Education Structure and Content

EDUCATION STRUCTURE AND CONTENT

To fulfill the overall purpose the school will provide opportunities for the students to interact with different levels of knowledge – cognitive, personal, social, and cultural knowledge as well as affective knowledge. Although these levels will be described in phases in the following together they must be looked upon dynamically, as a spiral shape; you can return to earlier phases when needed. Each of the levels has implications for action, content, and pedagogical and didactic ways of working. 

Level 1) Qualifications 

Through teaching, instruction and presentation the students will know, understand, identify, distinguish, and integrate facts, insight, values, theories, empirical methods, tools, multicultural/inter cultural issues, theological issues, themselves and the therapeutic relationship – psychotherapist intentions and client reactions. 

Level 2) Competencies 

Through individual projects (e.g. essays), experiential learning (e.g. cases), bimonthly reports (= portfolio/logbook), resources of participants, feedback, evaluation of self, and internal evaluation the students will reflect, train, validate, integrate, sort, and select information and strategies of how to observe and learn in a specific situation. 

Level 3) Paradigmatic perspectives and creativity 

Through collaborated interaction among the students (= communities of practice), e.g. sharing of knowledge and thereby enhancing responsibility and interdependence, the students are participants in the professional field of IPSICC psychotherapists. The students will develop, create, evaluate, modify, maintain, reorient, innovate, change, use, and acquire systemic skills and further systemic development.

The content of this area is the therapeutic relationship that means the behavior in the process of change so that the students learn to support and facilitate abuse survivors and their relations in their efforts of exploration and self-development. The pedagogical means in this area may be residential, presentations, networking, supervision, and tutorial work

Level 4) A specific culture 

As participants in a specific culture, the students must observe and notice environment pressure and assimilate and/or accommodate this. At the same time they must also be aware of the implications of a Christian culture and the culture of abuse. 

Level 5) Personality characteristics: attitudes and values 

Through affective knowledge, attitudes and skills the students will learn to accept and respond to feelings in a non-judgmental way and to interact with responsibility, involvement, compassion and empathy

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