The course programmes offered by Tariki Trust are independent. We strive for excellence in all aspects of the service which we deliver but we prefer to preserve our freedom to develop creatively in response to our students needs. We are organisational members of BACP, follow their ethical framework, and take into account their accreditation requirements in planning our programmes. At the same time we have decided not to seek external accreditation for our programmes. This allows for great flexibility within the learning community model which is central to the programme and creates an environment in which innovation and new scholarship is always possible. This system has stood the programme in good stead for over thirty years and led to much innovative work and high standards of practice. Students joining the programme should expect it to develop as they go through the learning process and they will be part of the ongoing development process of the curriculum. They will have opportunities for co-operative activity, and are encouraged to be self-challenging rather than competitive with others. They are likely to become involved in the broader activities of the Tariki community, in substantial ways if they wish. Becoming a therapist means growing as a person so that one has a bigger heart and broader mind for others, and in this respect all life experience has relevance to our training.
ASSESSMENT
Students on the programme are required to demonstrate levels of competence or knowledge appropriate to their level of study, as set out in the course handbook. Students who fail to reach such standards may be asked to complete extra written or practice work. In general, the ethos of the course is such that students are encouraged to reach and develop their own potential and to find ways of building on their level of skill and interest. The flexibility of the programme allows students to revise goals and find new directions for their work, rather than encountering failure. Most staff response takes the form of dialogue and facilitative questioning rather than grading. In this way students who demonstrate application in their work achieve good outcomes and the course standards are maintained at a high level. The final assessment of students takes place through the completion meeting, at which the external moderator is generally present. This is an opportunity for reflection, feedback and closure, as well as for identifying areas for future training and development.
Students who wish to practice as counsellors or psychotherapists on completion of the course will be concerned to know about arrangements for accreditation and registration. These vary greatly in different countries, so, overseas students with such concerns should seek advice locally before embarking on the course. In UK the simplest method of gaining accreditation in UK is through British Association for Counselling and Psychotherapy. This organisation has a very large membership and is one of the biggest accrediting bodies for counsellors and psychotherapists in the country. A combination of the Foundation Certificate andThe Diploma in Counselling is designed to meet the requirements for BACP accreditation. Please check current details as you go through the course as there may from time to time be additional requirements of which you should be aware. The process of gaining accreditation through BACP is lengthy for all applicants and requires post-qualifying experience as well as a regular supervised practice. Graduates from the Diploma in Counselling who wish to do so generally succeed in obtaining BACP accreditation based on their training with us.
ETHICAL AND PROFESSIONAL STANDARDS
The course is governed by the IBAP code of ethics. The course handbook also provides a complaints procedure for ethical and other complaints. This procedure outlines how any concerns relating to the professional, ethical or academic standards of the course may be addressed. Initially the matter should be raised informally with members of staff concerned. If the matter is agreed to be of sufficient seriousness, a formal meeting may be requested for this purpose, whose outcome should be agreed and recorded in writing. Should this meeting fail to resolve matters, the matter should be referred either to the external moderator of the course or to the chairperson of the Tariki Trustees. In the final instance an external arbitrator, acceptable to both parties, may be appointed.