Tri-Energetics (TE) is like a recipe for simplifying relationships and situations.
Six ingredients, "Needs, Wants, Intentions, Flexibility, Compassion, Curiosity."
Simple method, ”Know what you need, say what you want, have clear intentions. Be flexible, compassionate, and curious.”

 

Practicing TE, putting it into action, is like using the recipe to prepare a meal.
TE activities look and feel like the practices involved… similar, yet as different as silence is from screaming.
To be effective, practices have to meet the needs, wants, and intentions of the individuals or group in their unique situation.
TE practices are rich and varied — no-gossip, non-violence, singing, dancing, yoga, personal work — to name a few.

 

Experiencing TE is like enjoying a wonderful meal — it’s multi-dimensional, and even better when shared with friends.
A meal involves many senses, and a TE experience involves the whole YOU — body, mind-emotions, spirit.
(“Body” = physical body. “Mind-emotions” = personality and all that jazz, “Spirit” = whatever else there is.)

 

TE groups may look like group therapy or mantra chanting or theatrical expression or something different.
They stem from a recipe that is remarkably simple (if not always easy).
They center around connection and inner peace.

 

Teaching Materials

 

* PDF Download -- 2019 TE Associate Training

 

* PDF Download -- 2018 TE Training Day#6: Forgiveness-Vergebung

 

* PDF Download -- 2019 TE Training Day#5: Belonging-Zugehoerigkeit

 

* PDF Download -- 2018 TE Training Day#4: Acceptance and Letting Go

 

* PDF Download -- 2018 TE Training Day#3: Embodying Spirit

 

* PDF Download -- 2017 TE Training Day#2: Experiencing Mind-Emotions

 

* PDF Download -- 2017 TE Training Day#1 / TE MasterClass: BodyWork & BodyPlay

 

* VIDEO + Q&A -- 2014 TE MasterClass

(see below for German translation — deutschen Aufzeichnungen und Studienfragen)

Chapter 1, The Beginning of Tri-Energetics: vimeo.com/123310587

Time: 6’46
Questions:
1, What does it mean for the ego to be completely gone and to trust? Trust what?
2, Why is it important to stand up to the teacher?
3, What is the relation between social responsibility and spirit in Tri-Energetics?

Chapter 2, Connecting Exercise: vimeo.com/123311808

Time: 3’54
Question:
1, What practice is recommended for overcoming pain, suffering, and uncertainty?

Chapter 3, Sufi Song & Exercise: vimeo.com/123313241

Time: 6’56
Questions:
1, What is the purpose of singing and dancing a sufi song?
2, What are the text and melody of Rickie’s sufi song, “Wake Up, Wake Up?”
3, What are some benefits of happiness?
4, What is considered to be essential for long-term happiness?

Chapter 4, Know What You Need: > vimeo.com/123387054

Time: 10’25
Questions:
1, According to MacLean’s theory of the triune brain, in what sequence did needs develop?
2, What does it mean to “pet the lizard, feed the mouse, hug the monkey”?
3, How can this triune brain perspective be used to help someone?
4, How close are you to accepting that you will die? How do you deny or avoid this fact?
5, What needs do you need to satisfy in order to be ready to die?

Chapter 5, Say What You Want: > vimeo.com/123387426

Time: 5’05
Questions:
1, What qualities are needed to be able to say what you want?
2, Why do people often “want something, get it, and then not like it"?

Chapter 6, Have Clear Intention: vimeo.com/123535212

Time: 8’42
Questions:
1, In what sense is intention a projection into the future, and in what sense is it happening now?
2, How does not-thinking help to have a clear intention?
3, What are some ways to stop thinking? What methods work for you?

Chapter 7, Flexibility: vimeo.com/123535420

Time: 4’32
Questions:
1, How is flexibility an asset in relationships, society, and evolution?
2, How does flexibility relate to spiritual awareness?
3, What are the seven stretches?

Chapter 8, Tolerance and Compassion: > vimeo.com/123535564

Time: 6’18
Questions:
1, What is the relation between tolerance and compassion?
2, What is the relation between happiness and compassion?
3, What is the difference between empathy and compassion?

Chapter 9, Curiosity: vimeo.com/123536079

Time: 16’44
Questions:
1, Discuss what it means to say, “Without curiosity and flexibility mindfulness does not exist.”
2, How can curiosity help keep a relationship alive?
3, What does search for meaning have to do with curiosity?
4, What are examples of the undesirable extremes of curiosity?

Chapter 10, Waking Up: vimeo.com/123536991

Time: 9’08
Questions:
1, Discuss what this means: “Wake up to the consciousness that is you.”
2, What are some examples of “being aware” in relation to the environment?
3, Discuss how the TE formula can be a guide to waking up.
4, What does it mean to say, “We are all one, and we need connectedness?”
5, What does it mean to say that we are pure consciousness in a physical body?

Chapter 11, Habits and Attention: vimeo.com/123925969

Time: 9’35
1, If you want to change a habit, do you need to replace it? If so, with what?
2, Give some examples of the how distraction affects people today?
3, How can our habits and distractions effect us in a negative way?
4, Give an example of a habit that can reduce the negative effects of distraction?

Chapter 12.1 - Differences Between Coaching and Counselling 1:vimeo.com/123926454

Time: 7’18
Questions:
1, Contrast how counselling and coaching tend to be viewed today.
2, What is the fundamental difference between counselling and coaching?

Chapter 12.2 - Differences Between Coaching and Counselling 2: vimeo.com/123926755

Time: 7’30
1, What is Skill Coaching? What is Therapeutic Coaching?

Chapter 12.3 - Differences Between Coaching and Counselling 3: vimeo.com/123927294

Time: 8’48
1, What does it mean for a coach to “lead from behind” rather than to “point the way”?
2, What is the significance of the coaching client visualizing a positive plan for an inspired future?
3, Discuss: “Counseling emphasizes confidentiality; coaching emphasizes engaging all stakeholders.”

Chapter 13 - Conclusion: vimeo.com/123928541

Time: 13’57
Questions:
1, What are the limits to the themes a Tri-Energetic Coach could address with a client?
2, Which of the following does a Tri-Energetic Coach need to know: counselling, personality styles, basic human nature, the TE formula?
3, Why are mind and emotion closely linked in Tri-Energetics?
4, Give some examples of how a coach might work with a seriously disturbed client?

 

* PDF Download -- Deutschen Aufzeichnungen & Studienfragen zu den TE MasterClass 2014

 

 

© 2017 Henry Marshall

 

 

 

 

Tri-Energetics Theory

 

1. What are the basic assumptions about people in general, and clients in particular?

 

TE views the person as a unity of soma - psyche - spirit. Unified functioning can be disrupted by traumatic experiences. Therapeutic work engages the person as a whole and helps re-establish integrated functioning of body, mind, and spirit.

 

It assumes that the fundamental functions by which humans relate to the world are needs, wants, and intentions.
* Needs can be understood as being either primary (necessary for survival) or secondary (necessary for accomplishing a particular goal). On a physical level, primary needs include air, water, food, shelter, and touch. Primary emotional needs include such things as safety, love, and importance. Spiritual primary needs are qualities like meaning, purpose, and inner peace. Where primary needs determine the ongoing function of life itself, secondary needs are linked to particular circumstances, such as needing to leave early enough to be on time for work or needing electricity to run the computer.
* Wants are desirable, but not necessary. They can be as specific as wanting broccoli for dinner, or as general as wanting to be happy for the rest of my life. However intense wants may be, they are not needs unless they are necessary for something.
* Intentions are plans of action and the purpose of behavior. A plan would be like, "I intend to stretch each morning." Intention as the purpose of behavior would be like, "I intend to show my teacher that I'm grateful."

 

It also assumes that flexibility, tolerance, and curiosity are fundamental qualities which regulate the functioning of the body, mind, and spirit.
The fundamental qualities of flexibility, tolerance, and curiosity regulate the body, mind, and spirit in a variety of ways. Flexibility is needed to physically prevent disease; it also reduces depression and anxiety in the mind and emotions, and prevents spiritual beliefs from rigidifying. Tolerance is wanted by mind and emotions to live and let live; it also enables us to establish physical boundaries, and allows acceptance of spiritual paradoxes. Curiosity about life's meaning is the spirit's intention (or plan); it also means being open to physical stimulation, and being emotionally and mentally interested in what is happening in oneself and in the world.

 

 

2. What are the sources of functional and dysfunctional feelings, thoughts, and behavior?

 

TE views both inborn factors and life experiences as playing important roles. Inborn factors include genetic or hereditary factors--the standard items known to bio-medical science--plus factors which relate to experiences from past lives. In the here-and-now world, life experiences condition the individual in the manner generally accepted in modern psychology, with gratification increasing associated behavior, and deprivation decreasing associated behavior.

 

 

3. How are feelings, thoughts, and behaviors perpetuated or sustained?

 

TE emphasizes that behavior is predominately shaped by the responses of others. Strokes, units of recognition or acknowledgment, sustain feelings, thoughts, and behaviors.
At a physical level, reactions to stress cause the body to defend itself and disrupt the flow of energy. These blocks accumulate and shape the body in what is called body character. Physical defenses (or armor) perpetuate defensive habits.
In the mind and emotions, decisions made in childhood during trauma become embedded in the psyche and influence us as adults. They exist as injunctions which limit actions (don't be close, don't feel, don't make it), and as drivers which motivate actions (be perfect, hurry up, be strong).
In the spirit, intentions are our determination to act in a certain way. Clear intentions sustain positive habits. Unclear intentions sustain dysfunctional habits.

 

 

4. What are practical suggestions for changing dysfunctional feelings, thoughts, and behaviors?

 

In general it suggests, learning to ask the following questions: What do I need? What do I want? What are my intentions? Am I flexible? Am I tolerant? Am I curious?

 

TE also advocates developing the abilities and qualities expressed in the following statements. Know what you need; say what you want; have clear intentions. Satisfy needs; simplify wants; clarify intentions. Be flexible, tolerant, and curious.

Specific suggestions for physical issues include a wide spectrum of interventions. Activities could include swimming, massage, yoga, sports, or dance. Body therapies could be indicated, like Feldenkrais, Bioenergetics, or Shiatsu. Counsellors frequently use the Seven Stretches and Stress-Reduction Body Work. Those who are more trained in physical interventions might work on dissolving blocks to change habit patterns to desirable behaviors.

Suggestions for emotional issues would include activities-such as support groups, gatherings, singing, talking, or touching. They could involve mind-heart therapies that use screaming, crying, or laughing. They might include specific therapeutic techniques such as Gestalt, Rogerian, or Transactional Analysis.

TE suggests a wide variety of interventions for spiritual issues. One's actually employed would depend upon the client's own understanding of what constitutes a spiritual activity. Possibilities to consider would include meditation, chanting, ceremonies, rituals, shamanistic journeys, silence, walks in nature, planting trees, sacred sex, cultivating forgiveness, and simple acts of kindness.

© 2014 Rickie Moore & Henry Marshall

 

 

About Tri-Energetics

by Rickie Moore, PhD

 

You don't have to be a therapist to understand a formula as simple and profound as Tri-Energetics (TE).

 

TE is a philosophy, a formula, and a tool to help simplify relationships and situations.

 

TE was the structure behind the scenes of the hundreds of Playshops I led throughout Europe from 1982 through 2013. Over these thirty-one years, thousands of participants laughed, cried, sang, danced, did deep therapeutic work, and bonded deeply into what came to be known as "the Playshop Family." Although the themes were numerous – getting free and loving, nature healing, spiritual partnership, ageing with grace, living with yes, no and maybe, etc. – the intention was always inner peace…then the world. The guiding philosophy was always TE.

 

My husband Henry Marshall, PhD and I began using the TE formula to train group leaders in 1987 and to teach counselling skills in 1988. That's because we are psychologists – therapists. If I had been an actress, a physicist, or a dentist, I would have taught TE in the context of my occupation. In fact, I was a psychologist when I discovered that when people know what they need, can say what they want, and have clear intentions, they simplify their lives. So I taught TE from a psychological therapeutic perspective.

 

The TE Counsellor Trainings we offered from 1988 to 2010 integrated basic theories from the therapeutic disciplines that were most appealing and practical to me, personally. And for over twenty years we helped people become certified as professional counsellors. Although graduates learned a lot about psychology and counselling, most of them integrated the TE formula into their own lives and work in whatever ways appealed to them. Graduates collectively referred to themselves as the "TE Community."

 

In 2003 many members of the TE Community contributed to founding the Tri-Energetic Institute. Officially it is a Dutch foundation: "Stichting Tri-Energetics Institute." The purpose of the TE Institute is to support communication about TE, and projects that further TE. It consists of a small board and numerous working groups that organize specific activities such as conferences.

 

From 2005 to 2008 we offered a series of TE Trainings that helped people become what we often refer to as "Secret Service Agents" or "TE Supporters": people who in their uniquely individual ways help others discover that when someone knows what she needs, can say what she wants, and has clear intentions, she's likely to have a more satisfying life; that people who are flexible in body and mind, tolerant (compassionate), and curious are much more likely to find inner peace.

 

Henry and I stopped offering TE trainings in 2008. We followed our hearts and offered Stillness Retreats where people can discover their Essential Selves through stillness in nature. Fortunately, many of our students continued taking TE out into the world in their own professions. Dancers, teachers, jewelry makers, dentists, doctors, business executives, lawyers, etc. are offering weekends, men's and women's days that use the basic TE formula: "Know what you need, say what you want, have clear intentions. Be flexible, tolerant, and curious."

 

In 2014 we registered the Tri-Energetics logo you see above in order to support our graduates in bringing TE out in the world. Later this year with sponsorship by the TE Institute and help from some of our advanced TE trainers – who are already professional coaches, mediators, teachers, trainers, and counsellors – we will be offering a TE Coach Certification Training to graduates of the TE Counsellor Training and the TE Training. The intention is to help TE graduates get more out of TE than they're getting. It's the next step in a long story, "to be continued…."

 

 

© 2014 Rickie Moore & Henry Marshall

 

 

 

 

 

 

Tri-Energetic Counsellor Training

Between 1988 and 2010, one hundred sixty-nine students were educated in eleven Tri-Energetic (TE) Counsellor Trainings.

 

The TE Counsellor Training taught people to counsel. Before anyone can use TE to counsel others, they have to understand themselves. TE Counsellor Training used self-discovery as the path to helping others. It addressed the needs, wants, and intentions of the body, mind, and spirit. It focused on developing flexibility, tolerance (compassion), and curiosity, because awareness of the consequence of these attitudes leads to a satisfactory life. It helped people learn to think by thinking, to do by doing, and to learn through laughter and play.

 

Students discovered their own personality styles and character types. They learned group leadership, communication and coaching skills. They practiced yoga and a variety of physical healing methods. They meditated, chanted mantras, and participated in shamanistic ceremonies. TE counsellors learned how to develop and use their intuition as the primary tool for understanding and counselling others. They learned that everyone needs to be encouraged, acknowledged and loved for who they are - even counselling trainees. The course provided an environment in which students of diverse ages and cultural backgrounds raise their self-esteem through positive feedback and the freedom and encouragement to make mistakes.

 

As an open-ended system TE utilizes a large number of techniques and theories including Gestalt, Transactional Analysis, Person-Centered, Primal Scream, Bioenergetics, Brandon's Sentence Completion, Jung's Typology, and more. To encourage and accelerate the learning process, theories were often presented in a humorous and entertaining way. During training sessions, students participated in, observed, and processed counseling sessions conducted in the group by the instructors and by Teaching Assistants (selected graduates of the training doing advanced study). Trainees also conducted counselling sessions with fellow students, often supervised by Teaching Assistants.

 

Because of the training's intense and intimate learning method, students were invited into the course only after they had participated in a minimum of one of the groups we offered and demonstrated a strong commitment to their own personal development. The training took two-and-a-half years to complete. Every six months the group met for six days in a residential setting. Students were expected to attend all six sessions during the two-and-a-half years, and were responsible for course tuition and for learning relevant information if they missed a session. Training sessions were conducted in English and met the Netherlands in beautiful rustic retreat center.

 

Between sessions, students were encouraged to participate in regional Study Groups where they met for fun, learning, and support. Practicum experience was flexible and students were only required to assist in at least one of our groups after they have completed the first two training sessions. Assignments were always suggested not controlled, with the exception of a paper due at the last session of the course. The paper about TE was not graded, the length was optional, and it could be written in the student's mother tongue.

 

Upon completing the course curriculum, demonstrating an ability to counsel, and showing an understanding of TE through their paper, students graduated and received a diploma. Some graduates went on to advanced study, some joined professional counseling associations based on this TE Counsellor Training, and some integrated counseling skills into their own lives and careers. As their instructors we could say of every TE Counsellor Training graduate: "Here is someone who has the courage to explore his/her Self - an intuitive counsellor who can provide guidance, support, solace, and love." 

Reference: PDF document on TE Counsellor Training Curriculum

 

 

 

 

 

Advanced Tri-Energetic Counsellor Training

 

Between 2000 and 2006, twenty-one advanced counsellors were educated in four Advanced Tri-Energetic (TE) Counsellor Trainings, in which they served as mentors for basic students.

 

Advanced TE Counsellor Training offered broad theoretical perspectives, practical training experiences, and opportunities for advanced students to explore areas of their special interest. In this training, advanced students who were graduates of the TE Counsellor Training served as teaching assistants in a TE Counsellor Training course or a TE Training course. As teaching assistants they taught selected topics, and provided counselling for basic students. The intention of this course was to enable advanced students to become skillful and comfortable as mentors who could ultimately teach TE courses themselves.

 

Advanced students were encouraged to take a broad view of counseling and psychology, and to integrate human behavioral theory, practice, and research at the individual, group, and societal level. They were prepared to work with individuals, groups, and systems. They were challenged to apply theoretically grounded, research-based interventions in ways that promoted growth and change toward healthy and productive living. 

 

Advanced TE Counsellor Training was designed to support individual strengths and initiatives. Students developed individualized learning plans that accommodated the heterogeneity in their levels of prior education and training. Although trainees' progress and interventions were closely monitored in their role as teaching assistants, they were encouraged to design a learning program planning that let them acquire knowledge and experience in ways that best suited their individual preferences, strengths and weaknesses. In short, respect was given to the individual needs, wants, and intentions of each student.

 

Advanced students were trained to respect differences in experience and background of the teaching team and of the basic students and to actively participate in a competency-based learning environment that valued close collegial relationships between teachers, advanced students (teaching assistants), and basic students. 

 

Throughout the Advanced TE Counsellor Training, the art and science of counselling and supervision was thoroughly explored. During teaching sessions advanced students counselled basic students and made teaching presentations from the course curriculum. They received theoretical-technical training, practical training experiences under our guidance, work experience as a counsellor, direct counseling experience, and daily group supervision by us on this work. 

 

Upon completing the course, advanced students who demonstrated ability to counsel and mentor received a diploma. These extremely capable individuals are immanently trustworthy as counselors and as mentors. They form a senior level of our TE Community that advises and helps guide the future development of Tri-Energetics. 

 

References: PDF document on TE Counsellor Training Curriculum
                    PDF documents on TE Training Curriculum (TEweek1), (TEweek2), (TEweek3), (TEweek4) 

 

 

 

 

 

 

Tri-Energetic Training

 

Between 2005 and 2008, fifty-three students were educated in two Tri-Energetic (TE) Trainings.

 

TE Training taught practical techniques for understanding oneself and others. It addressed the needs, wants, and intentions of the body, mind, and spirit. It focused on developing flexibility, tolerance (compassion), and curiosity, because awareness of the consequence of these attitudes leads to a satisfactory life. It helped people learn to think by thinking, to do by doing, and to learn through laughter and play.

 

Students in the TE Training learned:
• Tri-Energetic theory and innovative techniques
• Counselling and coaching skills
• How to solve conflicts non-violently
• How to lead a group
• How to develop intuition
• How to listen with more than your ears
• How to identify feelings
• How to raise self-esteem
• How to express anger
• How to develop compassion and empathy
• How to forgive
• How to meet one's own needs
• How to be intimate
• How to increase sexual/sensual satisfaction
• How to use mantras, music and movement for healing
• How to integrate spirituality into daily life
• How to meditate
• How to love and respect one's self
• How to relax and enjoy inner peace

 

In addition, during training sessions, students participated in, observed, and processed counseling sessions conducted in the group by the instructors and Teaching Assistants. 

 

The TE Training took one-and-a-half years to complete. Every six months the group met for six days in a residential setting. Students were expected to attend all four sessions during the one-and-a-half years, and were responsible for course tuition and for learning relevant information if they missed a session. Training sessions were conducted in English and met in the Netherlands in a beautiful rustic retreat center. 

 

Between sessions, students were encouraged to participate in regional Study Groups where they met for fun, learning, and support. They were also encouraged to study and explore topics introduced by trainers and teaching assistants in the training sessions. 

 

Upon completing this course, students received a diploma attesting to their commitment to personal development and proficiency as a practitioner of TE. Completion of this course partially satisfied requirements for membership in professional counseling organizations and provided several students with the basis for further counsellor education. 

 

References: PDF documents on TE Training Curriculum (TEweek1), (TEweek2), (TEweek3), (TEweek4) 

 

 

 

 

 

 

Tri-Energetic Trainer Training

 

Between 2006 and 2008, twelve trainers were educated in the Tri-Energetic (TE) Trainer Training, in which they served as trainers for basic students of TE.

 

TE Trainer Training challenged talented graduates of the TE Counsellor Training and of the Advanced TE Counsellor Training to create a Trainer Team to mentor TE Training sessions. Their experience of building a Trainer Team — one that served the group as counsellors, teachers, and role models — was designed to support TE Trainers in offering trainings and groups of their own. 

 

The TE Trainer Training extended over one-and-a-half years. Every six months the Trainer Team led the TE Training group in a six-day residential session. In each of the four residential sessions, members of the Trainer Team were encouraged to use their unique skills in meeting the needs of the group. Trainers received supervised practicum in Tri-Energetic Counselling education that consisted of general work experience as a counsellor, direct counseling experience 1-on-1 or 1-on-group, as well as group supervision.

 

Between sessions, trainers were encouraged to mentor regional Study Groups where TE students met for fun, learning, support, and to explore topics that had been introduced in the training sessions.

 

The TE Trainer Training emphasized creative expression of individual strengths and team building. TE Trainers worked with respect for the individual needs, wants, and intentions of students and colleagues. They cultivated the ability to give full expression to their own talents with the intention of empowering their Trainer Team colleagues and the group that they served. These extremely capable individuals are immanently trustworthy as counselors and as trainers. They form a senior level of our TE Community that advises and helps guide the future development of Tri-Energetics. 

 

References: PDF documents on TE Training Curriculum (TEweek1), (TEweek2), (TEweek3), (TEweek4) 

 

© 2014 Rickie Moore & Henry Marshall