Our aim is NOT to ‘sell’ you this course. We want you to read all of the information in this Course Outline very carefully, and feel free to ask us any questions you might have after doing so. We want you to be in a position to make a truly informed decision, before coming to study with us.

If you are seeking a new and very rewarding career, and you are willing to apply the effort required to complete our course, we are confident you will be rewarded with an exciting new career, AND the satisfaction of being a truly effective ‘people helper’.

We are committed to giving you our ongoing support and guidance throughout your training and for as long as you can benefit from it afterwards.

Please see our contact details on the contact page of this Course Outline.

If you would like to speak personally with some of our past students, we will be delighted to pass on their contact details to you. You may get a rather biased, positive view of P.S.H. however, we know you will also get an honest evaluation without any sales ‘hype’.

 

 

 

 

 

© 2009  I.C.S.T.R. (QLD)  ▲

 

 

 

The course is organised into two discreet parts:

An Introductory Module, and three further Training Modules.

The duration of the full I.C.S.T.R. (QLD) Practitioner Training Program, (all four modules) from commencement to completion, is approximately 12 months and the 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’, seven-day Introductory Module and three further seven-day training modules.  Each day runs from 9.00am to 5.30pm (Brisbane) and 9.30am to 6.00pm (Sydney)and provision is made for a further two hours in the evening, when needed to complete the day’s work.  The modules are spaced as evenly as possible through approximately a ten to twelve-month period.  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 (who complete the full program) 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 assignments are an important and integral part of the program.  For students who complete the full course, there are several written and recorded audio 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, students are encouraged to practise and work with ‘clients’ to the level of their current training and abilities.  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 participants 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.

The therapy model taught in this program is based on the clinical work of the principal trainer, Greg 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 principal trainer's practice has operated exclusively on 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 or academic credentials'.

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.