The Training Course

This Centre has been operating since 1983 and is committed to the practice, promotion and development of Gestalt Therapy. The training program has been developed over the years to its current form, to provide specialist training in the Gestalt approach to working with people and aims to produce competent, ethical and creative practitioners.

One of the key strengths of this unique course is the experiential component whereby students are
encouraged to develop their own style of using Gestalt: we facilitate this by including 60 hours of supervised clinical practice over the final 2 years of training.

Training is akin to a journey. The work is challenging, inviting people to stretch themselves, work through unfinished business, take responsibility for their lives, get clearly in touch with feelings and generally go through a process of transformation. It can take trainees to places they never knew existed. Sometimes this is ecstatically joyful. Sometimes, even with all the gentleness and support from the trainer and the group, it can be very difficult, even painful.

What is required is a willingness to experiment, to chart new territory and learn more deeply from previous experience. It is fundamentally about becoming more authentic, more of who one really is.

What is looked for in the student is an eagerness to learn, to explore themselves, to stay with what is
happening to them, to build on their strengths, to acquire knowledge and gain wisdom, to hang in with the difficult processes and work with their constraints. By discovering and developing their integrity, authenticity, humility, self-acceptance, respectfulness, sensitivity to others, openness and compassion students evolve their own personal style of working with clients.

The trainer in the group maintains a supportive environment, creates a non-judgmental atmosphere and works with the trainee’s resistance to change rather than against this resistance. The process emphasises achieving internal support, and integrating changes through “ healing through meeting” contact. The training is a commitment to one’s own growth and a willingness to dialogue, to plunge into ever more authentic living which requires a certain type of courage. Gestalt explores the self in relationship to the environment and by discovering creative adjustments to the challenges of life, provides new opportunities for people on personal, interpersonal and community levels.

The course is a 4 year program consisting of a minimum of 620 hours face to face training to complete a Post Graduate Diploma in Gestalt Therapy. There are 150 hours each in First and Second Levels and 160 hours in Third and Fourth Levels. Each year develops trainees to a particular level, building on the skills and knowledge developed the year before. Trainees may exit at the end of First, Second or Third Level if they find they have sufficient for their purposes, and will be awarded a Certificate showing the level achieved and the number of hours at that level, with a list of competencies obtained.

The course has a strong emphasis on experiential learning married with a solid theoretical and practical underpinning. The methods of delivery involve: experiential group-work, mini lectures, group discussions, demonstrations, modeling, role play, video analysis, tutorials, student seminar presentations and facilitation of self-reflection.

There is a mix of internal and external study. Active involvement is encouraged as exercises, feedback on performance, journal keeping, research, book reports, essay writing, case presentations, supervision and personal therapy are all part of the course.

Sessions are held in the evenings from 6:00pm until 9:30pm - First Level is on Thursday nights, First Level also has an afternoon session 12.30pm till 4.00pm. There are four weekend workshops for the year, one each term which may be combined i.e. Two Fourth years together or Third and Fourth years blended for weekend workshops only. The hours are 9:30am until 5:00pm on Saturday and Sunday. There are seven evenings per term and a final Celebration Night at the end of the year. Tutorial time is structured by trainees in the first 3 levels, providing a forum to extend learning and build mutual support in the study process while fostering a creative learning community that supports co-operative inquiry.

The training sessions constitute some theory presentation, discussion, experiential exercises, and
individual work within the group, feedback and question time where theory and practice can be integrated. A minimum of 60% of the time is devoted to experiential work within the group.

A new topic is introduced each training session but the emphasis is more on experiential process than content. This means that although it is important to get through the theoretical material set, there is always time and space for participants to reflect and digest the material, and for any personal issues which arise to be addressed.

The core curriculum of First Level training introduces trainees to the basic principles of the Gestalt approach. Emphasis is on the personal growth of trainees and the application of Gestalt Therapy theory to describe and understand their personal and group experiences.

In Second Level, training builds on the basics of First Year but emphasizes the application of the principles to working with people.

By Third Level trainees are expected to be working with clients in contexts other than the training context, while receiving external supervision. Within the group, supervised Gestalt work, as well as ongoing theoretical input and skills development will continue.

Fourth Level hones these skills to a high level of competence whereby the trainee can demonstrate within the group and in a practical exam the capacity to competently apply practice skills and relate their actions to the theoretical components involved.

There is a Senior Group that meets one day every month for Clinical Practice. Members of the community are invited to attend to be clients for the year 3 and 4 trainees. The Clinic is supervised by the trainers and provides excellent practice opportunities for the trainees. Senior students also have seminar time where participants engage in peer supervision, feedback, presentation of theory and discussion.

Progression from year to year is not automatic. Criterion for assessment are based on personal,
theoretical and practical skills, the completion of the written assignments, at least 90% attendance at
training sessions, and completion of a number of hours of personal therapy with a Gestalt therapist
approved by the Sydney Gestalt Institute.See our Progression Policy here

To obtain the Post Graduate Diploma a minimum of 50 hours of individual therapy with an approved Gestalt therapist must be completed. It is recommended that students complete their therapy within the first two years of training. The purpose of this is to facilitate trainees’ own self awareness and contactfulness, such that when they come to practice as a therapist they can be more fully present for the client.

In addition students must have at least 25 hours of supervision (reflecting 100 hours of external case work) supervised by an approved Gestalt supervisor during the last two years of the course to extend their competence, support the development of their individual style, and ensure adherence to GANZ standards and ethics.

Students who leave the course for more than 2 years must repeat their last year of training before continuing.

The fee for the course is $4,600 which is for basic training and includes all book fees, tuition, residential fees and exam fees plus $2,200 for therapy and supervision per year bringing it to a cost of $6,800 for First Year. A deposit of $1000 is to be paid on successfully completing the interview, with the balance to be paid before February 8th 2008.

Fees are non-refundable and if trainees commence the course and then withdraw after the cencus date of March 22nd they are required to pay the full fee for that semester. Trainees must give two weeks notice of withdrawal from the course at any time.

An appropriate refund will be given if a portion of the course is cancelled. The training represents an
investment of money as well as the time and personal effort required to succeed. Thus trainees can
reasonably expect certain standards in the training which include but are not limited to the following:

* The training timetable is set in advance, with necessary changes kept to a minimum, and notice provided of such changes.
* The trainers treat trainees with respect and do their best to support the learning process of both individuals and the group.
* Trainers have at least 3 years training experience and 5 years experience as a Gestalt practitioner.
* Trainers receive ongoing supervision and actively engage in ongoing professional development.
* Trainers adhere to the GANZ professional code of ethics.
* The Sydney Gestalt Institute provides a library of relevant books, articles and audio and videotapes, which are available for the trainee to borrow.
* This course is now accredited under the Higher Education Act as a post graduate Diploma in Gestalt
Therapy (Dip GT).
* Articulation arrangements have been established with La Trobe University (through Gestalt Therapy Australia GTA) and with Gestalt Association of Queensland for a Masters in Gestalt Therapy. There is also articulation with The University of Western Sydney on successful completion of the Graduate Diploma in Gestalt Therapy 40 credit points will be offered (50% of total credits) towards a Master of Social Science.

Students may be accepted into the course from a range of backgrounds. Applicants are welcomed from people who have an undergraduate degree in a relevant field eg psychology, social work, medicine, nursing, education, counseling or with equivalent work and life experience.

Acceptance into the course depends on passing an interview. if you are not accepted your deposit will be refunded.

Eligibility is determined by a number of factors including the candidate’s academic background, willingness to learn at a tertiary level, life and work experience (including therapeutic experience), degree of self-awareness and self-responsibility including being open to feedback on their strengths and constraints, personal stability and a capacity to reflect on and learn from experience. Ability to cope with the financial obligations and academic commitments of the course are also considered. Selection is non-discriminatory with respect to race, gender, sexuality, age or physical handicap.

Where students are deemed eligible for entry but have limited experience in particular areas the Sydney Gestalt Institute will negotiate supplementary training experiences required for a student to competently complete the course. For example, where a student’s admission is based primarily on life experience some specific academic learning may be indicated, or where a student’s admission is based primarily on academic qualifications involvement in therapy may be specified.

If an applicant is not admitted to the training program they will be given the reasons and be directed towards other interim steps, such as extra therapy, workshops or academic writing courses available. If they are not satisfied with the decision, they may appeal in writing to the Director of Training, stating the reasons the decision should be reconsidered. Appeals will be responded to in writing. The Director’s decision is final.See our RPL Policy here

Students who have completed Gestalt training in other Gestalt centres in Australia or overseas can apply for credit, the standing of which will be processed by our Course Development Committee and the DOT (Director of Training).

Students who fulfill all academic or RPL requirements and successfully complete the course will be awarded a Post Graduate Diploma in Gestalt Therapy, approved by the Higher Education Act 1988. Students who lack the academic requirements may successfully complete the course and receive a GANZ approved Diploma in Gestalt Therapy. Both streams may apply for PACFA registration after the required experience has been accrued.

Students enrolled in the Masters of Counselling Course at the University of Western Sydney may, on successful completion of the First Year Gestalt course, gain recognition of at least one elective (12% of the total credits) counted toward their Masters course.

The mission of the Sydney Gestalt Center’s program is to promote the application of Gestalt theory and practice to the wider community and to train competent Gestalt Therapists.

In fulfilling this mission, this curriculum has provided a training program of excellence which emphasizes an experiential approach to learning. The integration of learning, theory and practice, personal growth, supervision and professional development is supported.

The design of this program is guided by the central belief in the wholeness of human experience and the responsibility of all participants, leaders and trainees, for their own personal growth and ongoing professional development.

The Gestalt Therapy Training Program aims at:

* Providing students with supported experiences to assist their personal development and extend their self awareness.
* Providing the student with the fundamental knowledge and understanding of the theoretical base of Gestalt therapy. This knowledge will support the development of personal awareness and group awareness throughout the whole term of study.
* Promoting and strengthening the students’ skills, personal qualities and competencies that are relevant to becoming a Gestalt therapist in a wide range of practice contexts.
* Promoting an appreciation and support of professional practice that is responsive, creative, ethical and innovative.

The training process is interactive and experientially based. The exploration and articulation of the trainees’ subjective experience is valued and utilized in the learning. The program uses a competency based learning model and the curriculum is designed to teach the core personal, theoretical and practice competencies associated with practitioners of the Gestalt approach. This journey is of trainer and trainee together on path of learning and discovery, with mutual respect.

Both teachers and students are challenged and supported to experiment in their learning process. The training program is designed and taught with an awareness and respect for diversity in areas such as culture, race, gender, generation and sexual preference.

There are six subject threads covered in the course: Personal Development, Phenomenology, Dialogue in the Therapeutic Relationship, Field Theory, Methods of Intervention and Experiment, Clinical Applications of Gestalt Therapy including Ethics and Values. This basic format is followed each year and is taught in greater depth and complexity in each successive level. Level Three and Four students will be supported at times to take the therapist role within the group setting.

Personal Development: In this subject the focus is on the personal development of students as the basis for counseling and psychotherapy practice. In Gestalt practice using the “Self” as a “clean Tool” is a fundamental principle of effective therapeutic process. The emphasis on personal work gives students the first hand experience of the power and appropriateness of this therapeutic process. Students benefit both from their own work, as well as watching others work. As students advance they are able to track the application of a unit of work, and this develops an understanding of the theory. Personal development work occurs in three dimensions: in the role as client in the group setting, as part of the on-going group process, and individual one to one work with their own therapist.

Phenomenology: This topic allows students to focus on one of the key elements of Gestalt Therapy - Phenomenology (Awareness). By heightening our awareness of how we construct our world, of our uniqueness, we can then as therapists have a respectful and empathic approach to exploring another person’s world, and gain insight into the way they structure their world and give meaning to phenomena. Emphasis is also placed on the development of group process to foster professional and personal growth. Practice and supervision sessions allow the students to gain confidence in working as therapists and in managing a therapeutic session.

Topics the be covered:

* Awareness and present-centeredness
* Attention to language, body, non-verbal messages
* Breathing
* Zones of awareness
* The Figure/ Ground process
* Philosophy of the Obvious
* Wisdom of the Organism
* Organismic Self-regulation
* Paradoxical Theory of Change
* Sensation and Statement
* Bracketing

Dialogue: Dialogue and the establishment and maintenance of a respectful and significant relationship between client and therapist is seen as intrinsic to the healing process. In this subject the principles and practices of Dialogical Psychotherapy are examined as the basis of counseling and psychotherapy practice. This allows students to focus on one of the key elements of Gestalt Therapy - Dialogue (relationship) and the principles of dialogical psychotherapy which guide the therapist in their use of self in the therapeutic relationship. This subject also attends to the Gestalt Therapy models of the Contact episode, which helps the therapist map contact and the disruptions in contact in the therapy session. Emphasis is also placed on the development of group process to foster professional and personal growth. Practice and supervision sessions allow the students to gain confidence in working as therapists and in managing a therapeutic session.

Topics to be covered:

* Contact
* “Disturbances” of contact
* I-Thou dialogue
* Models of contact: The Experience Cycle, A Contact Episode
* The story in therapy
* Inclusion and the therapist’s use of self in the counseling process

Field Theory: Students are supported to explore themselves and others in terms of perception and their issues emerging from a wider field. Support is given for maintaining openness and the appropriateness of interventions according to the tenants of holistic practice. In this subject the principles and practices of Field Theory are examined as the basis of counseling and psychotherapy practice. This allows students to focus on one of the key elements of Gestalt Therapy - Field Theory and the principles of the Field Sensitive Practice which guide the therapist in relating to the phenomenological field of the client.

Topics to be covered:

* Field theory / holism
* Levels of self
* Couples and families
* Group and community
* The history and philosophical development of Gestalt

Methodology and Experiment: The aim of this subject is to enable the student to develop a solid understanding of the Gestalt Therapy Intervention methods and develop their ability to have clear clinical skills in working with individuals and groups. Gestalt involves the use of a number of elegant and powerful techniques, heightening awareness, and utilizing experiment which emerges naturally from therapeutic work on a process level. Students are encouraged to develop their own style of working within the Gestalt framework during 60 supervised clinic sessions over 2 years.

Topics to be covered:

* Structure of interventions
* Polarities
* Links to the experience cycle
* Working with impasse
* Sequencing
* Enactment
* Development of themes
* The art of experiments and creativity
* Dreamwork
* A unit of work

Clinical Studies: This subject explores the relationship between the Gestalt approach to diagnosis and the DSM-1V diagnostic categories. It is important that therapists be aware of the manifestations and possible origins of dysfunctions in human personality in order that these may serve as a guide for taking appropriate action. The Gestalt framework as applied to counseling is examined. Comparisons between Gestalt modalities (e.g. cognitive, behavioural, and psychodynamic) and other psychotherapies are also covered.

Topics to be covered:

* DSM 1V categories and how they are viewed from a Gestalt perspective (particularly Narcissistic, Borderline, Anxiety, Depression and Schizoid)
* Addictions
* Attachment theory
* A Grieving Model
* Suicide and the therapeutic relationship
* Working with sexuality
* Shame
* Transference and counter-transference
* Comparison with other psychotherapies

Ethics and Values: This topic, taught within Clinical Studies, provides a study of the ethics and values in the practice of psychotherapy. Students are encouraged to reflect on their own personal values, beliefs and identity, facilitating self-awareness and professional responsibilities. Issues as cultural, personal and professional issues which impact on the therapeutic relationship will be discussed. Aspects of professional practice with specific reference to the GANZ Code of Ethical Behaviour are developed, in relation to the therapists’ responsibilities to their clients, colleagues and to the community.

Topics to be covered:

* Appropriate boundaries
* Professional limits
* Ethics of GANZ
* Awareness of own unfinished business

Assessment of the key elements is done on the basis of:

* attendance of at least 90% of the course
* written work – book review, essays, case study
* observation of student’s therapy practice
* observation of student interaction in the group
* observation of seminar presentations
* individuals participation within the group and contribution to group discussions

Assessment of the key elements is given by:

* verbal feedback sessions which involves self, peer and trainer assessment in terms of the core competencies in each area
* written feedback on submitted written work
* verbal feedback after each therapy practice
* verbal feedback on personal work
* verbal and written feedback on seminar presentations

Plagiarism is not supported and students will be asked to resubmit their work.
See our Plagiarism Policy here.

Trainers invite feedback about the course as we are constantly looking to improve delivery. Students who have complaints are encouraged to discuss such matters with the Directors of Training. If there is no resolution students may write to the East Coast Gestalt Training Academic Committee (See our Grievance Policy). As a final attempt at resolution they may write to the GANZ Ethics Committee and as a final resort to PACFA.

Senior Trainers and Directors

Philip Oldfield, B.A. (Sociology), has been a Gestalt practitioner for 26 years and works in private practice. He has been a trainer at Sydney Gestalt Institute since 1988, training and supervising therapists. He is a College Member of GANZ. Phil has a particular interest in working with gay men’s groups looking at health and relationship issues. He also conducts training programs for government departments in relation to HIV and AIDS specialist services. Phil has been a regular presenter on Radio National being interviewed on a variety of issues.

Rhonda Gibson Long , Masters of Gestalt Therapy, B.Sc., Dip.Ed., R.S.A., has a background in Adult Education, Gestalt, Transactional Analysis, bodywork and spiritual growth techniques. She is also a College Member of GANZ and Chair of GANZ Standards and Accreditation Committee. She has been a trainer at Sydney Gestalt Institute since 1997 and lectures at a number of colleges promoting Gestalt to the wider community.

Associate Trainer

Ari Badaines, Ph. D., is trained in clinical psychology in the U.S.A. and marital and family therapy in London. He has been a trainer with Sydney Gestalt Institute since 1993 and leads experiential groups in Europe, the U.S.A. and Australia. He is also a certified psychodrama trainer. He operates a private practice, lectures and supervises clinical psychologists.

Visiting Trainers

Steve Gunther is Director of Northern Rivers Gestalt Centre. He trained in Brisbane and the U.S.A. & specializes in organization development & spiritual aspects of Gestalt.

Janice Gerard PhD. is a licensed Clinical Psychologist, practicing in Los Angeles. She is past president of The Gestalt Therapy Institute of Los Angeles. Janice has led many workshops and training groups and presented at many international conferences. She specializes in Gestalt Dreamwork and integrates meditation and spiritual practice into Gestalt psychotherapy.

Robert G. Lee, PhD, a psychologist in private practice in Cambridge and Newton, Massachusetts, has written extensively and presented widely about shame and belonging as regulator processes of the relational field. He applies his inter-subjective, constructivist insights to a wide range of clinical populations, including working with individuals, couples, families, children and adolescents. He is a member of the faculty of the Gestalt Institute of Cleveland and teaches and trains nationally and internationally.