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 by simply reading books, attending lectures and writing assignments. Students need to practise the techniques and methods they will be using professionally.

Therefore, as much time as possible during the training modules is 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 where necessary. A strict protocol is applied to session work, enabling students to receive valuable feedback 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.

It is essential that the language patterns and methods taught in the Introductory Module 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 encouraged to do so. At this time, some restrict their practise to family members and friends and others begin working on a professional basis.

From the conclusion of the second module, students are equipped to use the P.S.H. model and are expected to do so on a professional basis. This is an essential requirement of the course. At this time, recordings of the clinical work are made (with clients' consent) and tapes are sent to the school between the second and third modules, giving trainers the opportunity to assess students' clinical work and give feedback and further help where needed. Client feedback analysis starts at this time.

The latter parts of the program are concerned primarily with 'fine tuning' students' practical application of procedure. If practise were not an integral part of the student's commitment, much of the benefits of the program would be forfeited and a successful completion would be severely jeopardized. You must DO it in order to be confident about doing it!