Introduction
Tier Three of the Diploma of Psychosynthesis Counselling approved by NZQA and NZAC is designed for counsellors and therapists who wish to integrate a psychosynthesis framework and methodology with their professional practice. It is also possible for people wishing to make a career change to counselling to enrol for this training if they have some basic counselling skills and can manage the demands of such a transition. Applicants need to have completed Tier Two, the Foundation Year in Psychosynthesis, or its equivalent from a recognised psychosynthesis training centre.
The Tier Three programme is held over 15 months. It commences in February, with a two day introductory course (Friday/Saturday) followed by 11 three day course modules through to December. It begins with a 2 day introductory course, followed by 3 three day course modules February, March, April.
The part-time nature of this programme enables students to assimilate
and integrate the theoretical and practical material both personally and
professionally. There is time to reflect, experiment and apply learnings
in clinical practice. Also, students have some time after the training
programme ends to meet all qualifying criteria, which may well take longer
than the formal training schedule, particularly if they need to manage
other work commitments as well. This flexibility allows students to develop
as counsellors in tune with their own timing and rhythm. Students will
have a variety of background experience, which creates a rich interdisciplinary
exchange.
Theory Courses
The Individual and the Group
This course begins to develop theoretical structures and models of the archetypal human journey, so that the interplay between individuals and the many groups they are part of can be explored. The course has two themes: An examination of how an individual attends to safety; and a charting of developmental stages and transitions through the lifespan that help give context and meaning to the soul-making journey.
The process of the course involves experiential and theoretical work so students can refl ect on their own developmental 'long patterns'. Such understanding is essential when considering transferential dynamics.
Topics:
• A model of levels of consciousness
• Dependence, independence
• Connection and attachment
• Pride, inadequacy and surrender
• Superego and parental imagos
• Intimacy, safety and sexuality
• Existential crises and life passages
• Protection and defense
• The process of group dynamics - theoretical and practical
Creativity and Mind
The way we are encouraged to think has been developed along linear and
analytic lines which tend to polarise dichotomies and dualities. Out of
this we construct our notions of reality which, by going largely unconscious,
remain relatively fixed.
In the therapeutic relationship, there are consequences to having our
minds available to us in this way only. This course encourages participants
to use more of their mental field than the rational analytic functions,
and to recognise the necessary limits of controlling belief systems. Central
to it is the experience of disidentification in relation to mind, and
the experience of holding a point of tension mentally that includes sensory
awareness, abstract and intuitive as well as concrete functions.
Beginning to acquire these skills allows freedom and flexibility to be
creative with hypothesising and building context, without being overwhelmed
by content.
Topics:
• Kegan and self development
• Constructs and maintaining cycles
• Identification, disidentification and the locus of control
• Perception and paradox
• Stages in the creative process
• Humour and heart
• Looking in to language
• Reflection, receptivity and creativity
• Holding a point of tension
The Heroic Journey
This weekend course explores the mythic structure that underpins developmental assumptions, and helps shape thinking and morality in the West. There will also be an opportunity to consider whether or not the heroic myth is still culturally relevant in its present form. The structure will be drawn together as a model of stages and transitions with a developmental thread.
Will and the Creative process of Manifestation
The process of manifestation and transformation of psychological energies
is the context of this course, and the alchemical quest is the metaphor.
Within this context, the evolution of Will is explored, both experientially
and by using a number of theoretical models and developmental schema.
Trainees will take on a personal or professional project over the term
as a practical application of course learning.
The course will focus on how to evoke and use Will, which is the integrating
and directing agent of the psyche. When Will is aligned to a clear sense
of purpose, meaning and values, it becomes easier to prioritise needs,
reducing neurotic conflict.
Topics:
• The nature of manifestation
• Purpose and needs
• Intentionality
• The application of Assagioli’s Psychological Laws
• Working with fear and aggression
• Will and wounding
• Sexuality and creativity
• The Act of Will
Practicum Courses in Counselling Skills
Introduction to Guiding
This course introduces the keynotes for the year. As the foundation for
effective work is held to be the healing nature of the guiding relationship,
trainees explore the attitudes, assumptions and presence they bring to
counselling. Right from the beginning, trainees learn how to hold the
transpersonal context for this relationship.
The course aims to develop awareness of both interpersonal and intrapersonal
process, as the more sensitive trainees are to themselves, the more effectively
they can utilise their own process therapeutically. The emphasis is on
being in relationship and developing such skills as: empathy, reflective
listening, using non-verbal cues, matching, pacing, intuitive responses,
observing energetic shifts.
Establishing a Meaningful Context
Trainees will begin to learn the therapeutic art of contextualising. This
is taught as a process rather than as a technique, as is the ability to
generate and test hypotheses about clients. Hypothesising addresses a
client both as an individual in terms of developmental theory and as part
of a system in terms of family-of-origin and current relationship dynamics.
Both contextualising and hypothesising are essential skills which will
continue to be developed throughout training.
The course deals with diagnostic and evocative counselling skills e.g.
hypothesising, contextualising, building rapport and establishing a co-operative
relationship, reframing, and heightening powers of observation as well
as general skills such as contracting, preparing for supervision, client
management.
Working with Will
Trainees learn to address the issue the client presents, and to engage the client’s willingness to open to what is emerging for them. Major topics are: core personality formulation; freeing energy from maintaining cycles of behaviour; finding the ally in the personality; developing personal will; and aligning motivations to a sense of purpose and values.
Trainees will learn strategies for dealing with clients’ resistance
to change, conflict resolution and anger management techniques, and explore
transference and counter-transference issues.
Working with Trauma
Trauma encompasses the suffering occasioned by loss and accident to that
caused by abuse. The course will examine various kinds of trauma, ranging
from the experience and process of grieving through to understanding the
symptoms and issues of working with physical, psychological and sexual
abuse.
The course will examine social and cultural attitudes and values to trauma
and abuse, with specific reference to gender and power issues with both
a feminist and masculist analysis. The course will also focus on developing
understanding of traumatic counter-transference issues.
Working with imaginal process
Trainees will learn to use imagery both as a diagnostic tool for exploring the unconscious and as a powerful means of transforming psychic energy. Work will be done with directed imagery, spontaneous imagery, dialoguing with symbols of the unconscious, dreamwork, symbolic identification and resolution, and grounding. Abnormal psychological dynamics will be covered so trainees have an appreciation of contra-indications for the use of imagery. Mythology will also be studied on this course as a practical tool for changing dysfunctional patterns.
The Context of Change
This course will deepen understanding of systemic change. Restructuring and transformation on different levels of how clients organise their experience of the world is addressed, rather than intervening solely in a linear sequence of cause and effect.
Strategies and techniques practised in this context serve to empower clients and evoke their will in all its aspects and levels. A number of techniques are examined, the value and limitations of each being considered in relation to clients’ unique needs and the strategy of the guide.
Ahuatanga Maori
Although many Maori clients may appear to non-Maori practitioners as Westernised, for many, cultural heritage continues to shape world view. This course provides a conceptual framework with which to develop awareness of the complex interplay of cultural beliefs, values, and expectations in the practitioner-client relationship.
Professional Ethics
This
course will be a forum for professional and ethical issues as they pertain
to responsible and safe counselling practice. Trainees will be encouraged
to raise and discuss such issues and to develop a professional sensibility
whereby ethical codes and processes become integral functions of their
professional being.
Course Requirements
• Tier One
Fundamentals week intensive
• Tier Two
Foundation Year: 9 weekends, intensive, tutorials, sessions.
• Tier Three [1st Year]
Introductory course. 11 course modules composed of theory, practicum,
group supervision, professional issues and ethics forum, group process.
• Tier Three [2nd Year]
The Heroic Journey. 3 course modules as above.
Regular personal sessions as required
Individual supervision 25 hours minimum
Client work at least 120 hours
This does not include Self-directed hours, which involve assignment study
and preparation, supervision preparation, reading, and reflection on theory
and practice.
Fees
