Coursework Requirements

In order to successfully complete the course and receive recognition of completion, each student will complete the academic activities below to the satisfaction of John Went, Founder and Program Director.

1. Written Assignments   

Each month, for the first two years of the training, student must complete a minimum 1,000 word written essay, assigned by the trainers, that integrates an aspect of the material taught and experienced over the three modules during the weekend. By the end of the second year, students will have written 20 papers that expand their understanding of the material, and explore personal interaction with the integrated teachings. They are used as an assessment tool for instructors to monitor individual’s progress in terms of the understanding of text materials and from lessons taught in-class, and to assess how well the student has integrated the material to identify any need for supplemental support. 

Assignments promote: 

  • Self-reflection and personal growth 

  • Deeper research on course material  

  • Self-awareness around one’s own historical context  

  • Understanding the effect of early attachment relationships  

  • Identification of current relational dynamics  

  • Exploration and identification of character structures and their role in psychological development and functioning  

  • Awareness of a personal subjective lens, raising consciousness around defenses and neuroses

  • Full understanding of how the three modules intersect and how to use them appropriately 


% of total grade: 10

2.  Case Studies 

Students are expected to write, submit and present two case studies that must include examples of the IHC blended modalities model.  The clients’ work must consist of at least eight sessions. The presenting therapist must illustrate a deep understanding of the client and their presenting issues including an in-depth analysis of character structure and an overview of client history. 

Case studies cover client’s previous therapy experience and any diagnostic information including DSM5 descriptions of disorders if applicable, medications are also noted. Case studies with information of mental health disorders should also note current research on treatment and make note of third-party reports if applicable. Risk assessments are included if applicable as well as safety plans. 

Case studies give an overview of client’s life history and highlight any experiences of importance, as well as significant relationships across a lifespan. These include a description of one’s childhood and the relational dynamics within the family of origin. The therapist should note client's defenses, coping mechanisms, patterns of behaviour, beliefs, subjective experience, core fears and relational dynamics. Case studies also include client’s therapeutic goal, as well as the therapist's objective perspective of presenting issues. 

Presentations cover the therapeutic interventions used and describe the sessions with presenting factors and chosen implementations, as well as any outcomes of such work. Therapists are encouraged to explore areas of transference and counter transference and are required to examine ethical questions of their work with clients. These are discussed in class to ensure ethical practice and the upholding of professional boundaries and roles. Clients’ strengths and weaknesses will also be discussed along with resource building and notes around additional support systems for appropriate circle of care. 

The supervisor, therapist and students will have an opportunity to ask questions and discuss the efficacy of clinical interventions as well as support the most effective direction for future work. Treatment plans are recommended in this process.  

Case studies provide a clear demonstration that the student: 

  • Has a clear understanding of the IHC blended modalities model of theories of human psychological functioning and development as taught across all three modules.

  • Can demonstrate the theories used in treatment and identify the outcome

  • Has integrated the importance of awareness of self in the therapist role. 

  • Understands and applies safe and effective use of self. 

  • Conducts an appropriate risk assessment. 

  • Develops a treatment plan in partnership with client

  • Ensures client permission is granted throughout the sessions

  • Uses effective professional communication.  

  • Complies with CRPO code of ethics 

  • Obtains clinical supervision & consultation when necessary. 

  • Provides reports to third parties. 

  • Identifies when and how to refer clients appropriately. 

  • Conducts an effective closure process to end a course of therapy appropriately. 

  • Has applied a range of relevant professional literature. 

  • Use research findings to inform clinical practice. 


% of final grade: 20

3. Midterm Exam 

The midterm exam is a take-home exam that covers material taught in all three modalities.  It requires that the student demonstrate detailed understanding of the theories and applications taught in the first two years.  It also tests student’s understanding of the required reading materials. Detailed and full answers are expected to each question, and the exam may be written over a period of a few months.  The exam is a thorough review, and it reminds students of the materials they are expected to know.  The timeframe of a few months allows students time to reread or research questions in order to offer thought out and thorough answers.  If a student does not successfully complete the midterm exam, they may be asked to repeat Year Two to ensure they have the added support to integrate the concepts and competencies necessary for advancement to upper years. The exam covers major concepts, principles and ideas for talk therapy as well as working somatically  eliciting students’ understanding of character structures as learned in all three modules.   It is an opportunity for instructors to gauge accuracy of in-class learning. The exam also covers basic aspects of therapy and tests student knowledge of therapeutic concepts such as attachment phases and emotional states.   

The successful student will:

  • Demonstrate an Integration of the IHC blended modalities model of theories of human psychological functioning and development as taught across all three modules.

  • Demonstrate in-depth knowledge of comparative psychotherapies 

  • Demonstrate in-depth knowledge of developmental phases, character structures and the impact of early childhood trauma on structure, armouring, and belief systems

  • Integrate knowledge of human and cultural diversity in relation to psychotherapy practice. 

  • Research and find practical application within a range of relevant professional literature. 

  • Use research findings to inform clinical practice. 


% of final grade: 25 

Thesis Presentations  

Students are encouraged to begin speaking with their supervisors on chosen topics for thesis research and writing.  Students are encouraged to begin this process by the end of year three where they should have established a deep connection to Integral therapeutic work and have determined an area of interest to research and expand. 

Students are expected to apply research of various forms be it field and case studies or other type of clinical trials. Students need to include up to date and current research in their work and need to discuss their chosen topic before perusing it. 

Topics must connect directly to the blended modalities offered by the Integral Healing Centre. Students will present their thesis paper to the instructors and the class. They will then defend their thesis in a question and answer period immediately following the presentation. Students will receive a pass or fail grade on their thesis paper, presentation and overall knowledge of the chosen subject matter. This is the final prerequisite for graduation of the Integral Healing Psychotherapy Training Program.  

Professional standards for the thesis are very high.  The thesis will clearly demonstrate the student’s understanding of the blended modalities model upon which IHC training is based.  The chosen topic must cover material in all three modalities and demonstrate the integration of the theories within the body of the thesis. It is expected that extensive research has been conducted, and supporting evidence for the material put forward must be catalogued and attributed to the author in a bibliography.  The quality of the presentation is expected to be at least a master’s level of competence, and the student must be intimately familiar with the material and able to easily defend the thesis.  It provides great professional growth for the author of the thesis, and an expanded learning for fellow classmates. 


% of final grade: 30

In-class Supervision of sessions:

Class participation is an essential element of the training.  Students are monitored as they conduct therapy sessions, and assessed on progress throughout the training.  These assessments include  participation in all three modules.  Students demonstrate during these sessions how much of the material they have integrated, how much of the required reading they have done, and how well they follow the code of conduct set out by CRPO.  

% of final grade: 15