Here are the suggested guidelines for the study and practice of flower therapy. They are my recommendations for a high standard of education in the natural health industry.
For students wanting to study flower therapy, this page can be used as a list of ‘what to look for’ in a natural therapy course. Ask your instructor if they offer what’s listed below so you get proper grounding in this potent form of plant medicine.
Guidelines for Natural Therapy Associations
While flower therapy is still a small, ‘cottage industry’ compared to other ‘stand-alone’ therapies like massage, energy kinesiology or chiropractic, great care should be taken by those external modalities to both protect & promote the fundamentals of flower essence therapy. So that it stands strong, both now and in the future.
Duty of Care
Natural Health Associations have a duty-of-care to ensure as high a standard of education in flower therapy as they demand of their own disciplines. Especially if educators under their jurisdiction offer flower therapy as part of their course or workshop curriculum.
Natural Health Associations who accredit courses that include flower therapy are to adopt the educational content guidelines laid down by flower therapy associations. As opposed to making up their own standards of education. You can bookmark this page to refer to in the absence of finding a standard to follow.
‘Subject of Interest’ vs Complete Study
Natural Therapy Courses that offer Flower Therapy as a subject should be required to name the subject module ‘An Introduction to Flower Therapy‘ if they do not teach plant studies and a complete study of ‘botanical diagnosis’ as part of the curriculum. This should be applied to any ‘digest’, short form of flower therapy that is offered in courses and workshops. This measure will prevent confusion with full courses that offer in-depth training in flower therapy.
Preserving Traditional Flower Therapy for Future Generations
Practitioners of flower therapy are representatives of mother nature and swear an oath to preserve the traditional methods of plant-based diagnosis for future generations. The information we hand down provides a strong platform to build upon. When flower therapy is taught in a ‘digest, plant-free’ format, it threatens the existence of authentic flower therapy. This is a ‘non-negotiable’ rule for natural health associations to follow.
Guidelines for Schools, Teachers & Educators
Now that we have covered the guidelines for natural therapy associations and the framework that they create for their members at the top level, let’s look at the 2nd tier of organization – natural therapy schools, teachers and educators. Here are my suggestions for the proper education of students so they become authentic flower therapists.
Flower therapy is a whole field of study and a complete system in itself. Great care should be taken to ensure that flower therapy is taught in full and not merely as a ‘subject of interest’. Course structure should be carefully examined to reduce ‘information cramming’ and granting licence to practice to students with thin levels of education.
Students are to learn the traditional, plant-based diagnostic methods of flower therapy. This training is to be conducted before they use flower remedies with external, non plant-based methods or techniques like energy kinesiology, dowsing, numerology, astrology, etc. Once students have a firm grasp of the fundamentals of plant medicine they can learn how to integrate their plant knowledge with these other techniques.
Learning the Remedies
Learning flower therapy means thoroughly learning the remedies. Students are to study a minimum of ‘1 hour per flower’ and to learn their remedies, one-by-one. I.e. Bach Flowers is 38 hours of study as a minimum. This study is to consist of ‘nature studies’ and focus on plant characteristics, growth habit ( because life energy = movement of energy = emotion ) and basic botanical information.
Students are to be guided to creating a ‘custom-made’ tool kit that matches their personality and working style. This means working with flower remedies made from plants that they know and love as garden plants. Educators are to guide students in selecting & then creating a tool kit that ‘ignites the senses’ and matches the vibrational pattern of the student. Rather than adopting an ‘off the rack’ mentality that simply teaches commonly used flower remedies is to be avoided. This ‘sensory engagement’ approach is authentic and makes a world of difference in clinical practice. Therapists will be able to deliver more exacting care to clients who are drawn to working with them and their particular personality and energy.
Flower therapy is a potent form of therapy but many educators teach that it is ‘completely safe’. Every therapy has its inherent risks. Educators need to raise awareness about safety issues so that students train to avoid those dangers and also avoid harm due to sloppy practice. Teaching the belief that ‘flower therapy is a safe therapy’ is to be avoided as it is misleading, incorrect and potentially harmful to clients.
Examination, Qualification & Certification ~ “Know Thy Plants”
This section covers examination and certification as a professional flower therapist.
Licence to Practice
To become certified, students need to have produced their own flower remedy from scratch, trialled its properties and presented ‘case study’ findings of its use. Only those who have actually made a flower remedy and understand the process of creating them have the license to dispense them. This is not a difficult nor lengthy process to implement in a training course and is a good measure of proficiency.
Examinations are to be plant focused. They should not not to be ‘guessing games’ that merely match names of remedies to the conditions they treat. This approach is a test of memory, not a test of real knowledge. Such assessments can be used during training as a ‘memory jogger’ but is to be avoided as a final examination as it does not test practical skill. Requiring students to ‘cram a whole box of flower remedies into their memory’ does not test their proficiency either.
Levels of Qualification
As a rough guide, flower therapy should be assessed according to two skill levels. Care must be taken by governing bodies not to place excessive demands on qualification, but to encourage the skills that every flower therapist should possess.
- Level 1 Practitioner. Examination and passing grade in Botanical Diagnosis.
- Level 2 Educator. Examination and passing grade in Level 1 and making a flower remedy from scratch. This level is the requirement for teaching flower therapy.
Guidelines for Practitioners
Practitioners need to abide by a code of conduct that is in alignment with the principles of flower therapy and natural law.
The Practitioners Creed
The purpose of any therapy, medicine or health modality is to rise above its need. The purpose of the practitioner is to guide the client there. ~ Brendan Rohan
Guidelines for Producers of Flower Remedies
These guidelines apply to those people creating flower remedies and the quality of information they provide about the flower remedies they produce. As a representative of mother nature and the fact that your information may be handed down through the generations, care should be taken to produce the highest, purest quality of information possible.
Care should be taken to describe the flower, plant or tree and its growth characteristics. Provide botanical information on the plant family and the relevant botanical classifications. This provides flower therapists greater understanding why the remedy has the properties that it does.
Nature provides a lot of detailed information about each plant remedy. Do not link ‘new age’ concepts or impose other systems on your work if there is no direct, obvious or tangible relationship to the plant in question. Mother nature speaks simply and directly. You will confuse the lessons that mother nature wishes to express through your work.
Seek to provide ‘Down-to-Earth’, practical information that people can relate to, understand and apply in their lives. Be careful that your information does not become lofty, impractical or hard to apply in ordinary life.
Do not teach that the flower remedies you produce are ‘more powerful’ than others on the market. In nature, every flower has a particular use and each plant family offers a different perspective on how to live your life according to natural law. The concept of ‘power’ is a human perception, not a fact of nature. Preaching such is strictly forbidden.
Remember that you do not own the plants, flowers and trees that you use as flower remedies. They belong to mother nature and to future generations on this planet. In that light, please contribute good quality information to the world that can be handed down from one generation to the next and will stand the test of time.
My Own ( Optional ) Guidelines
These guidelines apply to my own school of thought only. They are not a fundamental requirements for the field of flower therapy like those listed above, but I do feel they create a better flower therapist.
Authentic lower therapists actively participate in nature on an ongoing basis as part of their ‘ongoing training’ and license to practice. Participation can take the form of gardening or farming, bush walking, botanical illustration or something other than plant medicine. This is to exercise the therapists ‘passive, existential & instinctual relationship to the plant world’ and counterbalance the ‘active minded, mental relationship’ to the plant world.
Gardening & ‘Hands On’ Activities
Gardening and growing ones own food is a benefit in itself, but it also grounds one in the plant kingdom so that one becomes a grounding force in the clinic. Again, this is not an industry-wide criteria like the other guidelines set above, but it is a ‘strong recommendation’ in my own school of flower therapy. Especially during training.
Certification, in my mind, is about a ‘an ongoing commitment & your marriage to mother nature’, not a certificate you receive once, that forever grants you a licence to practice. Commit to the embodiment and expression of mother nature.
This list is far from exhaustive but producing an exhaustive list is not the aim of the exercise. Nor is it required. The aim is to produce a clear guideline that natural health associations can use to govern. So they can set down guidelines for their members to follow.
The list of rules that I have produced on this page is, in my mind, a fair and common sense approach to flower therapy. These rules are not designed to be ‘strict rules you have to follow’. They are rules that make most sense.
Over time I will add to this list with any further refinements I can think of and create a ‘bare bones framework’ that educators can use for teaching course material. Again, the aim of these guidelines is to create a guideline that encourages quality education, not a tight industry regulation that teachers must abide by in Clinical Flower Therapy.
If you have any recommendations of your own, feel free to add them into the comments below.
January 20th, 2017
- Added Preserving Traditional Flower Therapy for Future Generations.
- Text revisions and refinements.
November 16th, 2016
- Added Complete Training to Guidelines for Schools, Teachers & Educators.
- Text revisions and refinements.
January 20th, 2016
- Added Guidelines for Flower Essence Producers.
December 26th, 2015
- Added Levels of Qualification.
October 21st, 2015
- Added Practitioner Guidelines.
October 1st, 2015
- Added section headings to better format text.
- Added new section – My Own ( Optional ) Guidelines.
- Text refinements.
- Changed article from blog post format to full-width page for clarity purposes.
September 21st, 2015
- Initial publication