Applications are temporarily suspended.
Course Philosophy
Clinical interventions made by psychotherapists are usually based, at least to some extent, on the therapist’s theoretical and philosophical beliefs and on the knowledge gained during his/her experience in working with patients. This can sometimes lead to a degree of inflexibility on the part of the psychotherapist, who places faith in a certain therapeutic modality and disregrads the needs of the client. The “map” or “story” of the clinical case is constructed by the therapist based on own training and reading books or journals presenting contemporary research. But what constitutes “good” research in the field of psychotherapy is controversial (Salmon, 1983; Murcott, 2005). Thus, it is very likely that “the map is not identical to the territory”. In other words, there are always alternative ways of constructing clinical reality (Hawkis, 2002).
Based on the research on therapeutic outcomes, Lambert (1992) concludes that 40% of therapeutic success can be attributed to “extraterritorial change” (for example, unforeseen events, social support, self reinforcement, etc.), 30% to “common factors” that are encountered in all therapies regardless of the theoretical orientation of the therapist and 15% to the specific psychotherapeutic “technique” (eg. systematic desensitization, hypnosis, etc.). Although no form of psychotherapy is superior to another, all are superior to lack of treatment (Lambert and Bergin, 1994). The common factors approach (Frank, 1973; Lambert and Bergin, 1994) seeks to determine the central ingredients that different forms of psychotherapy have in common, with the ultimate aim of creating more effective and integrative treatments based on these common points (Hawkins, 2002 ).
However, different schools of psychotherapy do not involve these factors equally. Usually in each school one or two factors (usually one) are considered central, and the other factors are assigned a secondary status. Research shows, however, that one of the most influential factors in the outcome of psychotherapy is the relationship between psychotherapist and patient (Bergin and Lambert, 1978, Luborsky, Crits-Cristoph, Alexander, Margolis and Cohen, 1983, Clarkson, 1998).
For these reasons we consider that the practice of hypnotherapy must be carried out in an integrative framework. In addition, the principles of Ericksonian psychotherapy, most often taught in conjunction with the practice of clinical hypnosis, are integrative principles.
One of the problems of hypnotherapy is that clinical hypnosis is a working tool, a psychotherapeutic technique and not a theoretical model in psychotherapy. On the other hand, learning hypnotic techniques, hypnotic language and how to use trance and suggestion requires time and thorough study. But any hypnotherapist needs a theoretical basis to conceptualize the clinical cases, a map for the psychiatric diagnosis and a treatment strategy. The practice of hypnotherapy means the integration of clinical hypnosis techniques into psychotherapeutic practice. We believe that the theoretical basis of integrative psychotherapy offers a theoretical and contextual framework through which the hypnotic interventions and suggestions find their place in the practice of the clinician specialized in hypnotherapy.
The training curricula in integrative hypnotherapy
Basic training takes place in the first three years of training in integrative hypnotherapy. It includes a theoretical and a practical component. The training modules have a duration of 20 hours, out of which about 4 hours of theory, 11-12 hours of practical applications and 5 hours of individual work. In basic training students acquire abilities and knowledge necessary for the application of various interventions and work techniques with the client / patient. The practical component of the training is especially important in this context – we cannot learn psychotherapy from books alone. The basic training in psychotherapy, taught in English, can take place online or live, depending on your option. Basic training includes 20 training modules, detailed here: basic training
The advanced training programme
The advanced training in integrative hypnotherapy takes place in the 4th and 5th year of training and includes techniques, interventions and conceptual case models for the main diagnostic categories in the DSM 5. The training modules have a duration of 20 hours, out of which about 4 hours of theory, 11-12 hours of practical applications and 5 hours of individual work. Advanced training familiarizes the beginner psychotherapist with diagnostic and treatment plans, mainly the development of treatment plans and the choice of adequate interventions, depending on the client / patient individuality. The advanced training in hypnotherapy, taught in English, can take place online or live, depending on your option. Advanced training includes 10 training modules, detailed here: advanced training
Group personal development
Personal development is one of the fundamental components of the training in integrative hypnotherapy. Research shows that the level of the psychotherapist’s personal development is directly linked to psychotherapy efficiency. If we don’t know ourselves well enough, or the psychological problems we have are not sufficiently tackled, we will not be able to avoid projecting onto the client / patient our own emotions and personal way of thinking. Active and empathic listening and clarifying the patient’s problems without significant counter-transferential obstacles is the beginner psychotherapist’s greatest task.
To become an integrative hypnotherapist, you need at least 25 hours of individual therapy, with a psychotherapist of your choice, and 12 modules of group personal development / therapy.
Supervision takes place in the 4th and 5th year of training and has the purpose of supporting the beginner psychotherapist in working with clients / patients. When we begin our career in psychotherapy, there are still many things unknown and many uncertainties. We need more experienced colleagues to guide us when we are stuck, and we need support with our anxieties when we are not sure we do well what we do.
Group supervision modules have a 15-hour duration, and they are online. If you need additional individual supervision, you can ask any of our supervisors.
During the supervision period, you will work with your clients / patients, in your private practice or in an institution. To graduate and finalize supervision you need to work with clients / patients for at least 300 hours, and have supervision protocols for at least 10 supervised cases, from various pathologies.
You can read more about supervision here: Supervision
Intervision / peer supervision
Intervision is organized monthly, online, an dis free of charge for ACCPI members. Intervision sessions are of 3-4 hours. Intervision helps in emergency situations or in situations in which you need some quick advice or a short answer. Intervision cannot replace supervision, but can be an additional resource for our students.
Intervision meetings are announced monthly on our Whatsapp group.
Exams
You will have both theoretical and practical examinations. Theoretical examinations are wither oral (online) or written (live). You will have examinations at the end of the 1st, 3rd and 5th year. You need to write at least 4 essays and book reviews, 10 case protocols and two dissertation papers: at the end of the 3rd and 5th year of training.