Our course is organised into two discreet parts:  An Introductory Module, and three further Training Modules.

The duration of the full program, (all four modules) from commencement to completion, is approximately 12 months and content is organised into the following components:

● Lectures and demonstrations

● Written assignments

● Practical exercises in class

● Home Study (reading / research / written work)

● Home (or clinic) practical work

ASSESSMENT:

● Written assessment

● Oral assessment

● Practical assessment

There is one, ‘stand alone’, Introductory Module and three further training modules.  All modules are 7 days and each day runs from 9.00am to 5.30pm.  Provision is also made for a further one hour in the evening if needed to complete the day’s work, although this is very rare.

The modules are spaced as evenly as possible through approximately a ten to twelve-month period and provision is made for two intakes per year when numbers warrant it.  The schedule gives students time to integrate their learning, recognise any problem areas, complete home assignments and practise and prepare for the following module.

‘Mini’ written assessments are carried out during each module to identify issues requiring extra attention and to prepare students for their final written/practical assessment at the conclusion of the course.

The course is experientially focused, with an emphasis on ‘hands-on’ practical exercises (session work), practising with classmates through every step of the therapy procedures. (See further details on the Practical Component page).

Home-study is an important and integral part of the program.  There are several written and recorded assignments to be completed.  These are designed to broaden students’ understanding of course content and gain useful knowledge of other relevant issues that cannot be directly addressed as part of the curriculum.

At the conclusion of each module, participants are encouraged to practise and work with ‘clients’ to the level of their current training and abilities.  An important part of the school's commitment is to supply ongoing backup and assistance for students working between training modules.

Formal assessment of all course work is carried out during the final training module and students 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 extra help and support needed to be eligible to graduate.  Undergraduates who show genuine keenness are given all assistance necessary to successfully fulfil all requirements and graduate as P.S.H. therapists.  Depending on the amount of assistance and time required, there may be some extra nominal fees incurred.  (Further details of assessments will be found on the ‘About Assessments’ page).

There is no formal assessment conducted at the conclusion of the Introductory Module.

'Tried and Tested'

The therapy model taught in this program is based on the clinical work of the principal trainer, Greg Brice.  The content of the program as closely as possible, reflects the methods, principles and techniques as they are used in the clinical setting. We only teach what we actually do!

Client response to P.S.H. has been such that the principal trainer's practice has operated exclusively on client-referral since 1982.  We do not say that 'our way' is the only way, as most kinds 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.

If you feel strongly and genuinely drawn to this work, but think the academic requirements of the course may be beyond you, you should speak with us.  Every applicant is considered on an individual basis - on their own merits - and where necessary, extra assistance is provided to help those who would otherwise Struggle.