Training for Educators/Trainers in Integrative Psychotherapy (Training of Trainers – ToT)

EQF Level 7​

Curriculum of the training program for an educator/trainer in integrative psychotherapy

Introduction and objectives of the training program for trainers/educators in integrative psychotherapy

The Training of Trainers (ToT) program is a specialized program intended for experienced psychotherapists who wish to become educators and/or supervisors within accredited psychotherapy programs.

The EDUCATIONAL PROGRAMME “Training of Educators/Trainers in Integrative Psychotherapy” has been developed in accordance with the highest educational and ethical standards of the European Association for Integrative Psychotherapy (EAIP), as well as the current trainer training guidelines defined by the EAPTI network and EIATSCYP, in line with the standards of the European Association for Psychotherapy (EAP). The programme is designed to meet the accreditation requirements for training institutions educating future trainers and educators in psychotherapy, with particular emphasis on the integration of theoretical knowledge, didactic skills, a supervisory approach, and ethics in the educational process.

The program responds to the needs of a growing number of psychotherapy schools and institutes that require highly competent educators who are professionally and andragogically qualified. Acknowledging the complexity of the educational process in psychotherapy and the different developmental stages of trainees, the emphasis is placed on the personal maturity, interpersonal skills, and professional integrity of each future trainer/educator.

The main objective of the program is to equip psychotherapists with many years of clinical experience to lead educational processes in integrative psychotherapy, through the acquisition of professional, didactic, and mentoring–supervisory competencies. The training is structured in a way that enables participants

• the development of competencies for planning and delivering training,
• the facilitation of educational and group processes,
• the application of modern teaching and assessment methods,
• providing professional and ethically grounded support to trainees.

The program is based on the principles of lifelong learning and personal development, with a particular focus on forming the trainer’s professional identity, reflective practice, and the trainer’s role as a model of professional conduct. It encompasses theory, practical modules, supervisory work, group facilitation, and assignments in accordance with academic and professional standards.

Duration and Structure of the Program

The program is aligned with the standards of the European Association for Integrative Psychotherapy (EAIP) and the accreditation requirements for trainers within the EAPTI network. The total duration of the educational program is two years, and it comprises 350 training hours, distributed across three categories:

• Theory and methodology: 60 hours
• Practical experience in teaching and leading group processes: 260 hours (a minimum of 180 hours of practice as a co-trainer and a minimum of 80 hours of experience in leading group processes)
• Self- and group assessment (evaluation) and final examination: 30 hours

The structure of the training enables comprehensive development of trainer competencies, including:

• planning and delivering modules,
• facilitating experiential learning,
• reflective and professional practice,
• active participation in evaluation and mentoring processes
• independent learning and research.

The program supports the development of an educator identity by linking clinical practice with educational and ethical responsibility, supported by mentoring and evaluation mechanisms in line with EAPTI standards.

Program Content / Modules

Overall overview of the training program: 350 hours – 12 ECVET/ECTS credits / 1 ECVET/ECTS credit = 30 hours

Learning Outcomes in the Cognitive Domain

The educational program equips participants to acquire professional and academic competencies in the role of trainer in integrative psychotherapy, through the integration of theoretical knowledge, practical experience, and reflective practice. The program focuses on developing the following key areas:

• Educational competences – Developing the ability to plan, structure, and lead the educational process in accordance with the principles of adult education, while respecting quality and ethical standards.
• Facilitation skills – Training to facilitate group dynamics and manage developmental and interpersonal processes within the training group, with sensitivity to the trainees’ needs and learning stages.
• Trainer’s professional identity – Developing the personal capacities, emotional maturity, and professional responsibility required for the educational role in the field of psychotherapy.
• Ethics and standards in education – Applying ethical guidelines and professional standards in the context of psychotherapist education, including assessment, supervision, and feedback.
• Theoretical–practical integration – Connecting theoretical frameworks, andragogical approaches, and practical experience in the education and supervision of trainees.
• Evaluation competencies – Developing the ability to design, implement, and reflect on evaluation tools and processes in education.
• Inclusion and diversity – Applying approaches that respect differences in trainees’ learning styles, identities, and educational needs.

Learning Outcomes in the Area of Communication Skills

Participants will be equipped to:

• Professional and ethical communication with trainees, colleagues, and other professionals involved in the educational process;
• Clear and structured delivery of theoretical content and feedback;
• Providing constructive evaluation and facilitating reflective processes;
• Maintaining educational documentation and records in accordance with standards and regulations;
• Written and oral presentation of one’s educational work at professional events and in educational settings.

Learning outcomes for self-directed learning and reflective practice skills

Participants will be equipped to:

• Actively monitoring literature and research in the fields of adult education, psychotherapy training, and supervision;
• Critically evaluating educational resources and implementing contemporary approaches in one’s own training practice;
• Keeping a reflective journal as a tool for professional development;
• Independently planning one’s own development and identifying areas for professional advancement;
• Developing and evaluating innovative educational approaches.

Andragogical Approach and Learning Methods

The program is implemented by applying andragogical principles (voluntariness, appropriateness, gradual progression, experiential learning) and modern active learning methods, including:

• Lectures and interactive presentations
• Group discussions and structured reflections
• Workshops and small-group work
• Simulations and role-plays of educational scenarios
• Practical demonstrations
• Case analyses and supervisory work
• Reflective and transformative learning

Special emphasis is placed on developing reflective and critical thinking, the ability to integrate theory and practice, and active contribution to the educational community.

Assessment of Knowledge and Competencies

The educational program enables each participant, through various evaluation methods, to demonstrate acquired knowledge, skills, and professional capacities, while respecting individual learning styles.

Assessment methods include:

• Development and presentation of an educational module
• Reflective essays and a learning journal
• Practical demonstrations of facilitation
• Assessment of communication and evaluation skills
• Group and individual evaluations by mentors and supervisors
• Final thesis and defense of competencies

The final assessment is based on the presentation and defense of educational work (essay, educational plan, reflection), in the presence of evaluators. Each module includes at least two evaluation points that connect theoretical and practical knowledge.

Methods of Evaluation

Assessment within the educational program is conducted through a combination of theoretical and practical components that enable participants to demonstrate their knowledge, skills, and professional competencies.

Assessment methods include:

• Written assignments (seminar paper, essay, reflective journal)
• Oral presentations (presentations, explanations of educational modules)
• Practical demonstrations (facilitation, supervisory interaction)
• Final thesis and defence (essay-based approach to integrating the new identity, educational project, theoretical and practical reflection)

Assessment is based on clearly defined criteria and standards of professional education in psychotherapy, incorporating feedback from the mentor and an external evaluator.

Target Group

The program is intended for experienced psychotherapists who wish to develop trainer/educator competencies in the field of integrative psychotherapy. It is particularly intended for those who are interested in:

• teaching in psychotherapy training programs,
• facilitating trainees’ learning and development,
• providing supervisory and mentoring support,
• contribute to the quality and sustainability of the psychotherapy profession.

Duration and Mode of Delivery

Duration: 2 years (part-time education)
Mode of delivery: face-to-face instruction (in person) and/or online (as needed)

The program is flexibly designed to enable a balance between professional engagement and learning, with a high degree of organizational and andragogical support.

Total number of hours:

• Contact hours (lectures, workshops, facilitation) → 120 hours
• Practical work in the role of co-trainer, preparation and delivery of training, demonstrations, leading group processes → 180 hours
• Supervision → 30 hours
• Reflective work and mentoring → 10 hours
• Final thesis and defense → 10 hours

Alignment of the educational program

The program is fully aligned with European standards for trainer/educator training in psychotherapy (EAIP), ensuring a high level of professional, educational, and practical competencies required to lead educational processes in accordance with the highest quality standards.

EAIP (European Association for Integrative Psychotherapy) is a full member of the EAP (European Association for Psychotherapy), and its accreditation is based on the standards of the EAPTI network (EAP Training Institutes). Trainers/educators who obtain the EAIP Trainer Certificate meet the standards for delivering education, CPD activities, and supervision within (integrative) psychotherapy, namely:

• as module leaders within accredited institutions,
• as co-trainers in CPD programs (clearly stated in EAIP documents on the conditions for the accreditation of ToT programs),
• as assessors and supervisors (if they have completed supervision training in accordance with European standards) of educational and clinical processes.

Note: CPD (Continuing Professional Development) in psychotherapy is, according to EAP regulations, institutionally regulated, namely:

• if the CPD program is conducted by a trainer recognized by an accredited institute (e.g., EAPTI),
• and if the documents are properly issued (with a signature, date, topic, and number of hours),
• then most European and national schools/institutes recognize them as valid for licensing, membership renewal, training hours, or supervision validation.

BHIDAPA, as an EAPTI institute and full member of EAIP, EIATSCYP, and SPUuBiH, has the right to organize CPD training led by EAIP-certified trainers/educators, and such certificates are recognized by:

• the Association of Psychotherapy Associations in BiH (SPUuBiH, e.g., for license renewal),
• international associations such as EIATSCYP, EAIP, and EAP
• and by partner training institutes (EAPTI) in the EU.

Admission Requirements

Eligibility to enroll in the Trainer Education Program is granted to candidates who meet the following criteria:

• Completed educational program in psychotherapy, with a minimum duration of four years, accredited in accordance with European standards (e.g., EAPTI, EAIP, ECP).
• Accreditation or registration obtained in accordance with applicable national and European regulations (e.g., an ECP certificate or an equivalent national/European license).
• At least three years of post-qualification clinical experience in psychotherapy practice, with a documented minimum of 1,000 hours of supervised clinical practice working with individual and/or group clients, under an accredited supervisor, with clearly defined CPD hours.
• Proven ethical and professional reputation, adherence to ethics in the role of psychotherapist, in accordance with the Ethical Requirements of BHIDAPA and SPUuBiH aligned with EAP, with an attached supervisor’s statement and/or a recommendation from a relevant academic and/or professional body.
• A high level of personal maturity and emotional intelligence, along with motivation to work in education, supervision, and a mentoring role.
• Willingness to actively participate in all segments of the educational programs, including practical work, self-evaluation, team collaboration, and continuous professional and personal development.

⚠️ This curriculum and all of its parts are protected by copyright. Unauthorized copying, distribution, or use for any purpose is prohibited without prior written permission from BHIDAPA—European Accredited Psychotherapy Training Institute, founder of the Academy of Psychotherapy.

BHIDAPA, May 30, 2025 (published)