The “Training for Trainers” accreditation guidelines have been developed to address the growing need for well-qualified trainers in integrative psychotherapy. These guidelines are designed to elevate the quality and effectiveness of both psychotherapeutic education and clinical practice. By providing a structured approach for training future trainers, the program aims to equip professionals with the skills and knowledge required to teach integrative psychotherapy effectively.
Through this initiative, the field of integrative psychotherapy gains a higher standard of professional training, ensuring that educators are not only skilled practitioners but also proficient mentors and facilitators. In turn, this advancement fosters a more competent and cohesive psychotherapeutic community, ultimately benefiting clients by promoting best practices and upholding ethical standards across the discipline.
APPLICATION FORM: WORD APPLICATION FORM: PDF
- The application process
Applications for accreditation of “Training of Trainers Programs” are considered only from Training Organisations that are full members of the EAIP and comply with the criteria below for training of trainers programs.
All applications once considered by the Chair of the Membership Committee as to their general suitability will thereafter be discussed by the Membership Committee and then passed to the Executive Committee. Accreditation will be granted only if agreed by a two-thirds majority of the Executive Committee on the recommendation of the Membership Committee. The decision of the Executive Committee will be final. Organisations not accredited for training of trainers programs may re-apply the following year, but not more than twice consecutively. After at least one year, the institute can re-apply.
4.2. Conditions for the accreditation of training of trainers programmes
Whilst the EAIP sets required standards for professional training and associated accreditation procedures, these are not intended to supersede or override individual applicants’ adherence to their own national/statutory standards, nor should they. Applicants must demonstrate compliance with their national standards along with EAIP.
Are there existing regulations in your country around national practice standards?
Yes No
If yes, please provide accompanying documents outlining e.g. by laws/accrediting body statements etc.
Selection Criteria
Eligible candidates for the “training of trainers” programs:
– normally have qualifications in integrative psychotherapy equivalent to an ECP (minimum 4 years specific training in psychotherapy) and hold suitable registration/accreditation in line with applicants’ own required national practices where applicable;
– have post-qualifying clinical experience, including at least 1000 supervised clinical practice hours working with individual and /or group clients, over at least 3 years.
– have ethical behaviour as psychotherapists, in accordance with EAIP Ethical Requirements;
– have a sufficient level of personal development: balanced personality and a high level of emotional intelligence.
Training Programme
An accredited training of trainer’s program in integrative psychotherapy shall fulfil the following conditions:
– The Institute is an accredited member of EAIP;
– the minimum training period for the training of trainers program, must be of at least 2 years and it will include theory and methodology (60 hours), practical teaching experience (260 hours), and independent learning and assessment (30 hours).
1.Theory and Methodology: 60 hours
We recommend each institution have consideration for the inclusion of all these areas and decide individually the weighting of each content area:
1. Ethics: i. Ethical codes; ii. Ethical considerations in teaching and assessment; iii. Promoting ethical practice of trainees;
2. Curriculum planning: i. Training themes and content; ii. Learning outcomes; iii. Meeting national and international criteria; iv. Remaining current – (i.e. up-to-date in all relevant areas);
3. Teaching, learning and assessment methods: I. Experiential Learning; ii. Assessment planning and scheduling; iii. Authentic Assessment (i.e. allow demonstration of personalised understanding of the material);
4. Relevant modes of delivery: i. Onsite, online, hybrid; ii. Synchronous and asynchronous;
5. Learning styles and stages: i. Types of learners (examine various learning styles and how to cater for all learning styles); ii. Learning experiences;
6. Quality assurance: Relevant policies may include: 1.Universal Design for Learning; 2. Equality and Diversity; 3. Teaching, Learning and Assessment Strategy; 4. Appeals and Complaints; 5. Academic Integrity;
7. Group dynamics theory;
8. Trainer and trainee behaviour: i. Intrapersonal relationship dynamics; ii. Trainee Code of Conduct; iii. Trainer Code of Conduct;
9. Personality of trainer: i.Teaching Style; ii. Personality traits and how these impact the teaching environment and relationships therein;
10. Transference and countertransference: i. Managing dynamics in the training environment; ii. Understanding cultural context;
11. Models or approaches to training: i. Specific models related to teaching, learning, assessment, clinical practice, supervision etc;
12. Diversity of trainers and trainees: i. Multiculturality; ii. Otherness; iii. Neurodiversity (consider diverse/varied ways of processing emotions, communication, and behaviour with understanding and inclusivity);
13. Research: i. Ethical approach to academic work; ii. Conducting literature reviews; iii. Research projects.
This list presents options rather than strict requirements as the training content will be related to the region in which it is delivered and the local cultural and educational context.
2. Practical Experience: 260 hours
This will include both practice as a co-trainer in a core training group; co-trainer in CPD course delivery; and teaching experience that is under indirect supervision. Some of this practice may take place during the teaching part of the course, and more may take place during a more extended practicum period but must be completed before the final assessment takes place.
– at least 180 hours of practice as co-trainer;
– at least 80 hours of teaching experience;
3. Independent Learning and Assessment: 30 hours
1. Reflective Journalling: 10 hours. Trainee trainers will be required to maintain a reflective self-assessment journal throughout their training. This will focus on their learning and teaching experiences and may focus on: Personal growth and development; Responding to triggers; Conflict management; Proposals for improvement;
2. Preparation for Final Assessment: 20 hours. This includes preparation for the final examination which will comprise a practical and theoretical examination (written, oral, or both). An external examiner must be appointed by the training institute and final assessment criteria must reflect certification criteria.
4.3. Accreditation procedure
(a) Application and documentation are sent by the applicant to the administrative secretary. Necessary documents:
- Application form;
- Detailed training curricula for the TOT;
- Description of selection criteria;
- Description of assessment procedures and marking criteria;
- Description of assessment appeals procedure;
- Staff/trainers names, relevant qualifications and relevant professional memberships;
- Any other documentation relevant for the organization.
(b) The administrative secretary sends the application and documents to the chair(s) of the membership committee for a first assessment.
(c) The chair(s) of the membership committee report(s) to the membership committee and the executive and if the general accreditation criteria are met by the applicant, the membership committee assesses the applications.
(d) The assessors read the documentation and may ask for additional documentation if necessary.
(e) The membership committee votes on the application.
(f) The executive is informed regarding the decision of the membership committee.
(g) The general assembly votes on the application, at the recommendation of the membership committee. The vote can be online and is organized by the administrative secretary.
(h) The registrar issues the certificate for the accredited training of trainers programme.
(i) The administrative secretary introduces the newly accredited conversion program in the register.
Re-accreditation
Training institutes should apply for the re-accreditation of training of trainers programmes every seven years, demonstrating their commitment to the above.