ICPS College Professional Diploma in Working with the Inner Child, Id, Ego & Superego & Child Development
- ICPS College
- 2 hours ago
- 3 min read
Course start date: No future date was visible in the booking snapshot checked 17 August 2026; confirm the intake at https://www.icps.ie/booking. Pricing: check live booking price and availability. Confirm live booking details before enrolling.
This course is a bridge between classical structural theory, developmental understanding and contemporary ways of working with younger parts of the self. It sits within Psychoanalytic and developmental approaches and connects theory with linking present patterns to developmental experience, using imagery and dialogue thoughtfully, strengthening adult reflective capacity and distinguishing evocative therapeutic methods from literal memory claims.
Course content and academic foundations
Module 1: inner-child methods
This module develops a working understanding of inner-child methods and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers inner-child methods alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Module 2: id, ego and superego
This module develops a working understanding of id, ego and superego and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers id, ego and superego alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Module 3: developmental wounds
This module develops a working understanding of developmental wounds and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers developmental wounds alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Module 4: attachment
This module develops a working understanding of attachment and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers attachment alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Module 5: reparative relationship
This module develops a working understanding of reparative relationship and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers reparative relationship alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Module 6: parts-informed work
This module develops a working understanding of parts-informed work and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers parts-informed work alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Module 7: adult echoes of childhood
This module develops a working understanding of adult echoes of childhood and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers adult echoes of childhood alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Module 8: integration
This module develops a working understanding of integration and translates it into ethical, reflective practice. Learners connect concepts to case formulation, culture and the therapeutic relationship.
Discussion considers integration alongside boundaries, assessment, supervision and limits of competence, with emphasis on evidence-informed reasoning and humane care.
Learning experience, skills and professional development
The learning experience helps participants communicate more confidently about inner child and child development psychotherapy course in professional settings.
Listening, collaboration and repair are treated as practical relational skills.
Structured reflection can support CPD and questions for supervision.
Review award and progression information carefully; education does not automatically grant authority to practise independently.
Who may benefit and how to use the learning
counsellors, psychotherapists and learners interested in developmental and depth-oriented practice. It may also suit people comparing counselling courses in Ireland or seeking focused CPD.
Inner-child and parts language can be powerful when it supports meaning and agency. It should not be used suggestively, to manufacture certainty about memory or to bypass the client's current relationships and circumstances.
Assessment, CPD and enrolment
Review the live ICPS page for dates, fees, deposits, delivery and entry requirements before booking.
Keep attendance, reading and reflective notes as an accurate CPD record.
Frequently asked questions
Who is this course for?
It is intended for counsellors, psychotherapists and learners interested in developmental and depth-oriented practice.
What will I study?
Themes include inner-child methods, id, ego and superego, developmental wounds, attachment, reparative relationship and applied practice.
Is there a current start date?
No future date was visible; use the live booking page.
What does it cost?
Check the live booking entry.
Does completion authorise independent practice?
Check the current award and professional requirements.
Conclusion
This ICPS College pathway offers a focused route into inner child and child development psychotherapy course. Confirm live intake, price and progression details before enrolling.
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