of course work is completed. If accepted to the program the student will then spend the year developing skills and demonstrating healing ability by performing such healing duties under the supervision of the faculty advisor or a certified healing practitioner or ordained minister. At the successful completion of the internship program, and upon the recommendation of the faculty advisor, healing practitioner or ordained minister the student will receive their Certification from NAMI. Specific requirements will be furnished by the Dean of Education.

Intern Supervision Program

Registration and Grading: The program is targeted for CIAMSS students in their under graduate years and students in a graduate program.

Undergraduates: 

  • Will be registered for the intern program.

  • The student will receive a letter grade from the chair or Internship Coordinator on their papers and presentation.

  • Credit will apply to general electives only and will not satisfy a required course toward your major.

  • May take from one to six credits depending upon internship.

  • The Registrar’s Office will convert the letter grade to CR (credit) or F (Fail)

Graduate Students:

  • Will be registered for the Intern Program.

  • The student will receive a letter grade from the chair or Internship Coordinator on their papers and presentations.

    •

  • Will receive one to fourteen credits depending upon internship.

  • The Registration’s Office will convert the letter grade to CR (Credit) or F (Fail).

Working Time/Days: Hours worked will be recorded on the time summary sheet (A time sheet is provided). A signature from your supervisor verifying the time must be at the bottom.)

Internship Proposal: Students will submit a one-page proposal stating the objectives of the internship and the possible learning outcomes to the Department Chair or Internship Coordinator. The proposal is based from  the students’ perspective of what they think they will learn from the internship Credits given are determined at the beginning of the internship with the Department Chair or Internship Coordinator.

Reflection Journals (Papers): Students submit three reflection papers (normally 2-5 pages) at regular intervals during their internship. The reflection papers describe the internship experience each week, and should address the school (i.e., healing, metaphysical education) Principles and concepts that the student is learning. Learning has been taking place (via  theoretical study, via mentoring from a more experienced colleague, through trial and error, through being integrated into a team which supports you, etc.). Students should get an assessment of how you are able to put into practice concepts, skills and idea gained through class work; how the internship relates/will relate to your work back in the classroom.

Students should also address the objectives of the internship and note ways in which you may revise those objectives (for example, (you learning more quickly, being offered more responsibility, etc.). These reflection papers are a key part of your internship and credit and will be graded by the Department Chair or Internship Coordinator.

Tips on Portfolio Creation:

  • Keep copies of all your work (from informal notes to final projects)

  • Keep copies of relevant information issued to you by your field administrator.

  • Keep copies of praises from colleagues or supervisors.

  • Keep a list of all projects you complete/the clients for whom you work.

  • Keep informational notes on what you do when you do it, and how your work is organized, etc.

Supervisors: For distance learners, a field supervisor must have appropriate credentials. For example, undergraduate levels (bachelors); at advanced levels (masters or higher) in area of supervision. The credentials are evaluated and approved individually

  • It is the responsibility of the intern to cooperate with CIAMSS in ascertaining a certified supervisor.

  • The intern will meet individually on a weekly basis with his/her field supervisor for face-to-face supervision of all internship activities.

  • The intern will meet monthly with his/her CIAMSS supervisor for face-to-face supervision of all internship activities.

  • NOTE:   Distant learners may schedule a conference with the CIAMSS supervisor via email or phone.

  • It is the responsibility of the intern to make all necessary arrangements for the CIAMSS supervisor to complete site visits if feasible. There will be one site visit per quarter; others will be scheduled as needed.

  • The field supervisor will receive an internship evaluation to be completed for each student at the beginning and end of the internship. The CIAMSS supervisor will also complete an evaluation of each intern at these times. These evaluations will be discussed with each student by both the CIAMSS and field supervisors.

  • If needed, the CIAMSS supervisor will meet with the field supervisor and the intern at times other than those regularly scheduled to discuss the internship placement or other issues of concern.

Final Presentation: At the completion of the internship, students prepare a 10-minute Power Point presentation about their internship (6-10 slides, of video, a detailed booklet), to a group that includes the Department Chair or Internship Coordinator. You will be invited to a group presentation meeting to be scheduled with the Chair or Internship Coordinator to make you presentation.

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