Professional Diploma in Working with the Inner Child & Child Development: Complete ICPS College Course Guide

ICPS College professional-learning guide • Course page: https://www.icps.ie/inner

A detailed guide to this area of professional learning

Professional Diploma in Working with the Inner Child & Child Development addresses child development, attachment, emotional memory, unmet needs, reparenting concepts, imagery, boundaries and adult relational patterns. This guide is designed to help a prospective learner understand why the subject matters, what careful study can involve, how learning may connect with practice and where the limits of a continuing-professional-development course must remain clear. It should be read alongside the current official course page, cohort dates, learner agreement and any individual guidance issued by the ICPS College Academic Registry Office.

It connects developmental theory with symbolic inner-child work, placing strong safeguards around suggestion, dependency, memory, trauma processing and the practitioner’s use of self. The aim is not to offer a shortcut, a fixed script or a claim of competence based on reading alone. Meaningful professional development combines theory, applied discussion, skills rehearsal, self-reflection, supervision and responsible attention to the context in which each learner already works.

The subject is especially relevant for counsellors, psychotherapists and helping professionals interested in developmentally informed, compassionate and reflective practice. Learners may arrive with different academic backgrounds and professional responsibilities, so the practical meaning of the material will vary. Every participant remains responsible for working within their existing role, competence, insurance, organisational procedures and applicable ethical or statutory duties.

Why this subject deserves careful study

Work involving child development, attachment, emotional memory, unmet needs, reparenting concepts, imagery, boundaries and adult relational patterns rarely presents as one isolated issue. People bring histories, relationships, social circumstances, identities, strengths, vulnerabilities and patterns of meaning. A useful educational approach therefore asks not only “what is happening?” but also “what function might this serve, what context sustains it, what risks require attention, and what response is proportionate to my role?”

Good practice requires both conceptual clarity and humility. Models can organise thinking, but no model captures a whole person. Assessment and formulation should remain collaborative and open to revision. Language matters because labels may support shared understanding while also narrowing perception or increasing stigma when used carelessly. The practitioner’s task is to remain curious, precise and respectful.

The therapeutic or helping relationship is also part of the work. Expectations, dependency, avoidance, idealisation, fear, shame, anger, transference and countertransference may all influence what becomes possible. Reflection and supervision help practitioners notice these processes before acting on them, particularly when a situation evokes urgency, rescue, frustration, helplessness or overconfidence.

Key areas explored

• 1. Child Development & the Origins of the Inner Child Concept

• 2. Attachment, Early Relationships & Internal Working Models

• 3. Developmental Needs, Emotional Memory & Adult Patterns

• 4. Trauma, Shame & Unmet Needs

• 5. Grounding, Safety & Nervous-System Regulation

• 6. Gentle Reparenting & Compassionate Adult-Self Work

• 7. Imagery, Symbolic Work & Reflective Techniques

• 8. Transference, Dependency & Therapeutic Boundaries

• 9. Freudian & Lacanian Perspectives on Childhood and Desire

• 10. Integration, Ethics, Supervision & Sustainable Practice

How learning can support practice

A strong learning experience moves between theory and application. Concepts are more useful when learners can test them against anonymised scenarios, compare alternative formulations, practise language and consider how culture, power and difference alter the meaning of an interaction. This process develops judgement rather than memorisation.

Skills practice should be approached as rehearsal within a learning environment, not as proof that every intervention can immediately be used in every setting. Learners benefit from noticing pace, timing, consent, collaboration, non-verbal communication and the impact of their own assumptions. Feedback is most useful when it is specific, respectful and connected to observable practice.

Self-directed study extends the live classroom. Reading, Moodle resources, reflective notes, case formulation exercises and assessment preparation allow learners to revisit difficult ideas at a sustainable pace. A reflective journal can help identify questions for class or supervision, changes in understanding and areas where further specialist training may be required.

Questions for reflective discussion

• What assumptions do I bring to child development, attachment, emotional memory, unmet needs, reparenting concepts, imagery, boundaries and adult relational patterns, and where did those assumptions originate?

• How would I distinguish observation, inference, formulation and diagnosis?

• What signs would indicate a need for urgent escalation, safeguarding action, medical review or specialist referral?

• How might identity, culture, inequality, power or previous service experiences influence engagement?

• What reactions might this work evoke in me, and how would I use supervision responsibly?

• What would informed consent and genuine collaboration look like in this context?

Professional boundaries and learner responsibility

Education about child development, attachment, emotional memory, unmet needs, reparenting concepts, imagery, boundaries and adult relational patterns does not remove the need for professional scope, referral networks or multidisciplinary collaboration. Learners should never interpret a CPD award as authority to diagnose, prescribe, conduct statutory assessments or deliver specialist procedures for which separate recognised training, supervised practice or registration is required.

Anonymity and confidentiality remain essential in class discussion. Practice material should be sufficiently disguised, and learners should avoid sharing details that could identify a client, service user, colleague or organisation. Immediate risk or safeguarding concerns must be managed through the appropriate real-world policy and reporting pathway rather than brought only to a classroom discussion.

Professional learning can also evoke personal experiences. Participants should plan appropriate supports and make thoughtful use of personal therapy, supervision, medical care or employee supports where relevant. Stepping back, seeking help or choosing not to participate in a particular exercise can be an ethically responsible decision.

Frequently asked questions

Is this course delivered live online?

The current course page should be checked for the exact cohort format, dates and hours. ICPS College programmes commonly combine lecturer-led live-online classes with structured self-directed learning through Moodle. Live attendance supports discussion, skills development and contact with the lecturer; Moodle supports reading, revision and assessment preparation.

Does completing the course make someone a specialist practitioner?

No single CPD course automatically replaces a learner’s primary professional qualification, registration, supervised experience or employer requirements. The award records completion of the stated programme. How the learning may be used depends on the learner’s existing role, competence, ethical framework and any additional specialist requirements.

Will there be assessment?

Assessment arrangements differ by programme and cohort. Where written, oral, attendance or skills components apply, the official course information and learner documentation are authoritative. Learners should allow time for independent reading, preparation, feedback and any mandatory live component.

How should a learner choose between related courses?

Begin with the professional question you want to answer. Compare the curriculum, depth, entry expectations, assessment, CPD hours and relevance to your current role. For child development, attachment, emotional memory, unmet needs, reparenting concepts, imagery, boundaries and adult relational patterns, consider whether you need a foundation, a focused workshop or a broader advanced programme. Registry can clarify factual course information but cannot make a professional-scope decision on behalf of a learner or employer.

Where can current dates and fees be confirmed?

Use the official course page at https://www.icps.ie/inner and the College booking information. Because cohorts, availability and administrative arrangements can change, confirm any detail that is central to your decision before paying or making professional commitments.

Current programme information from the course page

The following section brings together the detailed programme information currently available for this subject. It should be checked against the live course page before enrolment because dates, availability and cohort-specific arrangements may be updated.

Professional Diploma in Working with the Inner Child & Child Development

Inner Child & Development Diploma

60 CPD Credits Live Online - Lecturer Led 10 weeks - 3 hours weekly Course Fee €645

At a Glance

Course Details

€645 Course Fee

€322.50 Deposit to Secure Place

30 hrs Live Zoom Teaching

30 hrs Self-Directed Learning

Overview

Course Description

The Professional Diploma in Working with the Inner Child & Child Development is a specialist live-online programme designed for counsellors, psychotherapists, students and allied helping professionals. It develops a structured and professionally bounded understanding of inner-child concepts, developmental experience, attachment and ethically bounded reparative work. The programme combines conceptual teaching, clinical reflection, applied skills, case discussion and ethical decision-making so that learners can connect theory with real-world therapeutic and helping contexts.

Teaching begins by establishing the principal concepts and language used in inner-child concepts, developmental experience, attachment and ethically bounded reparative work. Learners examine how biological, psychological, relational, social and cultural influences shape presentation and recovery. The course then moves progressively into assessment, formulation, communication and intervention, with careful attention to what falls within the learner's role and when specialist referral, multidisciplinary consultation or medical input is required.

A psychodynamic strand runs throughout the programme. Freudian concepts such as unconscious conflict, defence, repetition, transference and countertransference are used to deepen formulation, while Lacanian ideas concerning language, desire, the symbolic order and the subject's relationship to the Other are introduced where they illuminate the course theme. These perspectives are integrated alongside contemporary evidence-informed approaches rather than presented as stand-alone doctrine.

Practical application is central. Learners participate in structured skills practice, case formulation, reflective exercises and scenario work designed to strengthen professional judgement. The programme emphasises relational safety, informed consent, scope of competence, cultural humility, safeguarding awareness, appropriate boundaries and the use of supervision. Learners are encouraged to notice their own emotional responses, assumptions and countertransference so that self-awareness becomes part of safe practice.

The live-online format supports direct lecturer engagement and peer discussion while Moodle provides structured resources for independent learning, revision and assessment preparation. The wider learning hours are used for reading, reflective practice, skills rehearsal and engagement with supplementary academic material. The overall design therefore combines live teaching with disciplined self-directed study rather than treating online delivery as passive distance learning.

By completion, learners should be able to discuss inner-child concepts, developmental experience, attachment and ethically bounded reparative work with greater conceptual clarity, formulate relevant presentations using an integrated framework, communicate safely and respectfully, and apply course-specific skills within appropriate professional boundaries. The qualification is intended to strengthen continuing professional development and reflective practice; it does not replace statutory, medical, diagnostic or specialist training where those functions are legally or professionally restricted.

Why Choose This Course

Course Highlights

• Comprehensive specialist training in inner-child concepts, developmental experience, attachment and ethically bounded reparative work.

• Live-online lecturer-led delivery with real-time discussion and applied learning.

• Course-specific assessment, formulation and intervention skills.

• Integration of contemporary evidence-informed approaches with reflective practice.

• Freudian concepts including unconscious conflict, defence, repetition and transference.

• Lacanian perspectives on language, desire, the symbolic order and the Other where relevant.

• Strong emphasis on ethics, scope of competence, safeguarding and professional boundaries.

• Applied case discussion, scenario work and structured skills practice.

• Moodle-supported self-directed reading, revision and assessment preparation.

• Attention to attachment, development, trauma and relational processes where relevant.

• Focus on supervision, practitioner self-awareness and countertransference.

• Final integration of learning into safe, reflective and professionally appropriate practice.

What You Will Achieve

Learning Outcomes

• Explain key theories, language and professional concepts relevant to inner-child concepts, developmental experience, attachment and ethically bounded reparative work.

• Analyse presentations using integrated biological, psychological, relational and social perspectives.

• Apply structured assessment and formulation principles within the limits of the learner's role.

• Use clear, respectful and non-stigmatising professional communication.

• Recognise indicators requiring referral, safeguarding action, medical review or multidisciplinary input.

• Integrate appropriate evidence-informed interventions with relational and reflective practice.

• Use Freudian concepts to consider unconscious conflict, defence, repetition and transference.

• Use selected Lacanian concepts to deepen understanding of language, desire and subjectivity where appropriate.

• Reflect on countertransference, assumptions and the practitioner's use of self.

• Maintain ethical boundaries, confidentiality, informed consent and scope of competence.

• Use supervision and reflective practice to support safe and sustainable professional work.

• Integrate course learning into an ethically bounded plan for continuing professional development.

Good to Know

Additional Information

This programme provides a broad professional foundation in inner-child concepts, developmental experience, attachment and ethically bounded reparative work. It should be applied within each learner's existing role, competence, training background and ethical responsibilities. Where a presentation involves acute risk, safeguarding, complex medical questions, severe dissociation, statutory intervention or specialist assessment, learners are expected to follow appropriate referral and escalation pathways rather than practise beyond competence.

Live sessions are lecturer-led and may include demonstrations, reflective work, case discussion, skills rehearsal and breakout-room activities. Students are expected to participate actively and to maintain confidentiality when discussing practice material. Any case material brought to class should be sufficiently anonymised. The College may provide recordings of appropriate teaching segments for revision, while routine breakout rooms are not normally recorded.

Students are expected to engage consistently with Moodle, directed reading and assessment preparation. Professional learning in counselling and psychotherapy can evoke personal material; learners should use supervision, personal therapy or other appropriate supports where relevant. ICPS College also expects respectful communication, dignity, inclusivity, a non-judgemental attitude and adherence to College policies, procedures and codes of conduct throughout the programme.

Completion of the Professional Diploma in Working with the Inner Child & Child Development does not in itself confer a protected professional title or authority to diagnose, prescribe, provide statutory assessment or undertake specialist interventions outside the learner's existing competence. Students seeking clarification about accreditation, attendance, assessment, progression or professional scope should contact the Registry Office at registry@icps.ie.

Programme Structure

Course Curriculum - Ten Modules

Module 1: Child Development & the Origins of the Inner Child Concept

• Core theory and professional concepts relating to child development & the origins of the inner child concept

• Course-specific assessment, formulation or application linked to child development & the origins of the inner child concept

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 2: Attachment, Early Relationships & Internal Working Models

• Core theory and professional concepts relating to attachment, early relationships & internal working models

• Course-specific assessment, formulation or application linked to attachment, early relationships & internal working models

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 3: Developmental Needs, Emotional Memory & Adult Patterns

• Core theory and professional concepts relating to developmental needs, emotional memory & adult patterns

• Course-specific assessment, formulation or application linked to developmental needs, emotional memory & adult patterns

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 4: Trauma, Shame & Unmet Needs

• Core theory and professional concepts relating to trauma, shame & unmet needs

• Course-specific assessment, formulation or application linked to trauma, shame & unmet needs

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 5: Grounding, Safety & Nervous-System Regulation

• Core theory and professional concepts relating to grounding, safety & nervous-system regulation

• Course-specific assessment, formulation or application linked to grounding, safety & nervous-system regulation

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 6: Gentle Reparenting & Compassionate Adult-Self Work

• Core theory and professional concepts relating to gentle reparenting & compassionate adult-self work

• Course-specific assessment, formulation or application linked to gentle reparenting & compassionate adult-self work

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 7: Imagery, Symbolic Work & Reflective Techniques

• Core theory and professional concepts relating to imagery, symbolic work & reflective techniques

• Course-specific assessment, formulation or application linked to imagery, symbolic work & reflective techniques

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 8: Transference, Dependency & Therapeutic Boundaries

• Core theory and professional concepts relating to transference, dependency & therapeutic boundaries

• Course-specific assessment, formulation or application linked to transference, dependency & therapeutic boundaries

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 9: Freudian & Lacanian Perspectives on Childhood and Desire

• Core theory and professional concepts relating to freudian & lacanian perspectives on childhood and desire

• Course-specific assessment, formulation or application linked to freudian & lacanian perspectives on childhood and desire

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Module 10: Integration, Ethics, Supervision & Sustainable Practice

• Core theory and professional concepts relating to integration, ethics, supervision & sustainable practice

• Course-specific assessment, formulation or application linked to integration, ethics, supervision & sustainable practice

• Freudian or Lacanian psychodynamic integration where clinically relevant

• Applied case discussion, reflective exercise or skills practice

Mandatory Component

Skills Assessment

The skills assessment is a mandatory component of the programme and must be successfully completed to qualify. It is conducted live online in a fishbowl-style format and evaluated by two examiners for quality assurance, moderation and academic standards. Students are paired and each student demonstrates applied counselling, psychotherapy, relational and course-specific skills for approximately 25 minutes. The assessment is recorded for legitimate quality-assurance and moderation purposes subject to student consent. Where a student is required to repeat a failed skills assessment examination, a repeat assessment fee of €285 applies.

Live Online Attendance & Self-Directed Learning

Students are required to attend 30 hours of live online lecturer-led Zoom sessions. The normal attendance requirement is 80%, meaning students may normally miss only two classes except where approved extenuating circumstances apply. The wider independent-learning component includes extended reading, revision, applied reflection, skills practice, lecture notes, Moodle resources and supplementary academic materials.

Summative Assessment

Students may complete either a 3,000-word written essay or, where offered, a viva voce examination of approximately 45 minutes. A viva voce may be recorded with student consent and reviewed by an appropriate second examiner or academic reviewer for moderation, quality assurance and academic standards.

10% Attendance

40% Skills Examination

50% Summative Assessment

80% Minimum Live Attendance

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.

Bringing the learning together

Study of child development, attachment, emotional memory, unmet needs, reparenting concepts, imagery, boundaries and adult relational patterns is most valuable when it improves the quality of questions a practitioner asks, the care with which they formulate, and the clarity with which they recognise both possibility and limitation. The goal is thoughtful, ethical application—not certainty, overreach or technique without relationship.

Before enrolling, read the current information at https://www.icps.ie/inner, consider how the curriculum relates to your role and development plan, and contact the ICPS College Academic Registry Office if a factual course detail requires clarification. This draft guide is intentionally comprehensive so that it can support comparison, reflection and informed discussion.