trillium awakening teachers circle
PROFESSIONAL & ETHICS POLICIES
As members of the Trillium Awakening Teachers Circle (TATC), we enter into and uphold specific agreements with one another, especially in the areas of ethics and ongoing participation in mutuality circles with other Trillium Awakening teachers. All members of the TATC are deeply in accord with these policies, and have agreed to face consequences if we fail to maintain them.
Teachers listed on this site are those who maintain these agreements in good standing.
Mentors also agree to honor the TATC ethics policy, and participate regularly in support groups led by Trillium Awakening teachers. All mentors in good standing appear on this website.
You can check these pages to verify the status of anyone claiming to be a certified Trillium Awakening teacheror mentor.
Introduction to our Ethics PolicyAs Trillium Awakening teachers and mentors, our priority is always our students’ well-being, awakening, and integration. We recognize the influence we have on students who come to us individually and collectively for spiritual teaching and support. We have mutually agreed to uphold high standards of integrity, mutuality, and trust in all our interactions. We agree to remain accountable in mutuality with our students, colleagues, and the wider Trillium community. We agree to offer the same quality of connection and support to all students without prejudice regarding a student’s appearance, financial circumstances, education, age, gender, social status, or race.
The most egregious violations of trust between teachers and students (or therapists and clients) have historically occurred in the areas of power, money, and sexuality, and these three areas are specifically addressed below. For these purposes, a “student” or “mentee” is defined as a person being supported by a teacher or mentor in either private sessions, group sittings, or Trillium Awakening-related workshops.
The following is a summary of the key points of our ethics policy in the areas of power, money, and sexuality.
PowerWith regard to power issues and differentials between teachers and students, Trillium Awakening teachers specifically refrain from telling students what to do. You, and only you, are in charge of your life. Your teacher might suggest or recommend things they feel will facilitate your awakening and integration. In many cases you will want to follow those suggestions to benefit from their experience, but you should always feel free to honor your own inner guidance. If your teacher ever makes demands that feel uncomfortable or unreasonable, please raise your concerns with other members of your support team for full review.
MoneyTeachers and mentors acknowledge the need to be especially sensitive with issues around money, just as they would with sexuality.
Trillium Awakening teachers are free to set their own fees, and are not required to offer a sliding scale. They are expected to make clear agreements with students about their fees for personal sessions, including cancellations, and should draw clear boundaries between compensated “session” time and other times they spend with students in informal settings.
This teaching and support are offered on a fee-for-time basis. Students do not have to purchase anything, make donations, invest, or lend money in order to participate in our work.
Of course, workshops and retreats are highly recommended, and books and other resources are available to expand students’ understanding of the work. Various opportunities exist to make donations if you feel you have received benefit and want to support this work. But donations will never be required in order to participate, or receive benefit, from Trillium Awakening courses and services.
We’re aware of the traditional relationship between teachers and students regarding exchanges and gifts of money. Our teachers have agreed NOT to:
Intimate Relationships and SexualityRomantic and sexual feelings and openings can be very important to the awakening process, and often arise in teacher/student or mentor/mentee relationships. To suppress or avoid such feelings could be counterproductive for students’ healing and growth, yet if teachers or mentors were to act upon them impulsively, this would violate the trust that participants in this work extend to those in positions of authority, guidance, and leadership.
Our ethics policy requires teachers and mentors to welcome, allow, contain, and investigate these feelings, and then communicate and explore their potential ramifications with their mutuality circle (for teachers) or small group teacher and mutuality circle (for mentors) before in any way acting upon these feelings. It may be the case that a relationship with a student or mentee could be the outcome of romantic feelings that arise as teachers work with students. If so, the following agreements are guidelines for making prudent and caring adjustments so that a relationship can begin well and develop auspiciously, for the benefit of both participants and the greater community around them.
The following will give you a sense of our intentions in this complex area: