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Therapy is a practical skill.  Whilst it is important that you have a developed and integrated understanding of the therapeutic process and relationship, as well as the range of NLP approaches you can take, if is even more important that you develop, to a high standard, the practical skills of:

  • establishing and working with multiple outcomes – yours and the clients – not just at the beginning of the relationship but throughout the whole process.
  • adjusting levels of rapport, with yourself, with your client, with the clientʼs internal structure and the wider system.
  • fine tuning your sensory acuity so that you can detect the slightest shifts in physiology and tone as well as language patterns, knowing that whatever is happening on the outside is an indication of whatʼs happening inside.
  • having the flexibility to shift your perspectives and focus of attention, so that both you and the client are well served by your decisions.
  • And then of course, there is the matter of your ability to work across the wide range of linguistic and neurological frames, and the breadth of modelling methodologies that make NLP and NLPt so effective and fascinating.

This doesnʼt happen for the asking, or arise out of ʻknowing-aboutʼ.  It comes through continuous application, experimentation, feedback and reflection.

Our approaches to assessment seek to capture the manner of your practice as well as what you do and why you do it.

Sources of Information

  1. Self Assessment: You will be provided with the outcomes of the programme and with the assessment criteria as part of your Induction Materials.  Accordingly you are asked to monitor your progress against the performance criteria.
  2. Peer Assessment:  You are encouraged to solicit feedback from co-learners, and provide specific filters for this feedback. In addition, feedback and observation can be offered formally through small group reviews, and informally as part of ongoing networking and working together.
  3. Formal Assessment:  You are required to submit specific evidence, within an agreed time schedule, in a manner which is legible and conforms to an agreed format.  The nature and quantity quantity of this evidence is outlined in the assessment specification of each Unit.

Types of Evidence

Each of the qualifications has an Assessment Specification which outlines the nature and the quantity of evidence required.

Qualitative Assessment

  • This is evidence which is presented to meet descriptions of competence held within the Standards.  It is open to interpretation, first on behalf of the candidate who selects if for presentation and secondly on behalf of the assessor who endorses the candidates opinion, or who offers a different conclusion.
  • In this category, types of evidence would include written case histories, case studies, annotated transcripts, observation, discussions.

Quantitative Assessment

  • This is evidence which can be counted and is finite, not open to interpretation.
  • In this category you will be required to enter verified hours, certificates, published materials, signed documents.  You may also be asked to complete quizzes, short essays against a marking framework.

 Accreditation of Prior Learning

Under exceptional circumstances where the therapist has undertaken therapeutic training elsewhere, and has pursued an NLP Therapeutic Modelling approach, then this candidate can apply directly to fORGE, and present his or her completed portfolio for assessment.  Fees for this consideration would be determined at the time.