Example of an MBSC Experiential Seminar

5 day Level One* Constellation
Experiential Seminar

The dates and venue for the next 5 day intensive have yet to be finalised.
All information will be posted here as soon as it becomes available.

* This experiential seminar counts as 5 days towards the completion of level I MBSC training. After 15 days of level one training a student is entitled to begin on assessment process with intensive feedback until such time as they hove competence in the core skills of MBSC (leading mindfulness practice, conducting a mindful preconstellation interview, facilitating a constellation mindfully, giving clear explanations of the basic concepts and methods of constellations in a workshop setting, taking adequate core of workshop participants, organising a constellation workshop.) From the point of completion of 15 days, students are entitled to have their level of training and completed assessments listed on the MBSC website


Dr. Chris Walsh and Catherine Silver

MBSC Course Aims

To generate an educational experience whereby you can develop a good theoretical and practical basis for introducing systemic constellation work into your own work practices.
We aim to cover the most important core areas of systemic constellation work as well as attending as much as possible to special interests and needs o f the individuals in the course…

MBSC Training Philosophy

Learning is based on dialogue. It is achieved through doing (experience) and reflecting through discussions
Learning Processes

  • Ongoing mindfulness practice throughout the training * what is asterix for
  • Experiential exercises *
  • Feedback *
  • A buddy system of self directed learning between training sessions *
  • Learing self-awareness *
  • Encouragement of evolving a personal style and creativity *
  • Providing opportunity to facilitate a constellation with support in a workshop setting *

Prerequisites for students

To be already working in a field in which you can readily apply constellation work e.g. therapist, organisational consulting, teaching

Core Skills developed dur ing level I MBSC Training

  • Practising here and now non-judgemental awareness
  • Leading mindfulness practice
  • Conducting a mindful pre-constellation inter view
  • Facilitating a constellat ion mindfully.
  • Giving clear explanations o f the basic concepts and methods o f constellat ions in a workshop setting.
  • Taking adequate care of workshop participants
  • Organising a constellation workshop

Core Skills focussed on in this training

In this training you will begin to develop these core skills and will be given tools to further develop them on your own and in conjunction with your peers after the training.

  • Mindful awareness I phenomenological stance
  • Mastering Paradoxical Intention –
    Creating a space for healing by letting go of striving to heal and courageously, compassionately and wisely
    acknowledging what actually is.
  • Systemic analysis of families including recognition of entanglements
  • Reading the constellation
  • Developing healing sentences

Level I Overview

  • Three 5 day constellation retreats including ( 1.1,1.2 & 1.3)
  • 2 days of constellations facilitated by and experienced practitioner with explanation and teaching as part of a bigger group
  • 3 days of didactic and experiential learning

On the completion of this stage, all students are entitled to be listed on the MBSC website with documentation of levels of training completed http://www.mbsc.nel.au/students.html

  • Local study groups (the buddy system) with exercises to develop and practice skills between retreats and apprentice trainings with some support and supervision via email and possibly Skype and telephone
  • Three 3 day apprentice trainings { 1.4, 1.5 & 1.6)
  • One day involves students facilitating entire constellations with support
  • One day reviewing the student constellations
  • One day experiential and didactic teaching
  • Core Skills Assessment Process can commence during the 3-day apprentice process. The guidelines for assessment will be clearly communicated to the students

Reading, Compulsory pre-reading

  • ‘Love’s Hidden Symmetry’ What makes Love Work in Relationships. Bert Hellinger with GunthardWeber &
    Hunter Beaumont. 1998. Carl Auer.
  • One of:
  • The Art and Practice of Family Constellations. Bertold Ulsamer 2002 Carl Auer
  • Family Constellations: Basic Principles and Procedures
  • Articles provided when you enrol.
  • Why Daily Mindfulness Practice Makes Better Systemic Constellations Practitioners
    Published as “Worum tiigliche Ubung von Achtsomkeit systemotischen Aufstellen hilft” in: Praxis der Systemoufstellung, 2/2010, S. I 38-I 40. Available in English at http://www.mbsc.netou/mindfulness.html
  • Mindfulness and Phenomenology (2008) The Knowing Field. International Constellations journal pp 28-34
  • The mindful preconstellation interview by Chris Walsh (2011)
  • The Orders of Helping by Bert Hellinger (2003)
  • Healers leaming to bow to fate by Chr is Walsh (2004)
  • Genealogy Finding ourselves in our family history
  • Genogram Instruction
  • Facilitating Constellations adapted by Chris Walsh from
    Organizational Constellations: Basics and Special Situations By Gunthord Weber From Praxis der
    (2000). Cori-Auer-Systeme Verlag Section VI pp: 6-/9 The Process of Setting Constellations in Organizations- Development of Hypotheses and the Generation of Differences.

Other articles will also be provided for later consumption

  • Video – Orders of Love by jes Benstock at http://www.bbc.co.uk!filmnetwork/films/p004thh8

Syllabus Details

This syllabus is a guide rather than a rigid structure. The breadth and depth to which we cover these topics will depend on the group itself and what material arises in the workshops. Core topics we undertake to cover are:

  • Introduction to foundation concepts and attitudes
    • The natural structure and function that supports healthy functioning in families and other human organizations.
  • Three levels of conscience
  • Bonding and Attachment
  • The fellowship of fate
  • Shame. guilt and belonging
  • Use of the concept of “soul” in this approach
  • Balance of Giving and Taking
  • Staying grounded while engaging the knowing field
  • Orders of helping
  • Phenomenological Method
    • Cultivating open awareness
    • Awareness of own momentary physical state and influence on it – relaxation methods, breathing, posture, energy level
    • Acknowledging preconceptions “Awareness of own momentary emotional state • openness, vulnerability.
      shutting down, defence, the role of fear and love, expression or repression of feelings
    • Awareness o f own mental space – judgements, opinions, blind spots, ethical stance
    • Distinguishing real phenomenological insight from capricious fantasy
    • Integrating the phenomenological approach and traditional scientific enquiry
  • Identifying entanglements
    • Drawing and using genograms
    • Entanglements
  • Exclusion/Forgetting
  • Taking on someone else’s fate (often parentification)
  • Triangulations
  • Hidden loyalty
  • Identification
  • Blind love
  • Following
  • “I’ll go instead of you”
    • Effects of exclusion
  • Initial interview
    • Attunement w~h the client within the interpersonal field
    • Awareness of the momentary emotional state of others and our possible influence on these
    • Awareness of the momentary physical state of others – breathing, posture, energy level
    • Congruency and contradictions expressed through speech, posture and behaviour
    • Solution orientation
    • Phenomenological approach to forming and testing hypotheses integrating intellectual understanding and phenomenological insight
  • Constellation Itself
    • Four levels of influence *The client *The constellation itself “The holding circle * Non present family/organisation members
  • Instructing Representatives & setting up
    • Reading spatial relations
    • Observing representatives (posture and emotional expression)
    • Questioning representatives and receiving their feedback
    • Extent and limits of representative perception
    • Stem sentences
    • Identifying entanglements
    • Practising the solution i.e. coming to the point in a constellation where a client can see something new e.g. kindness in the mother
    • Healing rituals
    • Monitoring trauma in representatives
    • De-roling reps
    • Practising solutions in everyday life
    • Effects of doing a constellation
    • Follow up of constellation
    • Introduction to the interrupted reaching out movement
  • Individual Constellation work
    • Forming systemic hypotheses
    • Working with dolls or placemats
    • Constellation visualizations
    • Rituals in & out of session w~h the therapist
    • Integrating systemic constellation work with other modalities