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This page is intended to give a more complete understanding of our
course format and its requirements. It also outlines 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
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Training Model
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Practical
Orientation
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Other Modalities
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Personal Therapy
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Time
Scheduling
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Course Fees
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Accommodation
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Deferment
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Graduation Requirements
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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.
Therapists' names are included on the Association's Australia-wide
referral system and clients are referred to practitioners in the
appropriate geographical area.
Our course is also accepted in a similar manner by the Australian
Hypnotherapists' Association (AHA) and the Australian Society of
Clinical Hypnotherapists (ASCH).
(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 refund of all fees that have been paid in advance.
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.
Please note that the
school cannot guarantee to provide this opportunity for every course.
(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
most 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'.
If you feel strongly and genuinely drawn to this work, but think the
academic requirements 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.
(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 each 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. Trainers
participate in the 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 jeopardized.
(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. For example:
● During your training, it is essential for you to focus
your attention exclusively on learning this modality in order to
become effective with P.S.H. If you were just wanting this training to
'make you better' at your present modality, you would probably be
wasting your time participating in the course. To think in terms of
'adding on to', or 'enhancing' another method, can result in divided
attention and make learning very difficult. However, there is of
course, every chance that the knowledge and skills gained in this
program will in fact equip you better for other methods as well.
● P.S.H. is not a therapy to 'mix and match' with other techniques. The
many subtleties involved in the philosophical framework simply do not
blend with other known methods. When P.S.H. is used in conjunction
with other modalities (with the same client, at the same time), both
methods are often rendered ineffective. This does not mean we expect
you to abandon your other methods. It is usually very important
however, to use P.S.H. on its own with any given client. When the
situation is diagnosed correctly, P.S.H. is usually all that is
required to help the client bring about the desired results.
● P.S.H. is not a therapy for those who need to 'get inside their
client's head', and it is not a therapy for those who need to have a
sense of 'power' over their clients. P.S.H. is a technique which gives
clients total privacy to make their own changes. Although many other
therapies claim to, P.S.H. is a technique which actually does
'empower' the client. It is a 'client-centered', rather than a
'therapist-centered' therapy.
● P.S.H. is not a therapy to boost the therapist's ego. True
subconscious change and healing often takes place in such a way, the
person does not realise or acknowledge that therapy has been
responsible for initiating the change.
● If you are already committed to a particular model or method for
people to gain 'wellness' and self-actualisation, and are not prepared
to be flexible in your attitudes, you possibly should re-consider
training in P.S.H. This method is designed explicitly to help clients
make their own changes in their own best ways. When therapists force
their attitudes and beliefs onto clients, the results are usually
negative - or at best, only temporary.
(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 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
venues. 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. This list will also be sent separately on request.
(J) DEFERMENT
[TOP]
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.
When numbers warrant it, a formal graduation module is conducted
approximately 6 months after the final training module. 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: [TOP]
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 cannot 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, many of the techniques used to help people with
subconsciously-based problems, misrepresent that philosophy.
We readily acknowledge that there are many other therapy techniques
that try to operate within the boundaries of these principles. Regrettably,
many 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 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 the more commonly known subconscious-mind
therapy 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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