Our Commitment to Inclusivity, Belonging and Non-Oppressive Practice.
As a team, we are continually examining a crucial question: how can we make our training relevant for these times without losing the essence of Core Process Psychotherapy?
We believe we cannot remain neutral while witnessing global turmoil. We share a deep concern at what appears to be a full-scale assault on equality and diversity, so hard fought for over previous generations. We are also committed to making our training inclusive for all, on an ongoing basis, and historically marginalised identities or oppressed groups in particular.
We recognise that each of us carries multiple, intersecting identities, some privileged, some marginalised, and that these shape our lived experience in profound ways. Our work must reflect and honour the complexity of how identity influences systemic and psychological wounding and how this is present within the therapeutic relationship itself.
Regardless of our individual views on politics and therapy, we feel a collective responsibility as therapists, trainers, and the faculty of the Institute, to pay attention to the splits and fissures emerging in our world right now. As a Buddhist-orientated training deeply rooted in dharmic understanding and the Brahma Viharas, we believe we must address violation and acts of oppression with fierce compassion.
As therapists, we have an ethical responsibility to be aware of systems of oppression and to examine our own implication in such structures, so as not to further oppress clients through pathologising the individual. This work begins with our own reflective practice and ripples outward into relationship. We welcome feedback from students around this territory and our aim is to be responsive to this.
Our faculty is engaged in ongoing supervision and inquiry around issues of internalised and systemic colonialism, oppression, privilege, and race. Over the last few years, we have been engaging in this work through regular external team supervision. As a team, we are also committed to non-oppressive practice and dialogue. The entire faculty has shown commitment and energy for this inevitably challenging yet transformative process.
Accessibility and Neurodiversity
We are committed to ensuring a fair and accessible learning environment for everyone. We recognise that individuals have diverse strengths and needs, and we actively work to meet these through reasonable adjustments and support. This includes offering a range of learning resources including audio, visual, and written forms in order to accommodate different learning styles. For assessments, we do not require formal diagnoses.
We are currently in an ongoing enquiry to explore how our assessment processes might allow for greater flexibility whilst maintaining consistency, enabling students to demonstrate their learning in ways that honour neurodiversity and different ways of knowing. Already, at the end of each year, students complete a creative expression of their learning which can take any form they choose within certain parameters.
Our commitment is to create a training environment where all students and faculty can belong and thrive, where difference is valued, and where the full spectrum of human experience is welcomed and honoured.
9th January 2026