On the Tariki training programme, all contact hours are acquired through participation in designated course days. These are generally delivered in the autumn, spring and summer course blocks, which consist of nine training days each. From time to time there may be other training events which carry full or half credits. Course blocks are attended by students from all levels of the programme. This means that students at different levels of training are taught alongside one another in the learning community. We see this as one of the strengths of the programme.
The learning community approach is fundamental to the Tariki training philosophy. Everyone on the programme brings experience of life and relationships, and we can all learn from one another. The process of becoming a therapist involves developing a new way of being with others. It is an art which is learned through lived experience as much as through conscious study. Learning happens on many levels: some is intentional and measurable, but much is quietly assimilated and often unconsciously integrated.
Encounter as a route to change: Other-centred therapy rests on the principle that intellectual and psychological contact with others initiates a formative and creative process; encounter with others interrupts the habits of view and thought which dull the senses and frustrate real communication. In line with this principle, the multi-levelled student group offers a particular learning environment. New trainees learn at many levels through contact with more experienced students, but in turn they bring fresh questions and new energy into the course. In this way the constant re-creation of the study group rejuvenates the learning process and challenges assumptions and normative group responses as they arise. It is prevented from falling into restrictive attachments and limited perceptions.
A cycle of learning: The learning process of the course commonly uses an experiential cycle. Activities take place, and are then reflected upon through an action-recall process. The experiential learning is then related to theoretical models and so informs future work. The course is thus continually revisiting first principles, evolving theory as it goes, and facilitating student development on a number of different levels simultaneously. Course sessions, and particularly groupwork units, can be personally challenging as we generally work with personal material rather than fictitious role-plays, but the process is held by a mature and supportive learning community and an experienced staff team.
Flexible learning with systematic theoretical teaching: Whilst attendance elements of the programme are offered in the open format of the learning community model, with students enjoying a wide choice of course units and flexibility within the course content, the core theoretical content of the course is delivered in a systematic way through a structured programme of on-line units. The two year distance learning sequence introduces students to all the main theoretical concepts of the therapeutic model and explores professional practice issues in a structured way. This programme provides the core theory for the Diploma in Counselling. The theoretical learning in these units is complemented by contextualised theoretical input within the attendance courses.
Responsibility and learning: The training at Tariki is firmly based in ethical practice. The course expects students to reflect on ethical and professional issues and to exhibit a high level of self-awareness in this respect. Taking responsibility for personal process is part of this. Students also take responsibility for their learning and are encouraged to review their progress and discuss their studies with peers and in tutorials as they follow the different levels of the programme.Staff members are available to discuss any problems that arise, and we have in place a system of mentoring as well as regular tutorials.
Flexible outcomes: As a small independent course the Tariki programme is able to offer flexibility. There is room within the learning community model for each student to find their own integration. Sometimes this may even mean a re-evaluation of basic assumptions about the end point of training. For example, if the student finds that they no longer feel drawn to working as a counsellor it is possible to negotiate other ways to complete the course and achieve a Diploma in Applied Buddhist Psychology. This flexibility gives scope for specialising in other applications of the model, and, where this happens we are generally able to identify a member of staff with expertise appropriate to the chosen alternative track.
Rigour and professionalism: The learning community model allows us to offer a rigorous training programme for counsellors and psychotherapists, whilst accommodating students with a range of needs and levels of experience. The programme attracts people at all levels of experience, and we are proud to include within our student body a number of experienced psychotherapists and counsellors who have returned to training as part of their ongoing professional development and in order to integrate a Buddhist approach into their practice. The presence of such people within the student group enriches the experience for everyone, as well as affirming the unique contribution of our training programmes to the counselling profession.
Read about one student's experience of the course