Training Program>Teaching Methods
Training Program in Affect Regulation, Attachment, and Trauma
- Theoretical underpinnings of Sensorimotor Psychotherapy℠
- Relevant neuroscience and attachment research
- Descriptions of techniques and rationale
- Levels I and II Training manuals
- “Trauma and the Body: A Sensorimotor Approach to Psychotherapy” by Pat Ogden, Kekuni Minton, and Clare Pain,
- “Sensorimotor Psychotherapy: Interventions for Trauma and Attachment,” by Pat Ogden and Janina Fisher
Workbook assignments, included following each chapter in the manual, contain study exercises and written homework designed to facilitate personal understanding and application of course content in clinical practice.
Both large and small group discussion offer opportunities to explore topics in depth and ask didactic and technical questions.
Trainers present edited videos of therapy sessions with a wide variety of clients to illustrate the application of Sensorimotor Psychotherapy℠ concepts and skills in clinical practice
Trainers demonstrate concepts and skills through role-play, demonstrations with students, and analysis of video sessions with client.
Practice vignettes and exercises are designed to give students the opportunity to practice specific Sensorimotor Psychotherapy℠ approaches and skills.
SPI students present clinical cases and receive feedback from instructors regarding the integration of specific Sensorimotor Psychotherapy℠ skills into their work with clients.
Trainers observe, critique, and support the development of SPI student skills during class exercise.
An extensive video library of Sensorimotor Psychotherapy℠ client sessions is provided for SPI students to watch on SPI’s secure website
Peer Partner and Study Group Assignments
Students form dyads and groups to practice elements of the SP method.
Prior to a Training, participants receive access to a course outline, homework, and Training Manual. The course outline specifies the topics, skills, and theory taught at each module of the Training and delineates homework assignments. Both experiential and didactic homework is assigned to reinforce theory, concepts, and skills. Assignments include readings from Trauma and The Body: A Sensorimotor Approach to Psychotherapy, by Pat Ogden, Kekuni Minton, and Clare Pain, readings from the course’s training manual accompanied by workbook assignments that require both written response and integration of skills into clinical practice, and a bibliography that serves as a resource for additional reading.
During the Training each student is asked to practice key elements of the method by pairing up with another student (during the Training, outside of the Training, or both). The purpose of this peer partner practice is to provide experience with Sensorimotor Psychotherapy℠ skills by working with a single partner from whom the student can receive feedback over time. Sensorimotor Psychotherapy Institute® suggests that peer partners exchange four practice sessions (or 8 sessions all together), and fill out an assessment form after each practice session.
To help reinforce the skills and theory of the Training, students are asked to form study groups consisting of 4-6 members for the purpose of discussing the curriculum topics outside of Training hours and providing educational support to one another.
To assist in the integration of Sensorimotor Psychotherapy® skills and methodology into clinical practice, group consultation is provided by the Trainer during class to answer student questions regarding integrating the theory and interventions into their existing practices.
Training Sessions are regularly offered throughout the world. Visit the Upcoming Trainings page for a list of offerings.
Don’t see a Training Session listed near you? Contact firstname.lastname@example.org for assistance; a new Training Session may begin soon!