Training Standards

Standards of Education & Training 2025 For Training Organisations

1. Introduction & Guidance Principles

The use of the word psychotherapy in this document is intended to include;

• Psychotherapy
• Hypnotherapy
• Counselling

The National Council of Integrative Psychotherapists (NCIP) accredits a wide variety of psychological approaches underpinning psychotherapy, counselling, and coaching within an integrative frame, common values, and philosophical assumptions underpin these approaches, including recognition of one or more of the following: 

• The importance of the relationship as the medium for change. 
• The importance of interdisciplinary dialogue and exploration, with emphasis on integration, respect for difference, and an ability to work with diversity.
• A spiritual dimension to an individual's life, the self-healing capacity of the individual, and the individual's sovereignty and responsibility. 
• The centrality of social relationships in the framework in which individuals shape their lives. 
• The importance of cultural awareness and an understanding of the individual's experience, personal beliefs, and values. 
• The integration of mind, body, soul, and spirit.

1.2 The NCIP’s training standards reflect the above and are intended to create a solid framework for good practice appropriately flexible, encompassing the different needs of the public.

1.3 Integral to NCIP philosophy is that training should recognise the existence of different approaches to psychotherapy, psychological coaching, hypnotherapy, and counselling and should promote a respectful understanding of differences between theories. 

1.4 The guiding principle behind these standards is a four-year guided pathway into accreditation and acceptance onto the NCIP Professional Register as an accredited member.

2. ENTRY REQUIREMENTS

2.1 Applicants will normally demonstrate the capacity and commitment to develop the following qualities that will make them suitable for psychotherapy practice. 

• An enquiring mind. 
• A capacity for critical reflection and self-directed learning. 
• An ability to listen and respond with compassion and respect. 
• An awareness of prejudice and the ability to respond openly to issues of race, gender, age, sexual preference, class, disability, ethnic, spiritual/religious and cultural difference, and diversity.
• An awareness and sensitivity in relation to the political, socio-cultural, and religious/spiritual contexts of people's lives. 
• A self-awareness and commitment to self-development.  Applicants should have sufficient emotional competence and the internal resources necessary to engage with the demands of the training and the work of psychotherapy and the proven ability to work at a minimum of Level 5.  Ability to work within commonly agreed boundaries including law

2.2 Candidates should have relevant experience working with people in a responsible role or a demonstratable desire and aspiration to become part of this profession.  Training organisations should be able to substantiate the relevance of a candidate's experience. 

2.3 Training organisations should have in place appropriate procedures for the acceptance and refusal of applicants with published criteria and procedures for the selection of applicants. 

The selection of applicants should normally include: 

• Completion of an application form. 
• Written personal statement.
• An interview.
• At least one reference. 

3. THE MINIMUM CURRICULUM

C.1 The study of the theory and practice of at least one core model in any of its forms from assessment to termination and the end of therapy/coaching. A core theoretical basis for therapeutic practice is required. 

C.2 In addition there should be an exploration of the philosophical foundations of the approach being taught as well as a critical awareness of the multiple layers of human experience and the multi-dimensional nature of the therapeutic relationship.

C3. For Diploma courses, there must be an integration of at least 1 module that focus on diversity and anti-discriminatory practices from Diploma courses.

C.4 The following are the minimum requirements for full Registered Membership of the NCIP on graduation of the diploma course and later accreditation and registration:  

Total minimum hours will be dependent on the modality but no less than a total of 370 Notional Learning Hours (NLH) included in the total training for accreditation of 950 hours.  

a. A diploma-length training course of at least one academic year is the core training, (370 NLH) at a minimum of RQF equivalent Level 5 (England). 

b. A minimum of 60 hours pre-graduation client hours either as a placement or trainee client work in private practice.  These hours may be face-to-face, online, or telephone but a minimum of two of these methods.  Supervised at 1 hour for every six client hours.  If the diploma requires more than 60 hours then these must be in addition to the diploma length.

For accreditation;

c. A minimum of 40 hours of personal development over four years from commencement of the diploma training to application for accreditation.  Personal development may be therapy, coaching, group work, or a combination of all three. 

d. A minimum of 450 client hours post-graduation and within a minimum of three years.  To be supervised at 1:6 client hours for the first 120 hours and then 1:10 for the remaining 330 hours. 

e. A minimum of 90 hours of professional development over three post-graduate years.  

The definition of professional development

A professional expectation of continuous learning activity intended for the improvement and development of practitioner knowledge and competencies over time and within a legal framework.  Ideally, these are agreed with the supervisor and regularly reviewed; logged, and subject to audit.

C.4 If the nature of the training precludes these minimum requirements a special case may be made to the Assessment Board, such as for those organisations that specialise in short-term/time-limited clinical work or those that accommodate special needs.  Where a training departs from these normal minimum requirements the Training Organisation should be prepared to demonstrate how its standards are equivalent.  It is recognised that many pieces of training will have more extensive or specific requirements, depending on the model used and the approach to learning.

D.1 Training organisations should ensure that a range of assessments is internally and/or externally verified.  Where the trainer is a single trainer then external verification is required. 

D.2 Summative assessment: In addition to shorter assignments set during the training programme (such as essays or practical or academic examinations,) the assessment of candidates is required to complete at least two substantial case studies of at least 2,500 words.  This should demonstrate the candidate's capacity for reflecting in depth on their own work and the approach in which they are training.  As an alternative if required assessments such as viva voce may be added.

D.3 Formative assessment: Trainees must be provided with sufficient regular feedback to allow them to assess their own strengths and developmental needs, including academic presentation and practice-development needs. 

D.4 Training programmes should have properly constituted bodies for ensuring the rights of candidates in training. These should normally include a system of scrutiny, candidate representation or student evaluation, and a published complaints and grievance procedures and appeals procedures. 

D.5 Training organisations may also have in place a CPD policy in accordance with NCP guidelines.  Or facilitate graduates finding suitable CPD to meet the accreditation criteria.  They may also have a post-graduate supervision programme for each graduate including regular consultation with supervisors.

D.6 A clear and comprehensive equality of access policy to include compromised learning styles such as dyslexia and others must qualify where possible by being statemented.

Appendix

A. Core Training

Scheduled contact hours with identified tutors/trainers who have responsibility for the delivery of the activity as a part of the overall curriculum. 

Some indicative examples would be trainer/tutor facilitated; 

• Didactic/experiential learning 
• Process groups 
• Tutorials 
• Academic supervision 
• Live supervision in the context of the training 
• Skills training 

Self and peer-directed learning

This may take any form appropriate to the particular training model and would need to be monitored by the tutor. 

Evaluation

The student will be expected to be able to: 

• Use critical reflection and ongoing supervision to assess and report on their own and others’ work with clients/patients.

• Evaluate the chosen core model of psychotherapy or coaching, assess its limitations, and compare it with alternative approaches.

• Critically evaluate the implications of issues of culture, race, gender, sexual orientation, and disability in psychotherapy.

B. PERSONAL SKILLS 

Therapeutic skills 

The Trainee will be expected to be able to: 

• Assess clients/patients for suitability for their chosen psychotherapy or coaching.  This should include the ability to hypothesise or use diagnostic criteria and formulate a treatment strategy. 
• Establish and work with a therapeutic relationship congruent with the chosen approach.
• Continually assess and re-evaluate their work with the client. 
• Formulate and apply appropriate therapeutic processes. 
• Make appropriate therapeutic interventions and manage appropriate endings being mindful of differences of cultural sensitivity.  

Self-appraisal and reflection on practice 

The Trainee will be expected to be able to;

• Reflect consistently on the therapeutic process and on their own functioning in order to improve practice. 
• Engage with their own personal development process.
• Demonstrate a method of understanding recognising and responding to transference counter-transference issues.

Responsibility

The Trainee will be expected to be able to demonstrate: 

• Autonomy in professional practice. 
• Responsibility for self-monitoring. 
• Awareness of issues and procedures relevant to professional best practice. 
• Demonstrate that regular ongoing supervision and CPD are part of being a     psychotherapist or coach. 
• Ability to work within competence and qualification, to refer on to work with multiple agencies.

Ethical Understanding

The Trainee will be expected to be able to demonstrate; 

• Awareness of the ethical and professional practice responsibilities of being a psychotherapist, hypnotherapist, coach, or counsellor. 
• Awareness of and ability to manage the implications of ethical issues and dilemmas 
• An awareness of legal issues relating to psychotherapy or coaching. 
• Ability to work proactively with others to formulate potential solutions. 
• Ability to predict and manage consequences of applied solutions. 
• Awareness of culture, legal requirements, and safeguarding issues.

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