Training for trainers and supervisors

The training of trainers and supervisors takes place for a minimum of 5 years and consists of:

  • – 200 hours of theory and practical applications: 1. Adult education and elements of educational psychology; 2. Teaching methods and techniques Part I; 3. Teaching methods and techniques Part II; 4. Communication techniques used in the training process; 5. Group dynamics; 6. The training and supervisory relationship; 7. Supervision models; 8. Interventions in supervision; 9. Personal development in training and supervision; 10. The training of trainers and supervisors;
  • – 500 hours of teaching (the theoretical component of the training course) as co-trainer;
  • – 50 hours of teaching (the theoretical component of the training course) as group leader, under supervision;
  • – 250 hours of individual study assigned for the final report regarding the teaching activity and an essay regarding the candidate’s own approach in psychotherapy integration;
  • – 250 hours of group therapy/personal development as co-therapist;
  • – 250 hours of individual study assigned for the final report regarding the candidate’s activity as a co-therapist in the personal development group and an essay regarding the candidate’s view on own personal development;
  • – 150 hours of peer supervision/ intervision;
  • – 100 hours of supervising the candidate’s activity as supervisor;
  • – 100 hours of continuous professional development courses (CPD);
  • – 50 hours of moderating the monthly debate and discussion meetings;
  • – 250 hours of individual study for the final report regarding the candidate’s activity as co-supervisor and an essay regarding own perspective on the supervision process;
  • – 250 hours of individual study assigned for the final peer-supervision/intervision report;
  • – 750 hours of psychotherapy practice with clients;
  • – 500 hours of individual study assigned for the reports and protocols regarding own psychotherapeutic practice with clients; 
  • – 250 hours of individual study assigned for the preparation of a supervised workshop with a duration of at least 20 hours;
  • – 500 hours of individual study assigned for writing at least four essays;
  • – 250 hours of individual study assigned for publishing two articles in the Journal of Integrative Psychotherapy or the Journal of Integrative Research, Counselling and Psychotherapy, edited by ACCPI, or other integrative psychotherapy journals;
  • – 250 hours of individual study assigned for scientific activities such as: papers, posters and workshops presented in various conferences/congresses, etc;
  • – 1000 hours of individual study assigned for the preparation of the practical and theoretical examination, and the dissertation paper.

TRAINING CURRICULA FOR TRAINERS AND SUPERVISORS

THEORETICAL COMPONENT

MODULE 1S. ADULT EDUCATION AND EDUCATION PSYCHOLOGY

1. Adult education. Andragogy; 2. Continuous professional training; 2.1. The SWOT analysis; 2.2. The objectives of professional training; 2.2.1. The characteristics of a competence- based training program ; 2.2.2. Ability formation and educational psychology; 3. The trainer and his/her role; 3.1. Selecting trainers. Selection criteria; 3.2. The trainer’s role; 4. Learning styles and particularities in adult education; 4.1. The physiology of learning; 4.2. Learning types; 4.3. Adult learning. Particularities in adult education; 4.4. Learning styles; 4.4.1. Efficient learning depending on the learning style; 4.5. Educational objectives and learning; 5. Professional training programs; 5.1. Identifying training needs; 5.2. The purpose and the objectives of a training program; 5.3. The content of the training program; 5.4. Planning the training program in time; 5.5. The resources and the organization of a training program

MODULE 2S. TEACHING AND LEARNING TECHNIQUES AND METHODS. PART 1

1. The presentation; 2. The panel; 3. The general conversation; 3.1. The Bohm dialogue; 3.2. The circle of knowledge; 4. The reaction panel; 5. The spontaneous presentation; 6. The symposium; 7. The case study; 8. The game; 9. Basket exercise; 10. The critical incident; 11. The debate; 11.1. The Karl Popper debate; 11.2. The impromptu debate; 11.3. The Mace-type debate; 12. Reflecting; 13. Observation; 14. The silent meeting; 15. Demonstrations

MODULE 3S. TEACHING AND LEARNING TECHNIQUES AND METHODS. PART 2

1. The simulation; 2. The successive trials; 3. The role play; 4. Brainstorming; 5. The nominal group technique; 6. Practising abilities; 7. The group discussion; 8. Structured exercises; 9. The stories; 10. The metaphorical analysis; 11. Using and selecting training techniques; 12. Training methods; 12.1. Visual methods; 12.2. The flip-chart; 12.3. The projector; 12.4. Films; 12.5. Presentation charts; 12.6. Auditory methods; 13. The evaluation of the training program

MODULE 4S. COMMUNICATION TECHNIQUES USED IN TRAINING

1. Communication techniques; 2. Active listening; 3. Feed-back; 4. Non-verbal behaviours; 5. Language; 6. Spatial arrangements; 7. The curricula and its content; 7.1. Planning; 7.2. Building a curricula; 7.2.1. “What”; 7.2.2. “What about What”; 7.2.3. The structure; 7.2.4. The exercises; 7.2.5. Training techniques; 7.2.6. The time structure

MODULE 5S. GROUP DYNAMICS

1. Group dynamics. General presentation; 2. Group formation; 3. Group polarization; 4. Dimensions of the group process; 5. The study of the group process; 5.1. The process group; 5.2. The task group; 6. The “difficult” group; 6.1. The unresponsive group; 6.2. The group that continues to wander off; 6.3. The participation of only one part of the group; 6.4. The emotional group; 6.5. “Difficult” individual behaviours; 6.6. People who dominate the conversation; 6.7. People who repeat the same thing over and over again; 6.8. Deviating from the subject; 6.9. Private conversations during a group activity; 6.10. Hostile, negative or antagonistic behaviours; 6.11. Interrupting others; 6.12. The lack of participation; 6.13. Attacks, criticism and fighting; 6.14. Attendance problems.

MODULE 6S. THE TRAINIG AND SUPERVISORY RELATIONSHIP

1. The working alliance; 1.1. Role conflicts; 1.2. Role ambiguity; 1.3. The trainer’s and supervisor’s motivation; 1.4. The trainers’s and supervisor’s anxiety; 2. Supervision as an interpersonal system; 2.1. Parallel procesess; 2.2. Interpersonal triangles; 2.3. The supervisory alliance; 3.1. The supervisee’s resistance; 3.2. The supervisee’s attachment; 3.3. The supervisee’s shame; 3.4. The supervisee’s anxiety; 3.5. Competence; 3.6. Tranference in the supervisory relationship; 3.7. The supervisor’s attachment; 3.8. Countertransference in the supervisory relationship.

MODULE 7S. SUPERVISION MODELS

1. Psychotherapy- based supervision models;1.1. Psychodynamic supervision; 1.2. Cognitive-behavioral supervision; 1.3. Systemic supervision; 1.4. Constructivist approaches; 1.5. The integrative strategic model; 2. Developmental approaches to supervision; 2.1. Stage developmental models: the integrated developmental model; 2.2. Process developmental models; 2.3. Life-span developmental models; 3. Social role models in supervision; 3.1. The discrimination model; 3.2. The Hawkins-Shohet model; 3.3. Holloway’s systems approach to supervision; 4. Transactional supervision and transformational supervision; 5. Supervision in hypnosis; 6. Integrative models in supervision (Gilbert & Evans)

MODULE 8S. INTERVENTIONS IN SUPERVISION

1. Methods, forms and techniques for individual supervision; 1.1. The supervision protocol; 1.2. Case notes; 1.3. Audio recordings; 1.4.Video recordings; 1.5. In vivo observation; 2. Structured and unstructured interventions in individual supervision; 3. Group supervision; 3.1. Advantages and limitations in group supervision; 3.2. A conceptual model of group supervision; 4. Peer-supervision/ intervision.

MODULE 9S. PERSONAL DEVELOPMENT IN TRAINING AND SUPERVISION

1.The supervisor’s personal development; 1.1. The Alonso model; 1.2. The Hess model; 1.3. The integrated developmental model, 1.4. The Rodenhauser model; 1.5. The Soltenberg model; 2. The supervisor’s qualities and competence; 3. Usual difficulties and issues of the supervisees; 4. Mentorship

MODULE 10S. THE TRAINING OF TRAINERS AND SUPERVISORS

1. The supervision contract; 2. The training contract; 3. Training trainers and supervisors; 3.1. The training of trainers and supervisors; 3.2. Supervising supervisors; 3.3. Research ; 4. Co-counselling