The Wholeness Solution for Context-Embedded Practice explicitly incorporates various often-missing dimensions of self-understanding into standard mainstream models of self-experience and relationships, and thus into conceptualisation, interventions, and other enabling practices such as supervision and research. This includes essential yet frequently overlooked dimensions such as social context, culture, identity, diversity, neurodiversity, embodiment, knowledge, worldviews, power dynamics, intersectionality, access/ibility, anti-discrimination, and trauma- and harm-informed approaches.
These dimensions are encapsulated (embedded) within the self-experience model WICKET (Worldview, Identity, Context [Lived Culture], Knowledge, Embodiment, and Time), which can also be viewed through the lens of BOND (Societal Barriers, Opportunities, Normativities, and Differences). Together, these frameworks are then embedded into relational understanding.
In considering how to embed context into curricula, a particular knowledge domain, or practice, a set of evolving principles is provided (See: *A New Introduction to Counselling and Psychotherapy, pg.xlii).
By Design
Wholeness by design is achieved through the continuous process of embedding context (WICKET-BOND) into understandings of ourselves, others, and relationships. If equity is treated solely as a specialist or separate area, achieving equity by design is an unlikely aim.
Ubiquitous Relevance
Context (WICKET-BOND) should be considered for all people and groups, even when not explicitly foregrounded. It should not be selectively applied to certain individuals or groups while excluding others, as this diminishes its potential to enrich relationships and practices, as well as to foster epistemic expansion and inclusivity. If context is used merely as a lens for practice or applied only with specific communities, it risks perpetuating othering and fragmentation, reducing beneficence, and sustaining long-term inequity.
Avoid Fragmentation
If existing models are used or additional topics such as cultural competence, diversity, or anti-oppressive practice are added to training in an attempt to solve the “add-on problem,” they will likewise further replicate add-ons unless they are integrated into the whole. Although specialised topics have intrinsic value, they will not resolve the problem of fragmentation if they remain externally appended.
Apply at Foundations and as Early as Possible
Contextual understanding should be introduced early and embedded at the foundations of training, or within a particular subject or domain, for its full value to be realised. In doing so, it becomes integrated, implicitly learned, and applied across all areas of practice, including training modules, peer discussion, therapy, research, and supervision.
Expansive Knowledge for All, Not Specific Groups
Developing a broader, more expansive awareness across the whole (WICKET-BOND) and within relationships creates opportunities to extend the knowledge base for everyone. For example, knowledge about adjustments should be universally available rather than limited to specific groups; power dynamics exist in all relationships, not only those involving marginalised clients; and relational-cultural attunement applies to everyone, not solely to specific groups such as neurodivergent clients.
Systematic Harmonisation
Unless creating a new subject domain, embedding context needs to harmonise with existing knowledge, relational ideas, and practices. This avoids separation, enriches existing ideas, and allows for efficient reuse. Simply exploring contextual concepts at both micro (small-scale, interpersonal), meso (personal contexts), and macro (large-scale, societal) levels can enrich understanding. The Whole Experiencing Model and Relational Model allow us to ask whats missing/what if questions about existing knowledge.
For example, if current practices address individual bias, a contextual perspective could enhance this by exploring how cultural messages generate bias, which then influences individuals. Similarly, contextual empathy enriches the concept of empathy by explicitly incorporating contextual factors. Harmonisation of existing knowledge creates a “glue” that unites ideas, avoiding their separation or relegation to isolated areas of practice—or worse, creating conflicts with established approaches. Asking contextual questions of existing topics helps build upon and enrich current knowledge.
A New Introduction to Counselling and Psychotherapy [ Available here ]
The Wholeness Solution for Training, Curricula & Practice 