We offer three routes of clinical training to qualifications in transactional analysis psychotherapy:
A Foundation Certificate in Transactional Analysist – a 1 year programme
A Diploma in Transactional Analysis. Students can apply for the UKATA Diploma in TA* at the conclusion of this 3 year programme. This can lead to BACP accreditation.
The Certificate in TA is an additional 4th year after which* the student can attend exam preparation and then apply for the Certificate in Transactional Analysis qualification – conferred by EATA the European Association for Transactional Analysis which leads to UKCP registration.
*Subject to requirements
In addition to the above, we also offer an exam group for the CTA exam. This is an agenda driven group where the focus is solely on writing the CTA written exam and preparing for the oral exam.
Training to work as a psychotherapist or counsellor involves a programme of development that includes:
- the development of personal philosophy and values
- the acquisition of academic and theoretical knowledge
- development of skills and personal awareness.
Training in this way is individual to each student and each person’s journey is unique. Our psychotherapy training involves a multitude of different experiences to facilitate this learning. These include theory teaching, tutorials, skills practice, group process, personal therapy, supervision and clinical and mental health placements.
Philosophy and Ethos
We offer a training experience that is exciting, lively, liberating and well structured. At the heart of our philosophy are autonomy, ethics, creativity and critical thinking, which are the qualities we think make a competent and effective psychotherapists. We facilitate learning through attention to clear learning contracts and boundaries. We also explore the dynamics of the group and an encourage an atmosphere of self-discovery and exploration.
Our learning philosophy is based on the core idea in TA that people can think for themselves. This translates into the idea that adults learn most effectively in an environment of mutual curiosity, exploration, open communication and transparency, where the whole group attends to group dynamics, process and relationship and these are central to learning.
Relationships are a key part of our learning and philosophy and are based on co-creative learning offering contracted availability and choice with collegiate, supportive relationships that are generous and equitable.
We therefore see learning as both professional and personal with mutual responsibility for goals and process.
We believe in:
- The importance of the therapeutic relationship as the medium for change
- A spiritual dimension to an individual’s life and problems, the self-healing capacity of the individual and the individual’s sovereignty and responsibility
- The importance of political awareness and an understanding of the individual’s experience, personal beliefs and values in the problems of living.