Professional Accreditation
At CIRL we approach professional accreditation as part of the self-direction of the student.
We are maintaining good professional links with the Chiron Association for Body Psychotherapists (CABP).
It is our intention to ensure that the CIRL Body Psychotherapy Training Programme meets the standards for training set by the profession.
Please note we are currently investigating the possibility of the Body Psychotherapy Training becoming a recognised Masters course. This is likely have some impact on the fees as Masters programmes carry additional registration / examination fees with the awarding body (university).
Programme Structure
The structure of each course allows trainees to continue in full-time work whilst training.
The courses run at evenings and weekends.
For registration form click here For more info click here
The structure of training is modelled on the following elements:
* Formal teaching of theory and approaches
* Self-directed learning
* Experiential learning
* The gaining of client / group experience
* Supervision of client / group experience
* The experience of the trainee as a client in Body Psychotherapy / as a member
in a facilitated on-going group process
* Written assignments
* Self, peer and tutor assessments
Common Aspects to Our Courses
CIRL training programmes share the following common aspects:
· The modules of the courses build on each other and are designed to provide a
developmental and progressive process of experiencing, learning, training and
teaching
· The courses are geared towards enhancing trainees’ personal growth and
professional development on the course and back in the workplace
· The training includes structured input on perception, understanding, intervention
(as theory and practice), meta-psychology, philosophy, diversity, ethics as well as
unstructured exploratory space
· The link between experiencing, theory and practice is developed
· The intention is to increase the trainee’s conceptual, critical, thinking and
experiencing capacities with a high emphasis on the development of self-reflective
practitioner skills
· To formulate an evolving yet personally relevant, view, understanding and practice
of the work
· Students are encouraged and facilitated to go through the training at a pace that is
congruent with their individual process, their learning process and their life situation
· All courses provide a balance between self-directed learning, structured and taught input, facilitated learning experiences, unstructured space and reflective processing |