2017-2018 STUDENT CLINIC MANUAL

Living Institute
Existential-Integrative Psychotherapy Diploma
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Table of Contents

1. Getting Started 2
2. Client Intakes and Interactions 4
3. Supervision 7
4. Referrals 10
5. Professional Ethics 10
6. Record Keeping 10
7. Student Clinic Responsibility 14
8. Graduation Requirements and Beyond 15
9. Appendix 1: Client Informed Consent Form 17
10. Appendix 2: Code of Ethics, Principles and
Practice Guidelines 20
11. Appendix 3: Electronic Practice 23
12. Appendix 4: Therapeutic Uses of Touch 25
13. Appendix 5: Intake Interview Guidelines 30
14. Appendix 6: Professional Journal Requirement 32

Student Clinic Manual 2017-2018
We are happy to invite you to take the significant professional
step of joining the Living Institute Student Clinic. Through our
evolution since beginning this training program in 2007, we have
continued to refine the curriculum and develop clinical protocols to
assure that your training will not only provide you with entry to
practice competencies that will be recognized for licensure, but
will go beyond this to encourage your self actualization and
develop integrated professional expertise. We would like to
express our appreciation to the committed students and faculty
who have contributed to our growing community.
Psychotherapy training that prepares graduates for registration in
the College of Registered Psychotherapists of Ontario (CRPO) is
recognized as being at a master’s level. The internationally-
accepted benchmark for a master’s-level education is determined
by the “capacity of the graduate...to act competently, creatively
and independently and ... [at] the forefront of a...profession... The
core objective is to ensure graduates will have the qualities
needed...for employment in circumstances requiring sound
judgement, personal responsibility, autonomous practice, and
initiative in complex and unpredictable professional
environments.” (Ontario Ministry of Training Colleges and
Universities) As an intern in the Student Clinic, you will be called on
to work closely with your practice supervisor to integrate your
theoretical and experiential knowledge and skills as you work with
individual clients.
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1. Getting Started
(1.1) Students are generally eligible to enter the Student Clinic after
completing second year, subject to the conditions outlined below as
long as they have:
a. Attended all required classes and completed assignments. Program
Director consent is required. (Please note that for graduation, 90% of
attendance of classes outside the strictly required list is needed for
graduation).
b. Successfully completed the online TLI-207-O Clinical
Psychopharmacology course.
c. Have subscribed to a professional journal of their choice within the
field (see Appendix 6).
d. Completed an intake and typology report on yourself according to
PDM criteria plus class notes that demonstrate comprehension
e. Performed acceptably in the ‘therapist role’ and the ‘client role’ in at
least one Clinical Skills Integration class and made a written report.
f. Have been assessed to have attained the necessary entry-level
personal and professional maturity and competency by their clinical,
academic and self development supervisors that would assure safety to
clients.
g. Have had a Student Clinic entry orientation meeting with the Clinical
Director’
h. Are in good standing with the Self Development Program as described
below (see 1.2).
i. Have read the CRPO Jurisprudence, Misconduct Regulations and
Professional Practice Standards documents and agree to abide by them
via signed consent. It is understood that there is a learning curve during
internship, and supervision will address questions that arise.

j. Some students may be considered eligible for internship in the clinic
when they are in the spring semester of year 2 of the program if they
have prior mental health or psychotherapist experience and meet the
requirements outlined above. Both the Programs Director and Clinical
Director consents are required.
(k) All interns must engage in supervision with the Clinical Director when
they enter clinic until such time as the CD is satisfied with their capacity
to perform professionally and in keeping with LI requirements. At that
point, interns may choose to either continue with the CD or select
another supervisor from the LI list of program supervisors.
(1.2) Interns must be in good standing in their self development process
to be eligible for clinical work. This means fulfilling the requisites in the
Self Development Program which includes regular appointments with
the approved faculty who are selected because of their integrative
background. (As outlined in the curriculum this means weekly or
biweekly one hour sessions unless otherwise negotiated and approved
by the Clinical Director.) This allows students to personally experience
the therapeutic process they are being trained in. If elements emerge
during the course of the self development program that may serious
affect the safety of clients, the therapist or counsellor must discuss this
with the student or intern and bring it to the attention of the Clinical
Director who will make recommendations.
(1.3) If interns find that circumstances make it impossible to maintain
regular appointments as described above, they must negotiate mutually
agreed upon changes with their therapist or counsellor. Significant
changes in the self development program involvement, such as
psychotherapy or counselling frequency, (e.g. no sessions because of
extensive travelling or out of town work during the summer), must be
discussed with and approved by the Clinical Director. Excessive
suspension of regular sessions during the training program, including
the internship period, is not acceptable. Interns may become ineligible
for work in the Clinic and also ineligible for graduation if they are not
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able to meet the criteria for this important aspect of training. Please
note that the CRPO Registration document recognizes that modality
schools may define and are responsible for the ‘safe and effective use of
self’ aspect of training programs, and that this is an essential aspect of
psychotherapy training.
(1.4) As mentioned in the general program entry requirements, if
students on entry to the program have a pre-established
psychotherapist and wish to continue with them instead of one of the
Living Institute approved self development therapists or counsellors,
their chosen psychotherapist must submit a CV for approval to the
Clinical Director. Approval is contingent on a reasonable match between
the therapist’s approach and the Existential-Integrative program. For
example, strictly CBT therapy or training in one modality is not deemed
appropriate for this integrative training program. In addition the
external self development supervisor must agree to the Living Institute
Self Development assessment procedures. There will be a time limit for
work with therapists or counsellors outside of the approved list. The
preferred mode of meeting personal growth requirements is to work
with the Institute therapists or counsellors as this is geared to
complement and deepen the training.
(1.5) Without liability insurance students will not be able to see clients,
including ones that they generate themselves. In order to be on the
roster to take clients, or to begin to work with clients from other
sources, students need to pay an annual $250 insurance fee plus a $50
per location fee to the Living Institute. Please notify the Institute of the
landlord’s name and full location address and it will be added to the
insurance file. Fees may change subject to costs increasing, such as a
premium increase. Interns who begin then drop out of the clinic will get
a pro-rated refund.
(1.6) Interns must create an appropriately named professional email
account which is password protected so that only the intern has access.

The email address must not identify the intern as ‘therapist’ or
‘psychotherapist’ until registration with CRPO. The term ‘intern
therapist’ is appropriate on email, business cards or websites. Please
also review the Internet Security Policy document in Appendix 3.
(1.7) Interns who have completed the three year classroom curriculum
of the program but have not yet completed their clinical hours will need
to pay an extension fee of $450 per year until graduation in order to be
eligible to be an enrolled student and work in the Student Clinic.
(1.8) After familiarizing yourself and discussing this manual, you will be
asked to sign off on: (a) the Clinic Manual, (b) the Living Institute Code
of Ethics, Principles and Practice Guidelines (Appendix 1), (c) the
Therapeutic Uses of Touch (Appendix 2), (d) the Internet Security Policy
(Appendix 3). Your signed consent to operate within these program
guidelines will be included in your supervision file.
(1.9) Before beginning work in the Clinic, you must read the 3 CRPO
documents: Jurisprudence, Professional Practice Standards and
Misconduct Regulations. You will be asked for your signed consent to
operate within these guidelines. It is understood that there will be a
learning curve which will be overseen by your supervisor.
(1.10) Dependability and commitment to regular sessions with clients is
an important competency. The clinic gives you the opportunity to begin
your practice under supervision. You will be able to continue with these
clients after graduation, so they form the basis of your private practice.
Please consider your readiness to engage with clients before entering
clinic.
2. Client Intakes and Interactions
The Living Institute recognizes that people who seek psychotherapy are
a vulnerable population, though still capable of agency and choice. This
manual is designed to provide safety to the public in the learning
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environment of the Clinic as well as guide the professional development
of the student.
(2.1) Clients responding to the Student Clinic will have a 50 minute
face-to-face consultation with the Clinical Director or someone
designated by the CD. This is provided to the client at no charge.
The intern will pay $100 to the consultant for clients that come
to one or more therapy sessions. Payment is required
immediately after intern’s initial contact with client and
completion of at least one session. Please pay by cash, cheque
or etransfer. If paying by etransfer, please put note that
payment is for client transfer fee and put first name of client on
payment. If the client is not appropriate for the Student Clinic or
does not make contact with the intern, the Clinical Director
absorbs the cost of the consultation. If interns are unable to pay
the consultation fee within a 30 day period, a carrying fee of
10% per annum will be added.
(2.2) The intern then contacts the client in a timely manner, discusses
scheduling and office location and sets up a session time. This
first meeting is at no fee for the client because the pay-what-
you-can fee has to be negotiated first. Pay-what-you-can is
Clinic policy and there are no exceptions. At this first meeting,
the Informed Consent form must be signed, the intake
information is begun and/or psychotherapy commences.
(2.3) Interns are responsible for contacting the Clinical Director
promptly to report when contact is made with the client, when
therapy begins, when practice supervision starts, with whom, or
if the client does not enter therapy and why. Interns are also
required to notify their supervisor once they have commenced
seeing a client. Interns must commit to providing regular
sessions for clients, in accordance with discussions in
supervision.

(2.4) Please note that consults are best done near the time of service.
When you notify the CD that you want more clients, people on
the waiting list are then contacted and a consult must be
scheduled. Other interns’ requests may be ahead of yours. A
good match between intern and client must also be made.
Location difficulties (east end/west end) may mean that there is
a wait before the right client is found for each intern. It is
difficult to estimate the time of this process.
(2.5) Temporary suspension from providing client sessions for
reasons of the intern’s health or parenthood must be agreed to
with the supervisor and plans must be made for client care in
consultation with the Clinical Director. Interns must be aware
that they are undertaking a serious responsibility by entering
into therapeutic relationship with clients. If they are unable to
provide regular sessions because of life circumstances they
must discuss this in a timely manner in a supervision session
with the Clinical Director and their internship may be suspended
and their clients may be re-assigned. Please notify the Clinical
Director about your vacation time and clients in crisis.
(2.6) Interns must discuss the Living Institute Student Clinic Informed
Consent Form with their clients in the first meeting. The signed
form must be placed at the beginning of their client file, dated
from the day signed. (See Appendix 1)
(2.7) Interns may not see friends or relatives as clients. Any other
potential dual relationship may be discussed with the Clinical
Director.
(2.8) To avoid supply and demand problems with clients, the year will
be divided into 4 quarters and 5 interns may enter clinic at each
quarter, which gives 20 spots for the year. If 5 interns have
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already applied for the quarter and another wants to apply,
please discuss this with the Clinical Director who will do
everything possible to meet the request if it is possible without
creating supply and demand difficulties. Please note that there
will be no clinic entry in September because of heavy admin
demands at the beginning of the academic year. The Clinic Entry
quarters will be:
January, February, March
April, May
June, July, August
October, November, December
(2.9) Interns in the Student Clinic will complete provisional client
intakes within 2 weeks of the first session. This intake will be
reviewed in practise supervision and any suggested alterations
or requests for additional information incorporated in a timely
manner. A more complete and edited intake must be entered in
the file by 4 weeks.
(2.10) Session notes must be kept current and reviewed in practice
supervision. The intern is responsible for filing them in the
locked cabinet at the Living Institute. See Record Keeping for
details.
(2.11) Interns are responsible for tracking their own session hours with
clients in a client contact log, realizing that this will be an
important record both for their graduation requirements and
also for admission to the College of Registered Psychotherapists
of Ontario. These hours are an important professional
document and must be accurately reported. The practice
supervisor will review this record with interns. This will be used

to validate client contact hours and must be kept strictly and
ethically.
(2.12) The client contact log must include client session times (start &
finish) as well as total (e.g. 50 minutes = 1 hour). Do not use this
book for any other purpose. This is separate from your planning
diary where you book sessions. Details are entered into the
clinic log at the completion of a session.
(2.13) Interns are also responsible for tracking their supervision hours
in a supervision log, recording start and finish times and the
name of the supervisor. The same ethical responsibilities apply
as for (2.8).
(2.14) Please see Record Keeping for further details on records, logs
and filing.
(2.15) Confidentiality must be observed and clinical discussions in any
training situation regarding confidential or potentially
identifying information must be discrete and avoid identifying
details.
(2.16) As consistent with CRPO requirements, no client hours prior to
being accepted as an intern in the Student Clinic may be
counted towards the program requirement. This applies to
interns who may have already been practising the profession
before entry. In addition, no parallel work with clients, e.g. life
coaching or other modalities, is transferable to clinical hours.
(2.17) If any clients associated with previous non-psychotherapy work
(e.g. coaching or other modality) choose to transfer to
psychotherapy with the intern, they must have a consultation
with the Clinical Director at the regular fee. The intern must
explain the modality difference clearly and the client must
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understand that they cannot go back and forth between
psychotherapy and another form of treatment.
(2.18) The Student Clinic works on a pay-what-you-can basis with no
minimum fee. Interns are responsible for negotiating their
session fees with clients at their first appointment. The fee may
be re-negotiated, subject to changing circumstances and
reasonable notice. It is not acceptable to make individual
alterations to the Clinic payment policy.
(2.19) Students are financially responsible for reporting their income
from the Clinic to Canada Revenue Agency. See financial records
in Record Keeping section. The Living Institute accepts no
financial responsibility for tracking student’s income or
providing receipts to Clinic clients.
(2.20) Interns are responsible for arranging and paying for office space
rental at a location approved of by the Clinical Director.
(2.21) Payment for the client consultation fees ($100 per client intake)
and practice supervision fees must be paid at time of service
unless other arrangements are made. Practice supervision fees
may vary between supervisors.
(2.22) Since the Institute is based in Toronto, we now have a steady
stream of clients that come from the GTA. Interns who live
outside the GTA and wish to begin their practice base there are
responsible for distributing the Institute’s Clinic brochures and
working with their supervisor to bring in local clients. The
internship must take place within Ontario.
 7

Summary Chart for Internship Expenses: that the payment is for supervision and give the date of
Initial Clinical Director meeting $100 supervision on the e-transfer. Payment for client transfer fee
Insurance $250 annual + $50 per location must be made after the first meeting with the client an should
Practice Supervision Varies $100 - $150 per hour also be identified by client’s first name on e-transfer. Additional
Client consultation intake fee $100 per client charges may apply if interns fall behind in payments and extra
Office rent Varies ($15/hr average) accounting is required.
Self Development Program
therapist fee Varies $100 - $150 (3.5) The Student Clinic will operate with reference to the CRPO
Competency guidelines as listed on www.crpo.on.ca. All
Annual review $100
students are expected to familiarize themselves with it to help
Monthly Clinic fee $30 per month for GTA
them self-assess.

3. Supervision
(3.1) On entering Clinic, all interns are required to do practice
supervision with the Clinical Director to assure that basic skills
are in place and that the intern is able to master professional
requirements for safe and effective use of self, general
professionalism, record keeping etc.
(3.2) After this period (which will vary between individuals), interns
may choose to change to a different supervisor, designated by
the school. It is not required to change supervisors, but if an
intern wishes to do they, they need to submit this request in
writing to the Clinical Director who will discuss this with the
intern in supervision.
(3.3) Please discuss the list of current Living Institute faculty for
practice supervision with the Clinical Director. They are selected
based on their range of integrative training and years of clinical
experience. Skype and phone sessions are acceptable.
Supervision availability and fees are at the discretion of the
supervisor but must conform with program requirements.
Interns may not engage supervisors who are not on this
approved list.
(3.4) Payment for supervision is required at time of service, either by
cash, cheque or e-transfer. If paying by e-transfer, please add
(3.6) The Living Institute will provide supervisors and interns with a
supervision guideline based on the CRPO competencies. There
will be an annual review of these.
(3.7) Interns must begin biweekly practice supervision of 1 hour as
soon as they begin to see a client. This may be individual or
dyadic. When interns begin to do four or more client hours per
week, they must undertake individual weekly supervision of 1
hour duration as the dyadic format does not allow adequate
time for responsible practice supervision. (Please note that this
is consistent with the CRPO proportion of 4 direct client hours
to 1 hour supervision during training.)
(3.8) Interns are required to make notes during supervision sessions
about what is discussed in a separate book for supervision
notes. Supervision notes do not go into the client file. Please
note that clients may request and must be given a copy of their
therapy files, but the supervision notes are the private property
of the intern.
(3.9) Individual supervision must continue through the duration of
internship until graduation, even if the number of supervision

hours exceeds the total required. The ‘extra’ supervision hours
in the program can count towards completion of ‘Qualifying’ or
RPQ category to RP.
(3.10) The CRPO has designated that only 20% of supervision hours
within training may be in the form of group supervision with a
group size of 12 or less. This is covered in Clinical Discussion
groups where interns do case presentations under supervision.
(3.11) Completion of DCC hours are self-paced by the intern. For
example, if interns see 5 clients a week it would take them 90
weeks to complete the required 450 DCC hours. If interns do 10
DCC hours per week, it would take them 45 weeks to complete
the required 450 DCC hours.
(3.12) If an intern wants to change supervisors please email the
Clinical Director that request in writing, explaining the reasons
for requesting this change. Supervisors must be approved by the
school, and the timing of supervision changes must be
consistent with regular standards of professional practice.
(3.13) We try to make the best therapy matches possible, and this
includes location. Perhaps because of the school’s address, we
get more requests from the east end of town than the west end.
If you get a client who is a good match but the location is a
problem, please talk to them about the option of skype or
Facetime or phone sessions which can work very well after a
few initial face to face meetings.
(3.14) If a Clinic client enters a therapeutic crisis or period of marked
destabilization, more frequent supervision may be required. Any
serious changes in client process must be reported to the
practice supervisor immediately by phone, and if necessary,
extra practice supervision session must be set to attend to these
8
issues. This would include issues such as potential harm to self
or others including domestic abuse, harm to a minor, changes in
psychiatric medication, refusal to take prescribed psychiatric
medication, change in psychiatric diagnosis, dangerous use of
non-prescription substances, new information on serious abuse
history, emerging symptoms of dissociative disorder, suicidality,
obsessive or delusional thinking that were withheld during the
initial consultation or emerged during the course of therapy.
(3.15) If the therapeutic crisis appears that it may have legal
implications, the intern must remind the client of the Informed
Consent Form which states that student records are not to be
released for legal purposes (e.g. insurance disputes, child
custody, domestic abuse, legal hearings etc.). All attempts will
be made by the Clinical Director to refer the client to an
appropriate mental health professional who is willing and able
to create records for legal purposes. If a third party report based
on Student Clinic records is required, the Clinical Director, in
consultation with the intern, will provide this.
(3.16) During any dyadic or group supervision sessions, clients will be
referred to by first name only or an alias if their first name is
highly identifiable. Any clients with personal links to the Living
Institute (e.g. in the program, referred by someone in the
program, related to someone in the program, potential to enter
the program) may not be discussed in group or dyadic
supervision so as to preserve confidentiality.
(3.17) The intern is expected to be self-reflective and transparent
about countertransference, matters related to providing safe
therapy and professionalism that affect work with clients in
practice supervision. The supervision session will process these
aspects and make recommendations including for self
development focus.

(3.18) The intern is expected to be respectful of their supervisor and
Clinical Director, and to comport themselves in a manner
consistent with the CRPO competencies that define collegial and
professional communication. If their supervisor or the Clinical
Director requires them to have extra supervision to address
current issues, the intern must comply in a timely manner.
(3.19) Interns must be aware that their practice supervisor is legally
responsible for the intern’s professional performance. If, after a
reasonable period of supervision, the intern is unable for any
reason to perform competently (i.e. complete intakes, record
keeping, client contact, completion of classroom assignments,
meeting self development criteria, etc.), they may be
temporarily suspended from the Clinic until they can
demonstrate competency. The Institute recognizes that this is a
grave action with deep impact on the intern and also on clients
who would have their therapeutic relationship interrupted or
terminated. For this reason, interns must consider entry to the
clinic and the ensuing responsibilities of professionalism
seriously before taking on clients. The Institute and supervisors
are committed to helping interns through difficulties, but must
consider that protection of the public through requiring
standard professional competency is primary. This is in keeping
with professional misconduct regulations of the CRPO.
(3.20) Interns must be aware that if they operate outside the
guidelines and supervision of the Clinic and any claim or
occurrence were to arise, there would not be any insurance
coverage available to them under the policy as students of the
Institute Clinic. In addition, if they conduct services outside
supervision leading to a complaint, then any claim would quite
likely be brought against the Institute and their supervisor as
well as against them personally and any coverage would be
9
denied. This would impact on the cost of insurance, reputation
of the training program and by implication the whole student
body. For this reason, a supervisor may suspend a student from
the Clinic pending investigation if they appear to refuse to
operate within policy guidelines. Serious infractions will be
noted on the school record and Regulations require that they be
reported during CRPO registration.
(3.21) Intern discussion of Clinic clients may only occur at the following
times: with school-approved supervisors in individual or dyad
supervision, with the Clinical Director if a problem emerges, in
the program’s clinical discussion groups, and with group leaders
during group observation regarding clients in the group. These
are the only times when interns may discuss their clients.
Interns may not discuss clients among themselves, either
informally or by setting up peer discussion forums, or
communicate with professionals outside the clinic without
specific permission from the Clinical Director. Please note that
Clinic clients give their consent for interns to discuss their case
with a supervisor. The clients do not consent to interns
discussing them with each other. Discussing clients with other
interns is a breach of confidentiality. In addition, interns are not
yet at a stage where they can give professional advice and
would not be recognized as capable of this until they have been
an RP in the College for five years. As referred to in 3.14, the
supervisor and school are legally responsible for the actions of
interns and the impact on clients. Ad hoc ‘peer supervision’
among interns may adversely impact client care and is therefore
forbidden during internship.

4. Referrals
The Living Institute undertakes to feature the Student Clinic on its
website and through distribution of printed flyers. Because to our
location, most clients come from the GTA. Interns based in Ontario but
outside the GTA are responsible for generating their own clients via
distribution of flyers and connections with professional referral sources
in their area.
(4.1) The monthly clinic fee is reduced to $10 per month rather than
$30 per month for interns outside the GTA to reflect this
difference in the school’s ability to provide clients.
(4.2) The Student Clinic will attempt to distribute clients equitably to
interns. However, some criteria such as requested gender of
intern, marked compatibility, location, background or skill of
intern may alter distribution pattern, based on the needs of the
client as the primary concern.
(4.3) Sources of referral may specify which intern their referral is
intended for and be assigned accordingly.
(4.4) Interns who refer clients from their networks may refer to
themselves as long as this is ethically appropriate and
acceptable to the client. Any possibility for dual relationship or
conflict of interest complication must be discussed with and
approved by the Clinical Director and supervisor.
5. Professional Ethics
Please see:
Appendix 1: Living Institute Student Clinic Code of Ethics, Principles and
Practice Guidelines
Appendix 2: Therapeutic Uses of Touch
Appendix 3: Internet Security Policy
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(5.1) Interns are requested to continually familiarize themselves with
the CRPO Professional Practice Standards, Professional Misconduct
Regulations and Jurisprudence for Registered Psychotherapists
documents, all found at www.crpo.on.ca which they initially read before
entering Clinic.
(5.3) If your client is travelling briefly, electronic psychotherapy may be
continued as long as they have and maintain Canadian citizenship.
Please notify the Clinical Director if this emerges.
6. Record Keeping
Record keeping is an important aspect of developing professionalism.
You will need to create separate log books for direct client contact
hours, one for supervision hours, one for supervision notes, and one
for financial records. In addition, proper record keeping requires that
you obtain a signed informed consent form, write an intake report,
session notes and supervision notes. You are required to file your client
records in the Institute Clinic files, but keep your logs in a secure place
at your home or office.
(6.1) Until the intern has fulfilled all requirements for graduation, they
are considered by the Institute to be in a developing professional stage,
and not yet ready to offer professional expert opinion. For this reason,
all intern client files are considered to be exercises in the gaining of
competency, are the property of the Institute Clinic, and may not be
used in litigation or insurance cases.
(6.2) Client files (intake and session notes), are stored at the Institute in
a locked filing cabinet. You will receive the key when you enter Clinic,
and return it when you graduate. Please keep files up to date.
Completion of filing is required for graduation. Please bring your own
file folders, put the first name and the last initial of the client on the

front. Please put your name on the upper right corner of the fil folder.
All notes inside the file must have the full name of the client.
(6.3) Client records are the property of the Institute. At graduation,
interns may make photocopies of their own client records at their own
expense and return the originals to the Institute filing system, or make
photocopies throughout their internship as they file originals at the
Institute.
(6.4) Intake Interview Guidelines
Bring your draft intake to supervision two weeks after the first client
session. After discussion with your supervisor, you will file the
completed intake two weeks after the draft has been reviewed. As you
progress to weekly supervision, your supervisor may request a shorter
time frame for completed intakes.
Client profile: Client’s full name, address, email address, phone number,
emergency contact name with relationship to client and phone number,
date of birth, age, GP’s name and phone number, referral source if
relevant.
Previous therapy: When, how long, was it effective or not? If no
previous therapy experience, briefly explain therapy process.
1. Presenting Issues: What the client came for, in their own words, on
their terms. Use quotes. Delineate into specific problems, symptoms,
goals. Why seek therapy now? Identify specific precipitating factors.
2. History of Presenting Issues: When it started, what was going on, how it
progressed, qualifiers, timing, prior treatments, relationship to other life
issues.
3. Personal History:
a) Childhood – Initial impressions (good, terrible etc.) Mother and
father’s personality and client’s relationship to them. Client’s
personality as a child. Siblings and other significant family members.
11
When in distress was there an adult they could turn to? School
(including educational experience, friends, bullying, activities and
incidents). Some people may have information on conception,
pregnancy and birth. If not these can be explored later in therapy when
relevant.
b) Teenage – Relationship with family at this stage. Rebellion or not,
relationships and sexual exploration, puberty, significant events.
Identity exploration.
c) Young adulthood – after high school - university, travel, work?
Leaving parental home? Relationships and marriage? Children? Career
choice and changes? Other education.
d) Adult life - Midlife and later life if relevant. Relocations, financial
crises, deaths, friendships, romantic relationships, sex, traumatic
incidents, violence. Also hobbies, interests, sport or martial arts
background, drug and alcohol use, what kind of books, movies, art or
music do they like. Any other relevant items that would give an idea of
who the client is through details.
Throughout the intake pursue details of problematic relationship with
family figures. Especially note early maternal relationship; any sexual or
physical abuse; authority issues; family roles; nourishment issues;
attitudes to body, touch, sex; attitudes to work; general cultural or
ethnic orientation; attitudes to spirituality; drugs and alcohol.
4. Health - themes of illness, medical treatment, hospitalizations,
medications, family problems past and current.
5. Spirituality - spiritual openness; spiritual emergence potential and
issues;
6. Family History - Get some idea of the clients extended family
background, particularly grandparents, but also uncles and aunts, what
kind of people they are or were, noting particularly people with any
problems (such as mental health problems), unusual characteristics or

particular strengths and gifts, such as psychic experiences, academic or
business success and what the individuals meant to the client.
7. Formulation: Not all the following are always applicable, but try to
discern the relevant ones. The formulation is the professional ‘snapshot’
of the client that helps you to know how to proceed.
a. Typologies - PDM, bioenergetic, mythic or archetypal; borderline and/or
narcissistic tendency
b. Mapping of issues – developmental, archetypal, somatic, existential,
phenomenological; life pattern tendencies; lifestyle/life quality picture;
c. Psychological mindedness; relationship capability; regression capability,
emotional openness; appropriateness for therapy, including results of
other therapies; prognosis; cautions; ego strengths and weaknesses;
d. Cognitive development, learning styles and disorders;
e. Body orientation themes; sexuality/eros themes, therapist gender
issues;
f. Issues: transference/countertransference tendency; commitment;
ambivalence; authority, discipline and containment issues;
dependency/autonomy issues; control issues; boundary issues;
dysfunctional tendency; addictive tendency; scapegoat tendency;
depressive/anxiety tendency; suicidality; psychotic potential;
dissociative potential; somatization problems; acting out tendency;
g. Sociopolitical orientation;
h. Trauma severity, PTSD;
i. Social network and supports (relationships, family, friends, finances,
social services, dependents);
j. Health and medication issues.
8. Therapeutic Plan: Type of therapeutic approach (e.g. urgent issues,
relationship building, immediate depth work, ego building,
psychodynamic focus, life focus, bodywork, emotional release, cognitive
focus, spiritual focus, expressive arts, support/challenge, couples,
homework, reading/movies); individual, group, workshops; weekly/
biweekly; timing issues; other psychotherapy related modalities (e.g.
12
Rolfing, chiropractic, massage, meditation, contact improv); other
health related modalities and issues (e.g. naturopathy, detox,
Traditional Chinese Medicine, homeopathy, good allopathic
practitioner); prior treatment info; interfacing with other health care
providers and support system; consultations; supervision issues. Note
changes to therapy plan or direction of therapy.
(6.5) Clinical Records
a. The signed Living Institute Student Clinic Informed
Consent Form should be discussed with and signed by
the client at the beginning of therapy and placed at the
front of the client’s file.
b. Sessions notes Interns are encouraged but not
restricted to the SOAP session note format which has
become common in mental health client care. S -
subjective (the client’s statements), O - objective (the
intern’s observations), A - assessment of therapeutic
interventions, client responses, developments, P- plans,
progress, regression, client feedback. Some
experimenting with narrative note taking may be
suggested by your supervisor.
c. Client contact outside of sessions via phone, emails,
letters, texts, skype should be noted.
d. Incident report: when a major, unexpected difficult
situation occurs, provide a clear record which may be
used to explain the event and the details surrounding it
e. Any information leading to a mandatory report (child
abuse, sexual abuse etc.) should be noted and brought
to your supervisor’s and Clinical Director’s attention
immediately.
f. A record of the termination of therapy, reasons,
summary of outcome, progress, referral or follow-up
recommendations. If the client was referred to another

intern or practitioner, name of that person, contact
information and reason that intern referred them.
g. Both electronic and hard copy client records must
include client’s name, date of entry and signature of
intern on each page.
h. Records must be legible, appear in chronological order,
be dated and signed, any changes must be dated and
signed, showing the original.
i. Note if you are keeping a file of additional notes on the
client outside the clinical record.
j. Note the process of ongoing consent (e.g. for change of
modalities, new exercises).
k. Risk assessment, initial and ongoing.
l. Note therapeutic results.
Client Contact Log
i. Document the date, time and duration of each
session. This is your client contact log. Do not
use this book for any other purpose and keep it
securely to preserve confidentiality. This is
reviewed by the practice supervisor occasionally
(see also 2.7 and 2.10).
ii. Document cancelled or missed appointments in
the log
iii. It is handy to write the total hours on each
page for easy referencing as you work through
the program requirements
Financial Records
1. Indicate the client’s name and address, date
therapy was provided, brief description of service.
2. Indicate the cost of therapy, the date and method
of payment received (cash, cheque etc.). Any
balance owing.
13
3. Identify different fees and note reasons why a fee
may be reduced, increased or waived
4. Indicate if fees are charged to a third party
5. Indicate any balance owing
6. These records belong to you and must be retained
for 5 years from the last psychotherapy interaction.
7. They may be kept separately from clinical records,
but should be stored securely and confidentially.
8. Interns are responsible for giving clients receipts for
payment within one month of request. A more
extended delay may be made in cases of illness etc.
and should be explained to the client.
Supervision Records
Interns will make notes during supervision sessions for their own
education and reference. The notes should be stored securely. Use
initials to identify clients for privacy reasons. Bring notes to supervision.
Your supervision log records the dates and times of supervision. Add
the hours up at the bottom of each page. This will be your record to
track progress through the program requirements. It is an important
record.
Supervisor provides an annual report based on the CRPO Competencies
that comments on the intern’s progress.
File Storage
Create a file folder with client’s first name and last initial, file according
to last initial (e.g. Jane Smith is Jane S, filed under ‘S’). Put supervisor-
approved intake and session notes into the file. Write full name of client
on intake and session notes. Off site session notes should be kept in a
secure area (e.g. locked filing cabinet, lock box, safe) until transferred to
Institute. Frequency of transfer is decided on the basis of practicality
 14

and security but filing must be reasonably up to date. Supervisor may opinion will take priority if the matter cannot be resolved with
request review of session notes as needed. the supervisor.
As previously mentioned, each file must contain an Informed Consent
Form signed by the client after discussion at initial interview. Place this (7.4) Interns in the clinical level of training have to be aware that
at the front of the file, along with the intake. their activities outside the Institute may constitute a therapy
File client reports in the Institute locked filing cabinet. You will be shown activity, or therapy like activity, and this is a responsibility and
its location and given a key after you have entered the internship and potential liability for the Institute. Anything of this nature needs
paid your insurance fee. MAKE SURE TO LOCK IT AFTER USE. You must to be discussed with and approved by the supervisor prior to
return the key when you graduate or leave the clinic. the activity being undertaken. Ultimate responsibility rests with
the Clinical Director.
7. Student Clinic Responsibility (7.5) The question as to what constitutes ‘therapy’ or ‘therapy like’ is
(7.1) The Institute holds ultimate professional, ethical and legal
sometimes unclear. However, the Institute will be interpreting
responsibility for what students do clinically.
this conservatively in discussing what is appropriate for
students. In this case, after discussion, if there is a difference of
(7.2) The Institute, as an educational organization, is responsible for
opinion that of the Clinical Director has to take priority. If the
supervising the clinical development and day to day clinical
student wishes to consult with another faculty as to this
practice of the student. The Institute has to be able to say of a
question, they are free to do so, but then the question has to
graduate that they are ready to practice based on our
come back to the supervisor and Clinical Director for further
assessment of their theoretical knowledge, clinical skills and self
discussion. Ultimately, the Clinical Director has the final say in
development. The CRPO refers to this latter as ‘safe and
what constitutes therapy or therapy-like activity. Students may
effective use of self’ or SEUS.
follow the Complaints Procedure in the Program Handbook if
resolution requires.
(7.3) Interns entering the clinical level of training have had an
extensive education in the field. However, they are just
(7.6) Any student not acting in compliance with this policy may be
beginning their actual, real live client contact training and so are
subject to the complaints process of the Clinic and may be
not in a position to make and act on clinical judgements
subject to sanctions which shall include having student status
unsupervised. Students must not provide therapy to each other
revoked and being asked to leave the program and the Institute.
or to third parties unsupervised as long as they are students. In
this issue if there is a difference of opinion as to what is
(7.7) Students are not allowed to put into practice any of the clinical
clinically appropriate, after discussion, if a difference of opinion
material they have been taught, without the permission and
remains, that of the supervisor has to take priority. If there is
supervision of the faculty, until they are fully graduated and no
an extended disagreement or concern, the supervisor will
longer in the program. The current Registration Guidelines of
contact the Clinical Director. Ultimately the Clinical Director’s
CRPO state that even after graduation psychotherapists are not

authorized for autonomous practice until completion of a total
of 1,000 client contact hours and a total of 150 hours of
supervision. They are titled Qualifying Psychotherapist in
distinction from Registered Psychotherapist.
(7.8) The Institute Student Clinic advises students that the CRPO has
said there will be a question in the application to the new
regulatory body as to whether the applicant has had any ethical
complaints in their professional organization or school. We have
a duty to report any serious complaints.
8. Graduation Requirements and Beyond
Although exiting from the Student Clinic is not graduating from the
program, when interns have successfully completed their clinical
training, they are presumably ready to graduate from the program and
receive the Living Institute Existential-Integrative Psychotherapy
Diploma. This requires them to have successfully completed the
requirements of classroom curriculum and self development program,
as well as other requirements listed below.
Please set up a CRPO account and complete their Jurisprudence e-
learning module when you are about ¾ of the way through your
requirements. Please apply to the CRPO via the Regular Route. This
allows them time to process your entry to the College.
(8.1) Graduation with the Living Institute Psychotherapy Diploma
requires:
(a) completion of required classroom assignments together with
attendance at required classes. In addition, as outlined in the Program
Handbook, 90% attendance of classes outside the required list is needed
for graduation. There will be a classroom curriculum exit review by the
Programs Director.
(b) completion of a minimum of 450 hours of direct client contact with
100+ hours of practice supervision with an approved supervisor and
15
hours from program elements not part of the Student Clinic – there is a
Student Clinic exit review by Clinical Director
(c) completion of the Self Development Program to an adequate stage
with an approved therapist or counsellor with satisfactory Self
Development Program reports – there will be an SDP exit review by
Clinical Director
(d) observation in approved group therapy or counselling, including
supervision, with a satisfactory report from group leader
(e) one psychotherapy article written which is suitable for publishing in
a professional forum (does not have to be accepted for publication)
approved by Programs Director. Fee $100.
(f) up to date practice records approved by supervisor
(g) completion of one public psychotherapy workshop (may be done as
a team) approved by supervisor. See (8.3)
(h) outstanding tuition, supervision and self development fees must be
paid in full.
(i) appropriate participation in a cultural activism activity as approved by
the Program’s Director.
(j) subscription to a professional journal approved by the Program
Director and attendance at two journal classes for each year of
internship.
(k) be in good standing with the Institute
(8.2) The training program client contact, supervision and experiential
learning hours have received final approval from the Programs and
Clinical Directors.
(8.3) One public workshop is a requirement for graduation and is
recommended after completing third year. Students need to consult
with their supervisor and the Clinical Director before details of the
workshop are made public. Any number of students may work together
to put on the workshop. The Living Institute provides a meetup account
where student public workshops can be listed.
See http://www.meetup.com/The-Living-Institute/. Workshop

attendees must fill out a feedback form designed by the interns that
rates the workshop and interns.
(8.4) The Living Institute will be initiating a time limitation of five years
to complete our training program. Extensions based on life
circumstances (health, pregnancy, family obligations etc.) may be
negotiated in dialogue with the Clinical Director.
(8.5) Once you have fulfilled all graduation requirements of our
program, you will no longer be a part of the Student Clinic. In the
interests of maintaining client/therapist relationship, notify your clients
in writing that you are no longer working under the auspices of the
Clinic and are now in private practice. You will no longer be accountable
to the pay what you can Clinic fees, and may negotiate with clients at
your discretion (please discuss this with your supervisor as to various
ways of re-scheduling fees). Explain to clients that they have the option
to continue with you as a Qualifying Psychotherapist (see 8.6) or ask for
a referral to someone else in the Clinic. At this stage you will no longer
be covered by Student Clinic insurance and will have to obtain
professional liability insurance via a professional organization (CHTA,
CAPT, OSP, OACCPP are options). If you choose to join CHTA, your
membership can be processed immediately on graduation. The CRPO
requires that you continue with practice supervision until 1,000 total
client hours and a total of 150 hrs supervision (i.e. including the
previously acquired hours), but you may choose any supervisor you
wish, either associated or not associated with the Living Institute once
you have graduated.
16
(8.6) The CRPO Registration Requirement delineates a ‘Qualifying’
registration category as a separate stage after graduation from a
psychotherapy training program. Students who have graduated from
any program will have a limited time to complete the requirements for
licensure once entered in this category. The Living Institute undertakes
to inform students of the regulation requirements with the
understanding that the profession is in a stage before final proclamation
at the time of the writing of this Manual. It is the student’s responsibility
to make their own professional choices regarding admission to the new
College.
(8.7) Entry to the CRPO will require applicants to pay an application fee,
complete an e-learning module for Jurisprudence and Professional
Practice (the content of which will be posted for educational purposes
by the College) and write a Registration Exam which will assess the
competencies. Please see www.crpo.on.ca for more details.
(8.8) The Living Institute values the formation of a robust community of
professional colleagues. We look forward to including some graduates in
the recommended Self Development therapist list so that future
students and interns will be given a choice that includes professionals
with relevant training and experience. The Institute reserves the right to
make this selection.
(8.9) The CRPO is developing a set of criteria for supervisors. When
graduates have fulfilled the CRPO requirements for the role of
supervisor, they may be invited, at the discretion of the Institute, to join
the list of recommended clinical supervisors to assist future interns in
the program.
 17

Appendix 1

Living Institute Student Clinic

www.livinginstitute.org
info@livinginstitute.org
Client Informed Consent Form
208 Carlton Street Toronto, Ontario M5A 2L1 416 515 0404

INFORMED CONSENT
I have completed a consultation with the Clinical Director and have been referred to the intern whose signature appears below. I understand that
therapy sometimes involves discussing difficult aspects of life and I may experience feelings like sadness, guilt, anger, frustration, loneliness and
helplessness in the course of our work. It is also my understanding that the benefits of psychotherapy include but are not limited to: increased self
awareness, improved interpersonal relationships, a vitalized sense of self, discovery of meaning and purpose in life, solutions to problems, greater ability
to express thoughts and emotions, and reduction in feelings of distress. I understand that there are potential risks and benefits associated with any form
of psychotherapy and at some points in the process I may even feel worse. I can discuss my experiences in therapy with the intern and ask about
alternative courses of action. I understand that the consequences of not engaging in psychotherapy are varied and cannot be defined in a general way.

I understand that I have the following rights with respect to psychotherapy:

(1) I understand that my intern may use a variety of therapeutic techniques, including psychodynamic, somatic, humanistic and transpersonal
methods, and will sometimes suggest exercises based in this. My intern will explain these approaches to me as is appropriate in the process of
our work together. I have the right to withhold or withdraw consent at any time to all or part of this, while respecting the proper conduct of
therapy, without affecting my right to future care or treatment.
 18

(2) The information disclosed by me during the course of my therapy is confidential. However, there are exceptions to confidentiality, including, but
not limited to: reporting child, elder, and dependent adult abuse; expressed threats of violence towards a victim; domestic abuse; legal
subpoena, suicidality. My intern has an ethical and legal duty to report these. As a part of the standard operation of the Student Clinic, my intern
will discuss confidential information from our sessions with a practice supervisor. Intern training requirements also include dyadic or group
supervision where details will be presented without identifying information such as my name.
(3) I understand that I have the right to access my file and copies of records on request, subject to reasonable notice.
(4) I have a right to a receipt for clinic services on request, subject to reasonable notice.
(5) If I have any questions or feel uncomfortable with the process of therapy, I understand that I have the right to bring them up in conversation
with my intern. I may ask for a referral to another practitioner if I choose or contact the Clinical Director to ask for referral to another intern or
to discuss any issues of concern regarding my therapy process.
(6) The full Code of Ethics for the Student Clinic is posted at www.livinginstitute.org for my information.

I understand that I have the following responsibilities with respect to psychotherapy:

(1) I recognize that therapy is a mutual process in which there is a shared responsibility for decision making and action toward healing, growth and
realization of potential. My responsibility includes the recognition of my own agency and capacity for choice. I will engage in the creation,
development and enactment of the therapeutic process.
(2) I agree to be responsible for the fee of ______ per session. I understand further that I will be given reasonable notice before any anticipated
change of fees. If my circumstances change I can discuss a change of fee with my intern. I agree to pay for services when delivered unless other
arrangements are agreed upon.
(3) I understand that there is a 24-hour cancellation notice requirement. I agree to be responsible for payment for any scheduled session that I do
not attend, if I have not given at least 24 hours notice. I understand that this does not apply to emergency situations, in which case I agree to
give as much notice as possible.
(4) I will notify my intern of any prescription medications and any changes in their usage.
 19

(5) I agree to share information regarding my mental and physical health as assessed by previous practitioners, including any disagreements I may
have with their opinions.
(6) As part of standard Clinic policy, the Living Institute Student Clinic does not release intern records for legal proceedings. If I anticipate a legal
proceeding (insurance claims, child custody cases etc.) I should tell my intern immediately so that alternative arrangements can be made.
(7) I understand that if my assigned intern believes, in consultation with their Practice Supervisor and Clinical Director, that my needs are beyond
the scope of their expertise, I will be provided with a referral to another practitioner. I have read and understand the information provided
above, which has also been explained to me verbally. I have discussed it with my intern, and my questions have been answered to my
satisfaction. I hereby consent to psychotherapy treatment in the Living Institute Student Clinic.

________________________________________ Print name of client ________________________________________ Signature of client

________________________________________ Print name of intern ________________________________________ Signature of intern

Date: ________________

Welcome to my practice.
I sincerely commit to working with you to the best of my ability
so that your psychotherapy experience will be deeply rewarding.

Appendix 2
Living Institute Student Clinic
Code of Ethics, Principles and Practice Guidelines
Adapted from: UK Association for Humanistic Psychology
Practitioners website, 28/09/2010; “Recommended Principles and
Practices for the Provision of Humanistic Psychosocial Services:
Alternative to Mandated Practice and Treatment Guidelines” of the
Humanistic Psychology Division (Div 32) of the American
Psychological Association; The Ethics of Caring – Honouring the Web
of Life in Our Professional Relationships, Kylea Taylor
(recommended by David Lukoff, PhD, President, Association for
Transpersonal Psychology); “Body Oriented Psychotherapy -
History, Methodology, Ethical and Clinical Considerations”,
Canadian Journal of Psychotherapy and Counselling, Vol1 No1,
2011; Transitional Council of the College of Registered
Psychotherapists and Registered Mental Health Therapists Council
meeting minutes 22/09/2010; Code of Ethics of Toronto Institute
for Contemporary Psychoanalysis; OISE Counselling Clinic website,
28/09/2010; British Health Protection Council chair interview in the
UKCP newsletter The Psychotherapist, # 45; Code of Ethics of the
Australian Psychological Society www.psychology.org.au
1 Introduction
The Living Institute Student Clinic Code of Ethics, Principles and Practice
Guidelines1 has the following intent: to help interns (student clinicians)
and staff practice the highest standards of integrity, impartiality,
confidentiality and respect for the individual in their work and to inform
the general public of the principles under which the Living Institute
Student Clinic provides services;1 to create a framework of
understanding within which clients and interns can safely work and
grow;1 to establish basic standards of expected professional conduct;1 to
20
maintain a continuing humanistic and transpersonal context within
which the clinic operates;1,3 to foster a context of mutuality in which
there is a recognition of shared responsibility for decision making and
action toward facilitating healing, growth and realization of potential.3
It is understood that the following guidelines cannot cover all
specific areas of potential ethical and practice issues that may arise. A
Clinical Ethics Committee will examine all cases regarding ethical
questions on an individual basis.6, 1
The Living Institute approach to ethical justice is aimed at being
rehabilitative and restorative rather than retributive. Implications of this
include the principle of the application of minimum sanctions necessary
for public protection and the incorporation of dialogue and education in
discipline procedures, as well as a concern for community well being. 8
These Code of Ethics, Principles and Practice Guidelines will be
amended to include relevant input from the Transitional Council of the
College of Registered Psychotherapists of Ontario as their deliberations
are made available.
2 Fundamental Values and Practice Guidelines1
Living Institute Student Clinic respects the dignity, worth and
uniqueness of all individuals. We are committed to the promotion and
protection of basic human rights, the integrity of the individual and the
promotion of human growth, development and welfare. We affirm the
self-determination, personal power and self-responsibility of the client.
We are concerned for the best interests of the clients and make every
effort to protect the welfare of those who seek our services.1,2,3
The therapeutic relationship is founded upon trust and
informed consent. The sensitivity of the client-therapist relationship
requires that the therapist scrupulously avoid all forms of exploitation of
clients and their families and prevent the intrusion of self-interest.6, 1
The Living Institute Student Clinic interns and staff are
committed to creating and maintaining proper clinical records in a
confidential and secure manner.5
The Living Institute Student Clinic respects the privacy of the
individual and preserves the confidentiality of any information acquired

through professional practice or research. See Privacy and
Confidentiality policy below.
Living Institute Student Clinic interns and staff do not practice,
condone, facilitate or collude with any form of discrimination on the
basis of race, colour, gender, sexual orientation, age, religion, national
origin, marital status, political belief, mental or physical disability or any
other preference or personal characteristic, condition or status.1
Living Institute Student Clinic recognizes the unique challenge
involved in therapeutically mediated touch and trains interns
accordingly in the clinical and ethical issues involved. For more
information please see ”Therapeutic Uses of Touch” document4,
Appendix 2.
Interns and clinic staff shall behave professionally and in public
in a manner that does not reflect disgracefully on the practice of
psychotherapy, the Living Institute or the Student Clinic. 5,6
3 Competence
Living Institute Student Clinic interns and staff recognise the boundaries
and limitations of their techniques and their own personal expertise.
They only provide service and use techniques for which they are
qualified by training and experience. They take whatever precautions
are necessary to protect the welfare of their clients and refer them on
to other professionals appropriately1.
Living Institute Student Clinic interns and staff recognise that
they work in a developing and highly active field in which valuable new
ideas are constantly emerging. They continually monitor their own
knowledge and capabilities and have an ongoing commitment to
continue to develop their personal competence.1
Living Institute Student Clinic interns and staff recognise that
personal problems, temporary or enduring physical or mental
incapacity, and other conflicts may on occasion interfere with their
professional effectiveness. In such circumstances they seek appropriate
professional assistance, supervision, support or advice.1
21
Living Institute Student Clinic interns and staff are committed to
an ongoing process of self reflection as part of ensuring their capacity to
serve their clients fully and grow as clinicians.2,5
4. Privacy and Confidentiality8, 9
All records in client files are confidential and are retained in secure files.
Access to identifying information is limited to clinic staff, including the
practitioner responsible for the assessment, and supervisors. As part of
graduate training, case material may be discussed with other interns
under supervision. However, material will be presented without
identifying information.8
Information pertaining to counselling, psychotherapy or
assessments, including written reports, may only be released to other
parties with the informed consent of legally authorized persons (usually
the persons who gave the initial permission for the assessment). There
are exceptions to the confidentiality policy that are required by law.
Clinicians must report to the appropriate authorities when there is
suspicion of child abuse, when clients indicate that they may pose a
significant danger to themselves or others, when clients or other
persons report sexual abuse by a health care professional, or when the
court issues a subpoena for record or testimony.8
Security measures for internet communications are defined in
the Living Institute Student Clinic Internet Security Policy document.
This recognizes the particular vulnerability of email communication to
breach of privacy.10
As part of the supervision of interns, sessions may be
audiotaped or videotaped with client consent. Tapes may be viewed
individually by the intern and supervisor, or by the students in class as
part of group training and supervision for training with client consent.
Strict confidentiality is maintained during class discussions as to any
identifying information re client. All tapes are erased when supervision
is complete, and no later than the termination of the assessment. Tapes
do not become a permanent part of the clinic record.8

5. Complaints and Disciplinary Procedures
A complaint procedure is in effect. If a client or practitioner feels the
code of ethics has been breached they may bring this to the attention of
to the Living Institute Clinical Ethics Committee (made up of one
psychotherapy training program faculty, one intern and one external
member) in writing. An investigator will interview the client and the
practitioner in question and make a report to the Clinical Ethics
Committee. Records may be reviewed and additional consultation may
be required. All deliberations are confidential, depending on the need
for a clear and fair investigation, deliberations and reporting. A hearing
in which all parties are present may be required. Clinical Ethics
Committee findings will be communicated to the client and practitioner
in writing. All proceedings will be carried out in a timely fashion.
Disciplinary action may include one or more of, but are not
limited to, the following: exoneration; facilitated dialogue to resolve
misunderstanding; remedial educational requirements; a formal
caution; suspension; expulsion.
It is understood that these guidelines cannot cover all specific
details of potential ethical and practice issues that may arise. The
Clinical Ethics Committee and the Appeals Committee will examine all
cases regarding ethical questions on an individual basis.6,1
The Living Institute approach to ethical justice is aimed at being
rehabilitative and restorative rather than retributive. Implications of this
include the principle of the application of minimum sanctions necessary
for public protection and the incorporation of dialogue and education in
discipline procedures, as well as a concern for community well being. 8
Decisions of the Clinical Ethics Committee may be appealed to
the Appeals Committee made up of one psychotherapy training
program faculty, one intern and one external member, none of whom
are members of the Clinical Ethics Committee.
It is the responsibility of interns and staff to cooperate with the
Clinical Ethics Committee and to keep matters before the Committee
22
confidential. It is the responsibility of interns and staff to carry out
decisions of the Clinical Ethics Committee. Failure to do so is an ethical
violation and must be reported to the Clinical Ethics Committee.6
These complaints and disciplinary procedures are subject to
amendment to bring them into line with the complaints and disciplinary
procedures of the new College of Registered Psychotherapists of
Ontario as they are established.
Notes:
1. UK Association for Humanistic Psychology Practitioners
website, 28/09/2010;
2. “Recommended Principles and Practices for the Provision of
Humanistic Psychosocial Services: Alternative to Mandated
Practice and Treatment Guidelines” of the Humanistic
Psychology Division (Div 32) of the American Psychological
Association;
3. The Ethics of Caring – Honouring the Web of Life in Our
Professional Relationships, Kylea Taylor (recommended by David
Lukoff, PhD, President, Association for Transpersonal
Psychology);
4. “Body Oriented Psychotherapy - History, Methodology, Ethical
and Clinical Considerations”, Canadian Journal of Psychotherapy
and Counselling, Vol1 No1, 2011;
5. Transitional Council of the College of Registered
Psychotherapists and Registered Mental Health Therapists
Council meeting minutes 22/09/2010;
6. Code of Ethics of Toronto Institute for Contemporary
Psychoanalysis;
7. OISE Counselling Clinic website, 28/09/2010;
8. British Health Protection Council chair interview in the UKCP
newsletter The Psychotherapist
Code of Ethics of the Australian Psychological Society

Appendix 3 – Electronic Practice
CRPO Standards for Electronic Practice:
The growth of technology provides new ways of communicating with
clients, and may enable Members to work with clients who have limited
mobility, or who live in isolated areas. It also poses new challenges.
Generally, rules that apply to the provision of professional services also
apply to the provision of services by electronic means. For example,
Members must follow established professional practices, such as
assessment, developing a plan of therapy, maintaining records and
communicating appropriately with other providers. Confidentiality must
be maintained no matter what medium is used. When using electronic
means of communication (e.g. telephone, Voice Over IP, e-mail, video
conferencing, etc.), Members do so ethically, and ensure they are not
using the technology to circumvent safeguards that would otherwise
apply.
Communication technologies and consent
A Member may provide professional services using electronic
communication technology only if the Member receives consent from
the client for use of such technology. In addition:
• before providing services via electronic communication technologies,
a Member enters into a contract with the client concerned. Note: This
does not preclude using electronic communication technologies in
developing the contract;
• Members do not provide therapeutic services to anonymous clients;
• Members should employ extreme caution in providing advice, clinical
assessment, or clinical information accessible to the general public on
websites, blogs, forums, or other communication platforms. Members
must take reasonable steps to ensure that the electronic
communication technology employed is secure, confidential and
23
appropriate in the circumstances. If a Member intends to use an
electronic medium, clients should be made aware of any potential risks,
particularly an inability to ensure security and confidentiality that could
arise from the use of the technology. Social media outlets, such as
Facebook or Twitter, should not be used for therapeutic purposes.
Professional liability insurance and e-practice
Members must ensure that services provided through electronic
communication technologies are covered by their professional liability
insurance. Insurance coverage varies, and may not cover all clients or
clients in all locations. Members should consult their insurance provider.
Student Clinic Checklist:
- Use a password protected computer and keep a record of electronic
communication
-Client and therapist should agree in writing that NO emails from either
should be forwarded to anyone other than the intern’s supervisor
without the other’s consent
- Authenticate identity of client if there is any question
- Emails can be subpoenaed and used in court
- Emails are often saved on a remote server and can be retrieved from
there
- Backups to emails exist on ISP servers
- Please note that confidentiality is limited by national security: Yahoo
forwarded emails to government officials resulting in arrest of
‘subversives’ in China; US government has been pressuring Google and
Yahoo to provide emails for review and identification of terrorists
 24

- Problems not suitable for ongoing internet sessions include: psychotic

conditions, suicide risk, sexual abuse, violent relationships, conditions in
which client’s imagining therapist’s response could exacerbate client’s
condition (e.g. severe depression, paranoia).

- Ensure clients provides signed consent to receive therapy via a specific

electronic technology (in addition to standard Informed Consent Form)

- Ensure clients understand potential risks associated with electronic

communication

- Take reasonable steps to ensure that the technology is secure,

confidential and appropriate to the client’s needs

- Interns may not provide therapy to anonymous clients

- Interns may not provide advice or assessment on public websites,

blogs or forums

- Interns may provide therapy to Canadian citizens who are travelling or

temporarily living abroad. You may not provide therapy to people who
are not Canadian citizens when they are abroad.

- All regular professional standards must be maintained while using

electronic technology

Appendix 4
THERAPEUTIC USES OF TOUCH
In body oriented psychotherapy the psychotherapeutic use of touch is
widespread, although there are a number of body oriented approaches
that use other non touch oriented body techniques such as simple
directed awareness, exercises, dramatic enactments (such as
psychodrama) and movement (such as dance therapy). In this context
the term touch refers to a professionally and clinically motivated form
of body contact. Typically a practitioner’s hands would be used in this
therapeutic activity but occasionally other parts of the practitioner’s
body may be used, such as forearm or elbow. It is not to be understood
in the manner of casual, socially mediated bodily contact. The United
States Association for Body Psychotherapy (USABP) and the European
Association for Body Psychotherapy (EABP) have developed precise and
extensive ethical guidelines for therapist’s use of touch within the
practice of somatic psychotherapy.
In gestalt and Jungian body work, bioenergetics, core energetics,
Reichian, Neo Reichian, primal, experiential and transpersonal
psychotherapy (amongst others) touch is central. It is usually done in
the form of simple touch, massage, posturing or psychophysical
engagement.
Kepner, a gestalt therapist, suggests that
“through touch a therapist can directly demonstrate the existence of
bodily tension, position the client’s posture to illustrate new
possibilities, directly release muscular holding, encourage the client to
fill his or her bodily space with awareness, assist movement and so on.
In this way touch as a means to an end is used to facilitate development
of a client’s body-self through sensation, awareness, movement and
posture. Touch can also be an end in itself. Touching and being
touched are fundamental modes of human interaction. In the human
interactions of therapy, touch can result in the emergence of unfinished
business.. The use of touch by the therapist, in carefully gradated and
respectful ways, can be used to evoke and work through this unfinished
business.”i
25
“Unfinished business” is a gestalt term for problematic psychodynamic
material that remains undealt with. He further suggests that the
appropriate therapeutic use of touch inherently and uniquely moves the
patient toward an experience of “the unity of body and self”.ii He also
suggests that touch can be used to bring bodily resistance into
consciousness and “to invite the person’s awareness and breathing into
a part of the body that seems deadened and lifeless”.iii
His perspective is that touch is a unique and potent form of
psychotherapeutic intervention. “Skilled touch can often communicate
something about body process with a specificity, directness and
immediacy that would require lengthy verbal explanation”.iv
McNeely, a Jungian, identifies three unique aspects of touch: (I)
exploration and amplification of bodily states by enactment, positioning,
asserting movement and directing attention; (ii) mirroring, in which the
therapist actively joins with the patient in exercises such as pushing or
pulling; and (iii) de-armouring where the therapist actively moves
against the patient’s somatic defence system, through pressure that can
range from light touch to deep massage.v
Bioenergetics, core energetics, Reichian and Neo Reichian body
work techniques utilize posture, massage, breathing and grounding
exercises. As noted earlier in this paper, Brown distinguishes between
nurturing and catalytic touch suggesting the latter must follow based on
sufficient prior use of the former. In these body oriented traditions,
touch is considered essential in diagnosing energy and tension patterns,
psychophysical defensive blocks and tissue structure in relation to
character type. The psychotherapeutic process itself involves extensive
use of touch in working with the bioenergetic, psychophysical and
psychodynamic elements of the patient. This is considered fundamental
to these models of psychotherapy.
In regard to touch, Jacoby quotes Greene’s feminist Jungian critique
of the patriarchal background of the analytic and psychiatric
establishment and its deficiency “in the differentiated relationship to
anima, the feminine and the body”.vi She goes on to delineate the
“matriarchal” trend within psychoanalysis, started by Ferenczi and

elaborated into a tradition of sensitivity to primary needs through
themes such as Balint’s “primary object”, Winnicott’s “holding function”
and Kohut’s injunction to reflect the “gleam in the mother’s eye”
through empathic mirroring. In psychoanalysis this translates into only
minimal body contact, while in Woodman’s Jungian approach it could
mean more expressive, supportive touch and holding, and in primal
therapy has been developed into a reparenting model, where persistent
infant bodily needs are directly engaged.
McNeely delineates several issues in body need gratification via
touch,vii including providing contact (which Whitmont describes as a
“channel of relatedness for contact starved adults”viii), affection (being
careful to avoid sexualizing) and containment (e.g. giving support to
release of terror or grief that would otherwise not be possible because
of anxiety factors). She suggests the primary object of reparenting
touch is healing of mind body splits created by early damage to the
body and psyche.ix She says that child analysts, such as Winnicott,
contend that a child of any age who needs to be held affectionately is
seeking a physical form of loving which is given naturally in the womb.x
She also says that in this model it is not enough to be conscious of the
early pain of deprivation, but is necessary that early wounding be
repaired. She suggests “this may occur through reparenting physically
and emotionally by touching and holding at a pre genital level, as one
would touch and hold a small child”.xi Greene says “we have all
experienced how insight into a complex and its archetypal images is
often not sufficient to change the compulsive nature of an associated
behaviour that has its roots in the very structure of the body”.xii
ETHICAL AND CLINICAL CONSIDERATIONS
IN THE THERAPEUTIC USE OF TOUCH
The Somatics and Wellness Community of the Association for
Humanistic Psychology gives the following ethical guidelines for the use
of touch in body oriented psychotherapy.xiii
1. Get touch training;
26
2. Take a history of affection, control, punishment, sexuality re
receiving, giving, witnessing touch;
3. Pre-contract for touch as a possibility in therapy, explain that it does
not have to be a part of therapy, and that it may be stopped at any time
at patient’s discretion. Poorly developed touch boundaries should be
addressed as an issue in itself before touch is utilized.
4. When in doubt don’t touch and bring the question up as a clinical
issue.
5. Examine your own motivations for touch regarding your attention
focus to ensure that it is client centred and in response.
6. Pay attention to timing. Touching too soon may prevent an issue
emerging. Touching too late may reinforce old imprints of control or
deprivation.
7. Never touch a sexual area or an area the client considers private,
noting cultural differences in regard to privacy concerns.
8. Trust your intuition but beware of projection, relying on training,
experience and integrity to know the difference.
9. Use touch generously and sparingly. Therapists can be sources of
nourishment in patients’ lives while proactively and appropriately
challenging patients to find other sources for this.
Kepner addresses the issue of touch with these opening words.
“Body oriented work in general, and work that uses touch as a tool for
intervention in particular, places the client and therapist in a position of
unusual closeness and intimacy... The physical distance between the
client and therapist is much less than the usual social distance and
requires the client to let down some of his or her reserve to allow the
therapist in. The therapist is potentially in a position of greater power
and influence and the client is potentially in a position of greater
vulnerability and openness than the average therapeutic encounter”.xiv
These issues increase the importance of a number of boundaries in
body and touch oriented psychotherapy, including the importance of
therapists being aware of their own needs. In this sense, it may be
suggested that until a potential body oriented psychotherapist has
worked through any sexual dysfunction or confusion and deep, unmet

psychological needs they should not be doing bodywork. It should be
possible to develop a set of criteria that would guide this judgement.
The importance of a working contract, which includes a clear channel
for the client to communicate limits, and attention to
transference/counter transference issues, especially in regard to
sexualization of the therapeutic situation, are also vital in regard to
proper boundary maintenance.
Respect for client boundaries is an inherent part of any
psychotherapeutic situation. For some clients, touch based
psychotherapy may never be appropriate. For example, according to
Kepner in paranoid disorders, schizophrenia and severe forms of
personality disorders, such as borderline and dissociative, the fragile
ego structure may not be able to discriminate between therapeutic
intent and retraumatization.xv This is also true of any clients with severe
abuse histories, especially sexual abuse. According to Jacoby, the
possibility of a delusional transference is a contraindication because the
analyst is not experienced “as if” he or she were father, mother, etc.,
but is seen literally as one of these figures i.e. the projection is
concretized.xvi Jacoby also cautions against feeding the addictive
potential in need gratification, for example through overly supportive
reparenting body work. This addictive tendency itself, however, may be
a significant part of what needs to be worked through, and thus body
work may be simply what calls the issue into focus. In this, Balint
distinguishes between benign and malignant regression.xvii In malignant
regression the client aims at perpetual “gratification of instinctual
cravings” whereas the benign form serves basically to seek “the
recognition of the existence... of the (client’s) own unique individuality”.
Primal therapy is particularly aware of this problem as part of the
reparenting element of touch-based body work. In this context,
regression to awareness and expression of instinctual infant needs is
seen often and expected. In fact, in primal therapy, body oriented
techniques are specifically used to evoke this material for
psychodynamic work. The reparenting theme focuses on completing
the natural, developmental movement toward maturity by receiving
27
(amongst other things) “good enough” reparenting. This requires
significant verbal, ego oriented psychotherapy work concurrent with the
body work. The handling of possible malignant regressive tendency
then becomes a part of the therapeutic task i.e. the tendency to regress
to an infantile need gratification posture and want to stay there is the
actual subject of therapy, and not just an impediment or absolute
contraindication, depending on other factors such as ego strength,
psychological mindedness and therapeutic relationship.
According to McNeely, one of the arguments raised against touch in
psychotherapy is that it complicates and overstimulates the
transference.xviii She herself does not believe this to be true, and quotes
Whitmont as saying “contrary to the usual expectation, the inclusion of
non verbal enactment does not complicate the transference problems,
but tends to help in working them out. It does so by clarifying, through
direct experience, the qualities of transference and counter
transference. Mutual resistance and their unconscious motives are
brought into focus”.xix Kepner echoes this with his suggestion that
unconscious resistance may be brought into aware, owned and full
expression, thus bringing the client into more contactful engagement
with the environment, promoting a capacity for separation, power and
aggression.xx
Primal therapy supports this view of the facilitative value of touch in
psychotherapy, suggesting that the uncovering of unconscious infantile
preoccupations and needs is particularly facilitated by body oriented
psychotherapy. It further suggests that it is not possible to fully address
infantile preoccupations and needs by verbal techniques alone. While it
recognizes the need for verbal interactions oriented toward insight,
understanding, ego development, boundary negotiations and timing, it
holds that, in order for there to be full conscious explication of the
tangled web of deep unmet infant need, need denial, self deception,
projection and acting out, a body orientation is essential.
As in all psychotherapy, the quality of the therapeutic relationship is
paramount in the use of touch. This brings into focus issues such as
empathy, trust and appropriate timing. The quality of a client’s social

support system is also an important criterion. Similarly, the therapist’s
confidence in the client’s ability to not misinterpret therapeutic body
contact and to respect therapeutic boundaries must play a part in
determining readiness for body work techniques. This suggests that a
bodily intervention that may not be appropriate early in the therapeutic
relationship may become so once trust and familiarity have been built
between client and therapist. In this sense, awareness of the
psychodynamic and social readiness of a client to handle material that
touch may evoke is vital. To evoke a suicidally depressed infant state in
a client with insufficient social support or therapeutic bond, for
example, is obviously inappropriate. Similarly, to attempt to address
sexually charged issues using body oriented techniques in a client with
histrionic personality typology who is actively seductive is not
appropriate.
According to Kepner, “Touch is not always a necessary, or even a
desirable, part of working with the body in therapy. Much can be done
of a physical nature in therapy without the use of touch: verbally
directing the client’s attention to his or her body process (e.g. breathing
posture and subtle movements); instructing the client in various
exercises, movements or postures; asking the client to touch his or her
own body as a means of focusing attention and supporting body
experience. With persons who cannot tolerate the physical proximity of
the therapist or for whom tactile contact is an exceedingly foreign and
frightening modality, much body oriented work can still be done using
the above methods”.xxi He goes on to say “Work with touch can, like
body oriented work in general, be thought of on a continuum. Just as I
can use attention to body process or breathing without doing any major
experiment such as movement or vigorous exercise, so too I can use
touch in a brief and unobtrusive way that does not involve extensive
hands on application... and of course there are many clients with whom
I may never do any form of touching because the goals and issues with
which they are dealing do not require it.”xxii
We must also remember that attitudes to the body are
characterological. So, for example, the schizoid tendency to deny, and
28
the anorexic tendency to control, the body may, in themselves, be the
subject of therapy. Similarly, cultural background may encode typical
rigidified attitudes to the body which may become the subject of
therapy for the individual. Body oriented techniques may be introduced
to these clients when timing is appropriate, noting boundary issues,
therapeutic bond and ego skills as significant qualifiers of this timing.
In regard to the issue of sexualizing in body oriented psychotherapy.
The first and last statement must be that, as in any form of
psychotherapy, indeed as in any form of relationship in the helping
profession, sexual acting out is absolutely contraindicated, being
harmful to the therapeutic relationship, the patient and the therapist. It
is imperative that this be clearly understood as a principle and that
therapists, through their own psychotherapeutic work, clear any sexual
dysfunction, confusion and unmet need. Ongoing supervision and peer
contact is an important element in managing any potential problems.
Proper training in understanding both empirical and psychodynamic
aspects of sexuality is vital - for example, recognition of sexualizing of
defences, seductive gambits and the confusion of sexual and infant
maternal bonding needs are just some points at issue here.
McNeely, however, also points out that “While working with the
body one is usually confronted, at some point, with the sexual aspects
of the patient”.xxiii This is also true of any long term, deep change
oriented psychotherapy, and of course for any client in whom sexual
function is a psychological issue. McNeely goes on to point out
“Awareness of sexuality becomes a very natural part of the process of
becoming conscious of the body; the therapist who is managing his or
her own sexual energy well can observe the emergence of sexuality in
the patient without getting compulsively caught up in his or her own
sexual complexes, just as a healthy parent can encourage a child’s
sexual development without participation”.xxiv
The issue of potential sexual acting out, as would be the case for
any health professional, needs to be addressed by the therapist’s
personal therapy to ensure personal maturity, training to ensure
 29

13
understanding of principles and integrity, and supervision to maintain Caldwell, Christine, PhD, ADTR, LPC, Founder, Somatic Psychology
vigilance. Dept., Naropa Institute, Boulder, CO. AHP Somatics Wellness and
1 Kepner, J. Body Process – Working with the Body in Psychotherapy. Community Newsletter. August, 1996. PO Box 2123, San Anselmo, CA
San Francisco: Jossey-Bass, 1993, pg. 72. 94979-2123.
14 Kepner, pg. 81.
2 Kepner, pg. 76.
15 Kepner, pg. 84.
3 Kepner, pg. 77.
16 Swartz-Salant, N. Narcissism and Character: The Psychology of
4 Kepner, pg. 77.
Narcissistic Character Disorders. Toronto: Inner City Books, 1982, pg.
 McNeely, D.A. Touching: Body Therapy and Depth Psychology. 123.
Toronto: Inner City Books, 1987, pg. 67. 17 M. Balint. The Basic Fault, Second Edition. New York:
6 Jacoby, M. “Getting in Touch and Touching”. Body in Analysis. Ed. Brunner/Mazel, pg. 144.
Schwartz-Salant and M. Steen. Wilmette: Chiron Clinical Series: 1986, 18
pg. 114. McNeely, pg. 76.
19 McNeely, pg. 76
7 McNeely, pg. 74.
20 Kepner, pg. 76.
8 E. Whitmont “Recent Influences in the Practice of Jungian Analysis”.
21 Kepner, pg. 71.
Jungian Analysis. Ed. M. Stein. Boulder: Shambhala Publication, 1982.
9 McNeely, pg. 70.
10 22 Kepner, pg. 85
D. Winnicott. The Child and the Outside World. London: Tavistock
Publishers, 1957. 23 McNeely, pg. 75.
11 McNeely, pg. 71.
12 A. Greene. “Giving the Body its Due”. Quadrant, 17/2 pp. 9-24, pg. 1
 30

Appendix 5
Intake Interview Guidelines

Client profile: Client’s full name, address, phone number,

emergency contact name with relationship to client and phone
number, date of birth, age, GP’s name and phone number.

Previous therapy: When, how long, was it effective or not? If no

previous therapy experience, briefly explain therapy process. (You
do not need to get the above information for the class exercise,
but in a real intake, this would be at the top of the page).

1. Presenting Issues: What the client came for, in their own

words, on their terms. Use quotes. Delineate into specific
problems, symptoms, goals. Why seek therapy now?
Identify specific precipitating factors.

2. History of Presenting Issues: When it started, what was

going on, how it progressed, qualifiers, timing, prior
treatments, relationship to other life issues.

3. Personal History:
a) Childhood – Initial impressions (good, terrible etc.)
Mother and father’s personality and client’s relationship to
them. Client’s personality as a child. Siblings and other
significant family members. When in distress was there an

adult they could turn to? School (including educational
experience, friends, bullying, activities and incidents).
Some people may have information on conception,
pregnancy and birth. If not these can be explored later in
therapy when relevant.
b) Teenage – Relationship with family at this stage.
Rebellion or not, relationships and sexual exploration,
puberty, significant events. Identity exploration.
c) Young adulthood – after high school - university, travel,
work? Leaving parental home? Relationships and
marriage? Children? Career choice and changes? Other
education.
d) Adult life - Midlife and later life if relevant. Relocations,
financial crises, deaths, friendships, romantic relationships,
sex, traumatic incidents, violence. Also hobbies, interests,
sport or martial arts background, drug and alcohol use,
what kind of books, movies, art or music do they like. Any
other relevant items that would give an idea of who the
client is through details.
Throughout the intake pursue details of problematic relationship
with family figures. Especially note early maternal relationship;
any sexual or physical abuse; authority issues; family roles;
nourishment issues; attitudes to body, touch, sex; attitudes to
work; general cultural or ethnic orientation; attitudes to
spirituality; drugs and alcohol.
31
4. Health - themes of illness, medical treatment,
hospitalizations, medications, family problems past and
current.
5. Spirituality - spiritual openness; spiritual emergence
potential and issues;
6. Family History - Get some idea of the clients extended
family background, particularly grandparents, but also
uncles and aunts, what kind of people they are or were,
noting particularly people with any problems (such as
mental health problems), unusual characteristics or
particular strengths and gifts, such as psychic experiences,
academic or business success and what the individuals
meant to the client.
7. Formulation: Not all the following are always applicable,
but try to discern the relevant ones. The formulation is the
professional ‘snapshot’ of the client that helps you to
know how to proceed.
a. Typologies - PDM, bioenergetic, mythic or
archetypal; borderline and/or narcissistic tendency
b. Mapping of issues – developmental, archetypal,
somatic, existential, phenomenological; life pattern
tendencies; lifestyle/life quality picture;
c. Psychological mindedness; relationship capability;
regression capability, emotional openness;

appropriateness for therapy, including results of
other therapies; prognosis; cautions; ego strengths
and weaknesses;
d. Cognitive development, learning styles and
disorders;
e. Body orientation themes; sexuality/eros themes,
therapist gender issues;
f. Issues: transference/countertransference
tendency; commitment; ambivalence; authority,
discipline and containment issues;
dependency/autonomy issues; control issues;
boundary issues; dysfunctional tendency; addictive
tendency; scapegoat tendency; depressive/anxiety
tendency; suicidality; psychotic potential;
dissociative potential; somatization problems;
acting out tendency;
g. Sociopolitical orientation;
h. Trauma severity, PTSD;
i. Social network and supports (relationships, family,
friends, finances, social services, dependents);
j. Health and medication issues.
8. Therapeutic Plan: Type of therapeutic approach (e.g.
urgent issues, relationship building, immediate depth
work, ego building, psychodynamic focus, life focus,
bodywork, emotional release, cognitive focus, spiritual
focus, expressive arts, support/challenge, couples,
32
homework, reading/movies); individual, group, workshops;
weekly/ biweekly; timing issues; other psychotherapy
related modalities (e.g. Rolfing, chiropractic, massage,
Vipassana, contact improv); other health related
modalities and issues (e.g. naturopathy, detox, Traditional
Chinese Medicine, homeopathy, good allopathic
practitioner); prior treatment info; interfacing with other
health care providers and support system; consultations;
supervision issues.
Biography Guidelines
You may find it useful to ask your clients to write an
autobiography, so that they begin to grasp the recurring and
emerging themes in their life. Include relationship with parents,
siblings and immediate family; conception, pregnancy and birth;
infancy; starting school; grade school; high school; puberty;
adolescence; leaving high school; leaving home; young adulthood;
career choice and changes; tertiary education; adult life;
marriage/partnership; midlife; later life.
Ask for details of problematic relationship with family figures,
which will have been indicated in the personal history. Especially
note: early maternal relationship, any sexual or physical abuse,
authority issues, family roles; nourishment issues, attitudes to
body, touch, sex, attitudes to work, general cultural or ethnic
orientation; attitudes to spirituality; attitudes to drugs, alcohol
and gender related issues.
 33

For further description of this requisite please refer to section 8.1

Suggest they pursue themes of illness, medical treatment,
hospitalizations, medications, family problems, therapy,
relocations, financial crises, family deaths, friendships, romantic
relationships, sex, traumatic incidents, violence, hobbies,
interests, sport or martial arts background, drug and alcohol use,
what kind of music do they like, movies they liked, literary and art
interests, any other relevant items.
Clients extended family background, particularly grandparents,
but also uncles and aunts, what kind of people they are or were,
noting particularly people with any problems (such as mental
health problems), unusual characteristics or particular strengths
and gifts, such as psychic experiences, academic or business
success, relationship success or failure, and what the individuals
meant to the client.
(e) of this Manual: ‘Graduation Requirements and Beyond’, which
describes the program requirement for writing an article suitable
for publication. This article does not have to be accepted for
publication, but should be written in the style defined by that
journal, adhere to editorial requirements, and demonstrate an
appropriate use of professional thought and language.
Interns are expected to commence subscription to the journal of
their choice on entry to clinical internship. Choice of professional
journals may be discussed with the Programs Director. Please
notify the Programs Director and your supervisor on your choice
of journal.

Appendix 6
Professional Journal Requirement
To fulfill CRPO Competency requirements regarding professional
literature and applied research (5.1 and 5.2), interns must
subscribe to a professional journal of their choice on entering
internship. The journal must be in relationship to some aspect of
the LIEIPD training e.g. Journal of Humanistic Psychology; Spring
Journal: Studies in Archetypal Psychology; Somatic Psychotherapy
Today; International Journal of Existential Psychology and
Psychotherapy; Voices Journal – American Academy of
Psychotherapists; Journal of Transpersonal Psychology. Choices
are not limited to this list and interns are encouraged to develop
their own professional expertise by finding professional journals
which help them develop their individual capabilities.