- Introductions and overview
- Group agreements for safety and pacing
- Structure and self-directed learning
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Working with the Inner Child
A focused one-day workshop introducing inner-child concepts, early relational experience, grounding, gentle reparenting, imagery and safe ethical boundaries.
Professional Workshop
Working with the Inner Child
A focused one-day workshop introducing inner-child concepts, early relational experience, grounding, gentle reparenting, imagery and safe ethical boundaries.
At a Glance
Course Details
€195Workshop Fee
6 hrsLive Zoom
9 hrsSelf-Directed Learning
15CPD Credits
Overview
Workshop Overview
The workshop combines lecturer input, reflective discussion, practical exercises and structured self-directed learning. It is designed to support safe, ethical and professionally bounded application rather than replace full specialist trauma training or statutory responsibilities.
Learners consider how early relational experiences may influence emotional overwhelm, self-criticism, attachment patterns and boundary difficulties, while practising gentle grounding and imagery techniques that prioritise safety, consent and pacing.
Professional Learning
Course Highlights
- Inner-child theory and early relational experience
- Attachment wounds, self-criticism and emotional overwhelm
- Grounding, stabilisation and recognition of activation
- Gentle reparenting and safe imagery
- Strengthening the adult self
- Ethics, dependency, referral and supervision
Programme Structure
Workshop Day Outline
- Origins of inner-child theory
- Attachment and early relational experience
- Emotional overwhelm, self-criticism and boundary difficulties
- Guided reflective exercise
- Safety and pacing
- Grounding and stabilisation techniques
- Recognising emotional overwhelm
- Partner skills practice
- Reparenting concepts
- Safe imagery and visualisation
- Strengthening the adult self
- Guided imagery practice
- Ethical limits
- Dependency and boundary erosion
- Referral for specialist trauma support
- Importance of supervision
- Group reflection
- Personal action planning
- Reflective journaling
- Questions and workshop close
Assessment Breakdown
Assessment & Course Completion
Your overall course mark is calculated from four assessment components, totalling 100%.
- Class Attendance — 10%: A minimum of 80% attendance at live online classes is required. Attendance is recorded automatically through Zoom and reconciled by the Registry.
- Skills Assessment — 30% (Mandatory): A demonstrated skills assessment is observed by the lecturer. A minimum passing grade of 80% in the skills assessment is required to receive the course award. Learners who do not achieve 80% at their first attempt will be offered a resubmission opportunity.
- Moodle Activity & Lecture Viewing — 20% (Mandatory): Engagement is evidenced through Moodle activity logs, including lecture recordings viewed in full, resources accessed, module tasks completed and consistent weekly participation. Passive enrolment without activity will not meet this requirement.
- Case Studies — Modules 5, 6, 7, 8, 9 & 10 — 40%: Six case-study submissions are completed across Modules 5–10, applying course concepts to practice. The six submissions collectively account for 40% of the overall course mark and are assessed against the published marking rubric on Moodle. This is the largest single component of the final grade.
Total Percentage Achievable: 100%. The minimum attendance requirement and mandatory skills and Moodle engagement requirements must also be met.
Regular attendance, sustained Moodle engagement and timely assessment submissions support successful progression through the course. If you fall behind or have any concerns about your progress, contact the Registry early for support.
Good to Know
Professional Requirements & Support
Professional Boundaries & Support
Participants should apply the material within their existing role, competence and organisational procedures. Where specialist clinical, trauma, safeguarding, medical or supervisory intervention is required, appropriate referral or consultation should be sought.
Gentle Practice, Clear Boundaries
Inner-child work can evoke emotionally significant material. Choice, pacing, consent, grounding and the learner’s existing scope of practice remain central throughout the workshop.
Students should participate from a private environment, maintain confidentiality and use supervision, personal therapy or other appropriate support where relevant.
Live Delivery
Zoom Delivery
All live online classes are delivered via ICPS College's secure enterprise Zoom platform, providing a stable, professional and confidential environment for lecturer-led teaching, discussion and skills practice. Students are expected to engage fully with live sessions, including breakout room discussions and applied skills practice, to gain the maximum benefit from the programme.
Given the personal and reflective nature of some of the material covered in this course, students are encouraged to attend live sessions from a private, confidential space and to take breaks or seek support where needed. Students experiencing technical difficulties should contact the College promptly so that alternative arrangements can be made where possible.
Learning Platform
Moodle LMS
Students are provided with access to the College's Moodle Learning Management System, where lecture notes, reading materials, module resources and assessment guidance are made available throughout the course. The Moodle LMS supports independent study and allows students to revisit key concepts, review recorded material where applicable, and prepare thoroughly for assessment.
Students are expected to engage regularly with the Moodle LMS as part of their self-directed learning hours. The platform is updated throughout the course to reflect the content covered in live sessions and to support consistent, structured academic progression.
Professional Accreditation & Important Information
Professional pathway and membership options may be available through the Irish Counselling, Psychotherapy & Allied Healthcare Professionals Association (ICPHAA) and recognised continuing-professional-development structures, subject to the current criteria of the relevant body. Students should confirm any specific pathway requirements with the lecturer, course leader or Registry Office.
By enrolling, students agree to comply with ICPS College policies, procedures and codes of conduct. Official course/cohort WhatsApp groups are College-moderated. Unofficial or unmoderated course/cohort groups should not be created for College-related communication without prior College knowledge and consent. These arrangements support student welfare, confidentiality, professional boundaries and protection from bullying, harassment, intimidation, exclusion and reputational harm.
Professional Workshop
Working with the Inner Child
A focused one-day workshop introducing inner-child concepts, early relational experience, grounding, gentle reparenting, imagery and safe ethical boundaries.
At a Glance
Course Details
€195Workshop Fee
6 hrsLive Zoom
9 hrsSelf-Directed Learning
15CPD Credits
Overview
Workshop Overview
The workshop combines lecturer input, reflective discussion, practical exercises and structured self-directed learning. It is designed to support safe, ethical and professionally bounded application rather than replace full specialist trauma training or statutory responsibilities.
Learners consider how early relational experiences may influence emotional overwhelm, self-criticism, attachment patterns and boundary difficulties, while practising gentle grounding and imagery techniques that prioritise safety, consent and pacing.
Professional Learning
Course Highlights
- Inner-child theory and early relational experience
- Attachment wounds, self-criticism and emotional overwhelm
- Grounding, stabilisation and recognition of activation
- Gentle reparenting and safe imagery
- Strengthening the adult self
- Ethics, dependency, referral and supervision
Programme Structure
Workshop Day Outline
- Introductions and overview
- Group agreements for safety and pacing
- Structure and self-directed learning
- Origins of inner-child theory
- Attachment and early relational experience
- Emotional overwhelm, self-criticism and boundary difficulties
- Guided reflective exercise
- Safety and pacing
- Grounding and stabilisation techniques
- Recognising emotional overwhelm
- Partner skills practice
- Reparenting concepts
- Safe imagery and visualisation
- Strengthening the adult self
- Guided imagery practice
- Ethical limits
- Dependency and boundary erosion
- Referral for specialist trauma support
- Importance of supervision
- Group reflection
- Personal action planning
- Reflective journaling
- Questions and workshop close
Assessment Breakdown
Assessment & Course Completion
Your overall course mark is calculated from four assessment components, totalling 100%.
- Class Attendance — 10%: A minimum of 80% attendance at live online classes is required. Attendance is recorded automatically through Zoom and reconciled by the Registry.
- Skills Assessment — 30% (Mandatory): A demonstrated skills assessment is observed by the lecturer. A minimum passing grade of 80% in the skills assessment is required to receive the course award. Learners who do not achieve 80% at their first attempt will be offered a resubmission opportunity.
- Moodle Activity & Lecture Viewing — 20% (Mandatory): Engagement is evidenced through Moodle activity logs, including lecture recordings viewed in full, resources accessed, module tasks completed and consistent weekly participation. Passive enrolment without activity will not meet this requirement.
- Case Studies — Modules 5, 6, 7, 8, 9 & 10 — 40%: Six case-study submissions are completed across Modules 5–10, applying course concepts to practice. The six submissions collectively account for 40% of the overall course mark and are assessed against the published marking rubric on Moodle. This is the largest single component of the final grade.
Total Percentage Achievable: 100%. The minimum attendance requirement and mandatory skills and Moodle engagement requirements must also be met.
Regular attendance, sustained Moodle engagement and timely assessment submissions support successful progression through the course. If you fall behind or have any concerns about your progress, contact the Registry early for support.
Good to Know
Professional Requirements & Support
Professional Boundaries & Support
Participants should apply the material within their existing role, competence and organisational procedures. Where specialist clinical, trauma, safeguarding, medical or supervisory intervention is required, appropriate referral or consultation should be sought.
Gentle Practice, Clear Boundaries
Inner-child work can evoke emotionally significant material. Choice, pacing, consent, grounding and the learner’s existing scope of practice remain central throughout the workshop.
Students should participate from a private environment, maintain confidentiality and use supervision, personal therapy or other appropriate support where relevant.
Live Delivery
Zoom Delivery
All live online classes are delivered via ICPS College's secure enterprise Zoom platform, providing a stable, professional and confidential environment for lecturer-led teaching, discussion and skills practice. Students are expected to engage fully with live sessions, including breakout room discussions and applied skills practice, to gain the maximum benefit from the programme.
Given the personal and reflective nature of some of the material covered in this course, students are encouraged to attend live sessions from a private, confidential space and to take breaks or seek support where needed. Students experiencing technical difficulties should contact the College promptly so that alternative arrangements can be made where possible.
Learning Platform
Moodle LMS
Students are provided with access to the College's Moodle Learning Management System, where lecture notes, reading materials, module resources and assessment guidance are made available throughout the course. The Moodle LMS supports independent study and allows students to revisit key concepts, review recorded material where applicable, and prepare thoroughly for assessment.
Students are expected to engage regularly with the Moodle LMS as part of their self-directed learning hours. The platform is updated throughout the course to reflect the content covered in live sessions and to support consistent, structured academic progression.
Professional Accreditation & Important Information
Professional pathway and membership options may be available through the Irish Counselling, Psychotherapy & Allied Healthcare Professionals Association (ICPHAA) and recognised continuing-professional-development structures, subject to the current criteria of the relevant body. Students should confirm any specific pathway requirements with the lecturer, course leader or Registry Office.
By enrolling, students agree to comply with ICPS College policies, procedures and codes of conduct. Official course/cohort WhatsApp groups are College-moderated. Unofficial or unmoderated course/cohort groups should not be created for College-related communication without prior College knowledge and consent. These arrangements support student welfare, confidentiality, professional boundaries and protection from bullying, harassment, intimidation, exclusion and reputational harm.
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