Becoming a relational psychotherapist is a demanding process involving many kinds and levels of learning. The TIRP program is designed to offer the necessary learning components. Our ultimate goal is the integration of these components in each student's professional sense of self.
Through the experience of group process, students learn about the dynamics and patterns of relational interaction. They experience the power of empathic attunement and the challenge of being with another deeply without losing oneself. As they learn a therapeutic use of self, students deepen their self-awareness, which includes the capacity to work with a wide range of emotional states in themselves and others.
In each phase, theory seminars are presented on topics fundamental to relational psychotherapy. Students participate in theory presentations and write integrative papers in response to theory they have read and discussed.
Practice therapy sessions with peers are introduced in Phase I, and practice therapy remains an important part of training in Phases II and III. In a practice therapy session, a student therapist works respectfully with a peer's real issues, and then the student therapist receives immediate, constructive feedback from peers and faculty who have observed the session.
Unless students have clients when they begin training (in which case they will have individual clinical supervision all along), students begin direct work with clients and regular supervision of that work early in Phase II.
To integrate personal and professional growth, students are engaged in their own personal therapy, on a weekly basis, while they are in training.
In addition to the curriculum activities outlined below the following workshops are also required to graduate: Research in Psychotherapy, Jurisprudence and Ethics, Understanding Pharmacology in the Context of Relational Psychotherapy and Working with the DSM in the Context of Relational Psychotherapy: Two Models of Assessment."
3 hours weekly, September to April, two weekends (Friday evening to Sunday afternoon), readings and papers.
An introduction to relational therapy through group experience, theory, and practice therapy. Experience in the intensive group process is a ground for learning the dynamics of relational patterns and responses. Theory seminars encourage dialogue with current relational theory concepts. Students begin practice therapy sessions in the second semester.
Students should note that prior to beginning Phase II they should have a (student) membership in a professional organization such as the Ontario Society of Psychotherapists and have contracted for professional liability insurance through that professional organization.
At the end of the year students will be evaluated by their peers and faculty and will provide a self-evaluation. Readiness to proceed to Phase II will be based on an assessment of:
3 hours weekly, September to April, two weekends (Friday evening to Sunday afternoon), weekly readings, seminar and paper preparation, at least 30 hours of client work and 15 hours of supervision before commencing Phase III.
Development of the therapist's self through integrating theory and practice; continued learning through the dynamics of group process with an emphasis on using group experience to enhance self understanding within a practical and theoretical framework, supervision of clinical work.
Theory is expanded from the previous year with a focus on moving theory into practice. Increased attention is paid to empathic attunement, forming a therapeutic alliance, understanding transference and co-transference, and the use of the intersubjective field, all in preparation for work with clients. Students continue in practice therapy and begin work with clients under supervision.
Students will be evaluated by their peers, faculty and supervisors and will provide a self-evaluation. Readiness to proceed to Phase III will be based on an assessment of:
3 hours weekly, September to April; two weekends (Friday evening to Sunday afternoon); preparation time for theory and case presentations; client work and at least bi-weekly supervision.
Further development of the student's professional self; integration of theory and practice; continued learning through the dynamics of group process with an emphasis on using group experience to enhance self understanding within a practical and theoretical framework, supervision of clinical work.
Theory content includes self psychology, intersubjectivity, relational and attachment theory, with a special emphasis on applying content to practice. Specific clinical issues will be highlighted. Students are also involved in practice therapy and in presenting their own case material.
Students will be evaluated by their peers, faculty and supervisors, and will provide a self-evaluation. Completion of the course work will be based on an assessment of:
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