The training of trainers programme is designed for experienced psychotherapists who wish to further their career. The course is developed in cooperation with the Turning Point Institute, Ireland.
Eligibility Criteria
This program is open to professionals in the mental health and allied fields, including:
- Psychotherapists, counselors, coaches, psychologists, social workers, psychiatrists, nurses, consultants, probation officers, and mental health practitioners
- Other professionals in the helping professions
- A minimum of three years of experience in their respective field is required.
Course Structure & Certification
A. Diploma (For All Participants)
- 14 modules covering theory and methodology (delivered live or online) over a span of two years
- Completion of a written assignment (10,000 words) on “My Philosophy of Training in Mental Health”
B. Diploma & EAIP Certification (For Psychotherapists)
Includes all the above requirements, plus:
- Practical teaching experience (240 hours):
- 120-180 hours as a co-trainer
- 70-100 hours of independent teaching experience
- 30 hours of self-directed learning and assessment, including a minimum of 10 hours of reflective journaling
- A second written assignment (10,000 words):
- “Relating Practice and Theory: Experiences of Delivering Training”
- Based on practical teaching experience gained during the course or another relevant setting, linked to a training model
Certificate Requirements
- Minimum 80% attendance for course sessions
- Any missed sessions must be compensated as agreed upon with the course tutor
Course Outline
Module 1. Teaching methods (15 hours)
Contents: 1.1. Introduction to psychotherapy training: 1.1.1. Defining psychotherapy training; 1.1.2. What makes a good psychotherapy trainer; 1.1.3. Models of psychotherapy training; 1.2. Adult education: 1.2.1. Andragogy; 1.2.2. Principles of adult learning; 1.2.3. Teaching methods – 1.2.3.1. Didactic storytelling; 1.2.3.2. The explanation; 1.2.3.3. The lecture; 1.2.3.4. The demonstration; 1.2.3.5. The case study; 1.2.3.6. The conversation; 1.2.3.7. The simulation; 1.2.3.8. Small work groups; 1.2.3.9. The debate; 1.2.3.10. The 6-3-5- technique; 1.2.3.11. The Thinking Hats technique; 1.2.4. Teaching instruments – 1.2.4.1. The power-point presentation; 1.2.4.2. The flipchart or whiteboard; 1.2.4.3. Online teaching on Zoom; 1.3. Practical applications.
Module 2. The training relationship (15 hours)
Contents: 2.1. The training relationship; 2.2. The trainee’s needs; 2.3. The trainer’s role – a. The gatekeeper role; b. The archetypal role; c. The trainer’s negative experiences; d. The trainer’s positive experiences; 2.4. The six-modalities model of the training relationship: 2.4.1. The training alliance – a. Characteristics of the training alliance; b. Ruptures of the training alliance; c. Strategies to repair ruptures in the training alliance; 2.4.2. The transferential – countertransferential relationship; 2.4.3. The reparatory / developmentally necessary relationship; 2.4.4. The real relationship; 2.4.5. The transpersonal relationship; 2.4.6. The representational relationship; 2.5. Conflicts between trainer and trainee: 2.5.1. The components of conflicts; 2.5.2. Sources of conflicts; 2.5.3. Types of conflicts; 2.5.4. Psychological reasons of conflicts; 2.5.5. Conflicts and group polarization; 2.5.6. Conflict management; 2.6. Practical applications.
Module 3. Group dynamics. Part 1 (15 hours)
3.1. The dynamics of groups: 3.1.1. Studies on group dynamics; 3.1.2. Group dynamic theories – 3.1.2.1. Dynamic theory of personality; 3.1.2.2. Social information and social learning theory; 3.1.2.3. Intergroup conflict theory; 3.1.2.4. Social identity theory; 3.1.2.5. Group Think theory; 3.1.2.6. Theory of cooperation and competition; 3.2. Group norms: 3.2.1. Roles in the group; 3.2.2. Adherence to the group; 3.2.3. The effect of the group on the individual’s attitude; 3.2.4. The effect of the group on the efficiency of the individual; 3.2.5. Other factors in group dynamics; 3.3. Group cohesion; 3.4. Influence of groups on individual behavior – 3.4.1. Social facilitation; 3.4.2. Deindividuation; 3.4.3. Social loafing; 3.5. Composition, structure and influence in groups; 3.6. Group formation; 3.7. Group membership: 3.7.1. Group membership and stereotyped situations; 3.7.2. Stereotype- based performance effects; 3.8. Typical group roles; 3.9. Good and bad group performance; 3.10. Practical applications.
Module 4. Group dynamics. Part 2. (15 hours)
Contents: 4.1. Group polarization: 4.1.1. Social influences and cascades; 4.1.2. The basic phenomenon of group polarization; 4.1.3. Risky shifts and cautious shifts; 4.1.4. Mechanisms of group polarization; 4.1.5. Depolarization; 4.1.6. Polarization games; 4.1.7. Rhetorical asymmetry; 4.1.8. The rationality of group polarization; 4.1.9. Polarization framing; 4.1.10. Implications of group polarization; 4.1.11. Polarization on the internet; 4.2. Followership and leadership in training groups; 4.3. The study of group processes: 4.3.1. The process group; 4.3.2. The task group; 4.4. The difficult group – 4.4.1. The unresponsive group; 4.4.2. The group that can’t keep time; 4.4.3. Participation of a small part of the group; 4.4.4. The over-emotional group; 4.5. Difficult-to-manage individual behavior: 4.5.1. Individuals who dominate the conversation; 4.5.2. Individuals who keep repeating the same thing; 4.5.3. Individuals who deviate from the subject; 4.5.4. Private conversations during group work; 4.5.5. Hostile or antagonistic behavior; 4.5.6. Individuals who interrupt others; 4.5.7. Self-disclosure.
Module 5. The trainee’s contribution to group dynamics (15 hours)
Contents: 5.1. The unconscious contribution of the trainee to group dynamics: 5.1.1. Types of problematic trainees – 5.1.1.1. The sensitive souls; 5.1.1.2. The drug addicts; 5.1.1.3. The philosophers; 5.1.1.4. The rigid minds; 5.1.1.5. The talkers; 5.1.1.6. The diploma hunters; 5.1.1.7. The spokesmen / spokeswomen; 5.1.1.8. The mutes; 5.1.1.9. The iditots; 5.1.1.10. The magic believers; 5.1.1.11. The slef-saboteurs; 5.1.2. The trainee’s anxiety – 5.1.2.1. Novice trainees; 5.1.2.2. Trainee anxiety and its effects on their performance; 5.1.2.3. Sources of anxiety; 5.1.2.4. Indicators of anxietu; 5.1.3. The trainee’s attachment style; 5.1.4. Early trauma and the trainer- trainee relationship; 5.1.5. The trainee’s shame – 5.1.5.1. The feeling of shame; 5.1.5.2. Shame versus guilt; 5.1.5.3. Shame reactions; 5.1.5.4. Shame in a multicultural context; 5.1.5.5. Theoretical frameworks of shame; 5.1.5.6. The trainees’ vulnerability to shame; 5.1.5.7. Shame and nondisclosure; 5.1.5.8. A framework for shame in the training relationship; 5.1.5.9. The training relationship as a protective factor; 5.6. Narcissistic manouvers: 5.6.1. Sources of trainee narcissism; 5.6.2. Narcissistic adaptations; 5.6.3. Consequences of narcissistic defensed; 5.6.4. Restitution from narcissistic fantasies; 5.7. Practical applictaions.
Module 6. The trainer’s contribution to group dynamics (15 hours)
Contents: 6.1. Types of problematic trainers: 6.1.1. The narcissist; 6.1.2. The manipulator; 6.1.3. The mother / father; 6.1.4. The anxiety-driven trainer; 6.1.5. The authoritarian; 6.1.6. The philosopher; 6.1.7. The boring speaker; 6.1.8. The careless airhead; 6.1.9. The idiot; 6.2. The trainer’s level of self-development; 6.3. The trainer’s self-esteem; 6.4. The trainer’s anxiety and the imposter syndrome: 6.4.1. Anxiety and the demands of the training institute; 6.4.2. The imposter syndrome – 6.4.2.1. The imposter phenomenon; 6.4.2.2. Trainers’ imposter syndrome; 6.5. The trainer’s attachment style: 6.5.1. Attachment processes in training; 6.5.2. Attachment and the training working alliance; 6.5.3. Attachment and affect; 6.5.4. Attachment and the training relationship; 6.5.5. The influence of trainer attachment style on the training relationship; 6.5.6. The challenges of trainers-in-training; 6.6. Perfectionistic trainers; 6.7. Psychological games in training groups: 6.7.1. What are psychological games; 6.7.2. Games people play in training groups; 6.8. Practical applications.
Module 7. Ethics in training (15 hours)
Contents: 7.1. Core ethical principles: 7.1.1. Ethical principles in psychotherapy training around the world; 7.1.2. Ethical guidelines; 7.2. Ethical problems involving trainees: 7.2.1. Trainee perception of ethics; 7.2.2. Ethical violations by trainees; 7.3. Ethical issues related to training: 7.3.1. Competence; 7.3.2. Due process; 7.3.3. Informed consent; 7.3.4. Confidentiality and limits of confidentiality; 7.3.5. Multiple and dual relationships; 7.4. Ethical and legal dilemmas of trainers; 7.5. Malpractice; 7.6. Duty to warn and duty to protect; 7.7. Documentation; 7.8. Practical applications.
Module 8. Transference and countertransference (15 hours)
Contents: 8.1. Psychological conflicts; 8.2. Transference: 8.2.1. The nature of transference; 8.2.2. Manifestations of transference; 8.2.3. The two triangles model of transference; 8.2.4. The four triangles model of transference; 8.2.5. Types of transference; 8.2.6. Sexualized transference; 8.2.7. Interpretation of transference; 8.3. Countertransference: 8.3.1. The nature of countertransference; 8.3.2. The manifestations of countertransference; 8.3.3. Projective identification; 8.3.4. Management of countertransference reactions; 8.3.5. Resistances to countertransference; 8.3.6. Interpretation of countertransference; 8.4. Enactments.
Module 9. Training models. Part 1 (15 hours)
Contents: 9.1. Training models based on psychotherapy: 9.1.1. The psychodynamic approach in training; 9.1.2. Feminist models in training; 9.1.3. The cognitive-behavioral approach; 9.1.4. The person-centered approach; 9.2. Developmental training models: 9.2.1. The integrated developmental model; 9.2.2. The common factors model; 9.2.3. The Longabill model; 9.2.4. The Ronnestad-Skovholt developmental model – 9.2.4.1. The phases of psychotherapist development; 9.2.4.2. Themes of psychotherapist development; 9.3. Practical applications.
Module 10. Training models. Part 2 (15 hours)
Contents: 10.1. Competence- based models: 10.1.1. The helping skills model; 10.1.2. The six-modules competency model; 10.1.3. The Y model; 10.1.4. The matrix model; 10.1.5. Falender and Shafranske’s competency-based model; 10.2. Integrative models in training: 10.2.1. Bernard’s discrimination model; 10.2.2. Hawkins and Shohet’s Seven-Eyed model; 10.2.3. The transpersonal model; 10.3. Process-oriented models: 10.3.1. Proctor’s functional model; 10.3.2. Inskipp and Proctor’s alliance model; 10.4. Practical applications.
Module 11. Diversity and multiculturality (15 hours)
Contents: 11.1. Core aspects of multiculturality in mental health and allied professions training; 11.2. Multicultural competence; 11.3. Acculturation: 11.3.1. Cultural integration and change; 11.3.2. The impact of acculturation on mental health; 11.4. Culturally sensitive training; 11.5. Emic versus etic parameters; 11.6. Diversity factors in training: 11.6.1. Key diversity factors; 11.6.2. Integrating LGBTQIA+ content into mental health training; 11.6.3. Inclusive care for people with disabilities; 11.7. The role of age in the training relationship; 11.8. Racial matters in training and supervision; 11.9. Trainee diversity; 11.10. Gender biases; 11.11. Practical applications.
Module 12. The systemic approach in training (15 hours)
Contents: 12.1. Power differences between trainers and trainees; 12.2. The psychology of power: 12.2.1. Power and its effects; 12.2.2. The use and abuse of power in mental health and allied professions training; 12.2.3. Power and control in training; 12.2.4. The trainer’s personal development and the psychological consequences of power; 12.3. Systemic roles in training: 12.3.1. The trainer as the “good” and “bad” parent; 12.3.2. Alliances and coalitions in training groups; 12.3.3. The trainee as a “good” or “bad” child; 12.3.4. The trainee who takes on a trainer’s role; 12.4. Practical applications.
Module 13. Training and organizational culture (15 hours)
Contents: 13.1. Mental health and allied professions in the organizational context; 13.2. The organizational culture and climate: 13.2.1. The dimensions of organizational culture in mental health and allied professions; 13.2.2. The organizational climate in mental health and allied professions; 13.2.3. The organizational climate in mental health and allied professions training; 13.3. The training organization’s identity; 13.4. The individual identity in the organizational culture: 13.4.1. The trainee as a member of the training organization; 13.4.2. The trainer as part of a team; 13.4.3. Individual-organization match and mismatch; 13.5. Leadership abilities of training directors; 13.6. Training in different types of organizations; 13.7. Practical applications.
Module 14. Online training (15 hours)
Contents: 14.1. Online eduction: 14.1.1. History of online education; 14.1.2. The impact of the COVID pandemic on online education; 14.1.3. Types of online education; 14.2. Online mental health training; 14.2.1. Modes of online mental health training; 14.2.2. Applications of virtual reality in training; 14.2.3. Applications of AI in training; 14.2.4. Best practices in online training; 14.2.5. Examples of online training programs; 14.3. Digital literacy: 14.3.1. Digital literacy in the 21st century; 14.3.2. The digital literacy of trainers; 14.3.3. Trainees’ behavior in online versus in-person training; 14.3.4. Trainers’ behavior in online versus in-person training; 14.4. Future trends in online training; 14.5. Pros and cons of online training; 14.6. Practical applications.