UPCOMING TRAINING: JANUARY 2027 - DECEMBER 2027
Buffalo, NY - Hybrid Learning

This is a year-long integrated education for those who want to understand the human being through multiple complementary systems of
knowledge, practice, and healing.

Students will explore yoga and meditation along with their therapeutic applications, Qigong and other somatic practices, Ayurveda, Reiki, Sat Nam Rasayan, elements of sound healing so they may have a fully scope of practice when working with individuals and groups.

This program is both a professional training and a personal immersion. It is for those who want to develop a more intimate relationship with all aspects of themselves while deepening their practice. It is also for those who want to teach, mentor, work individually with others, develop a therapeutic approach to practice, or bring mindfulness, meditation, and yogic practices into their existing professional work.

No previous yoga teacher training, Reiki training, or professional certification is required. This foundational program begins from the ground up while leaving room for students with previous experience to deepen and integrate what they already know.

Traditional wisdom. Contemporary application. Integrated practice.

PROGRAM AT A GLANCE

320 Hours • 12 Months • Hybrid Learning • Buffalo-Based • Small, Intimate Cohort • No Prerequisites

Students learn through a flexible combination of:

• In-person group learning
• Online instruction and recorded material
• Self-directed study
• Personal and experiential practice
• Teaching and facilitation experience
• Practical application
• One-to-one mentorship
• One individual healing and attunement session each month

Each student will meet individually with their teacher once a month for a healing and attunement session. Scheduling will be arranged directly between student and teacher. Students may choose to incorporate mentorship into that appointment or schedule mentorship separately.

To request complete program information, schedule a consultation, or begin the registration process, contact kriyatechcoaching@gmail.com.

WHY AN INTEGRATED TRAINING?

The human being is a biological, psychological, social, cultural, relational, energetic, and spiritual ecosystem.

The condition of one organ affects the functioning of others. Balance or imbalance within one system influences the whole. The body affects the mind. The mind affects the body. Nervous-system activity, emotional perception, energetic fluctuations, relationships, environment, culture, life circumstances, meaning, and purpose continually influence one another.

Every system of study illuminates part of the human experience. Yoga and meditation, Ayurveda, somatic practice, psychology, humanistic and humanological perspectives, Reiki, Sat Nam Rasayan, Qigong, sound healing, and other energy arts each offer distinct ways of observing, understanding, and supporting the human being.

Kriyatech™ integration preserves the histories, languages, methods, purposes, and cultural distinctions of these traditions while teaching students to recognize the relationships among them.

Rather than completing multiple unrelated trainings and attempting to connect them afterward, students enter one cohesive learning environment in which those relationships are part of the education itself.

Throughout the year, students encounter the human being repeatedly through multiple perspectives and in the roles of student, teacher, and practitioner. Knowledge is examined through study, tested through experience, refined through practice, and brought into relationship with real human circumstances.

This is where the program’s pragmatic approach becomes essential.

Spiritual and energetic teachings are honored and filtered through the realities of embodied human life. The body, relationships, culture, personal circumstances, practical needs, and the modern world all remain part of the spiritual conversation.

The developing practitioner learns to consider:

• What a practice is
• Where it comes from
• Why it may be useful
• When it may be appropriate
• How it may be applied
• Who may benefit from it
• When modification may be needed
• When another practitioner or form of support may be more appropriate

The goal is to develop greater understanding, discernment, adaptability, responsibility, and embodiment.

Students are learning to see the person in front of them, honor the traditions they carry, engage the realities of modern life, and bring spiritual and energetic teachings into grounded, meaningful, and practical relationship.

WHAT YOU WILL STUDY

The curriculum is organized into six interconnected concentrations. Each concentration offers a different way of understanding the human being, and each is brought into relationship with the others throughout the year.

Students repeatedly encounter these areas through study, personal experience, practice, reflection, teaching, mentorship, and practical application.

1. YOGA AS A LIVING AND EVOLVING TRADITION

Yoga is a diverse body of practices, philosophies, technologies, and cultural traditions that has continued to evolve across time and place.

Students will explore the history and development of yoga, including its cultural origins in South Asia, its movement into Western contexts, and the ways traditional teachings have been interpreted, adapted, preserved, commercialized, and modernized.

This concentration includes the foundational knowledge and practical training required to teach yoga with greater understanding, adaptability, and responsibility.

Areas of study include:

• The history, evolution, and psychology of yoga
• Major yogic paths, traditions, and philosophical systems
• The relationship among Kundalini Yoga, Kriya Yoga, Hatha Yoga, and other forms of practice
• Asana and the purpose, structure, and modification of postures
• Pranayama and the relationship among breath, energy, attention, and physiology
• Mantra, mudra, bandha, drishti, meditation, and relaxation
• Functional anatomy, physiology, and safe movement
• The nervous, respiratory, glandular, musculoskeletal, and energetic systems
• The use of props and modifications to preserve the purpose of a practice while adapting its external form
• Teaching methodology, class development, sequencing, and facilitation
• The creation of trauma-informed spaces and experiences
• The relationship among tradition, contemporary practice, cultural context, and responsible application

Students will learn how to perform and teach practices, understand their purposes, recognize when modification is needed, and preserve the integrity of a teaching while responding to the person who is actually practicing.

2. THE HUMAN BEING AS AN INTEGRATED SYSTEM

Body, breath, brain, mind, nervous system, emotion, perception, behavior, identity, energy, environment, culture, relationships, meaning, and purpose continually influence one another.

Students will learn to observe the person as a biological, psychological, social, cultural, relational, energetic, and spiritual whole. Humanistic, humanist, and humanological perspectives will help students bring systems of knowledge into relationship with the lived experience of the individual.

Areas of study include:

• The body as an interconnected ecological system
• The relationship among brain, mind, nervous system, and consciousness
• Emotion, perception, memory, behavior, and embodied response
• Interoception and the ability to perceive internal bodily experience
• Regulation, dysregulation, resilience, and adaptation
• The relationship between biological needs and psychological experience
• The influence of family, culture, community, resources, environment, and life circumstances
• The development of identity and adaptive patterns
• Instinct, intellect, intuition, and different modes of human awareness
• The physical, mental, emotional, relational, energetic, and spiritual dimensions of experience
• The human being as a spectrum rather than a collection of fixed categories
• The relationship between individual experience and the larger systems in which a person lives
• Foundations of comparative religion

Students will learn to look beyond isolated symptoms, postures, behaviors, and experiences and consider the relationships influencing the whole.

3. SCIENCE, CONSCIOUSNESS, HEALING, EASTERN PSYCHOLOGY
   AND EMBODIED AWARENESS

Kriyatech™ leaves room for both disciplined inquiry and mystery.

Modern science studies the body, brain, nervous system, perception, and behavior through observation, experimentation, and measurable evidence. Yogic and contemplative traditions study consciousness through direct experience, sustained practice, and careful observation of the inner landscape.

These approaches use different languages and methods while contributing to the study of the human being.

Areas of study include:

• Brain biology and the relationship among brain, mind, and consciousness
• Nervous-system regulation and the physiological effects of practice
• Attention, awareness, perception, memory, and neuroplastic change
• Brainwave patterns and different states of consciousness
• Waking, dreaming, deep sleep, meditation, Yoga Nidra, and Turiya
• Interoception as a bridge among physiological awareness, healing, and awakening
• The relationship and distinction between healing and awakening
• Identity, adaptive personality, and patterns shaped by experience
• Modern psychological understanding in relationship with yogic philosophy
• Quantum theory in relationship with spiritual understanding, universal interconnection, manifestation, and energy healing
• The relationship among matter, energy, observation, consciousness, and possibility
• Health, healing, transformation, and spiritual development as related and distinct processes

Students will develop the intellectual and experiential capacity to explore where scientific and spiritual teachings inform one another, where they use different maps, and how both may contribute to a deeper understanding of human experience.

4. ENERGETIC ANATOMY AND INTERDISCIPLINARY ENERGY ARTS

Human traditions have developed many ways of describing life force, energetic anatomy, consciousness, vibration, and the relationship between the embodied and unseen aspects of experience.

Students will study multiple energetic maps while preserving their cultural and historical distinctions. The goal is to understand what each system teaches, where it comes from, how it is practiced, and how it may responsibly inform interdisciplinary work. Energetic practice requires the development of presence, regulation, discernment, ethical responsibility, and a thoughtful relationship with interpretation. These are part of the practice itself.

Areas of study include:

• Prana; qi, also rendered as chi; ki; universal life force; and related understandings across traditions
• Subtle energy systems, centers, fields, and pathways
• Chakras, nadis, meridians, koshas, the ten bodies, the aura, and other maps of energetic anatomy
• The relationship among embodied sensation, energetic perception, attention, intention, and awareness
• Reiki history, philosophy, lineages, techniques, symbols, attunements, and practical application
• Sat Nam Rasayan as a practice of presence, awareness, sensitivity, and meditative healing
• Universal life force healing and interdisciplinary energy work
• Qigong, Tai Chi, Chinese energetic understanding, and their relationships with Chinese medicine
• The distinctions between general Qigong and Medical Qigong
• Mantra, gong, intoning, vibration, and resonance
• Touch, non-touch, distance, movement, stillness, observation, and practitioner regulation
• Scanning, clearing, beaming, channeling, closing, sealing, releasing, and integration
• Ethical touch, consent, appropriate boundaries, and the limits of energetic interpretation

Students will receive practical instruction and the attunements associated with the systems included in the curriculum.

5. AYURVEDA, RHYTHM, AND INDIVIDUALIZED PRACTICE

Ayurveda offers a system for understanding the individual through constitution, qualities, elements, rhythms, relationships, and patterns of balance and imbalance.

Students will develop a foundational understanding of Ayurveda and its place within a broader yogic and therapeutic lifestyle. Ayurvedic principles will inform self-awareness, daily living, seasonal practice, and individualized support while remaining within the educational and professional scope of the program.

Areas of study include:

• Ayurvedic history, philosophy, and foundational principles
• Individual constitution
• The doshas and patterns of balance and imbalance
• Elements, qualities, rhythms, and cycles
• Daily routines and seasonal living
• Lifestyle as a relationship among body, mind, energy, environment, and circumstance
• Self-observation and the recognition of changing needs
• The relationship between Ayurveda and yogic practice
• Supportive practices appropriate to the individual
• The development of personalized sadhana
• Adapting practice to goals, needs, capacity, life circumstances, existing experience, and areas of growth
• Creating practices that are meaningful, realistic, and sustainable

Students will learn to observe, listen, inquire, and consider what may support the particular person in front of them.

6. TEACHING, MENTORSHIP, ETHICS, AND PRACTICAL APPLICATION

Knowledge becomes meaningful when it can be brought into practice.

Teaching a group, mentoring a student, facilitating an experience, and working with an individual require related but different skills. Students will develop experience in each of these areas while learning to recognize the responsibilities and limits of their role.

Areas of study include:

• Group teaching, individual teaching, mentoring, and facilitation
• Class planning, workshop development, and transformational sequencing
• Demonstration, instruction, observation, and constructive feedback
• Active listening and responsive inquiry
• Neutralized observation and nonreactive presence
• Relationship-building and individualized support
• Trauma-informed teaching and therapeutic awareness
• Agency, consent, choice, pacing, and modification
• Appropriate boundaries and scope of practice
• Recognizing when additional or outside support may be needed
• Ethical decision-making and the responsible use of influence
• The rights and responsibilities of teachers, students, mentors, practitioners, and clients
• Accountability, repair, and the ability to respond when harm or misunderstanding occurs
• Holding space while allowing another person to remain in relationship with their own experience
• Seva, Sangat, service, community, and the relationship between personal practice and collective responsibility
• Bringing traditional, spiritual, and energetic teachings into practical relationship with contemporary human circumstances

Students will practice teaching, mentoring, observing, facilitating, adapting, and applying their developing knowledge throughout this program. Practitioners will learn to see the individual in front of them, remain present, respond with discernment, honor the traditions being carried, and bring knowledge into responsible practice.

HOW THE TRAINING WORKS
A YEAR OF IMMERSION

This 320-hour program unfolds over twelve months through a hybrid and flexible learning model.

The training is designed around the understanding that information, experience, practice, and wisdom are related and distinct. Students need time to encounter the teachings, test them through direct experience, practice what they are learning, reflect upon that experience, apply their developing knowledge, and gradually integrate the work into their lives.

The learning process moves repeatedly through:

STUDY → EXPERIENCE → PRACTICE → REFLECTION → APPLICATION → INTEGRATION

Students return to these stages throughout the year as their knowledge, perception, personal practice, teaching skills, and understanding continue to develop.

Learning about the work and developing the capacity to do the work are different stages of education. This program makes room for both.

IN-PERSON GROUP EXPERIENCES

The Buffalo-based cohort will gather for live practice, instruction, demonstration, discussion, experiential work, partner exercises, teaching practice, observation, feedback, and community.

In-person learning gives students the opportunity to experience practices directly, observe how teachings are communicated and modified, work with others, ask questions in real time, and participate in the collective experience of Sangat.

These experiences may include:

• Yoga and meditation practice
• Posture, breath, mantra, mudra, and meditation instruction
• Energy arts practice and demonstration
• Partner and small-group exercises
• Teaching and facilitation practice
• Sound and gong experiences
• Discussion and responsive inquiry
• Observation and feedback
• Experiential application of course material
• Community reflection and integration

The cohort includes required in-person learning for embodied practice, direct observation, partner work, and guided application.

ONLINE LEARNING EXPERIENCES

Online learning allows students to engage with course material outside scheduled group meetings and return to selected teachings as needed.

Digital instruction may include:

• Recorded lessons
• Guided practices and meditations
• Presentations
• Demonstrations
• Assigned resources
• Written and visual teaching materials
• Research and reflection assignments
• Online discussions and check-ins
• Opportunities to revisit foundational material

Online learning prepares students for live experiences, extends what is introduced in class, and supports continued study between group meetings.

SELF-DIRECTED STUDY

A significant portion of the program is self-directed.

Students will read, research, practice, observe, reflect, write, and engage with course material on their own time. This allows each student to move more deeply into particular areas of study while remaining connected to the larger structure of the program.

Self-directed study may include:

• Required and suggested reading
• Personal yoga and meditation practice
• Sadhana
• Written reflection
• Research
• Observation
• Practice tracking
• Experiential assignments
• Preparation for teaching and facilitation
• Review and integration of course material

Required course readings will be provided and are included in the deposit. Students will also receive a suggested reading list and may purchase, borrow, or digitally access those additional materials.

PRACTICAL APPLICATION

Students begin applying what they are learning throughout the program.

Practical application may include:

• Teaching individual practices
• Developing classes and workshops
• Creating coherent sequences
• Offering and receiving feedback
• Modifying practices for different needs and capacities
• Working with partners and small groups
• Practicing energy arts
• Supporting individualized sadhana
• Observing the effects of practices
• Identifying the limits of one’s knowledge and scope
• Recognizing when another practitioner or form of support may be needed
• Applying ethical decision-making

Students develop competency through repeated experience, thoughtful feedback, and integration.

ONE-TO-ONE MENTORSHIP, HEALING, AND ATTUNEMENT

Students receive individualized guidance and support throughout the program.

Each student will meet individually with their teacher once per month for a healing and attunement session. These appointments will be arranged directly around the schedules of the student and teacher. Students may incorporate mentorship into the same appointment when useful or schedule mentorship separately.

One-to-one work creates space to discuss personal practice, course material, developing skills, areas of uncertainty, teaching experiences, ethical questions, and the process of integrating multiple areas of study.

Mentorship may support students in:

• Developing and maintaining a personal practice
• Working through questions that arise during study
• Identifying areas requiring additional attention
• Refining teaching and facilitation skills
• Developing individualized areas of research
• Understanding and applying feedback
• Connecting different areas of the curriculum
• Applying the teachings within their own circumstances
• Recognizing patterns, strengths, challenges, and areas of growth

Mentorship supports the individual student within the shared structure of the training. Each student is given room to develop a practice, teaching voice, and relationship with the work that is both personally authentic and ethically grounded.

A SMALL, INTIMATE COHORT

The cohort is intentionally small.

This creates space for discussion, individualized attention, direct feedback, relationship-building, and meaningful participation. Each student is known within the learning community and has room to be seen, supported, and challenged.

The cohort becomes a Sangat in which students can practice together, observe one another’s development, exchange perspectives, and experience the responsibilities of both giving and receiving support.

A FLEXIBLE, ACTIVE COMMITMENT

The program is designed to accommodate students with existing work, family, health, and life responsibilities.

When averaged across twelve months, 320 hours represents approximately twenty-seven hours per month or six to seven hours per week. This is a working average rather than a fixed weekly requirement.

Some weeks will include scheduled group experiences. Others will place greater emphasis on reading, research, personal practice, written reflection, or experiential assignments. Individual time commitments will vary because people read, process, practice, and complete written work at different speeds.

When a student must miss a scheduled in-person group experience, arrangements can be made to complete the missed material privately.

The flexible structure supports sustained participation. Students are expected to remain engaged with the curriculum, personal practice, experiential work, and learning community throughout the year.

This is an opportunity to spend a year developing a deeper relationship with the work, with the people you may eventually serve, and with your SELF.

ABOUT YOUR TEACHER

Kunda Cairn brings more than three decades of metaphysical study and experience in applied Kundalini technologies, energy work, sound healing, and the exploration of consciousness as a spiritual cornerstone. Her first love remains the vastness of Kundalini Yoga.

Cairn has practiced energy work since the late 1980s and has been engaged with sound-healing modalities since the early 1990s. She completed her ministerial studies in 2007 and earned her CYT-200 in 2008. Since that time, she has worked therapeutically with groups and individuals, originally offering her work under the name Uncoil Buffalo. 

Cairn began training meditation facilitators in 2015. In 2017, after studying multiple Reiki lineages, she became a certified Interdisciplinary Reiki Master Teacher. Since then, she has trained Reiki and energy arts practitioners, and sound healers. She has also been contracted to help other teachers develop curricula for themed classes, workshops, and retreats.

In 2020, Cairn completed the five-year process of earning her CYT-500, deepening her study of the humanistic and humanological dimensions of yogic wisdom. Cairn has maintained a commitment to continued learning and sharing. She is constantly refining her skills.

After serving her community during Covid-19, Cairn began a two-and-a-half-year teaching sabbatical in 2022 in order to focus on her family and personal revival. During that period, she consolidated decades of study, personal practice, professional experience, curriculum development, and teaching to complete the Kriyatech™ Integrated Therapeutic Teacher Training. The first cohort launches in 2026.

A $444 deposit (due December 5, 2026) reserves your place in this training, is applied toward your tuition total, and is nonrefundable because it is used toward program supplies. If you withdraw, you will not be responsible for any remaining unpaid tuition; however, payments already made, including tuition paid in full, are nonrefundable. If illness or a significant life emergency makes continued participation impossible, Kriyatech™ will first work with you to make use of the flexible, hybrid structure of this training. If that is not sufficient, arrangements may be made for you to join the next cohort or complete your remaining studies through a modified or private format.

Registration closes December 5, 2026.

FREQUENTLY ASKED QUESTIONS

ARE THERE PREREQUISITES?

No previous yoga teacher training, Reiki training, or other professional certification is required.

This foundational program begins from the ground up. Those with previous experience will find the curriculum allows students to deepen and integrate what they already know.

CAN PREVIOUS TRAINING BE APPLIED TOWARD THE 320-HOUR PROGRAM?

Possibly. Eligibility will be considered on an individual basis.

Students may be asked to provide:

• Proof of certification or successful completion
• The name of the certifying teacher or institution
• The number of completed training hours
• Course descriptions or curriculum information

Eligibility and the number of hours that may be applied will be determined individually based on the relevance, depth, and overlap of the previous training with the Kriyatech™ curriculum.

IS THIS TRAINING ONLY FOR PEOPLE WHO WANT TO BECOME YOGA TEACHERS?

No.

This training is both a professional education and a personal immersion. Some students may intend to teach yoga and meditation. Others may be drawn to energy arts, mentoring, individualized practice development, therapeutic application (for those working clinically who wish to incorporate these practices in client sessions), group facilitation, one-to-one work, or a deeper relationship with their own practice.

IS THIS ONLY A KUNDALINI YOGA TRAINING?

No.

Kundalini Yoga and Kriya Yoga are important foundations of Kriyatech™, but this is an interdisciplinary training. Yoga is studied as a living and evolving tradition and brought into relationship with the other therapeutic, contemplative, somatic, and energetic areas of our curriculum.

CAN I TAKE THIS TRAINING ON A ONE-TO-ONE BASIS?

Yes.

Contact Kriyatech™ directly to schedule a consultation or request information about completing the training on a one-to-one basis.

kriyatechcoaching@gmail.com

CAN THIS PROGRAM BE COMPLETED ENTIRELY ONLINE?

No.

The Buffalo-based cohort includes required online and in-person learning. In-person experiences allow us to practice together through live instruction, demonstration, partner work, teaching practice, observation, feedback, energy arts, and community.

WHAT HAPPENS IF I MISS AN IN-PERSON GROUP SESSION?

When a student must miss an in-person group experience, we will work together to determine an appropriate way to complete the missed material.

Because the experiences within this training differ, the makeup arrangement will depend on what was missed and what is required to engage with that material meaningfully.

HOW MUCH TIME SHOULD I EXPECT TO COMMIT EACH WEEK?

When averaged across twelve months, 320 hours represents approximately twenty-seven hours per month, or six to seven hours per week.

This is a working average rather than a fixed weekly requirement. Some weeks will include scheduled group experiences. Others will place greater emphasis on reading, research, personal practice, written reflection, or experiential assignments.

CAN I COMPLETE THE TRAINING WHILE WORKING OR CARING FOR A FAMILY?

Yes.

The hybrid structure provides flexibility within an organized framework. Students engage with different forms of learning at different times while remaining actively connected to the curriculum, their personal practice, and our shared learning community throughout the year.

ARE BOOKS AND READING MATERIALS INCLUDED?

Required course readings will be provided and cost is included in the tuition deposit.

Students will also receive a suggested reading list. Students are responsible for obtaining suggested materials and may purchase personal copies, use digital editions, or obtain the materials through a public or academic library.

WHAT CERTIFICATION WILL I RECEIVE?

Students who successfully complete the academic, experiential, practice, teaching, and integration requirements of this 320-hour training will receive the Kriyatech™ Integrated Therapeutic Teacher Certification and earn the designation:

KRIYATECH™ INTEGRATED THERAPEUTIC TEACHER

Graduates may use the CYT-200 designation. They can also identify themselves as Reiki Level 2 Practitioners/IRP2.

WILL I BE ABLE TO PRACTICE SAT NAM RASAYAN?

Yes.

Sat Nam Rasayan training and practical experience are included within this training. Graduates will be prepared to practice Sat Nam Rasayan within the scope of their Kriyatech™ Integrated Therapeutic Teacher training.

IS KRIYATECH™  REGISTERED WITH YOGA ALLIANCE?

No.

Yoga Alliance is a voluntary professional registry and membership organization. It maintains registries of yoga teachers and yoga schools that meet its registration requirements. It does not train or certify yoga teachers, issue teaching certificates, or grant permission to teach.

Yoga teacher certification is issued by the school or teacher trainer through whom the education is completed. Kriyatech™ issues its certification directly and operates independently of Yoga Alliance.

Students evaluating a training program are encouraged to consider the actual curriculum, faculty, educational requirements, practical experience, scope of practice, and certification being offered.