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29.12.2015
On 6-8 November several members of the London Buddhist Centre had the amazing opportunity to discover the Diamond Way Buddhist Centre in Graz, Austria. The founding of the centre in Graz goes back to 1972 when Lama Ole Nydahl gave refuge for the first time after coming back from his studies in the Himalayas. On the top of these amazing and enriching activities, and thanks to the great generosity of our Austrian friends, we managed to fundraise over €2,000 towards the New London Buddhist Centre. It was really touching to get the messages of support and encouragement from the Austrian sangha after we’d visited.
Diamond Way Buddhism UK is a charity registered with the Charity Commission for England and Wales under charity number 1093406, and a company limited by guarantee registered in England and Wales under company number 04459822, with its registered office at The Beaufoy Institute, 39 Black Prince Road, London SE11 6JJ.
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Because the gift is sent immediately, it cannot be returned or exchanged by the person giving the gift. If you continue to have problems, please Contact Us. You must have JavaScript enabled in your browser to utilize the functionality of this website. As well as weekly local meditation classes, weekend or longer residential courses for newcomers to Samatha meditation are held regularly at the Samatha Centre in Mid-Wales.For people with little or no previous experience of meditation these courses provide a structured introduction.
This Handbook contains material about the philosophy and orientation of the course and information about assessment and course requirements.
Applicants should have completed the Certificate in Applied Zen Therapy or have an equivalent foundation counselling qualification. Assessment: assessment of knowledge based learning primarily takes place through the Distance Learning unit exercises. Students will appreciate the learning opportunity provided by personal therapy, its place in developing  fellow feeling and as a necessary container for feelings generated by therapeutic work. Students will demonstrate the ability to work appropriately with personal material as it arises in course sessions. Assessment of Practice: Assessment will take place through the placement report and supervisor’s report. The general syllabus is the same for all levels of award but different levels of competence are expected. Demonstrate skills in case management such as contracting, review, boundary keeping and referral. The inspiration for the Zen Therapy Educational Programme comes from the understanding of mental process developed over 2,500 years of Buddhist history and from the methods of training which have evolved through Buddhist practice since the time of the Buddha.
This inspiration provides the paradigm within which some of the experience of Western and Eastern psychotherapeutic method and theory can be integrated. We hope these structures will provide a stepping off point for you to find many ways to link and learn with others. By the time you have read this handbook, you will be aware that there is a great deal more that one can learn than will be mastered within the time prescribed by the minimum course requirements. Please do take time to read the addendum (1) to this document which can be found here where a fuller account of the Zen Therapy course philosophy and methods can be found. If you are joining one of the Diploma courses consider begin to plan your practice work and supervision. If you are starting a Diploma course you should also enrol for the Distance Learning Programme. Start a personal development journal and make some initial decisions about how you are going to meet the personal development requirement of the course.
ZT Foundation Certificate students do not follow an academic course of study but it is important nonetheless read the texts used with this course, particularly Zen Therapy (Brazier, D 1999), Buddhist Psychology (Brazier, C 2003). On the Diploma programmes you may need to produce your Journal for staff members to see if requested, but normally you will simply write a report summarising it at the end of the course. Think about what learning there might have been for others involved; think about their process and how your presence and actions may have reverberated with them.
Look at what inspires you and at how you can increase your contact with people, ideas and activities which support your sense of where you wish to be.
Use notes, pictures, diagrams, collage or whatever is most meaningful for you to create pictures of significant events and phases in your own life.
You might consider contacting significant people from your past whom you may have lost touch with. Peer learning is an important basis for making a reality of the principles behind the programme. The Diploma practicum provides the opportunity to work with clients using the Zen Therapy approach.
The framework for establishing a practicum is therefore intended to create a situation in which as far as possible you are working within your capabilities and both you and the people you see for therapy are properly supported. You will have knowledge of ethical and professional guidelines both as they affect the profession as a whole in the country in which you intend to practice and as they are interpreted in the particular context of your placement.
At Advanced Certificate level the practicum should normally be in an agency that offers psychotherapy or counselling. Agencies are responsible for assessing suitability and carrying out the required checks (e.g. Informing clients prior to assessment of services on offer in the agency and of the possibilities and limitations of such services. Submitting a written report as requested by the course at the end of the period of placement, and, if requested, at interim points during the placement. Record details of the client work in a professional log which the student maintains and presents at assessment as evidence of competence to practice. Orientation: Supervisors should have appropriate qualification and experience and should be willing to support the student in working in a manner congruent with the rationale and philosophy of the course.
Naturally you will need to provide your supervisor with basic information about the approach as requested. Your supervisor will be asked to complete an agreement which states their own therapeutic orientation and an agreement to support you in working with the model taught on the course. If you experience any difficulties arising from differences between the model presented on the course and that of the supervisor, you should discuss this with your course tutor. In the UK students are responsible themselves for making sure their practice meets the standards required by other bodies such as BACP.
Educational: Supervision should encourage critical thinking about the relationship between theory and practice. Building Reflective Practice: It should encourage reflection on how the student’s own values, beliefs, attitudes and behaviour impact on the therapeutic process and involve evaluation of the student’s practice. Developmental: Supervision will facilitate the student’s development as an ethical, competent and accountable practitioner. Supportive: Supervision should be supportive of the student’s personal and professional well-being with respect to client work. Students are encouraged to have as broad an experience as possible and so having a number of different placements during training is a good idea. You will be required to give evidence of your counselling skill through your supervisor’s report(s), diary listing of client and supervision sessions and two case studies. Students will demonstrate that they have met the above learning outcomes through their placement report and Professional Log. On the Advanced Diploma, your practicum is regarded as the establishment of your professional practice. Because the Advanced Diploma is at post-qualification level, more flexibility is permitted in finding a placement. Students are responsible for organising professional indemnity insurance for any client work they are undertaking. Many of the requirements set out in this document reflect UK standards of practice which meet UK accreditation requirements. Advanced Diploma Students are required to write two theory papers during the programme of between 2000 and 3000 words and one practice paper of 5000 words Students have a choice of title and subject for each of their papers within the parameters set out in the course requirements. There is a widespread principle in the therapy world that therapists should have experienced a similar length of therapy themselves to that which they offer to their clients. We are concerned that the therapy you receive is useful, and, where students have previously had long periods in one to one therapy, we are willing to be flexible in accepting a combination of group, one to one and other therapeutic experiences.
If you have already spent such a period in therapy prior to joining the course it is probably better to try a new approach, but if you have not, you should aim to do at least 40 hours with one therapist.
At the Diploma level especially you should be making use of professional journals as well as books. A basic Buddhist proposition is that it is the self which gets in the way of mental health. A successful candidate may be offered a place immediately after interview pending references. Students may choose to attend a taster course event prior to interview but should note that attendance on this basis does not guarantee that a course place will be offered. Admission to one level of the programme does not guarantee that the student will be admitted to higher levels. Students may be admitted to a level of the programme commensurate with their level of prior learning at the discretion of course staff if they provide evidence of a completed certificated course or courses of equivalent length and intensity in counselling or psychotherapy. Long term therapy or counselling experience will usually be taken into account in assessing an applicant's suitability for APL but should not normally be credited for more than 20% of training hours.
Foundation Certificate: Registration is usually for up to two years and covers 18 days of training.
If a student is registered for a long period and is not deemed to be doing sufficient work to sustain progress, a deadline for completion may be set. Completion of placements: Placements should be completed alongside course attendance wherever possible. Students must remain continuously enrolled throughout the period in which hours or credits have been accumulated. Course attendance requirements are listed in under ‘Attendance’ (contact hours) in the table presented earlier in this document. The learning journal should be of sufficient length to adequately reflect learning on the course. Students fill in a tabella issued to them for the purpose listing what they have done in all aspects of the course. The academic content of the Diploma is organised as a Distance Learning sequence of 18 units covering the essentials of Buddhist therapeutic psychology. The sequence involves study units, recommended reading, written assignments, projects and peer discussion.
Enrolment for the ZT Diploma may take place at any time during the academic year, but students need to wait until the January in each year to begin the Distance learning sequence. Students write papers to achieve a deeper understanding of the relationship of theory, practice and personal development. Evidence: points made are supported by reference to other writers, case material or other factual data.
Scholarship: there is evidence that you are familiar with what other writers have written on your topic. ZT Diploma: For the Diploma, you will undertake a practicum involving 200 hours, of which at least 150 hours of which will take the form of face to face work with clients.
Professional Log: a diary listing counselling sessions by date, client code and a summary of session theme is a few words. Two case studies, one demonstrating your ability to work in an integrated way consistent with the teaching on the course and the other demonstrating your use of supervision. The external supervisor chosen by Advanced Diploma students must be able to supervise satisfactorily up to a standard equivalent in the UK to the UKCP registration requirements. For the ZT Diploma, students write a report on their own personal development over the period of their studies.
Whilst on the course you will be expected to reflect on your role as therapist not only in terms of your client work, but also in terms of your relationship with colleagues, the organisation in which you are placed, and the profession at large. Of course learning and professional development do not cease once an initial training is completed.
We very much appreciate having course graduates on courses from time to time as it is inspiring for current students as well as helping you to stay abreast of our latest thinking.
Graduates of the IZT and ITZI programmes may wish to work towards accreditation through a professional body. Students should give careful consideration to questions of personal and professional ethics, be able to discuss ethical issues intelligently and be committed to an acceptable ethical position. Students may also wish to be familiar with the Codes of Ethics of bodies such as the UKCP or other institutes to which they may seek membership at a future date and should ensure that their practice does not infringe the standards established in such codes.
A certificate will not be issued until the staff are satisfied that the student is competent at the level appropriate to the award sought. This requirement is fulfilled when you are familiar with and can sensibly discuss the material included in the course syllabus. Where a student has completed the Distance Learning sequence prior to starting the Advanced Certificate, staff may require some further written evidence of the student’s developing knowledge in the form of an agreed additional paper.
Assessment on the course is conducted through a combination of informal peer review, staff review and self-assessment. Students attend tutorials and notes from that meeting are recorded in writing on a tutorial form. Any student deemed to be unable to meet the expected standards will initially be told about this how they might address this short fall.


On completion of the course, the student will submit final reports including the personal development report, the supervisor's report and case study together with the completed tabella. When, as a student, you have completed all the work necessary to qualify for a particular award, you should inform your tutor. You will be invited to discuss your experience of being on the programme and to describe your current work and understanding.
Most feedback and decision making within the course is arrived at through mutual discussion and agreement so it is hoped that disagreement will be avoided in most case through a thorough discussion of the student's best interests. Concerns which are not resolved in this way should be referred in Europe to the non-executive Board of ITZI (Instituto Terapia Zen Internacional) or in the UK to a trustee of Amida Trust, the person responsible for overseeing the running of The Institute for Zen Therapy. In the sad event that there is failure to reach agreement at the completion meeting, a further meeting will be planned and a decision should be made to invite a suitably qualified and experienced agreed external party to be appointed by the Amida Trustees (UK) or ITZI Executive Board to participate. Opportunities for feedback will be provided throughout the course and routinely are invited at any time during the year via email and via tutorials.
A full complaints procedure can be found here and should be regarded as an addendum (4) to this document.
The ITZI and IZT training and its predecessor, the Amida Trust Psychotherapy Programme, have been in existence since 1981. It is the responsibility of ITZI (Europe) and IZT (UK, Amida Trust) to ensure that students who register with the training programme are able to complete the programme within the time period for which they are registered. For this purpose, ITZI will undertake to provide training by suitably qualified trainers, able to teach the models and methodology of the core programme, at a rate of at least 18 days per year or as many as are deemed necessary to meet the needs of students currently registered. The IBAP code of ethics was developed by the Institute for Buddhist Analysis and Psychotherapy.
Jnanamati Williams MA is an Art Therapist registered with the Health Professions Council in the UK.
Katrien Sercu has been formed by a long meaningful life: by her not easy motherhood, by an intense connection with and deep instinct for nature and spirituality, by her quest for the meaning of Life, by her interests in body, movement, and dance, and working as a remedial educationalist, psychotherapist (Gestalt) and group psychotherapist. Since 2004, the New England Institute of Buddhist Studies has been Connecticut’s premier Buddhist educational center. The New England Institute for Buddhist Studies is Connecticut's premier Buddhist educational center offering a full array of courses, workshops and retreats.
Drop-in Class & Practice - 4th Sundays of the month, at 10 at the Buddhist Faith Fellowship offers meditation, course and plenty of learning opportunities.
The New England Institute of Buddhist Studies (NEIBS) provides a caring,  non-dogmatic, and open environment to help flower your inner potential of understanding, faith and compassion so you can walk the Buddha’s path.
We are dedicated to deepen your personal engagement with the Buddha’s teachings through a variety of practical courses, workshops and retreats – without interrupting your professional or personal obligations. The New England Institute of Buddhist Studies opens up many pathways for lifelong spiritual learning designed for ordinary working people whether you are a beginner or advanced, young or old, single or married, student or professional, working or retired, or buddhist or non-buddhist.
NEIBS is the direct educational arm of the Buddhist Faith Fellowship of Connecticut in Middletown, which is a tax-exempt, non-profit membership organization under Section 501(c) (3) of the U.S. Great Living SeminarJune 5th with one of the most notable Shin Buddhist teachers, Gordon Bermant Phd. Mid-summer Mindfulness RetreatJuly 17th, 9 am - 3 pm with sitting, walking, voice, and eating meditation.
Non-Violent Communication WorkshopJune 12, 2016, 12 noon - $10 - Bring compassionate communication into your life with Dr. Body Mind Workshop with Patricia SheltonOvercome habitual patterns, Friday, October 1, 9 a.m. Relieving the Fears and Anxieties of Terminal Illness TalkDiscover the opportunity for deep peace in both palliative and hospice care.
Sunday Morning PracticeCome and practice Sunday mornings at thee Buddhist Faith Fellowship in Middletown, Ct. Kum Nye aims at centring us in our being by exposing us to our strategies of evasion, repression and resistance.
During the weekend they were honoured to be guests of the Austrian sangha as well as being given the chance to present the New London Buddhist Centre project.
In 1986 the first buddhists moved to a house in St.Peter, Graz, which became the centre for the next 11 years. Here is just one of the comments about the road show: “A sangha weekend can’t easily be greater than the one the London and Graz sanghas had together last weekend. All the money came from selling the lecture tickets, donations towards food, t-shirts and vouchers which entitle the holder to a free weekend stay in the future New London Buddhist Centre – an idea that was originally used by the Graz sangha during their fundraising activities towards building the Graz centre.
Hopefully in a few years we’ll be in such a position of stability, experience, and surplus.
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An email will be sent immediately to notify the recipient of your gift and provide them with instructions to redeem it. To ensure that the pricing on the website is the same as what is in your catalog or advertisement, please enter the priority code provided. They also provide an opportunity for people who have done other forms of meditation to explore this particular breathing mindfulness technique, with opportunities for discussion and individual guidance.Courses include group meetings and practices, individual practice time for both sitting and walking meditation, discussion, and one-to-one consultations with the teachers.
This programme is at post-graduate level and is suitable for qualified therapists with experience of applying Buddhist approaches in therapeutic practice. To present a Buddhist approach to therapy and groupwork, incorporating both the Eastern and Western traditions. To assist each student to find a personal mode of practice for individual and spiritual growth.
In addition student’s knowledge is assessed through the contributions they make during attendance courses (if applicable).
Peer assessment ensures that there is sharing of responsibility in the process of improvement. The course enables students to seek for an integration which is rooted in personal integrity and broad enough to allow for the complexities of human nature. Dialogue is an important learning process: sharing thoughts before they are polished, listening deeply to one another and taking some risks with ideas and feelings. We hope that you will choose to go beyond the minimum and pursue what interests you as fully as possible. You will need access to the internet to follow this programme, at least beyond the Foundation Certificate, and internet groups form one important area of communication. Guidelines for placements developed for the UK context are available otherwise you may want to discuss this with a course tutor who has knowledge of your local situation. At the commencement of the course do devote some time to deciding how you will manage the time needed to complete the course work and read the literature relevant to the programme. Try to keep organised to meet deadlines partly because this organised around peer learning and on line discussion. Also include reflections on what you have learned personally, practically and academically.
Frequency will however reflect the intensity of your training and your previous experience. As such it is vital that it is established in a spirit of professionalism, seriousness and respect. On the other hand, human situations are never entirely predictable and before starting your practicum you need to have reached a level of confidence such that you will be able to deal adequately with the unexpected so as not to put yourself or others at risk. You will have a system of supervision and emergency support in place and you will be working within a framework where clients are assessed and allocated according to your capabilities.
Although students may practice counselling other students in peer learning settings with an aim of skills development and may use such sessions for demonstration purposes where a tape is required, you will not counsel other students from the course as part of your practicum.
The supervisor will normally be provided by the placement provider but you may be required to find your own supervisor or additional supervision in some circumstances. Although ideally your supervisor would be trained in a Buddhist approach this is not a requirement. Supervision groups conducted by ZT trained therapists may be available in local situations from time to time. The ZT standard follows UK training guidelines which indicate that Students should present their work in supervision not less than fortnightly. Students with multiple placements will be required to provide supervisor's reports from each placement. The first section should be a 1500 word report of your experience in undertaking the placement. The requirement is that you complete at least 250 hours of which 200 hours are face to face client work. The agency you are working may have an insurance policy to cover students on placement with them, but it is the student's responsibility to check that a suitable policy is in place. However we are aware that accreditation processes may vary greatly from country to country. This will look at a particular aspect of the therapeutic process in practice.  Further details are provided later in the course of study. The practice paper needs to contain an account of work with a client, information about the practice setting and the theory underpinning the work.
All students on the ZT Diploma are required to complete a minimum of 40 hours of personal therapy and 20 further hours for the Advanced Diploma. At the same time, it is important that all students have at some time undergone a sustained period of therapy in the mode they are training in (one to one or group).
Use the booklists as well as advice from other students and tutors and your own discretion to devise a sensible reading plan for yourself.
Most programmes of psychotherapy training affirm that the therapist's own personal development is important. The self is a complex topic in psychology, and it is important in reflecting on the Buddhist position to explore what is actually meant by the term.
Applicants are asked to complete the form provided, indicating on it which level of course they wish to apply for. The offer is made in the form of a letter or email and will include an agreed start date and a predicted finish date.
Courses included in an application for APL must be of an appropriate level of skills training and theory input. Fees are payable in advance of first attendance unless otherwise agreed, and are non-refundable. However, typically, students are enrolled 2 years for the Foundation Certificate; 3 years for the Advanced Certificate and 3 years for the Diploma.
Students who extend their studies over a very long time span need to be aware that the course evolves over time, so may change substantially over a long period.
If you do not complete your placement within your initial registration time you will be asked to maintain some level of commitment to attending occasional attendance courses to ensure a consistency of approach and since the qualification is contigent  on this part of the Diploma requirement (placement hours) being completed. Hours from courses (not including day seminars) accumulated in the six months immediately prior to enrolment may be included, provided these have not already been used to obtain another award.
This means time spent at designated ITZI or IZT psychotherapy courses, tutorials and seminars at which staff are present.
The programme runs over two years with flexibility within certain parameters to cater for slower students. Written work for each Unit should be submitted by the appropriate deadline, which is six weeks from the date of issue.
A paper on ethics, values and boundaries (2000 words)This paper shows that you have studied, thought about and understand the part that ethics and values play in therapy, personal growth and the professional role, in theory and in practice, and provides evidence that you know how to appropriately manage your personal involvement in and contribution to the process of psychotherapy that you practice. Personal integration of theory and practice (2000 words) This paper demonstrates that you can explain and justify your approach to psychotherapy from a theoretical perspective. A case study (5000 words) The case study demonstrates that you can conceptualize a piece of therapeutic work from initial engagement and assessment through to termination, including your rationale for key interventions made and your understanding of reasons for changes which you observed in the client. If a student needs to change supervisor for some reason during the time on the course the matter should be discussed with the tutor and an interim report be provided. Students training as individual therapists who have not experienced long term individual therapy, must complete 40 hours of one to one therapy.
This will describe how you have grown as a person and therapist over your period of training. Learning is a lifelong activity and furthermore therapists are expected to engage in continuing professional development (CPD).
The course is intended to meet the training requirements for this process with the BACP (British Ass. While on the Programme, students are required to adhere to the code of ethics in force at the time (See Part VI of the Handbook). The standards required are summarized at the beginning of this handbook for the different levels of award.
In general it is not recommended that intending students take year two of the Distance Learning programme until they have started the course, and preferably, begun to work with clients.
A completion meeting will then be arranged with two course staff and the external moderator. However, students who have concern about any course related feedback or decision making are invited to discuss the matter initially during a tutorial. This person may act as arbiter or may appoint a suitable, professionally qualified, external party acceptable to both student and staff to act as arbiter. In the event of this step involving the payment of a fee, this will be divided equally between the student and the course. In addition evaluation forms will be circulated from time to time via email to check students satisfaction with the course, the tutors, methods, syllabus and so on. The organisation of the current programme is new but nonetheless developing rapidly in terms of interest and numbers and growth is planned to continue.


We advise you as students to check the standards and codes used by professionals working in the field in your local context.
He has worked in adult mental health, forensic psychiatry, family services and child and adolescent mental health services with experience of therapeutic work with individuals as well as in groupwork, both therapeutic and non-therapeutic.
She is active in Belgium in setting up education programmes in the region with Gestalt colleagues, is a board member of ITZI and a lay member of the Amida Order. Located in Middletown, we offer courses, workshops and seminars that have been designed to deepen your understanding and practice of the Buddhist tradition.  Additionally, we provide periodic mindfulness retreats, meditation classes, end of life training, and comprehensive leadership and teaching certification programs.
Such support takes full account of the philosophy that it is necessary for the therapist to do such ‘inner directed’ work in order to be available in as open hearted and compassionate way as possible to ‘the other’.
The depth of understanding naturally, becomes greater as you progress from the Certificate to Diploma levels of the programme.
By participating fully and helping to create an atmosphere in which we all go on learning, we can, however, build a real learning community together. You should complete these in your journal and then put a summary on the Distance Learning site. Peer learning is encouraged where this is possible in the local context but also by using on line web platforms and other electronic means of communication.
We cannot guarantee face to face tutorials, though times will be offered during attendance courses. Before starting your practicum, therefore, you will already have experience of counselling other students in a good reflective style.
Supervision must be not less than one hour’s presenting time to eight hours client work, subject to an overall minimum of 1.5 hours per month. It should include reflections on the learning outcomes listed above and particularly demonstrate how you have met them. A letter confirming the student's status will be provided to placement agencies if required. Students are responsible for making any enquiries necessary into local standards and are advised to do so before enrolling for the programme. It is not generally wise to read books from cover to cover unless you are a very fast reader.
A lot of good material can be found on the internet, though do be careful to check the source is a good one. What is meant by personal development, however, varies and not all the activities and ideas put forward under this heading are equivalent, or even helpful. Normally candidates will start at the Foundation Certificate unless applying for accreditation of prior learning (APL). A reply accepting the offer - which may be done electronically - must be returned prior to the student starting the programme.
On occasion students may be accepted for APL where they have undertaken a longer course in a related field.
Fees for attendance courses cover tuition but do not include accommodation or expenses associated with your placement. A student who completes the Foundation Certificate may register for the Advanced Certificate by completing the application procedure. This payment counts towards the cost of total attendance on the requisite number of course days. Whilst registered, whether in the initial registration or as a result of an extension, students are entitled to full tutorial rights. Enrolment on the next level must follow completion of the previous level unless a special dispensation is negotiated. Before graduating the completed tabella is submitted and this forms the basis for course completion discussions. The Distance Learning programme is also available in its own right for students outside the main programme.
The course starts in January and normally you should register for this when you register for the ZT Diploma. Assessment is based upon "Unit Questions" (also referred to as assignments and essays) and not on "journal exercises" though the latter may be taken into account.
The study focuses on therapy work usually done with one client, extending over a complete course of therapy of at least six hours. For Counselling and Psychotherapy), which is undertaken after a period of post-qualifying practice, but gaining accreditation involves various additional requirements, so you should consult the latest information on the BACP web site. Competence includes skills, attitudes and values and the meeting of specific course criteria. Assessment takes into account the written work you have submitted and your contribution to discussion and debate while on the course.
In addition students receive feedback on the Distance Learning Modules from the module tutor. In the extreme the student may be advised to switch to a different course stream in which they may take a placement in a non-therapeutic setting and receive an award in Applied Buddhist Psychology.
This will, where possible, be a face to face meeting of three people: yourself, a member of course staff and the course moderator.
Your assignments will give evidence of your understanding of many aspects of the course syllabus, but probably not all and this meeting will also provide opportunity for you to show that you have an understanding of those areas not covered in written assignments. In the event of failure to reach a satisfactory conclusion, the matter may be raised with other staff members who may in turn take it to a course staff meeting. The BACP code of ethics is the widely accepted standard for the profession and as such, students are required to study and adhere to its principles.
Students are therefore expected to study this code and appreciate the different types of ethical frame it represents.
He travels extensively internationally and is author of seven books on Buddhism and psychotherapy.
He is experienced in offering supervision, setting up a therapeutic service and managing a small multi-modal therapy team.
Katrien's home in Belgium is a small Buddhist sangha house, Zenshin-In  and the office of ITZI, where she works closely with David Brazier and Jnanamati. Suttra, BuddhaNet Audio, Suttas, Sutta, Tipitaka, Tripitaka, Sangha, Monks, Monk, Nun, Nuns, Bhikkhu, Bhikkhus, Theravada, Mahayana, Vajranana, Tibetan, Dalia Lama, India, Nepal, Sri Lanka, Burma, Manamar, Thailand, Indonesia, Japan, Lao, Cambodia, Mahasi Sayadaw, Ajahan, Venerable, Directory, Directories, Computer Art, Zen, New South Wales, Queensland, Victoria, South Australia, Western Australia, Tasmaia, Sydney, Perth, Hobart, Melbourne, Adelaide, Darwin, Brisbane.
However, the most important meaning behind the trip to Graz was the exchange of experience, joint dharma activities and simply spending quality time together and having lots of fun. Since 1997 the new centre has been located at a renovated former farmhouse in Pfeifferhofweg in Graz-Andritz. Subsequently, when you have joined the Programme, the Handbook will remain a source of reference and you will want to reread sections as they become relevant to your work. The course group is a sangha, in which co-operative learning and supportive sharing can grow. You are not in competition with other students and everybody achieves more when we help each other. You should write in your Journal at the end of each attendance course - workshop, seminar or longer course - you attend detailing what you have learnt.
We consider this to be a good minimum standard but will also pay attendance to differences in other parts of Europe to guide us, and be flexible where appropriate. The second section should be a report written by your placement provider as detailed in the placement provider’s guidelines.
Students may complete the Advanced Diploma level placement through properly supervised private practice. ZT Course staff will over time attempt to form a greater understanding of the guidelines and standards for therapeutic practice in different countries but currently are not in a position to advise on matters of professional standing, accreditation or insurance or similar matters in the wider European or Worldwide context. As you explore the theoretical base of the course, you will see how the Buddhist view differs on these matters and how the Buddhist concept of self (atma) is concerned with the sense of fixity and permanence that people crave in a world where uncertainty and impermanence are frequently the reality.
Candidates will be required to supply the names and contact details for two referees unless applying for the Distance Learning component only when on one reference of the type ‘b’ below is required. Where a student discontinues study without completion, existing credits may be kept in reserve for a period (usually up to a year). Some other courses are available from time to time which cover associated topics but do not meet the full course criteria.
Some students prefer to start the Distance Learning Programme alongside the Foundation Certificate. Students working toward the Advanced Diploma should, in addition, spend at least 10 days on retreat. Hours required for ongoing professional status or accreditation should be regarded as a minimum and we encourage you to exceed any standards substantially.
If there is doubt about your level of knowledge, you may be asked to complete further written work to ensure that the syllabus has been covered. Distance Learning feedback generally takes the form of review questions and comments, and does not normally include a mark as such, however students who fail to meet a satisfactory level of response are asked to repeat unit questions. Such negotiations are generally mutually agreed however if a student is unhappy with the advice and wishes to discuss it further, they may take the matter to the appeals procedure.
In some situations different elements of the meeting may be arranged so as to take place at different times or some elements completed via other methods than by meeting.
This code is published on the BACP web site and, as it is updated from time to time according to most recent thinking on good practice, students should consult the web site to find the most recent version. Head of the Amida Order, he is the principal teacher and President of Instituto Terapia Zen Internacional.
Jnanamati teaches the first year of the English language Buddhist Psychology Distance Learning Programme. The Handbook contains information which will help you to get started and clarify what you need to do to complete each aspect of the Programme.
The Buddha’s principle of impermanence can be freeing: everything is in a state of change, and there is always some new aspect to be discovered.
At first this may take some getting used to because it may run against the grain of prior education in self reliance and competitive values. Return to the journal in the intervening time to reflect on aspects of your daily life in relation to what you have learnt from the course. Where you have had multiple placements, you may provide one report which you have written covering all of these but should provide separate reports from each provider and supervisor. It should show that you are capable of sustaining ethical practice with a variety of clients.
The supervisor must be suitably qualified to be able to supervise you satisfactorily at psychotherapist standard. Background information providing a fuller account of the Zen Therapy perspective on self development used informing this course can in the document ‘The Zen Therapy Approach to Personal Growth’. Registration on any of the above courses includes membership of the ITZI Learning Community, which offers a number of benefits including a regular newsletter, access to other on line facilities and an ability to attend ITZI events in other countries which offer credits that count towards certification. There should also be an account of the theoretical underpinnings of the therapy intervention including a literature review at the beginning, as well as an overview of the placement setting. Generally any bona fide retreat centre of a well established spiritual tradition will be considered suitable for this purpose.
If your preferred route of accreditation has additional training requirements, we are happy to discuss with you whether it is possible for us to help you meet them. David has been the prime inspiration, intellectual founder and one of the key teachers who have been involved in developing the training since 1981. He is a member of the ITZI board, Course co-ordinator of IZT and the main administrator for both programmes. Within the learning community the real challenge is for us to develop harmony within diversity, co-operating together in deeper ways. E-mail consultation can also be used, particularly when related to practical questions and the Distance Learning component of the course.
If you are already employed as a therapist or counsellor, however, you might consider taking on a voluntary placement or private clients to broaden your experience. Therapy is, therefore, a path rather than simply a job; a profoundly ethical process rather than a set of techniques. Students wishing to rejoin after withdrawing without having been granted a study break will follow the same procedure as new applicants. He has been an active member of the Person Centred movement and has written many papers and articles on the profession.
Jnanamati is a Novice Amitarya with the Amida Order and shares his time between the ITZI office in Belgium, IZT London, Eleusis, France and India. The syllabus is broad and it follows that the ZT programme is intended to be a rich and nourishing experience. For this reason there are many opportunities for shared project work and peer learning, as well as a dialogic process for written assignments. At very least you will be offered a tutorial for every ten days of training you attend and not less that annually if you attend less than this. Besides his teaching responsibilities he is involved in tutorials, admissions, assessment, course design, management & decision making.
Being a therapist means developing wisdom and compassion so that we can walk with others on their paths, and be a clear mirror to their suffering. It also means offering an open heart and an open mind in which a generous attitude to life comes naturally.



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