Training as a Humanistic Integrative Psychotherapist
- Association of Cognitive Analytic Therapy (ACAT)
- Association for Dance Movement Psychotherapy (ADMP)
- Association of Core Process Psychotherapy (ACPP)
- Bath Centre for Psychotherapy and Counselling (BCPC)
- The Berne Institute (BI)
- British Psychodrama Association (BPA)
- Cambridge Body Psychotherapy Centre (CBPC)
- Centre for Counselling & Psychotherapy Education (CCPE)
- Centre for Transpersonal Psychology (CTP)
- Chiron Association for Body Psychotherapists UK (CABP)
- The Gestalt Centre London (GCL)
- Gestalt Psychotherapy Training Institute (GPTI)
- The Institute for Arts in Therapy and Education (IATE)
- The Institute of Psychosynthesis (IPS)
- Karuna Institute (KI)
- London School of Biodynamic Psychotherapy (LSBP)
- Metanoia Institute (MET)
- The Minster Centre (MC)
- Northern Guild for Psychotherapy and Counselling (NGPC)
- The Psychosynthesis and Education Trust (PET)
- Re-Vision (REV)
- Research Society for Process Oriented Psychology in the UK (RSPOPUK)
- Scarborough Psychotherapy Training Institute (SCPTI)
- School of Psychotherapy and Counselling Psychology (RSPP)
- Sherwood Psychotherapy Training Institute (SPTI)
- Spectrum (SPEC)
- Terapia (TER)
- UK Association of Humanistic Psychology Practitioners (UKAHPP)
- UK Association for Transactional Analysis (UKATA)
- Welsh Psychotherapy Partnership (WPP)
HIPC Direct Members Group is regarded as a virtual Member Organisatin of HIPC
Training Standards of the Humanistic and Integrative Psychotherapy College (HIPC) of UKCP
- the importance of the therapeutic relationship as the medium for change
- the importance of interdisciplinary dialogue and exploration, with emphasis on integration, respect for difference and an ability to work with diversity
- a spiritual dimension to an individual’s life and problems, the self-healing capacity of the individual and the individual’s sovereignty and responsibility
- the centrality of social relationships in setting the framework in which individuals shape their lives
- the importance of political awareness and an understanding of the individual’s experience, personal beliefs and values in problems of living
- the integration of mind, body, feeling, soul and spirit
- The College’s training standards reflect this diversity and are intended to create a sound framework for good practice that is flexible and can encompass the different needs of member organisations.
UKCP Guiding Principles
- Trainings should recognise the existence of different psychotherapies, based on different theories, and should promote respectful understanding of differences between theories
- Training should be theoretically informed and practice based
- Training should be related to clinical work in the individual’s work context. This may apply to a multiplicity of occupational settings and environments
- Trainings should provide transparency and accountability in their assessment processes
- Trainings should operate within an equal opportunities framework
1.0 Entry Requirements
- The HIPC Training Standards requirements need to be read in conjunction with the UKCP 2003 Training requirements.
- an undergraduate degree
- a relevant professional training
- an independent assessment
- Accreditation of Prior Experiential Learning (APEL)
- Accreditation of Prior Certificated Learning (APCL)
- APL procedures are to enable training organisations to devise criteria that acknowledge formally a person’s relevant prior professional and life experience.
- a lively and enquiring mind
- a capacity for critical reflection and
- self-directed learning
- an ability to listen and respond with compassion and respect
- awareness of prejudice and the ability to respond openly to issues of race, gender, age, sexual preference, class, disability, ethnic, spiritual / religious and cultural difference, and diversity
- awareness and sensitivity in relation to the political, socio-cultural and religious /spiritual contexts of people’s lives
- in-depth self-reflection
- self-awareness and commitment to self-development. Applicants should have sufficient emotional competence and the internal resources necessary to engage with the demands of the training and the work of psychotherapy
- appropriate procedures for acceptance and refusal of applicants including appropriate and published criteria and procedures for the selection of applicants
- an equal opportunities policy or procedures to ensure that applicants are not discriminated against on grounds of race, gender, age, sexual preference, class, disability or ethnic, religious and cultural difference
2.0 The Minimum Curriculum
- a model of the person and mind
- a model of gendered and culturally influenced human development
- a model of human change and ways in which change can be facilitated
- a set of clinical concepts to relate theory to practice
- an extensive engagement with existing literature which includes a critique of the core model
- an exploration of the philosophical foundations of the approach being taught
- a critical awareness of the multiple layers of human experience and the multi-dimensional nature of the therapeutic relationship
- the stage of training and supervised practice
- the frequency (weekly, fortnightly, monthly) and length (hours)
- individual or group supervision
- number of supervisees in the group
- And agreed with the supervisor. Candidates may be required to undertake additional supervision than the minimum requirement.
Minimum requirements for accreditation and registration
- 900 Tutor Contact hours (comprising training and supervision)
- The total number of supervised client hours accumulated should be not less than 450. Each client hour is regarded as an individual/group contact hour
- The ratio of individual supervision hours to overall client hours should be a minimum of 1:6
- Group supervision should reflect this ratio (minimum 10 minutes supervision per client hour)
- Supervised hours should be made up of client contracts that reflect the approach to be practiced and demonstrate that the trainee has the appropriate experience and competence for the model of psychotherapy that they will be practicing.
- If the nature of the training precludes these minimum requirements a special case may be made to the assessment board, such as for those organisations that specialise in short-term/time-limited clinical work.
- For solely long-term modalities – a regular caseload of which at least two should be long-term contracts and that they are able to manage closure
- For solely time-limited modalities – completion of at least 12 cases, with evidence of efficacy and appropriate use of model and its frameworks
- It is recommended that candidates have experience of working with clients in both long-term and time-limited psychotherapy contracts.
- an awareness of alternative treatments
- a critical introduction to other models distinct from the theory that forms the core of the curriculum
- a critical consideration of the value system, theory of the person and underlying philosophy of these other approaches so that trainees may locate their own approach within the overall field of psychotherapy and have an awareness of the alternatives
- skills in assessing and responding to the range of responses to shock and trauma, bereavement and spiritual crisis and differentiating these from severe mental illness
- the capacity to recognise severely disturbed clients and when the practitioner should seek other professional advice
- an understanding of the procedures used in psychiatric assessment and liaison with other professionals involved in mental health
- The above should be read in conjunction with the HIPC May 2003 Mental Health Familiarisation Placements requirements set out by the Assessment Board.
3.0 Basic Requirements of Training courses
- demonstrate integration between academic learning, experiential and skills-based learning, personal awareness and supervised practice
- a balance between tutor contact hours, personal study, self-support and peer group work should also be demonstrated.
- completion of an application form
- written personal statement
- an interview with two or more members of staff
- two or more references
5.0 Qualification and Registration
6.0 Continuing Professional Development
Training Standards Committee
9 December 2017
Routes to the Supervision Directory
The HIPC Supervision Directory is not recognised as a register of the UKCP. Supervision Courses are not accredited by HIPC but there are courses which have been recognised as evidencing the minimum UKCP and HIPC criteria for quality and standards in the provision of supervision education and training.
Routes to the UKCP HIPC Directory for Supervisors
The Organisational Members initially put forward supervisors for the grandparenting process and this route closed in 2016. Direct Members applied individually to the TSC using the grandparenting process.
There will now be three further routes to accessing approval for the Directory
- A course or formal apprenticeship programme has been undertaken within an UKCP HIPC Organisational Member which has been approved by the HIPC Training Standards Committee (HIPC TSC). The students on this course will be audited and evaluated within the OM to ensure the hours of supervision practice and supervision of supervision have been completed as well as the appropriate curriculum content, assessments and qualifications. Such courses are evaluated within the usual UKCP HIPC QR procedures.
- An individual applicant, whether belonging to an OM or who is a DM, can apply, through the form provided, to the HIPC TSC and will need to demonstrate they have completed a training which has been assessed and recognised by the HIPC TSC and meets the HIPC minimum criteria for standards in supervision education and training.
- An applicant can apply via the more extensive route of individual application which requires that they evidence how they have met the HIPC minimum criteria for standards in supervision education and training through an equivalent supervision training which has not been approved by HIPC.
UKCP Communication- It is a complex area to consider recognising non UKCP courses for Supervision Trainings. Dialogue between UKCPs regulation team and the Colleges is necessary to help work through the identified complexities. Until these have been resolved, UKCP HIPC is pausing in the recognition of supervision trainings outside the UKCP OMs for now.
10 January 2018