Looking at the whole course
Every chapter
has a purpose.
A clear teaching journey, with room for Ruth to make the final calls.
What has been brought together
Only the current twelve-chapter course is included. Older nine- and ten-module outlines, repeated archive exports and standalone copies of the same workbooks are not mixed into this review edition. All 86 current lessons and their unique supporting material remain available.
Repeated page furniture and separate document covers become one shared website structure. Production guidance and source notes have their own navigation group, so they can be reviewed without interrupting the lesson route.
Repetition with a reason
A whole-course scan found no exact repeated prose paragraphs of 150 characters or more. That does not mean topics never recur. These are the main overlaps and the teaching roles used to keep them distinct:
| Topic | Main home | What the other chapters do |
|---|---|---|
| Seeing the whole session | Chapter 7 | Chapter 1 previews the experience; Chapter 6 examines individual contact skills. |
| Consent, safety and scope | Chapter 2 | Chapter 5 applies them to setup; later chapters retain brief reminders at the point of practice. |
| Observation and interpretation | Chapter 4 | Chapter 8 applies the distinction to decisions; Chapter 10 applies it to records. |
| Session plans and timing | Chapter 7 | Chapter 6 introduces flow; Chapter 9 compares client-specific adaptations. |
| Video submissions and assessment | Chapter 11 | Earlier chapters provide formative exercises. Final requirements should be reconciled here. |
| Local rules and credentials | Chapter 2 | Chapter 12 applies the research to an actual proposed business setting. |
| Closing the session | Chapter 10 | Chapter 1 previews it; Chapters 6 and 7 show how it fits the physical sequence. |
Consent and stop/pause reminders remain beside practical activities. Questions, answer guides and practical rubrics intentionally revisit the learning; they are not duplicate lessons.
Decisions worth reviewing together
- Adopt one final beginner sequence and reconcile the sample timing plans.
- Confirm the practical-review offer, practice expectations and submission requirements. Proposed numbers are not automatically final course terms.
- Check the exact wording and hand placement against Ruth’s demonstrations.
- Confirm how optional head/facial work and equipment fit the foundational course.
- Keep Ruth’s experience distinct from added examples, proposed teaching language and research claims.
This edition clarifies the route and preserves the teaching drafts. It does not assert that repeated concepts have all been deleted or that the curriculum has received a new clinical or legal approval.
How to leave useful notes
Use the Comment button beside a heading. For a precise passage, select a short piece of text first; it will be included with your note. Tell us what you would change and, where possible, how you would say it.
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