Year 1 students assess the history of their body: prior physical injury, illness, dysfunctions, medical treatments, and a sense of physical self and defects.

Students are taught about health (physical and psychological components of nutrition, medication, and exercise status). Building on the foundation of prior classes, additional history-taking is provided relating to relationship, and its elucidation of developmental injuries, emotional responses, relationship patterns, and somatic manifestations. After reviewing Primary Scenario evaluation, which includes Basic Fault (e.g., core beliefs about self) and Reichian body-mind segment muscular- psychological holding patterns, students are reintroduced to an advanced IBP concept —The One-Person Theme, conceptually grounded within the IBP Containment Model. Instructors demonstrate the application of the One-Person Theme, both a problem definition and therapeutic intervention, and class participants have an opportunity for experiential learning as they are guided in conducting role-played therapy sessions.

Students are taught basic anatomy, the autonomic nervous system, and theoretical underpinnings related to the holistic nature of body and mind and to applications for therapeutic intervention.

Utilizing Reichian organizational framework of body segments and their relationship to breath and psychological significance, students learn IBP concepts and tools that include the containment model, sustaining constancy series, and an energetic body- mind diagrammatic tracking system (the “IBP Bug”) as well as how to release muscular and underlying psychological respiration restriction. Instructors demonstrate how to recognize types of psychological issues as they show up in various segments of the body, and class participants have the opportunity to practice appropriate application of release techniques.