The ICMTA exists to serve and nourish the lives of our members. In this context of conscious movement practices, it becomes especially important that the members and structures of ICMTA support the welfare of all ICMTA community members – teachers and students alike. 

Conflicts will inevitably arise within any community. The health of our ICMTA community is not measured by the presence or absence of conflict, rather by our willingness to find effective, responsible, and compassionate resolution of interpersonal tensions when they arise. The intention to attend to and learn from conflict is a clear application of our dance practice as a transformative vehicle in our daily lives.

 We believe that conflict resolution is not based on right or wrong, blame or guilt, winning or losing, offenders or victims. Rather, it is based on addressing the experiences of all concerned. Hurt, fear, and anger are taken seriously through forums where everyone may speak honestly, safely, and completely about their own direct experiences and feelings. In seeking resolution, our practice values dialogue over silence, reconciliation over estrangement, forgiveness over resentment, and inquiry over accusation. Because the process of reaching such resolution is often difficult, ICMTA’s Ethics Support Circle offers support.

On this page, you will find:

- the ICMTA Code of Ethics that all our members commit to.  

- information on the Ethics Support Circle and how to reach them. 

- information on the Ethics function within the ICMTA.

- what's cooking in the Ethics Circle: A new mediation procedure has been developed by the Ethics Circle and will be launched soon. It represents our effort to create a mechanism for individuals to express concerns regarding the conduct of ICMTA teachers, facilitators, students, or governing/institutional policies.

About the ICMTA Code of Ethics

(Updated Feb 2016)

Our current Code of Ethics attempts to articulate our best practices, expectations and aspirations as conscious movement teachers. While teachers are asked to agree to this document when they become members, we also recognize that situations often arise which can challenge these expectations. The aim of the code is to provide guidelines which would aid teachers to recognize when they are in a situation which requires ethical support and to seek that support.

 The code may be reconsidered by the Ethics Support Circle from time to time in the light of new thinking on best practices, and proposals to change the Code of Ethics will need consent from the General Circle to be incorporated. The Ethics Support Circle will itself have rotating, volunteer members on a staggered term basis.


 Teachers have different backgrounds and different degrees of understanding of the effects and consequences of particular behaviors. Culture can have an influence on expectations. By providing education in ethical inquiry we hope to clarify the benefits of maintaining this awareness for both teachers and students.

 We believe that educated teachers are more aware of the impact of ethical issues on their students and on themselves. We believe that they will be empowered to observe the guidelines in the code from a position of knowledge and understanding.

 By establishing a better understanding of ethical issues we aim to support all of our members in maintaining the highest possible degree of integrity in their teaching practice, and also to protect students from harm.

The ICMTA Code of Ethics

We strive to create a culture of learning for students that includes safety, respect, integrity and accountability. We acknowledge that ICMTA teachers come from diverse backgrounds, cultures, professions, communities, beliefs, as well as residing in different countries and speaking multiple languages. We seek to celebrate that diversity while also providing these guidelines as shared principles and best practices for our work in our local communities and across the globe.

 We seek to embody values of compassion, equality, transparency, respect, and above all, to do no harm as teachers.

1. Professional Integrity

 We commit to professional integrity.
 This includes a commitment to ongoing education in the practice we teach; to some form of supervision or peer support; and to respectful communication with our colleagues and a collaborative approach. We are aware that cultivating good connections with our peers builds solid foundations for professional integrity.

2. Safety & Awareness

 We are dedicated to providing a safe space for movement exploration.
 Due to the physical nature of movement-based practices, we ask for sobriety in our classes and workshop sessions.
 This means neither teacher nor student should use intoxicants that affect awareness before or during classes or workshop sessions.
 This includes, but is not limited to, abiding by any local laws where we teach related to the use of drugs and alcohol.

3. Healthy Boundaries

 We maintain healthy boundaries.
We are aware of the power differential between teacher and students - therefore we will not use our teaching roles to engage in the abuse or exploitation of students emotionally, financially, or sexually.
We do not use our position as a teacher to take advantage of students.
 We are clear and fair in our business dealings with our students.

We are responsible for respecting the welfare and best interests of the students.

We are aware that a sexual relationship is not appropriate between teachers and their students. In the exceptional case that a genuine relationship develops over time between a teacher and student, the student-teacher relationship must have clearly ended before any further development of a romantic relationship.

4. Accountability

 We make ourselves accountable to our students, and to each other.
 We will seek peer support or consult the Ethics Support Circle should any complex boundary issue or any territorial issue arise. If an issue cannot be resolved through dialogue and mediation, a formal Conflict Resolution process will be initiated.
 We strive to create a culture of learning for students that includes safety, respect, integrity and accountability.

The ICMTA Ethics Support Circle

The ICMTA Ethics Support Circle seeks to create a path to resolution consistent with the values of compassion, respect, transparency and accountability. The Ethics Support Circle’s primary role is to provide confidential consultation to anyone with ethical concerns. The team may function as a:

  • sounding board for a community member's concerns (student or teacher)

  • source of questions to facilitate deeper personal reflection

  • source of advice on how best to resolve the conflict

  • forum to facilitate useful discussion between parties in conflict

Since the primary role of the Ethics Support Circle is as an impartial friend to all community members, rather than to become involved in deciding individual disputes, it is intended that the majority of issues raised will be resolved through dialogue, support, reflection, mediation and other constructive means.

Any member of the ICMTA or their student can express a concern by submitting an email to the Ethics Support Circle at that includes: 

- the name of the person(s) whose behavior the conflict involves, your relationship to the member, eg Student, Teacher, Trainee, Supervisee, etc., 

- a detailed description of the alleged behavior or incident(s)

- a history of attempt(s), if any, to resolve the complaint through other means, 

- a general statement about the resolution or support desired.

Introduction to The Ethics Function within the ICMTA


We wish to uphold a solid ethical foundation for the teaching of conscious movement practices. This is important:

 • to preserve the reputation and the integrity of our work;
 • to ensure that all our students have the best experience possible;
 • to educate members to understand the importance of healthy boundary awareness;
 • to support members in addressing particular ethical dilemmas and difficulties that arise in the course of teaching; and
 • to provide a process for conflict resolution and for filing complaints, for both teachers and students.

By bringing an ethics function into an independent association we ensure that there is no conflict of interest between ethical decision-making and the hierarchy of any business, and that support and education are provided impartially and consistently.

Domain & Aim

There are three aspects of the ethical work of the ICMTA.

 a) Provision of an Ethics Code which members agree to when they join the IMTA;
 b) Provision of education for members in aspects of ethics;
 c) Provision of an Ethics Support Circle that provides guidance, conflict resolution and a formal complaints process when this is needed.

(Updated 2 March 2014)

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