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___________ Please note: If you have been directed to this site via a link on another website, we DO NOT necessarily endorse the content, philosophies or views expressed in the referring site. ___________
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Click on the link in the index for details of the latest book about P.S.H. therapy or send this FORM The pages in this section are intended to give a more complete understanding of the course format and its requirements. It will also outline some of the most important philosophies that are an integral part of the P.S.H. approach to subconscious-mind therapy. We recommend you print this page and read it carefully at your leisure to familiarise yourself with these important issues. Scroll down the page or use these links to navigate the various subjects in this section:
Psychological Assessment | Training Model | Practical Orientation | Other Modalities | Personal Therapy | Time Scheduling | Course Fees | Accommodation | Deferment | Graduation Requirements | P.S.H. Principles (1) COURSE FORMAT & REQUIREMENTS: (A) PROFESSIONAL STANDARD The I.C.S.T.R. (QLD) P.S.H. Practitioner Training Program is accredited by the Australasian Subconscious-mind Therapists' Association - (ASTA) as an approved training course for P.S.H. therapists. Successful graduates are therefore eligible to join that organisation and are encouraged to do so. As a Member of the Association, therapists can have their clinical work monitored through anonymous client feedback, which is carried out independently by the Association. This research was introduced by the forerunner of this course in 1994 and is proving to be extremely valuable in helping to both maintain and raise the professional standard of clinical practitioners who use P.S.H. Therapists' names are included on the Association's Australia-wide referral system and clients are referred to practitioners in the appropriate geographical area. (B) PSYCHOLOGICAL ASSESSMENT [TOP] As part of the criteria for membership of ASTA is successful completion of a psychological assessment, the school offers its students the opportunity to complete this assessment, during the second module of the program. In the event of an assessment being unsatisfactory, the student would be given the opportunity to withdraw from the course, with a full refund of all course fees paid. The assessment is a simple, written questionnaire, which takes approximately one hour to complete. It is not a requirement of the school and is therefore optional. We do however, encourage all students to participate. The cost of assessment is approx. $100.00. This fee is not covered in the course fees, and must be paid on the day of assessment. (C) THE TRAINING MODEL [TOP] The therapy model taught in this program is based on the clinical work of the Principal Trainer, Gregory L. Brice. The content of the program reflects as closely as possible, the methods, principles and techniques as they are practised in the clinical setting. "We only teach what we actually do". Client response to these methods has been such that the trainer's practice has supported itself exclusively by client referral since 1982. We do not say that 'our way' is the only way, as every kind of therapy can be of help to at least someone. However, P.S.H. is about the percentage of positive results, and statistics clearly indicate the technique helps more people resolve their 'subconscious problems' than other methods. This school recognises that 'high academic ability' or 'intellectual prowess' does NOT necessarily make a good therapist. Attitude, practical ability, natural intelligence, common sense and the motivation to excel are far more important than 'mental credentials'.
(D) PRACTICAL ORIENTATION [TOP] The continuing success enjoyed by the I.C.S.T.R. (QLD) course is largely due to the experiential nature of the program format. P.S.H. cannot be learnt adequately by simply reading books, attending lectures and writing assignments. Students need to practise the techniques and methods they will be using professionally. A large portion of every training module is therefore allocated to practising the application of clinical techniques. Students practise with each other in the alternate roles of 'therapist', 'client' and 'observer', during each of the training modules. The trainers participate in practise sessions and give advice, assistance and correction wherever necessary. A strict protocol is applied to this session work, enabling students to receive valuable feed back and critical appraisal in a comfortable and beneficial manner. It is important that the practical theme of the training modules is transferred immediately to the student's home or clinic work, between training sessions. For instance, it is essential that the language patterns and methods taught in module one are thoroughly practised, in order to go on comfortably with the work presented in module two. Continual practise is a must in order to gain the fluency needed to continue. Following the first module, students are equipped with the necessary skills to begin doing 'simple' - albeit valuable - therapy work and are strongly encouraged to begin working on a professional basis. At this time however, some people restrict their practise to family members and friends. From the conclusion of the second module, students are equipped to use the P.S.H. model and are expected to use the techniques professionally. This is an essential requirement of the course. At this time, recordings of the clinical work are made (with clients' consent) and tapes are forwarded to the school between the second and third modules. This gives the trainers an opportunity to assess students' clinical work and give feed back and further help where needed. The latter parts of the training program are concerned primarily with 'fine tuning' students' practical application of the procedures. During the third training module, a number of very important concepts and strategies are introduced that rely on the student being thoroughly practised and familiar with what has gone before. If practise were not an integral part of the student's commitment, much of the benefits of the program would be forfeited and successful completion would be severely jeopardised. (E) OTHER MODALITIES [TOP] One of the most important things to consider before applying for this course involves the practice of other health modalities. If you already practice another method, this will NOT exclude you from training, however you should consider several things, very carefully:
(F) PERSONAL THERAPY [TOP] It is widely accepted that many people find themselves drawn to the various areas of professional health care in an unconscious (and sometimes conscious) attempt to find answers to their own problems. This may be particularly so in the case of psychological therapies in general, and perhaps even more particularly in the case of the subconscious-mind therapies. We suggest you examine your motives very carefully in this regard. It is unlikely that any personal issues would be permanently corrected as a result of participation in this practitioner training program. It is not a 'self-help' course. We hasten to acknowledge however, that many of our most successful students sought training - after experiencing the life-changing results of their own P.S.H. therapy. As it is not considered ethical for trainers to work with students on a professional, consultative basis, we recommend that if you believe you have personal issues to address, you seek professional help from an independent P.S.H. therapist before commencing your training.
(G) TIME SCHEDULING [TOP] The program is carefully structured in such a way that students are able to maintain their current employment and home-life commitments. However, it is vital that you allocate the necessary time to fully attend all parts of all training modules, and fulfil all obligations of the course. It is almost impossible to 'catch-up' on time missed during the training sessions and no part of the curriculum can be repeated to cater for late or non-attendance. In addition to the time spent attending each training module, it is also necessary to allocate 'homework' time (on a weekly basis) in order to complete the required home assignments and practise. Intending students are strongly advised to register for a course, only when they are capable and willing to put the necessary time aside and focus attention on the program. (H) COURSE FEES [TOP] Course fees may be paid by credit card, personal cheque, bank cheque or EFT. Where a 'payment plan' has been offered, payments must be received by the due dates in order to continue in the program. When offered, the payment plan consists of a deposit (covering the costs of Module One) and three further payments spaced throughout the remainder of the course. (I) ACCOMMODATION [TOP] Several accommodation facilities are available, close to the training venue. They are within easy walking distance to major shopping centres and public transport. A list of these facilities is included with our application package, sent to people who apply to do the course. In the event of it being impossible for a student to continue their particular course, arrangements can usually be made to defer at that time and enter the following program at the commencement of the appropriate module. In these cases, extra fees may sometimes be incurred. (K) GRADUATION REQUIREMENTS [TOP] In order to graduate, students must successfully complete all course work, home assignments, all sections of the final assessment, which is carried out during the fourth training module, and they must have generated the required amount of successful client-research feedback. Graduates are advised of their results as early as possible. In the event of a student being unable to successfully complete all sections of the assessment, they are given the opportunity to do so between the fourth training module and the graduation module, so they are eligible to graduate with their class. Undergraduates who show genuine keenness are given every assistance necessary to successfully fulfil all requirements and graduate. A formal graduation module is conducted approximately 6 months after the final training module, when numbers warrant it. This module includes course debriefing, review of all work, problem clinic, networking etc. A formal graduation ceremony is held on the Saturday night and students are helped to plan the formalities to suit their own wishes, as far as possible. The school encourages students to invite family and friends to the ceremony. The program concludes and is formally closed, following the ceremony. (2) P.S.H. PRINCIPLES & PHILOSOPHIES: The process and techniques of P.S.H. have been gradually developed in the clinical setting over a long period of time. The model taught in the I.C.S.T.R. (QLD) P.S.H. Practitioner Training Program is the result of a dedicated effort to find better ways of helping people resolve subconsciously based problems. The principles and techniques have evolved through a process of clinical application and research, rather than mere speculation, theory or preconceived ideas. Although much of what we say about P.S.H., is also said of many other therapy techniques, it is the only known subconscious-mind therapy that actually embraces and maintains the integrity of the principles and philosophies to which it aspires. Appropriate application does indeed, empower the client to bring about permanent change and to lead a healthier, happier life. The old notion that we have to know the cause of a problem, in order to 'fix' it, no longer holds true. P.S.H. practitioners are trained to help clients resolve their problems without the need to traumatise them with memories of past hurts. With correct guidance, a person can utilise their natural ability to make the desired changes within the privacy and seclusion of their subconscious mind. The process of true emotional healing is a personal one, in which the therapist does not need to be involved and although these ideas are not new, the clinical application of them is almost exclusively restricted to the practise of P.S.H. Almost every clinician that works with subconscious problems, will agree that the 'healing power' lies within the client. Unfortunately, most of the techniques used by the majority of therapists, misrepresent that philosophy. We readily acknowledge that there are many other therapy techniques that try to operate within the boundaries of these principles. Regrettably, most of them do not. P.S.H. has been specifically developed with the client's need for subconscious, emotional privacy, uppermost in mind. It is only when the true 'rules' of the subconscious are honoured during therapy that genuine and lasting emotional healing occurs. The 'privacy factor' is undoubtedly one of the most important elements of P.S.H. However, it requires a very special expertise and clinical skill to maintain it adequately during the process of helping clients with their subconscious problems. We have no doubt that further refinement and modification will continue in the field of subconscious-mind therapy. During the development of this modality, there have been many changes and new understandings that have contributed to its effectiveness. At present, it is a method that is capable of helping clients bring about permanent change in a very quick, private and gentle manner. In most cases it has superseded techniques such as hypnotherapy and hypnoanalysis and the many other techniques that have dominated the field of subconscious-mind therapy for more than a century. The above represents only a small part of the important philosophy underlying the P.S.H. approach to emotional healing. Current research indicates that the P.S.H. model will remain a benchmark in subconscious therapy for many years to come. It is also clear that with the high standard of new practitioners coming into the profession, it will not only remain at the cutting edge of subconscious-mind therapy, it will most certainly continue to evolve. [TOP]
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