Diploma in Integrative & Transactional Analysis Psychotherapy – Working with Adults
If you are thinking about training to be a psychotherapist for adults, or would like to chat to someone to find out more about what psychotherapy training involves, please get in touch with us at the centre. The centre has a very relaxed and welcoming atmosphere ideal for learning and we are always keen to hear from people who are considering a change of direction in their career.
ECPT are a UKCP Organisational Member
The Diploma in Integrative and Transactional Analysis Psychotherapy is UKCP Accredited
To apply for a place on the Core Theory Year of the Diploma in Integrative Transactional Analysis Psychotherapy, please visit our online application page at >>
Download our prospectus at >> ECPT Prospectus
The psychotherapy training is a 4 year training. It comprises one weekend (or one Thursday/Friday) a month for ten months each year. This is two full days (from around 9.30am to 4.30pm) of classroom time comprising a mix of lectures, workshops, and skills practice time. Within this time, you will also be required to write and present a presentation (as an individual and in a small group), research and write essays, keep a reflective journal, and complete observed skills practice.
As well as the classroom hours and successful completion of academic tasks, the course requires a number of personal therapy hours and a number of hours in clinical practice along with appropriate supervision. This is a holistic training which encompasses academic study, skills development, and professional practice.
Our Diploma in Integrative and Transacational Analysis Psychotherapy is accredited by UKCP which means that you can work towards UKCP requirements for inclusion on their register on graduation. We are able to support our graduates through the process and carry out the appropriate accreditation assessments.
About our psychotherapy training
The first three years of our psychotherapy training course follow the same format as the psychotherapeutic counselling training. however there are a number of differences to meet the depth and intensity for the psychotherapy qualification requirements studied at academic level 7.
Each year of the four-year training is subject to all HIPC requirements.
A difference in the 4th year is the attention to the intrapsychic and interpersonal levels of change. Berne talked about this as intrapsychic change and script cure.
We critique and analyse the concept of cure.
From an Integrative perspective we consider how TA and other models use concepts such as process and exploratory contracting, inter-subjective and co-creative approaches, script protocol and working with the unconscious are relevant to psychotherapy at a more advanced level of integration.
We have specific criteria to fulfil in terms of the research requirements. There are self-directed, structured tasks researching concepts such as integration, diversity and ethics.
There is also a research essay to assess capacity for critique and analysis.
In order to address the requirements for the psychotherapy qualification the training pentagon will be used to evaluate a more advanced level of understanding and relational depth within the therapeutic relationship.
The content of the 4th year includes and is inclusive of both a mental health and Transactional Analysis diagnostic component, including;
A mental health familiarisation placement.
Consideration of pathology from a psychotherapy perspective.
Specific leaning towards mental health and well-being.
Completing a mental health placement
A reflective written piece on the mental health placement
Demonstration of mental Health experience and knowledge
A reflection of the above in the final written assessment.
The psychotherapy year means understanding and working with transference and countertransference within the therapeutic relationship. In TA terms we think of this as deconfusion which means working effectively with unconscious processes from a place of understanding and relational depth within an individual, couple or group context.
The 4 year psychotherapy training ensures the trainee completes the necessary requirements to meet the criteria for UKCP/HIPC to progress towards accreditation as psychotherapist.
Training content of the 4th year
Completing and Passing the 4th year will be the spring board for accreditation as a psychotherapist should this be the preferred route.
Please see the separate accreditation criteria and allow for this in your costings.
Psychotherapy training year 4
|An existential approach to psychotherapy
|To understand and critically evaluate existentialism
To discuss the significance of spirituality
To understand and critically evaluate theoretical concepts of spiritually from a TA perspective To critically evaluate spirituality in clinical practice
Development in TA and its application
|To analyse and critique an identified model of research.
To understand the significance of research in relation to psychotherapy.
To understand the relevance of studies and research findings in human development, memory, diversities, ethics and legal issues.
To critically evaluate a theoretical concept of TA and its psychotherapeutic effectiveness.
|Diagnosis and DSM5 self-psychology
|To understand and critically evaluate the DSM 5 as a diagnostic tool.
To discuss and critically evaluate the diagnosis and treatment approach to disorders of the self according to Benjamin.
To critically evaluate the significance of diagnosis in clinical practice with disorders of the self including considerations around ethics and equality
|Working with the Schizoid presentation within the therapeutic relationship
|To understand and critically evaluate the self psychology of the Schizoid presentation according to Kohut and Masterson .
To understand and critically evaluate the TA approach to the Schizoid presentation.
To critically evaluate the theoretical concepts of the Schizoid presentation in clinical practice.
|Working with the Narcissistic presentation within the therapeutic relationship
|To understand and critically evaluate the self psychology of the Narcissistic presentation according to Kohut and Masterson .
To understand and critically evaluate the TA approach to the Narcissistic presentation. To critically evaluate the theoretical concepts of the Narcissistic presentation in clinical practice.
|Working with the Borderline presentation within the therapeutic relationship
|To understand and critically evaluate the self psychology of the Borderline presentation according to Kohut and Masterson .
To understand and critically evaluate the TA approach to the borderline presentation.
To critically evaluate the theoretical concepts of the Borderline presentation in clinical practice
|Destructive patterns as Coping strategies – eg self harm and suicidal ideation, eating disorders, overworking etc
|To recognise and understand the symptoms and presentation of destructive behaviours.
To discuss and critically evaluate TA approaches to destructive behaviours including ethical considerations.
To understand and discuss the principles of containment and validation in the clinical practice of destructive behaviours.
To discuss and evaluate the therapeutic benefits of reframing.
|Using Psychodrama with TA
|To understand and critically evaluate Psychodrama as a model of psychotherapy
To critically evaluate theoretical concepts of Psychodrama in clinical practice
To analyse and critique similarities and differences of Psychodrama and TA
To participate and experience Psychodrama as an intervention of Psychotherapy
|Field theory and a phenomenological approach; the I-Thou relationship
|To understand and critically evaluate field theory and the phenomenological approach.
To discuss and understand the I-Thou relationship.
To analyse and critique the similarities and differences between the Gestalt approach and TA.
To critically evaluate the Gestalt approach in clinical practice.
|Learning from our mistakes, shame in the therapist
Taboo subjects in the therapy room
|To discuss, reflect and evaluate our experience of being a therapist including considerations of equality and diversity
To compare and contrast models of TA supervision with other therapeutic models of supervision
To understand and critically evaluate supervision in the four fields of TA and the four schools of TA