28/01/2026
We welcome Anna Tuttle to our teaching team this weekend, as course director for her Level 6 Diploma in Child and Adolescent Psychotherapeutic Counselling! We're excited to be offering another good quality training course here at SCPTI and Anna has a wealth of experience working in this therapeutic field. For further information, to speak with Anna and/or to apply, visit www.scpti.co.uk
As an overview;
This Diploma is designed for practitioners who want to work with children and adolescents in context, rather than in isolation.
Unlike many trainings that locate difficulty primarily within the child, this programme is grounded in a relationalādevelopmental and systemic understanding of distress, recognising that children and young people develop, adapt, and struggle within families, schools, cultures, and social systems. Responsibility is not placed inappropriately on the child; instead, therapeutic work engages meaningfully with the environments and relationships around them.
The course places a strong and explicit emphasis on neurodifference, moving beyond narrow diagnostic or behavioural frameworks. Neurodevelopmental variation is understood relationally, shaped by the interaction between neurobiology, expectation, environment, and adaptation. The training is underpinned by the I-AM ModelĀ®, offering a clear and ethical framework for discerning when intervention is needed and when adaptation is more appropriate.
This Diploma also challenges traditional training and assessment models. While maintaining academic rigour, learning and assessment are designed to reflect the realities of contemporary practice. Trainees are supported to develop skills in communication, formulation, and professional decision-making across real-world contexts, rather than relying solely on academic essays.
Finally, the programme places equal importance on the development of the practitioner. Reflexivity, relational awareness, supervision, personal therapy, and group process are central, recognising that therapeutic capacity emerges through relationship, self-awareness, and ongoing developmental learning.
Together, these elements create a training that is depth-oriented, context-aware, neurodevelopmentally informed, and practice-facing, preparing practitioners for the complexity of real work with children and young people.