This continuing education training is for current yoga teachers and fitness trainers who would like to be more trauma-aware in their teaching and practice. In this CET, you will learn the following:

• What is trauma and why it’s important to be trauma-aware
• Applied polyvagal theory in wellness and fitness settings
• Yoga sutras as ethics 
• Consent culture and body boundaries 
• Cultural appropriation and decolonisation  in yoga
• Key principles of trauma-awareness as it relates to cueing, sequencing, space management, etc.
• Learning how to create safety in group classes

In this CET we will also briefly cover decolonisation, anti-racism and cultural appropriation in yoga today, and how we can move forward as a community, particularly in the wake of scandals and abuses by yoga schools and gurus. These elements are a key component of our post-lineage approach when it comes to teaching yoga, one that is non-dogmatic and still respectful to the cultural roots of yoga.

We have designed this programme to be an empowering learning experience for EVERYONE - not just teachers!

Why are we here? 

Terra Luna was the first yoga studio that set itself to be more trauma-aware in its philosophy and outlook. We truly believe that being trauma-aware shouldn't be seen as an addednum but a key pillar in yoga and movement education. 

Through our years navigating this space, we realised that there is a huge disconnect between the general landscape of trauma-informed care and its application in teaching in yoga and fitness settings. This chasm is further complicated by the cultural differences that calls for a more nuanced approach when teaching in non-western societies; after all, many of what we see as trauma-informed practices originated from the West, and many of them are neglectful of cultural differences that would have an impact on how clients and teachers perceive safety and receive care. Additionally, several programmes appear to apply what was originally intended for a clinical setting to group-based general and public classes.  However as we know, these settings are by and large different in intent, and the trauma-informed principles may not translate well.

Our programme hopes to bridge this gap/disconnect by providing practitioners a baseline understanding of how trauma works in a relatable and practicable way, why it is important to be trauma-aware in our practice and teaching, and how we can maintain group safety in our classes.