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DK School of Hypnosis

David Kennedy School has been providing training in hypnosis since 1987. Originally, our teacher was David himself, and we are fortunate to have comprehensive Course materials based on his life's work to teach from.

Katina Gleeson is our new teacher, chosen by David to succeed him. Drawing from her own experience in private practice (Katina is a Mental Health-accredited Social Worker, and practices as a Clinical Hypnotherapist) she provides our workshops with dynamic reinterpretations of David's lectures. She also draws from her own practical experience as an educator, and she is currently engaged as a teacher of Diploma of Counselling with a major Australian RTO. 

We have always offered distance learning, supported by seminars and workshops. Our written, video and audio Study materials are being made available online and have been completely edited and re-imagined by Rachel Kennedy. Our workshops are in support of that training. 

Experiential learning makes for great study outcomes! We all have strengths to draw from, and any further education should enhance us and utilise any skills we already have. We actively encourage our students to use any learning they acquire for personal development. The more we work on ourselves, the better we can help others.

It’s our hope that students of hypnosis develop an eclectic approach to their therapy, to draw from many sources, to seek and take advice from those with experience, and to learn from more than one teacher. This will help you serve your clients better.


To facilitate the opportunity for hypnotherapists and students of hypnosis to share time with like-minded people, and to learn from other practitioners.

To provide a space where therapists and studetns can debrief, ask questions from experienced teachers, and share ideas with colleagues or fellow-students.


To stay committed to, and encourage the teaching and practise of, traditional hypnotherapy as a modality of healing (and a profession) available to all who are called to it.

To nurture our professional community as a place of collaboration, support and encouragement, not competition.

To provide the opportunity for professionals and students to take part in group learning and sharing, free from unnecessary bureaucracy.

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