Traumatic Incident Reduction (TIR)

More about Metapsychology & TIR

The Metapsychology Curriculum

At facilities where a full range of Traumatic Incident Reduction (TIR) and related techniques are available, known as Centers for Applied Metapsychology, we offer clients one-on-one sessions with professional facilitators. "Stress-reduction" programs, tailored to an individual's needs, as well as a comprehensive curriculum for long-term rational self-actualization, enable viewers to work systematically toward fulfillment of their own goals.

It is demonstrably true that one gets out of an endeavor only what one is willing to put into it. When viewers are given the means to inspect the long-term patterns that determine the structure of their lives, they often experience revelatory breakthroughs as they release emotional "charge" [repressed, unfulfilled intention].

The metapsychological approach to inspecting the structure of the mind called "the Curriculum" is divided into sections which allow viewers to proceed at a comfortable and non-threatening pace. The curriculum is composed of the following sections:

The Introduction to Viewing Section

In order to maximize their time and money, it is important for prospective viewers to understand exactly what to do in the course of a session. For this reason, we take time to provide a brief orientation to the principles and terminology of the techniques so that the viewers will feel comfortable and confident in session.

The Stress Reduction Session

Anyone who has decided to embark on the journey of self-discovery, on whatever level, has concerns and issues of immediate importance. Since it is easier to confront what one is already confronting, the viewing journey begins with those specific individual concerns and problems on which the viewer's attention is currently focused, clearing away the mental debris that blocks the view ahead. This form of work may include resolving the effects of past traumas using a technique called Traumatic Incident Reduction (TIR). That completed, the Curriculum turns to areas of a more universal nature in the human experience.

The Help Section

After the underbrush has been cleared away and an individual feels comfortable with viewing skills, the facilitator begins to direct the viewer's attention to issues of help and control. This is critical, because one cannot progress if one will not allow oneself to be helped. And help requires giving a certain amount of control to the helper. Once these issues are confronted and resolved, the viewer and facilitator can work smoothly as a team, and can begin to penetrate deeply into the mind's mechanisms.

The Recall Enhancement Section

After removing any obstacles residing in the present moment, the next step is to build up a tolerance for confronting the past. The facilitator directs the viewer to locate pleasant moments in the past. Finding non-traumatic incidents helps to delineate areas of past trauma more clearly, thus enabling viewers to see that the rough spots were contained in discrete moments of time, and not strung together in one lifelong traumatic episode.

The Communication Section

Viewers deal next with any emotional issues they may have concerning communication with others. Often, problems with communication stem not from a lack of expertise but from past trauma associated with failed efforts to communicate effectively. Viewers must at least feel it is safe to communicate with their facilitator, otherwise they will not be able to relax and concentrate on viewing.

The Resolution Section

Frequently, "solutions" applied to problems create new and different problems -- often worse than the original ones. When an individual tries to make problems "go away" instead of confronting them head on, the problem is never actually resolved. This section, which enables viewers to discover the difference between a solution and a resolution, provides the key to breaking this vicious cycle.

The Reconciliation Section

The source of guilt and hostility lies mainly on the "charge" or repressed, unfulfilled intentions, connected to misdeeds one commits or witnesses, and the withholding of the truths about these actions (or inactions) from oneself and others. Confronting these misdeeds and withholds, and regaining the ability to take responsibility and feel forgiveness, results in a major sense of reconciliation. In this section, viewers restore the integrity and personal power that has been inhibited by guilt, justification, blame, and the fear of harming others.

The Resilience Section

Change happens frequently in life, and it is often sudden and unexpected. People who are unable to communicate, cannot resolve problems, and commit frequent misdeeds are continually upset by life's changes. In this section, viewers confront unwanted or unexpected departures from their expectations. The end result of this process is an increase in their resilience, when faced with the upsets of life.

The Traumatic Incident Reduction (TIR) Section

See the TIR FAQs for a more detailed explanation of TIR theory and practice

Once the outer layer of mental disturbances has been discharged, viewers find themselves able to confront the heavy traumatic incidents that have so strongly affected their lives. These often occur in sequences of related incidents, in which later incidents "feed on" earlier ones. Traumatic incidents, and the sequences which follow them, are the source of fears, compulsions, and inhibitions, and can involve drugs, accidents, operations, shocks, abuse, or severe loss. The goal of TIR is to discover the root traumas which hold all the other incidents in place and discharge them once and for all, so they will no longer hold any hidden power over a viewer's life or future decisions.

The Rightness Section

The earlier part of the Curriculum looked a disturbances that affect present life; the Traumatic Incident Reduction section released and resolved long-suppressed feelings and intentions. Now belief systems and cognitive disturbances, previously too deeply buried, become available for examination. Regardless of misconceptions or false information, we always think that our beliefs are right -- otherwise, we wouldn't believe them. And we are quite dedicated to certain beliefs; anyone who believes differently must be wrong. Reason alone cannot change such rigidly fixed beliefs, because they are held in place by force -- our unwillingness to confront painful and confusing episodes in our lives. But a viewer who has handled the major traumas in life can now see these "fixed ideas" for what they are, and can change them at will.

The Unstacking Section

At the very core of the network of beliefs which compose one's mental structure are "stacks" of opposing goals and purposes which, because of their intricate opposition, fix one into an "identity" and thereby both reduce the number of roles we are capable of playing and debar us from our true identity. By viewing the way in which these conceptual oppositions were originally constructed, one regains the power to "unstack" them and become one's true self. This is the turning point for most viewers, the point at which they find themselves separate from their own mental constructs, back in control of their lives, and able to actualize whatever potential they have.

The Courses

Workshops, training courses, and professional internships at the Centers for Applied Metapsychology are designed for self-paced study. Some of the work can be done as home study, depending on arrangements with trainers. Time taken to complete self-paced workshops will, of course, vary. Estimated or average times are listed in this section. Exercises and practice sessions are closely supervised to ensure that students achieve technical proficiency and subsequent competence. Each course listed below is a prerequisite for the ones that follow it.

The Effective Communication Workshop

This workshop uses simple but powerful communication exercises that magnify and clarify the components of communication. While practicing these exercises, students discover their own strengths and weaknesses and acquire the means to improve or correct them. There are no prerequisites for this 40-hour (est.) workshop

The Empathy Workshop

This workshop first defines empathy, then teaches students the communication skills they will need to become effective and empathetic in life, whether or not they choose a career in Metapsychology. The skills taught in this 40-hour (est.) workshop are applicable and beneficial to anyone.

The TIR Workshop

This workshop teaches you to employ Traumatic Incident Reduction successfully in the rapid resolution of trauma-related conditions in both professional and peer helping settings. This is a 4-day, 28 hour Clinical Skill Development Program for the Helping Professions. Continuing Education Materials and Certificate are provided on request. See the course outline and program objectives for more information. See the geographical map for locations and dates or the chronological calendar for dates and locations. This workshop has no prerequisites, but a familiarity with TIR, through reading or attending an introductory presentation are recommended.

The Advanced TIR Workshop

This workshop is designed for practitioners who have taken the four day Traumatic Incident Reduction Workshop and have been using it for more than 50 session-hours. The Advanced TIR workshop includes review of thematic TIR, additional objective techniques, using a time line, and working with difficult clients (including perpetrators). See the TIRA Website Calendar for dates and locations.

The Basic Facilitator Course

This course teaches the fundamental principles of metapsychology, and the basic techniques of beginning facilitation. After approximately 160 hours of study, the student will have acquired a firm grasp of the subject.

The Basic Biomonitoring Course

This course teaches a facilitator how to use an Electro-Dermal Activity meter in a viewing session for the purpose of locating and assessing a viewer's deeply repressed areas of charge. The course is approximately 50 hours long, and enhances a facilitator's confidence of techniques.

The General Facilitator Course

This course is our most comprehensive training tool, covering both the theory of metapsychology and the practice of facilitation in detail. This 200-hour course prepares a student to become a professional facilitator and use a wide range of metapsychology methods.

The Unstacking Course

This course is designed for those who are already professional facilitators, and teaches the advanced procedure of "Unstacking" or systematically dismantling the automatic mental negativity. This 30-hour course includes supervised facilitation.

The Co-Facilitation Plan

This option is for those who wish to receive the viewing services in exchange for facilitation with a partner student. Co-facilitation allows partners to progress through all the above-mentioned training courses together, study and master the procedures of each, then participate in a one-on-one exchange of facilitation at their own pace, under the supervision of the Course Instructor and the center's Technical Director.

Internships leading to certification

Internships are available for all students who have completed training in either Traumatic Incident Reduction or General Facilitation and wish to become certified as Metapsychology professionals. To receive certification in TIR, an intern must complete 50 hours of supervised facilitation; for a General Facilitator, 100 hours of good quality supervised facilitation is required. An additional 10 hours of supervised facilitation is required for certification in Unstacking procedures.


For information on the Traumatic Incident Reduction Workshop see our comprehensive section on such trainings. For other workshops & courses you may use ourEnquiry Form  , or contact the Traumatic Incident Reduction Association: