With the burgeoning interest in aromatherapy being
regarded as a distinct career, separate from beauty
therapy, specialist colleges began opening during
the late 1970s and early 1980s, with Raworth Col-
lege, the London School of Aromatherapy, Purple
Flame Academy, The Tisserand Institute and Shirley
Price Aromatherapy all establishing themselves
around this time. When Shirley Price – one of Brit-
ain’s most prolific aromatherapy writers and teach-
ers – began studying aromatherapy herself in 1975,
there were four colleges, today there are now well
over fifty in Britain, which are accredited by the
main professional associations, and numerous oth-
ers, which are non-accredited or multi-disciplinary.
During her career, Price has taught thousands of
students around the world and following her retire-
ment in 1998 she is no longer officially involved in
education, although her daughter Penny Price
continues the legacy. However, together with her
husband Len she continues to write, having nine
titles published between them, starting with her
first book which was published in 1983.
As
pioneers
in
aromatherapy
education,
although Shirley Price and Maria Raworth began
their aromatherapy careers firmly allied to the
beauty industry, both actively pursued interests
in the therapeutic potential of aromatherapy, and
from the outset their courses, which were unique
in their time, reflected this. Through the develop-
ment and delivery of their diploma courses, Price,
Raworth and Tisserand amongst others, all played
influential roles in moving aromatherapy away from
the aesthetic-beauty-therapy bias popularised by
the Maury/Arcier/Ryman model, towards a more
clinical-holistic one, centred on the clinical, thera-
peutic qualities of the individual essential oils. This
shift in emphasis coincided with increasing num-
bers of nurses becoming attracted to the therapy
and it is possible to speculate as to whether it
was the nurses driving the therapy, or the evolving
therapy attracting the nurses; depending on who is
consulted, both possibilities are advocated.
As a result of this deepening appreciation and
awareness of the clinically therapeutic properties
of oils – in part due to knowledge coming from
the ‘‘medical model’’ of French-style aromather-
apy – pioneering British courses began to include
compulsory modules in chemistry, essential oil
and biomedical sciences, albeit in a limited form,
reflecting the evolution of the subject into a ther-
apeutic modality. As courses started to increase
their scientific weighting, the holistic side of the
therapy was still seen as being equally important.
External application of oils remained the mainstay
of therapeutic practice, but alongside massage,
other therapeutic methods of external application
were incorporated into aromatherapy treatment
plans to maximise the curative effect. Profes-
sional-level courses trained therapists to use
holistic counselling skills to establish therapeutic
relationships with their clients and many included
nutrition studies to enable therapists to advise
their clients on lifestyle and dietary changes.