Phase II Final Exam Guidelines

New policy and procedure for student advancement:

Procedure for Entering the Final Exam Process

Each student proceeds through the program in his or her own time. Passage through each gate should be dependent on the fulfillment of the criteria for that gate rather than on a time frame.

The following procedure applies to Gates 1, 2 and 3.

a. Student should inform supervisors who are not on their study committee to send a report about their work to the committee before the meeting.
b. Student does a self-evaluation before the meeting based on the new questionnaire. (see below)
c. At the study committee meeting the self-evaluation is reviewed and processed. Recommendation for the gate is discussed and granted or postponed. This process should not simply be the committee granting permission but rather processing the dreaming around the student's advancement.
d. If the committee makes a recommendation for admittance into the next gate, the student is presented for additional feedback at one of the biannual faculty meetings.
e. The recommendation comes from the study committee not from the teacher's meeting. The teacher's meeting is for additional feedback and for teachers' information.
f. One member of the study committee is chosen to report the feedback back to the student after the faculty meeting. This person must be at the faculty meeting.
g. At the faculty meeting someone from the committee presents the student. The faculty offers feedback to the study committee. Faculty feedback is intended as additional material for the further learning of student and study committee.
h. The designated study committee member and student meet in a session to report and process feedback.

For entry into Gate 3, the same evaluation procedures above apply, except the procedure is as follows:

1. The student indicates their readiness by writing to their study committee, announcing their intent to enter Gate 3.
2. The study committee does not discuss it then, but simply agrees to present the student to the faculty for feedback.
3. After the meeting, the student and study committee have their meeting and discuss it.

Student's Self Evaluation

When a student seeks advancement into a gate he or she should complete a written self-evaluation based on the questionnaire below. This is designed to help both with evaluation and processing the dreaming in the background. The evaluation should be shared and/or processed with the committee in preparation for the recommendation to the next gate. The student is responsible for writing up a report of the study committee meeting in which this evaluation was processed. After this report is signed off by committee members, it must be submitted to the registrar and will become a part of the student's record.

Self Evaluation Questionnaire

1.Where are your talents, gifts and natural abilities?
2. What have been some of your central learning's and discoveries?
3. What excited you about your work with people?
4. Where are you developing in terms of skills and metaskills?
5. How are you developing in the use of your self in your work and in your own development?
6. What dynamics get created in your study committee meeting that could be challenging or troublesome and how are they part of your personal growth?
7. What issues come up in supervision? What makes your supervisor uncomfortable and what makes you uncomfortable?
8. In your work as a client, what issues do you tend to avoid? What would your therapist /supervisor say you might avoid?
9. How is the role of supervisor/authority/ committee member structuring your self-evaluation? Who is evaluating? Is there someone you are trying to convince? Are you aware of who that might be?
10. Who is filling out this evaluation? Experiment with allowing a different part to do it.

Faculty guidelines for student evaluation

The intention of these guidelines is to help students know on what they will be evaluated during the course of their study. No two people's process and needs are the same however there are standards that are shared between the faculty that have never been formally collected and written down. The risk of formalizing them is that it could become dogma, sacrificing the intensely personal nature of our program. However not doing so risks leaving students and committee members guessing. Therefore this is an ongoing process and these are developing guidelines.

The following questions may be useful each gate.

1. Has the student fulfilled the requirements for the gate being considered (see below)
2. Does the student show openness and basic curiosity to pick up parts that are "other" disavowed or marginalized?
3. How well does the student facilitate the study committee meeting?
4. How does the student receive feedback? Are they open to the study committee? Can they stand for their side? Are they shy to show themselves?
5. How does the student relate to people different from themselves? How well do they deal with diversity issues especially areas where they feel marginalized?
6. What do the student's dreams recommend?
7. Can the student be fluid and enter different roles?
8. Does the student take an interest in working on her own personal edges? Does she have some awareness of how her own edges affect her work with people?
9. Does the student have an empathic connection with his clients?
10. Does the student have sufficient digestion of the process paradigm and can he articulate it?
11. How is his/her self-knowledge in regard to issues that can come up around exams: authority, ambition, power, failure and success, educational abuse, etc.

Gate I: Evaluation of Intention

Committee should:
· Have total confidence that the student will eventually become a diplomate
· Receive report and recommendation from supervisor/s
· Check that the student is up to date with her supervision and therapy hours.
· During the study committee meeting it is recommended that the committee discuss the student's plans and thinking about their internship and final project/paper.
You (the student) should have
· An ability to articulate the process paradigm
· A basically good hearted and open attitude towards self and others
· An ability to take things internally.
· An ability to be affiliative, to engage in relationship and community
· An ability either to use structure or your own dreaming process to work with somebody
· Willingness to work with movement and body processes and to work with your own edges around that
· An ability to focus on the dreaming process rather than problem solving or activism
· An ability to track inner experiences while working
· A basic ability at edgework: being aware of and able to work on edges both in your work with others and in your innerwork.

Gate II: Evaluation of Recommendation

Committee should:
· Get a report and recommendation from supervisor/s
· Check that the student is up to date with her supervision and therapy hours
· Make sure the student is working on skills and metaskills in each exam area. Has s/he progressed sufficiently?
· Name and intensify work on personal growth issues. What are the central edges that will hinder the completion of his/her exams?
The student should have:
· Ability to work with the whole of a client's dreaming process. To pace and support the primary process. To name and unfold secondary process.
· Ability to recognize one's own dreamed up reactions and relate them to the client's process
· Ability and willingness work in all the channels.
· Ability to recognize when you are in a relationship difficulty with client and willingness to address it
· Sensitivity and skill around how to work with role plays
· Ability to work on yourself in front of others

Gate III: Evaluation of Celebration

Committee should:
1. Consider this the final exam. Has the student, in the committee's mind, passed the exams today?
2. Check that the final project has been completed and approved.
3. Get report from supervisor and get recommendation for advancement
4. Make sure the student is up to date with supervision and therapy hours. At this point s/he should be mostly finished with this part.
5. Review each exam area and make sure the student has sufficient experience to have passed the exam?
6. Check that s/he has demonstrated an advanced level of inner work?
7. Check that the student has awareness around personal growth issues to a final exam level? Does the student know her personal issues and can she work with them?
8. Discuss the structure for the last 6 months
In addition to what has been outlined, student should have:
· Ability to work with the short term process and have a long-term view of the client.
· Proficiency and fluidity in all the channels
· Proficiency and fluidity at unfolding a process to completion
· Ability to work with multiple roles during the session

Once you meet the with the committee and gain approval for advancement into Gate III, pending feedback from the faculty, you should expect to take exams in the next exam period.

Procedural changes
1. To keep up to date with student's progress, each January the registrar will send out a list to the faculty with all enrolled students' names and if they are Phase I, Phase II, or on interim.
2. Changes in Phase 1 procedure.
a. The study committee should be convened in order to be recommended for the mid-point review.
b. Just a reminder: Be aware of the requirements for each phase of study.
3. Changes in Phase 2 procedure:
a. There will be an additional faculty meeting each winter where those Phase II students not yet applying for Gate 1 can be discussed. Feedback will be brought back to the student by a chosen study committee member.
4. The role of study committee.
a. The study committee is the most important body guiding the student in her studies and through the exam process. The role of and standards for the study committee members are evolving.
5. Guidelines for the removal of study committee members. This can only happen before the first gate.
a. When a study committee member is removed either initiated by the student or the faculty member, the faculty member should write a report stating what possible role they have played on the committee, why they are satisfied that their removal is called for, and how it connects to the initial dream.
b. The student should write a statement about the process that addresses the removal of the study committee member and send it to the study committee.

Study committee member requirements:

The study committee consists of 4 members: the student and three other people. One of the members can be an enrolled student, the others must be diplomates. (This will be under review by the 360-degree feedback committee.)

1. Study committee members are responsible to let students know how far in advance they need to schedule study committee meetings.
2. Being a study committee member is a position that is based on the ongoing dreaming process. Both student and committee member should explore and understand something about this connection.
3. Study committee members should be sufficiently in touch with faculty and students so that there are few or no or discrepancies surprises that come up at faculty meetings.
4. Study committee members are responsible for having enough study committee contact with each student in order to help her process her self-evaluation and clearly evaluate her. It is both the study committee's and the student's responsibility to maintain this contact)
5. After Gate One, no one can be dismissed from the study committee or leave the committee except under exceptional circumstances.
6. It is the responsibility of anyone serving on a study committee to know the requirements for the program.

Study committee requirements specific to faculty:
7. Attendance at faculty meeting. This calls for a commitment for attending faculty meetings.
8. The student's therapist is not permitted to be on the study committee.

Return to previous page