C.3. Structure of RC Classes

Content of Classes

The use of RC literature is an essential part of all RC classes. In addition, all RC classes are to include

  1. theory presentations;
  2. Co-Counseling sessions;
  3. demonstrations of counseling and discharge with group attention;
  4. reports of Co-Counseling sessions;
  5. students’ evaluation of the class, including what’s going well and what could be improved; and
  6. group exchange of affection (for example, validations[21] and closing circles).

(See Guideline C.1., Basic Content of Meetings of Co-Counselors.)

The teacher determines the structure of the class. Successful classes have taken a variety of forms. These have included separate fundamentals and ongoing classes, classes that combine fundamentals and ongoing students, and classes on special topics. Teachers are encouraged to consult with other teachers and Reference Persons about the content and structure of their classes.

Teachers are encouraged to hold weekly classes, whenever possible. (See Guideline C.2., Goals of RC Classes, subhead Diversity.)

Screening for Classes

Prospective students need the teacher’s permission to be admitted to the class. Teachers accept people whom they expect will contribute to the effective functioning of the class by, for example

  1. participating without disruption;
  2. functioning as a Co-Counselor within a relatively short period of time;
  3. following the Guidelines (including the no-socializing policy and the one-point program of RC);
  4. maintaining confidentiality of Co-Counselors’ sessions; and
  5. not using alcohol, marijuana, or other illegal or recreational drugs or substances (for example, chemical substances for sniffing) that affect mental processes, for at least twenty-four (24) hours before a class or Co-Counseling session. (However, individuals who meet other screening criteria are not required to stop taking psychiatric drugs to attend RC classes. [See Guideline N., Psychiatric Drugs.[22]])[23]

Expectations of Class Members

Class members are expected to commit themselves to (1) regular class attendance, and (2) at least one Co-Counseling session of approximately two hours each week outside of class.[24]

Co-Counselors Outside of a Teacher’s Area

To participate in a class outside their Area,[25] Co-Counselors need the approval of their own Area Reference Person (ARP)[26] as well as the teacher’s ARP. To participate in a class outside their Region,[27] Co-Counselors need the approval of their own Regional Reference Person (RRP) as well as the teacher’s RRP.

Assistant Teachers

Teachers should have assistant teachers whenever possible. (See Guideline D.3., Assistant Teachers.)

REASON

These procedures for classes have worked well. We need the support of a class to consistently contradict our patterns, especially our chronic patterns. Classes offer resource and stability. They make it possible for RC to reach every part of the local Community.

Classes meeting weekly have, in general, been the most successful, though other schedules have also been used successfully. Our experience is that people need steady, ongoing contact to contradict isolation, to remember the importance of re-emergence, and to contradict the persistent confusions that come from living in oppressive societies.

Having assistant teachers is important both to support the teacher and to train additional new teachers.


[21] A validation is a contradiction to a client’s distress that affirms the reality of the client’s goodness.

[22] Psychiatric drugs are substances prescribed by psychiatrists or health care providers to “treat” what they call “mental illness”; difficulties such as sleeplessness, tension, stress, or “disruptive behavior”; or feelings of discouragement, passivity, anxiety, grief, or others. They include substances such Ritalin that are widely prescribed to young people and others to enforce compliance and passivity.

[23] Teachers are to ask prospective students about their use of drugs and addictive substances, including psychiatric drugs; explain why they are asking; and introduce the prospective students to our policies. Teachers should tell prospective students that using these substances will limit the benefit they receive from RC. Teachers need to inform themselves and their students about the effects of alcohol and other drugs on the discharge and re-evaluation process. Teachers should make it clear that they, backed by the RC Community, are in full support of the prospective students, and stand against the use of these substances and against the oppressions that push people to use them.

[24] Class members can accelerate their progress by participating regularly in other RC activities in addition to their class, including workshops, “each-one-teach-one” events, support groups, gather-ins, and additional sessions. (An each-one-teach-one event is an introduction to RC in which each Co-Counselor attending brings someone who is not a Co-Counselor.) At these activities, they will learn more about RC theory and practice, which will help them make more use of the content of their class.

[25] An Area is a formal grouping of Co-Counselors, with a designated leader called the Area Reference Person (ARP). Areas are formed by the decision of the RCers in the local Community, with approval from the IRP.

[26] An Area Reference Person (ARP) is an RC leader who thinks about and oversees an Area as a whole. The ARP develops and supports leadership within the Area and exercises judgment on which activities are consistent with RC theory and policy.

[27] A Region can be a geographic, ethnic, or language entity. Regions of various sizes in different locations around the world are initially created by the International Reference Person (IRP). As the RC Community has grown, many Regions have divided into two or more Regions. Regions may or may not contain organized Areas.


Last modified: 2019-05-02 14:41:35+00