Our Curriculum In Depth
Introduction to Psychotherapy
This module teaches students the scope and range of psychology in its application to life and the relevance of psychological theories, principles and techniques. Through the study of psychological theory and practice students begin to develop conceptual frameworks to appreciate and understand the dynamics of human behaviour. They explore the meaning of scientific method in psychology and undertake an in-depth study to appreciate the methodology and practice of psychology and its role in the behavioural and social sciences.
In our psychotherapy courses we cover transpersonal psychology which is the study of psychological techniques and theory to include the transpersonal (spiritual) realm along with the mental and psychological realms.
In this module students learn to understand and apply the skills of effective communication in a wide variety of contexts and situations. We cover self-awareness, personal and interpersonal power, attitudes, values and perceptions in communication, verbal and non-verbal strategies, the integration of emotional and intellectual intelligence, dealing with difference and the skill of working together. This module provides a solid foundation for counselling and psychotherapy together with indispensable skills for dynamic interpersonal relationships through the understanding of the human energy field and how it functions.
Energy Healing & Energy Anatomy/Body Psychotherapy
We teach 22 healing skills throughout the five years of training and we also include in the training an in-depth study of the seven chakra system of the energy body and the corresponding levels of the human energy field. We use experiential methods to learn about our own energy field and the energy fields of others. We include meditations on each chakra and use toning, crystals and essential oils to expand the energy field of the chakra we are currently studying. Some of our healing skills have been derived from the study of sacred geometry.
We make a deep study of grounding and use many grounding methods including the ground of being technique, which we created and are continually deepening. We use music and toning to bring us to the deepest state of grounding in order to expand our fields to the higher levels. Through quantum physics theory we study the anatomy of the human energy field and consciousness and practice perceiving other dimensions of being in order to gain information about health and healing
Group-work Theory and Practice/Creative Arts
Students study the stages of group development, explore group dynamics and learn to facilitate groups in awareness of the underlying processes that may be affecting group functions. This is a highly interactive and experiential module. Each student participates from their first class in a group project which involves putting together as a group an integrative piece about their individual journey throughout the year and then present this at class 5. This requires development of creativity and interpersonal skills in cooperating with others to operate at this group level. Students learn to identify the interpersonal dynamics at work in groups. Time is allocated throughout each training module for integration of processes through art, journaling and/or movement through dance or walking etc.
We continually create sacred space with the use of crystals, essential oils, music and colour in order to teach and learn the value of the creative essence in each one of us and its healing power in the therapeutic process. Through this practice each student is encouraged to allow the creative process to develop within themselves.
This module presents a practical framework for understanding the theory of personality development. Throughout this module the student will acquire a basic knowledge of developmental psychology for understanding one’s own behaviour and that of others. Each stage of development and the respective milestones are considered, taking students from infancy through to old age. The life passages individuals move through and the major theories of the adult stage are examined. Special issues including developmental disorders and therapeutic approaches are also covered.
In our developmental psychotherapy training our lectures cover early childhood psychological dynamics and include object relations theory. We particularly focus on the neuroscience of psycho- therapy which focuses on the limbic and reptilian brains and the resonance from these neural areas.
During our on-campus training our students experience counselling training and structured practice, feedback, discussion and review. As well as the basic counselling skills we also teach our students how to counsel the different character types (from the characterological model). This is one of the bases of our psychotherapy framework. As students’ skill level develop, they begin to describe, analyse and observe their use of each counselling skill and also their reasons for making a choice of which skill would be required.
The student learns to develop a critical understanding and appreciation of the main approaches used in counselling and why and how they would use them. The development of a solid ethical framework based on a comprehensive understanding and appreciation of counselling theory and practice is central to this module.
We teach counselling skills based on client centred methods and in a Rogerian style and include the component of experiencing and understanding the energy anatomy within a counselling context. In the more advanced counselling training we include loss and grief methods and gestalt methods of counselling. Conflict resolution counselling that will contribute to an effective and efficient framework for management, negotiation and mediation. Students develop a conflict management perspective through which their knowledge and skills for dealing with conflict can be applied effectively and efficiently and to a wide range of situations.
We move into combining the counselling and characterology in the third and fourth years of training when we teach the methods of counselling a person presenting with a particular defense and holding a healing response for yourself and your client.
In the beginning of teaching the counselling skills you will learn about transference and countertransference in the therapeutic model. We teach you to learn of your own transferences and how to deal with them. We do this firstly through an experiential and contemplative method inquiring into your own understanding of your transference and countertransference and then beginning to understand how this colours your experience of the other and teaching you how to deal with your transference and to own it and not have it become an obstacle to the healing process but for it to be an informative piece.
In our more advanced counselling training, students develop further understanding of the theory and practice of counselling and terminology, establishing contracts and boundaries with clients.
All students are required to keep a learning journal which forms a part of their on-campus course work along with their distance learning requirements.
During our training days approximately 15-20 hours per year is devoted to student personal development. Distance learning requires writing experiences which arise from reading and recording material aligned with their level of training.
We make an in depth study of characterology as described by John Pierrakos and Alexander Lowen. This work has derived from bioenergetics and then from core energetics. This is a model of understanding wounding, defenses, masks, etc and serves as a tool for self transformation and as a method of working with clients and helping them to understand their defensive energetic patterns.
Much of our work is in groups and inevitably group processes and perhaps even individual processes may emerge. We hold the space for transformation to occur at these times and each person learns how to hold space for their clients. We include some shamanic theory and practice and study archetypes, particularly in relation to transference and countertransference.
We also draw our developmental work from the Pathwork principles and work with masks and the relationship between reason, will and emotion and the balancing of these major principles in the human experience.
We include meditation and channeling guidance and work with affirmations to support ourselves and to learn how to teach our clients to support themselves through times of processing. We have many different types of meditation including walking meditations and the practice of specific energy exercises to deepen your experience.
Our professional practice sessions focus on the practical and ethical requirements of learning to be a professional in a professional environment. We focus on the transition from student to practicing therapist and teach students about codes of conduct as a professional with particular focus on ethics and developing a system of referral and ongoing dialogue with other healthcare professionals. We cover rights and responsibilities of therapists and clients and legal and regulatory requirements.
We introduce students to professional associations and familiarize them with codes of conduct for professionals.
Self care and self healing for the student must come first in any professional practice. We spend time working with students in order to achieve optimum self care.
This is a comprehensive introduction to the theory and practice of supervision. The aim of this module is to provide an understanding of the purpose and practice of supervision within a variety of professional contexts. Students will gain clarity in how to find supervisors to suit their professional needs and how to use supervision to maximize their personal learning.
From the beginning of Year 2 onwards we include regular case supervision sessions in class and students are required to present a practice client and to receive supervision of their approach and method of working with their clients.
In Year 4, students are invited to bring a client to the training clinic and go “live” with a therapy session with a supervisor present. In Year 5 students participate in leading supervision groups as they train to become a supervisor.
Along with this is the requirement that each student have 18 individual sessions during each year of the training with an accredited psychotherapist to support them in the process of personal development and supervise issues which may arise from beginning to practice skills learned during on-campus training.