Goulding SleepTalk Certification

The Goulding SleepTalk™ Process

The Goulding SleepTalk Process is a unique, parent delivered process that acts as the mind’s emotional firewall for children. It improved self-esteem, improved behaviour and deals with a variety of behavioural disorders. Created by Joane Goulding and proven through use by thousands of parents and their children, SleepTalk is one of the most remarkable child development tools ever created.

The course is delivered for Goulding SleepTalk™ Consultants and parents world-wide. It is delivered as three Units.

For further information on course dates or the on-line course please contact us at gouldingprocess@gmfint.com

To Register for the Goulding SleepTalk Consultants Course go to the SleepTalk Children website

See some case history videos here

Unit 1

 

Learning outcomes

Learning Outcome 1: Analyse the framework of the Goulding process.

Performance criteria:

  • The rationale behind the use of the Goulding process using case histories is discussed.
  • The basic considerations and assumptions of the Goulding process are described.
  • ‘Conscious’, ‘Aroused subconscious’ and ‘Subconscious’ are differentiated.

 

Learning Outcome 2: Discuss the therapeutic approach to resolving basic and primary issues and identifying brain wave frequencies:

Performance criteria:

  • The ‘Foundation Process’ is described.
  • Different brain wave frequencies that occur throughout the sleeping cycle are identified.
  • The ‘Top Hat’ theory is explained.
  • The ‘RAS’ relevant to different brain wave frequency is explained.
  • The appropriateness of the use of suggestion is assessed.
  • The use of waking suggestion is explained.
  • The rationale for Primary Carers using SleepTalk™ each night is explained.

 

Learning Outcome 3: Outline a frame of reference which will provide the desired changes in behaviour.

Performance criteria:

  • The ‘Legacy Tree’ is identified, discussed and analysed.
  • The specific content of the ‘Foundation’ script is discussed.
  • Factors influencing the selection of statements are identified.
  • The procedural format to apply the process is outlined.
  • The implementation of the script is demonstrated.
  • Six essential aspects required to formulate the script are identified.
  • Different case histories are discussed.

 

Learning Outcome 4: Document and record a ‘Case History’.

Performance criteria:

  • ‘Where does my child stand now’ document is completed.
  • Areas of specific concern are identified.
  • The desired changes of behaviour are analysed.

 

Learning Outcome 5: Implement a process which will provide desired changes of behaviour in a child.

Performance criteria:

  • Key features of the ‘Foundation ‘scripts are identified and explained.
  • An appropriate foundation script is developed.
  • The procedural format of the process is explained.

Unit 2

Learning Outcome details: On completion of this Unit the participant should be able to:

Learning outcome 1: Identify ‘Primary’ areas of need for the individual child.

 Performance criteria:

  • The desired changes of behaviour are identified.
  • Specific statements are developed, formulated and discussed.
  • Feedback statements and performance indicators are analysed.
  • Factors influencing the selection of suggestions are explored.
  • Essential elements are identified and discussed.

 

Learning outcome 2: Implement a process to identify and provide desired changes of behaviour for the individual child.

Performance criteria:

  • Performance indicators are assessed.
  • Parent feedback discussion is recorded and analysed.
  • On-going development strategies are identified.
  • Specific behaviour modification is determined and appropriate statements developed.
  • The procedural format to implement ‘specific’ statements is explained.

Unit 3

Learning Outcome details: On completion of this Unit the participant should be able to:

 Learning outcome 1: Identify specific feedback.

Performance criteria:

  •   The procedural format to determine feedback is outlined.
  • Feedback statements and performance indicators are analysed.
  • Appropriate statements to encourage desired change are developed.
  • Contributing elements are identified and discussed.
  • The six essential elements are identified.

 

Learning outcome 2: Develop appropriate suggestions to ensure behaviour change.

Performance criteria:

  •   Performance indicators are assessed.
  • Parent feedback discussion recorded and analysed.
  • On-going development strategies identify.
  • Specific behaviour modification outlined.
  • Specific statements developed.

 

Learning outcome 3: Describe how nutrition affects the relationship between the body and the mind

Performance criteria:

  •   The effects of B group vitamins on the body and the mind are discussed.
  • The correlations between psycho-nutrition and behaviour issues are outlined.
  • The role of eating, vitamins and nutrients are outlined.
  • How nutrition affects the relationship between the body and the mind is explored.

See some case histories here