STANDARD COMPETENCIES:

 

 1. Explain the origins and development of Jin Shin, basic energy theory and how mental/emotional status relates to disease to clients

 2. Locate by memory all 26 Jin Shin points on a partner

 3. Demonstrate how to read energy pulses at the wrist

 4. Provide rational for decisions on which flows to do based on pulses

 5. Describe how to use 5 element, clock and cycles of energy charts as they relate to Jin Shin

 6. Demonstrate a full Jin Shin session with hands in correct positions using book/charts as guide

 7. Write from memory the self-help main central vertical flow, fingers, and pulse charts

 8. Demonstrate use of appropriate vocabulary, legal and ethical concepts while discussing Jin Shin with clients

 

 

 TOPICAL OUTLINE:

 

 I. Overview of energy work and Jin Shin history

      a. Cover basic energy theory and how it works

      b. Experience the feel of energy

      c. Explain how mental emotions states effect the physical body

      d. Cover history and development of Jin Shin

 II. Jin Shin points

      a. Identification of location of points

      b. Basic meaning of each point

 III. Pulse taking

      a. Explain pulse chart and how to use it

      b. Demonstrate how to chart pulses on homework sheet

      c. Discuss then demonstrate pulse taking

      d. Practice pulse taking one each other

      e. Go over results and how to decide which flow to pick based on pulses received

 IV. Jin Shin charts

      a. Discuss 5 element chart

           1. Cover elements and characteristics of meridians

           2. Explain mother and grandmother laws; how to apply them to strengthen or decongestion flows

           3. How you can apply this to pulse taking and decisions of which organ flows to open

      b. Discuss 24 hour clock

           1. Explain which meridians are most active at specific times

           2. Explain to use clock to strengthen weak meridians and when to use it

      c. Explain cycles of energy

           1. Show how energy goes through the body surface, middle, deep

           2. Show how points are associated with different organ flows

 V. Practice sessions: with book

      a. Have students take pulses and decide on flow and perform flow

      b. Students will exchange information about what the practitioner and client experienced during session

      c. Students will trade places and do again each week work with different partner

 VI. Quizzes – need to memorize

      a. Location of points

      b. Self-help Main Central Vertical flow

      c. Finger holds and correlating organ flows, mental and emotional states

      d. Pulse chart (what fingers are associated with each organ flow)

 VII. Discuss legal and ethical issues

      a. Vocabulary that is not allowed and appropriate replacements

      b. Making claims

      c. Misrepresenting work

      d. Ethical practices