Advanced Level

Advanced training emphasizes the integration of comprehensive and apprehensive knowledge into functional roles that relate to the goal of a context in application settings. Moving to Advanced level training requires completion of the Authority Issue Group.

The major work of the Advanced level training is:

• Cognitive development (theory). Comprehensive and apprehensive understanding of theory, methods and techniques, and the ability to use the theory in clinical, educational and organizational contexts. Ongoing integration of theory and methods as applied to building working systems-centered work contexts. Understanding the similarities and differences between SCT and other models.
• Experience-based learning. Deeper understanding of taking up the member role in context and how role changes in different contexts. Ongoing work to identify more complex restraining forces to taking up functional roles in context. Ongoing exploration in the work phase of system development with the continuation of the work to free creative energy and direct it into functional contexts.
• Technical skill development. Ability to use the theory and methods to build working systems and task groups. Understanding how to build and work in task groups. Increased ability to discriminate between innovation and drift. Understanding group-as-a-whole dynamics and the impact on a developing system. Ability to adapt SCT methods and techniques to different contexts. Advanced members also work with mentors to develop training opportunities.
• Research. Ability to observe, recognize and code the context of intervention and methods of intervention. Design and implement research that tests SCT hypotheses. Ongoing development of the capacity to observe system process and identify core issues, and plan intervention strategies informed by TLHS and SCT methodology.

Advanced Training Contexts

• Licensing process. One major advanced training track is working as a member of a peer licensing group, developing the criteria for assessment, and implementing a peer assessment process that results in licensing members as SCT Practitioners who take on the responsibility of representing SCT values through the practice of SCT in the larger environment while also contributing to the ongoing development of SCT, SCTRI and its members. It is in the re-licensing process that members focus on the discrimination between innovation and drift.
• Experiential groups. Ongoing leading edge exploration at the person, member, subgroup and group-as-a-whole levels.
• Theory groups. Ongoing exploration of innovations, leading edge thinking, and amplification of different aspects of a TLHS and SCT. Advanced members continue development in this area by forming peer groups or with membership in existing theory groups.
• Consultation. This training context is arranged independently by each member. Using a TLHS and SCT in clinical, educational and organizational contexts and working in consultation to training.
• Research. This training context is arranged independently by each member. Using a TLHS and SCT in clinical, educational and organizational contexts and working in consultation to training.