Distance programmes

with Dr. Robert McNeilly MBBS & Dr Gabrielle Peacock MBBS FRACGP

Principles

The learning experience of these programmes is both unique and everyday. The uniqueness is in its almost total lack of theory and formal structure; the everydayness is in the way the learning is personal and relates to any individual and their everyday experiences.

For millennia learning has been the prerogative of the few, usually wealthy or privileged. Only over the last half century has this begun to change. Academic circles can still maintain a sense of elitism, and while the approach of this programme does not have any argument with academia, it has a radically different focus.

Because these programmes give precedence to experience over theory, curiosity over fixed explanations, and individual differences over categorising into groups or classes, participants can expect to be more like themselves and less like any of those who may already be seen as expert in the field. Previous participants comment that their individuality is enhanced – personal and professional – and their individual style of working becomes more obvious as the programme unfolds.

Structure

All programmes include recorded lectures, an e-book, videos of demonstrations, written assignments, supervision, and most important of all, practice. Ultimately it is what participants learn and take into their clinical experience that will be crucial. Anything that is heard, read, observed or discussed, including personal growth, will become relevant as it incorporated in life or work.

At the beginning of each programme, notes and written assignments are distributed by email, also relevant links to lectures and demonstrations. Participants can then progress though their learning experience at their own pace.

All participants are encouraged to form study groups with others as an important component of the learning process, many people reporting that they are the most relevant. Individual supervision is another important component, whether face to face, email, phone, peer supervision or some combination of these alternatives. Written assignments add to the breadth of the learning and there is often an expression of surprise when they are discovered to be enjoyable as well as useful.

Most people report that 2 to 3 hours a week is more than enough to cover the individual work outside any workshops and study group experiences.

Because of the solid foundations of the approach, there are many options for individual learning styles and outcomes, and participants can expect to develop confidence in their own individual style of learning and working.

Accreditation

These programmes are accredited by CET, as evidence shows overwhelmingly that external accreditation has no correlation with effectiveness of learning or application.

Face to face Workshops

There will be local face to face workshops organised depending on numbers and participants are welcome to join in at any other location during the programme and any time in the future without limitation.

Fees

$4400 or 4 term payments of $1100 [including GST]

Diploma of Solution Oriented Hypnosis

Content

The diploma is structured into 4 terms.
In the first term we explore hypnotic language, hypnotic invitations, and structuring a hypnotic session.
In the second term we include the experience of hypnosis including the classical hypnotic phenomena.
In the third and fourth term we focus on the clinical application of this approach as well as supervision issues.

Diploma of Solution Oriented Counselling

Content

The diploma is structured into 4 terms.
In the first term we explore the effective use of language in counselling;
In the second term we include emotions and the body as an integral part of counselling as well as strategies and positive reframing;
In the third and fourth term we focus on the clinical application of this approach as well as supervision issues.

Diploma of Solution Oriented Family Therapy

Content

The diploma is structured into 4 terms.
In the first term we explore the effective use of questions to reconnect family members;
In the second term we include emotions and the body as an integral part of family therapy as well as strategies and positive reframing;
In the third and fourth term we focus on the clinical application of this approach as well as supervision issues.