- Concerns about working as educators as opposed to practitioners;
- Ethical considerations of working within a birth-related field; and
- The ethics of working with unconscious patterns connected to the early period (preconception through the first 18 months), or working with regressed states.
Ethics and the PPN Educator: The team that developed the curriculum remains concerned that the information about early patterns is, in itself, like an intervention. Whenever we speak about early patterns to individuals or audiences, we know that what we say might trigger a memory in the listener. So, we want to support educators to have skills that will help them in the classroom, and then know when to refer. Educators can't go into process with people unless they are trained to do so and have the adequate training. This is why we developed a set of somatic skills for the PPN educator to assist them in creating safety in the classroom when offering PPN information. We further developed a set of ethical tools based on The Principles as developed by Ray Castellino. We also adapted the ethical model developed by Kylea Taylor in The Ethics of Caring: Honoring the Web of Life in Our Professional Healing Relationships. Taylor developed a set of ethics based on the chakra system:
Ethical Considerations When Working in a Birth Related Field: We are also aware that when PPN educators talk about birth, that their own birth patterns can be stimulated. Many professionals (educators and professional) in our field are drawn here because of an experience they have had with birth. If the educator has a place that is still raw from a birth experience, it will color how they impart information. Therefore, we looked at codes of ethics for childbirth educators, and we recommend that all PPN educators work on their own patterns. We also recommend peer review circles for educators as organized by the field of midwifery. These circles of support can help educators and professionals alike.
Ethical Concerns When Working with Regressive States: We also highlight the need for ethics when working with the early period because of how the early period can stimulate attachment and mother-baby dynamics. Educators need to be aware of how students might see them, and be careful around making decisions that could stir the implicit memories of their listeners. Examples of these dynamics might have to do with caretaking and money exchange.
Please join us for discussions on these topics and more through the Monday LIVE! Lecture series.