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Diploma in Psychotherapy – Caribinfinity Online School
  • Marlborough Court, Canada
  • (647) 933 2057
  • info@caribinfinity.com
  • Marlborough Court, Canada
  • (647) 933 2057
  • info@caribinfinity.com

Programme Title: Diploma in Psychotherapy

[Program code: DPSY003]

Teaching Institution: Caribbean Infinity Institute

Programme length: 60 Weeks

Date of specification:

Programme Director: David Ellis

Accreditation (if applicable): Barbados Accreditation Council/ IACT/ IMDHA


Admission requirements:

Entrants to this programme are normally required to have obtained: High School Diploma or CXC

Programme Aims/Rationale:

This Diploma program focuses on counseling that is aimed to help clients with psychological problems and difficulties, that is, psychotherapy.

The course begins with an examination of Freud’s psychoanalysis, the original form of

Psychotherapy, because, it is argued, the other major forms of psychotherapy are all elaborations on, or reactions against, psychoanalysis, and they cannot be understood without a familiarity with psychoanalysis. Then the three major forms of individual psychotherapy at use today are studied: person-centered therapy (originally developed by Carl Rogers), cognitive therapy (originally developed by Aaron Beck), and contemporary psychodynamic therapy. Throughout the examination of these forms of therapy, attention is paid to research on the therapeutic effectiveness of the different forms of therapy. The goal of the course is for the students to learn about the major approaches to Psychotherapy, the theories on which they are based, the processes and techniques used in practicing these psychotherapies, and the research on their effectiveness. 

Programme Learning Outcomes

The Diploma in Psychotherapy program offers students the opportunity to develop Counseling Skills as well as analytical skills for a therapeutic environment. Graduates of this course will have the option to join the International Association of Counselors and Therapist as well as the International Medical and Dental Hypnotherapy Association.


This field should describe the intended learning outcomes of the programme and should reflect the core attributes of a graduate of the programme.  The learning outcomes should describe what all learners should be able to do or demonstrate in terms of particular knowledge and understanding, qualities, skills and other attributes. The learning outcomes should be written at the level that reflects the final award.  It will be necessary to ensure that the assessment instruments that will be used to test the achievement of the intended learning outcomes of the programme are built into the course structures.


In addition, no optional courses in the programme should deny learners the opportunity to demonstrate achievement of all of the intended learning outcomes of the programme.  As such, the programme learning outcomes must be achievable through core and option courses. It may be beneficial to map the relationship between the intended learning of the programme and intended learning outcomes of each course clearly to ensure that each learner will have the opportunity to demonstrate achievement of the intended learning outcomes.


Knowledge and Understanding


Knowledge and understanding of: Teaching/learning methods and strategies

group therapy, marital therapy, and therapy for drug abuse and alcoholism.


Assessment: Written tests, “practicals”, term papers, projects tests, quizzes and final       exam.


Skills and Other Attributes


Intellectual skills – able to: Teaching/learning methods and strategies


Assessment: Written tests, “practicals”, term papers, and projects tests and quizzes and final exam.



Practical skills – able to: Teaching/learning methods and strategies


Assessment: Written tests, “practicals”, term papers, and projects tests, quizzes and final exam.


Transferable skills – able to: Teaching/learning methods and strategies


Assessment: Written tests, “practicals”, term papers, and projects tests, quizzes and final exam.


Diploma in Psychotherapy

Program code: DPSY003



Module 1: 15 Weeks 45 Hours

PSYDEF00- Defining the Subject

PSYDEF01 Ancient Foundations, Greek Philosophers and Physicians
PYSDEF02 Minds Possessed, Witchery and the Search for Explanations
PYSDEF03 The Emergence of Modern Science, Locke’s ‘Newtonian’ Theory of Mind
PYSDEF04 Three Enduring ‘isms’- Empiricism, Rationalism, Materialism
PYSDEF05 Sensation and Perception
PYSDEF06 The Visual Process
PYSDEF07 Perceptual Constancies and Illusions



Module 2: 15 Weeks 45 Hours

PSYFRD00 – Freudian Psychoanalysis

PSYFRD01 o   Freud’s Life and Work

o   Freud’s Debt to Darwin

PSYFRD02 o   Freud, Breuer, and the Theory of Repression

o   Freud’s Theory of Psychosexual Development

PSYFRD03 o   Critiques of Freudian Theory

o   Freud’s Psycho-Analytic Procedure

PSYFRD04 o   Freud’s Debt to Darwin

o   Freud, Breuer, and the Theory of Repression

PSYFRD05 o   Freud’s Theory of Psychosexual Development

o   Critiques of Freudian Theory




Module 3: 15 Weeks 45 Hours

PSYCOG00 – Cognitive and Cognitive-Behavioral Therapies

PSYCOG01 What Is Personality?
PSYCOG02 o   Obedience and Conformity

o   Altruism

PSYCOG03 o   Prejudice and Self-Deception

o   Person-Centered Therapy

PSYCOG04 o   Perceptual Constancies and Illusions

o   Learning and Memory, Associationism, Aristotle to Ebbinghaus

PSYCOG05 o   Pavlov and the Conditioned Reflex

o   Cognitive and Cognitive-Behavioral Therapies



Module 4: 15 Weeks 45 Hours

PSYSD00 – Psychology and Social development

PSYSD01 o   Watson and American Behaviorism

o   B.F. Skinner and Modern Behaviorism

o   B.F. Skinner and the Engineering of Society

PSYSD02 o   Language

o   The Integration of Experience

o   Perception and Attention

PSYSD03 o   Cognitive ‘Maps,’ ‘Insight,’ and Animal Minds

o   Memory Revisited, Mnemonics and Context

PSYSD04 o   The Development of Moral Reasoning

o   Knowledge, Thinking, and Understanding

o   Comprehending the World of Experience, Cognition Summarized

PSYSD05 o   Psychobiology, Nineteenth-Century Foundations

o   Language and the Brain

o   Rationality, Problem-Solving, and Brain Function

PSYSD06 o   The ‘Emotional’ Brain, The Limbic System

o   Violence and the Brain

o   Psychopathology, The Medical Model

PSYSD07 o   Artificial Intelligence and the Neuro-cognitive Revolution

o   Is Artificial Intelligence ‘Intelligent’

o   What Makes an Event ‘Social’

o   Socialization, Darwin and the ‘Natural History’ Method



Module Title                                                                           Module Code

Module 1 Defining the Subject PSYDEF00
Module 2 Freudian Psychoanalysis PSYFRD00
Module 3 Cognitive and Cognitive-Behavioural Therapies PSYCOG00
Module 4 Psychology and Social development PSYSD00
Module 5 N/A  



Optional N/A

Module Code              Module Title



Part-time or modular arrangements




Progression requirements

a)     Letter Code Description Included in Credits Earned Included in Credits Attempted Included in GPA Quality Points
A A Yes Yes Yes 4.00
B B Yes Yes Yes 3.00
C C Yes Yes Yes 2.00
F F Yes Yes Yes 0.00
I Incomplete No Yes No n/a
T Transfer Yes No No n/a
W Withdrawn No Yes No n/a

The criteria to complete each year of study other than the final year and to progress to the next year/level, learners are required to: In addition to the GPA requirements, a student must successfully complete at least 67% of the credits attempted each grading period in order to be considered to be making satisfactory academic progress. Credits attempted are defined as those credits for which students are enrolled in the term and have incurred a financial obligation. As with the determination of GPA, the completion requirements will be reviewed at the end of each term after grades have been posted via electronic mail as well as the local post to determine if the student is progressing satisfactorily.


What must the learner achieve to move from one level in the programme to the next or to successfully complete the programme, or for entrance to other programmes. Examples of progression requirements are as follows:

  • pass (i.e. achieve 50%) all mandatory modules; and
  • pass ((i.e. achieve 50%) in modules amounting to 90 credits; and
  • achieve a minimum overall average of 50% across all modules and a minimum mark of 45% in all modules


Learners who fail to satisfy the above criteria will be required to resit all modules in which they obtained a mark of less than 50%[1].


  1. Students in a general Bachelor of Arts/Bachelor of Science programme (without a major) may progress and graduate if an overall GPA of 4.00 is achieved. Students with a cumulative GPA of less than 4.00 but not less than 2.00 will be allowed to proceed on academic probation for 4.0 further credit attempts. A student with a GPA of less than 2.00 must withdraw from the University. Academic decisions are made at the completion of each full year of study in May or upon completion of 4.0 credit attempts (passed or failed attempts).  Students who fail more than 5.0 credits (or equivalent, including repeated courses) will be required to withdraw from the university.[2]





Assessment methods

Your grade will be an average of your grades on the three tests.

The tests fulfill the necessary role of providing the Institute with an objective means of evaluating your performance in the course. It is also seen as an integral part of the learning process because the tests encourage you to master the basics of the methods of counseling that we are studying.

We try to make a point of keeping the reading assignments moderate so that we can expect you to study the reading carefully. Through the reading, plus the lectures, you should be able to learn each of the methods of therapy that we are studying. The tests will be straight-forward and fair, covering the information from the readings and lectures. Since the tests rely a great deal on the lectures, make sure you borrow someone else’s lecture notes if you have to miss a class or contact your instructor

Support for students and their learning:

This section should set out the learning and teaching approaches for the programme.  Consideration should be given to how the teaching approaches used will support learning and thus the achievement of the intended learning outcomes.  Some approaches will be more appropriate than others for the development of specific types of learning. For example, lectures and seminars are often used to develop knowledge and understanding of a subject. Practical skills will be developed through opportunities to practise an activity in the appropriate learning context. Learning support may be provided through workbooks or guidance/learner manuals.


Programme Structure and Features

This section should include an easily understood description of the programme structure – basic curriculum information e.g. structure and credit value of the courses year by year and exit awards available on completion of each stage of the programme. If any courses are taught in a language other than English, then this must be specified here.  If a web link to existing supplementary information is available, this can also be provided here, particularly if it is in diagrammatical or tabular form.


Total number of credits required for award of (name of qualification): Diploma in Psychotherapy

Year or Level Course title Credit Rating Core course Optional Course
Module 1 PSYDEF00- Defining the Subject   Refer to programme content n/a
Module 2 PSYFRD00- Freudian Psychoanalysis   Refer to programme content n/a
Module 3 PSYCOG00- Cognitive and Cognitive-Behavioural Therapies   Refer to programme content n/a
Module 4 PSYSD00- Psychology and Social development   Refer to programme content n/a
Module 5 N/A     n/a
  Total credits      


The following information may be included in this section as text or web links, if applicable:

  • opportunities for placement or overseas study;
  • assessment scheme;
  • reference to the grading scheme or an explanation of the primary grades, especially if these are used to describe progress requirements;
  • progression requirements and whether satisfaction of these requirements would automatically lead to entry to later stages of the programme;
  • modes of study (e.g. full-time, part-time, or distance education) and any differences that may apply if studying via a particular mode;
  • issues specific to professional programmes (e.g. requirement to undertake clinical or school/work experience placements) or to programmes accredited by professional, accreditation or statutory bodies.



Career prospects/Occupational outcomes:

The School provides jog search assistance to graduates in good standing for as long as the graduate continues to cooperate and work with the School. The School cannot and does not promise or guarantee employment upon graduation. Embarking on a course of education typically enhances one’s thinking and potential productivity. The concentrated programs offered at the Institute require a significant commitment of time and effort. There is also the risk that, due to market fluctuations, personal issues or other factors, some graduates are unable to find employment in their field of training within a time frame that is acceptable to them. Therefore, they elect to pursue other career options; some use their training indirectly and some do not. At the outset, no one believes that (s) he will be one of the group that does not find employment in his/her chosen field. However, any student, regardless of background or competence, may fail to become employed.

Job search assistance will be in the form of some or all of the following:


  • Interviewing skills seminars
  • Resume preparation seminars
  • Job search techniques seminars
  • Interviewing scheduling



Additional Information

This section provides the opportunity for the provider to present concise yet relevant information that will put forward a more rounded picture of the teaching and learning environment within the school to enhance to informative and promotional function of the programme specification.  The provider is encouraged to emphasise areas where the school or subject area has distinctive features such as good IT facilities, using materials from the University’s archives in teaching and learning, etc. Examples of relevant information that could be included in this section are:

  • school specific library and IT facilities;
  • student support systems or services;
  • employability or other school initiatives;
  • student feedback and representation opportunities;
  • illustrations of employment or further study undertaken by recent graduates;
  • reference to more detailed information on the programme and/or school such as publications or web links.

Date of Production/Revision





Please note that this specification provides a concise summary of the main features of the programme and learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module/course can be found in the module/course description and in the programme handbook.  The (name of school) reserves the right to modify this specification at any time after production, in unforeseen circumstances, or where the process of educational development and feedback from learners, internal quality assurance processes or external sources such as professional bodies or quality assurance/accreditation bodies, requires a change to be made.  In such circumstances a revised specification will be issued.

[1] Retrieved from http://www.liv.ac.uk/student-administration/exams/results/progression/

[2] Retrieved from http://www.wlu.ca/calendars/section.php?cal=1&s=505&sp=1725&ss=2151&y=53

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