Applications Open for the 2025/2026 Academic Year
We are now accepting applications for the 2025/2026 academic year, beginning September 13-14, 2025. To apply, please email secretariat.accpi@gmail.com or call +40 744 333 362.
Course Philosophy
Child psychotherapy involves applying psychotherapeutic principles and techniques to address emotional, cognitive, behavioral, and interpersonal challenges in children. The primary goals of child psychotherapy are:
Identifying and addressing behavioral excesses
Enhancing and accelerating behavioral deficits
Maintaining and reinforcing positive behavioral changes (Polemikos, 1997)
Training Curriculum in Integrative Child & Adolescent Psychotherapy
Basic training spans the first three years of the child and adolescent psychotherapy program, combining both theoretical and practical components. Each training module lasts 20 hours, consisting of: 4 hours of theoretical instruction, 11-12 hours of hands-on practical applications, and 5 hours of individual work.
This stage equips students with the necessary skills and knowledge to apply various psychotherapeutic interventions and techniques in working with children and adolescents. The practical component is essential, as psychotherapy cannot be learned from books alone.
The basic training, conducted in English, is available in a hybrid format.
Basic training consists of 20 modules, detailed here: Basic Training
The advanced training in integrative child and adolescent psychotherapy takes place during the 4th and 5th years and focuses on:
Advanced techniques and interventions
Conceptual case models
DSM-5 diagnostic categories
Each training module lasts 20 hours, including: 4 hours of theoretical instruction, 11-12 hours of practical applications, and 5 hours of individual work.
At this stage, beginner psychotherapists develop skills in diagnosis, treatment planning, and intervention selection, ensuring that approaches are tailored to each client’s individual needs.
The advanced training, conducted in English, is available online or in-person based on your preference.
Advanced training consists of 10 modules, detailed here: Advanced Training
Group Personal Development
Personal development is a core component of child and adolescent psychotherapy training. Research confirms that a psychotherapist’s level of self-development is directly correlated with psychotherapy effectiveness.
Without deep self-awareness and processing of personal psychological challenges, therapists risk projecting their emotions and thoughts onto their clients. Developing the ability to actively and empathetically listen while addressing clients’ concerns without countertransferential interference is one of the most challenging tasks for beginner psychotherapists.
To qualify as an integrative child psychotherapist, you must complete:
At least 25 hours of individual therapy with a psychotherapist of your choice
12 modules of group personal development or therapy
Supervision begins in the 4th and 5th years and serves to support beginner psychotherapists as they work with clients. The transition into professional practice comes with uncertainties, and guidance from experienced colleagues is essential for overcoming challenges and gaining confidence.
Supervision structure:
Group supervision modules last 15 hours and are conducted online
Individual supervision is available upon request with any of our qualified supervisors
Supervision Requirements for Graduation
To successfully complete supervision, you must:
Work with clients in private practice or an institutional setting
Accumulate a minimum of 300 client contact hours
Submit supervision protocols for at least 10 supervised cases across various pathologies
More details are available here: Supervision
Intervision / Peer Supervision
Intervision (peer supervision) is held monthly, conducted online, and is free of charge for ACCPI members. Each session lasts 3-4 hours and is designed to:
Address emergency client situations
Provide quick advice or short-form consultation
While intervision does not replace formal supervision, it serves as an additional resource for trainees.
Intervision schedules are announced monthly via our WhatsApp group.
Examinations & Academic Requirements
You will be required to complete both theoretical and practical exams at specific milestones in your training.
Exam Format
Theoretical exams:
Oral (for online format)
Written (for in-person format)
Examinations occur at the end of:
1st year
3rd year
5th year
Academic Requirements
In addition to exams, trainees must submit:
At least 4 essays and book reviews
10 case protocols
Two dissertation papers (one at the end of the 3rd year, and one at the end of the 5th year)
Join Our 2025/2026 Program!
We are excited to welcome new trainees for the upcoming academic year. Spaces are limited, and applications are reviewed on a rolling basis. Secure your spot now by reaching out via:
Email: secretariat.accpi@gmail.com
Phone: +40 744 333 362
Integrative Psychotherapy for Children and Adolescents
Our training program in Integrative Strategic Psychotherapy for Children and Adolescents is based on two psychotherapeutic models we have developed over time:
Integrative Strategic Psychotherapy for Adults
The Wizarding School Program for Children
The Foundations of Integrative Strategic Psychotherapy
Integrative Strategic Psychotherapy is a research-driven approach that emphasizes the therapeutic relationship as its central component. This model of psychotherapy integrates key principles from multiple theories into a coherent framework informed by neurobiology and attachment research. The fundamental principles of this approach incorporate common elements from various psychotherapeutic schools, recognizing common therapeutic factors as the primary agents of therapeutic change. Among these factors, the therapeutic relationship is the most significant.
At the core of the therapeutic relationship lie client and therapist variables, and within this dynamic, the interplay between the brain’s left and right hemispheres plays a critical role in achieving positive therapeutic outcomes.
Integrative Strategic Psychotherapy acknowledges that many psychotherapeutic theories share common fundamental assumptions and emphasizes the importance of continuously integrating new scientific findings into therapeutic practice. While providing a structured model of the Self and core principles, this approach remains flexible, allowing for the integration of additional intervention models as the field evolves.
The Four-Domain Model of the Self
Our model is built upon a four-domain structure of the Self, inspired by Damasio’s theory of the Self:
Proto-Self
Core Self
Plastic Self
External Self
These domains are shaped by six psychological axes:
Biological
Cognitive
Emotional
Psychodynamic
Transgenerational
Existential
Unlike other models, behavior is not treated as a separate domain, as it is inherently influenced by all these dimensions.
The Role of Attachment and Self-Development
Attachment relationships form the foundation of the proto-self, while the core self develops as an outcome of early attachment experiences and the internalized core set. In early childhood, an infant’s mental representations of others become integrated into their neural functioning, shaping the core self. These interactions—particularly nonverbal emotional exchanges between an infant and caregiver—are stored in the right hemisphere and contribute to neural mapping of attachment experiences.
The proto-self absorbs signals from caregivers and maps changes in response to external stimuli. Over time, these neural mappings create a foundation for the core self, which becomes the second-order neural representation of attachment (with the proto-self containing the first-order mapping).
The proto-self is nonverbal
The core self is a combination of verbal and nonverbal processes
This aligns with transactional analysis theory, which distinguishes between scripts (nonverbal) and counterscripts (verbal), as well as attachment theory and psychodynamic theories.
Integration at the Intrapersonal and Interpersonal Levels
Secure attachment, core self-development, and verbal/nonverbal integration are essential for healthy interpersonal relationships and neural integration. The human brain has the ability to differentiate and integrate functions, making it biologically wired for connection.
Proto-Self → First-order neural maps
Core Self → Second-order neural maps
Plastic Self → Third-order neural maps (developed through social interactions)
Secure attachment creates coherence between the core self and the plastic self, while insecure attachment disrupts communication patterns. Neural integration across the left and right hemispheres is essential for coherent self-development, and early childhood experiences play a crucial role in shaping this neural balance.
The Role of Play in Child Psychotherapy
Unlike adults, children often struggle to verbalize their difficulties, but all children engage in play—a fundamental part of their development. Through play, children develop the skills necessary for understanding themselves, others, and their environment.
Modern research suggests that child psychotherapy should incorporate multiple approaches to achieve the best outcomes. The therapist plays a dual role as both a play partner and a facilitator, engaging the child in a way that feels natural and ensures emotional safety. This involvement allows the child to express emotions and experiences in a therapeutic setting, leading to positive change.
One of the ongoing debates in child psychotherapy is the extent of the therapist’s involvement in play. The level and nature of the therapist’s participation often depend on their theoretical orientation and conceptualization of change mechanisms.
Mechanisms of Change in Child Psychotherapy
Freedheim & Russ (1983, 1992) identify six major mechanisms of change in individual child therapy:
Expression, catharsis, and emotional labeling
Corrective emotional experiences
Insight and cognitive restructuring (e.g., working with play, labeling emotions, interpreting conflicts)
Problem-solving techniques and coping strategies
Interpersonal development through object relations and internalized representations (with the therapeutic relationship being a key factor)
Non-specific factors, such as the child’s belief in change and their sense of not being alone
The Integrative Approach to Child Psychotherapy
Our integrative program is structured to address the child’s thoughts, fantasies, and environment, promoting the development of more adaptive thoughts and behaviors through:
Coping strategies for emotions and challenging situations
Directive, goal-oriented interventions
Evidence-based techniques (e.g., modeling)
Empirical evaluation of treatment outcomes
While incorporating elements from cognitive-behavioral therapy, our model retains the foundational principles of person-centered and psychodynamic approaches, such as:
The importance of the therapeutic relationship
Play as a means of communication
Therapy as a secure space for self-exploration
Core Therapeutic Techniques
Our program aligns closely with supportive psychotherapy, focusing on:
Problem-solving strategies
Restructuring self-perceptions
Encouraging alternative perspectives
Building trust through a strong therapeutic alliance
Enhancing coping skills for immediate challenges
The Family Context in Child Psychotherapy
A child’s psychological difficulties do not exist in isolation—they emerge within the context of family dynamics. These dynamics can cause, maintain, or modify behavioral patterns.
For this reason, our approach:
Focuses not only on the child but also on family interactions
Examines relational patterns and family transactions
Encourages systemic interventions to support the child’s growth
By integrating these elements, our program offers a comprehensive framework that fosters therapeutic change while remaining scientifically grounded and adaptable.
Conclusion
The Integrative Strategic Psychotherapy for Children and Adolescents program provides a comprehensive, research-based framework that integrates neurobiology, attachment theory, and developmental psychology. By balancing structured interventions with flexibility, this approach ensures that therapists can adapt to each child’s unique needs, promoting long-term emotional and psychological well-being.