Pesso Boyden Training Programme:  Selections and Admissions Policy and Procedure

 

PURPOSE & PRINCIPLES

This policy sets out how we select applicants for the Pesso Boyden System Psychomotor (PBSP) training programme. PBSP is an experiential body-mind approach, so we look for applicants with the professional foundations, self-awareness, and readiness needed to learn safely and thoughtfully in a group dynamic and role-play setting.

We aim to make admissions fair, transparent, and welcoming. Decisions are based on the fit between the applicant, the training pathway, our therapeutic practice and any support or adjustments that may help them take part in safe, inclusive learning environment.

2. THE TWO TRAINING TRACKS

The programme operates two separate entry pathways based on the applicant’s existing qualifications and career goals.

The diagram below shows the main admissions route from application through screening, interview, and decision.

…[ APPLICATION SUBMISSION ]

…..▼

……[ APPLICATION SCREENING ]

..│

┌───────────────────────────┐

..▼

   [ THERAPEUTIC TRACK ]     >>>>>   [ NON-THERAPEUTIC TRACK ]

 • Level 4 Qual. Required   ……………………. • For “People Professions”

 • 100+ Supervised Hours…..   …….      .       • Foundation Year Only*….

│              …… …… …… …… …… …… ……                │

└──────────────┬──────────────┘

▼

[ INTERVIEW ]

│

[ ADMISSION DECISION ]

Track A: Therapeutic Professionals

• Target Audience: Qualified counsellors, psychotherapists, psychologists, and psychiatrists looking to certify as PBSP Practitioners.
• Prerequisites: A minimum of a Level 4 counselling qualification (at Diploma, Degree or Postgraduate level). Applicants will typically have completed at least 100 hours of post-qualification supervised clinical practice before the course begins.
• Outcome: Eligible to enter the next stage of the full UK PBSP Training track and to be able to use PBSP in their therapy practice (within the scope of their professional role, training stage, supervision, and ethical responsibilities).

Track B: Non-Therapeutic Professionals

• Target Audience:Professionals in related fields (e.g., executive coaches, social workers, teachers, mediators) who wish to apply somatic techniques to their existing roles. A limited number of non-therapist professionals can be accepted in each training cohort.
• Prerequisites:Demonstrated experience in a people profession, such as teaching, social work, or mediation, together with strong interpersonal skills and some psychological knowledge.

• Outcome: To complete the 1-year Foundation Course as a standalone programme for personal growth and for enhancement of existing work with people. * In exceptional cases, a non-therapeutically trained participant may be invited by the training team to continue onto the Full Training track.

3. MANDATORY ENTRY CRITERIA & PREREQUISITES

3.1 Academic and Professional Foundations

Applicants are asked to provide evidence of relevant qualifications, professional indemnity insurance where applicable, and membership of a recognised professional body where this applies to their role.

3.2 Psychological Readiness & Personal Therapy Commitments

Because PBSP training can involve emotionally powerful experiential work, applicants need to be willing to engage in personal PBSP structures outside taught hours and at their own expense.

• Foundation Training (modules 1-3): A minimum of 3 personal Pesso Boyden structures as a client with an Accredited PBSP Therapist.
• Full Training (modules 4-9): An additional 6 personal structures (minimum of 9 total across the whole programme, modules 1-9).

• Personal readiness: Applicants should be able to take part in reflective, emotionally engaged group learning while attending to their own wellbeing and respecting the needs, boundaries, and learning of others. This essential requirement will be assessed at application and beyond. A foundation of the training process is the safety of all participants and the trainer/s.

3.3 Peer and Practical Commitments

• Intervision Groups: Candidates are expected to attend self-organised peer practice meetings between taught modules, equivalent to 3 days in the Foundation stage and 8-10 days during the Full Training stage.
• Video Recording: From module 5, trainees are expected to record their practice work and use this footage in supervision outside the training. Written client consent is required for all recordings.

4. ADAPTABILITY, ACCESSIBILITY & PROFESSIONAL STANDARDS

4.1 Somatic and Physical Adaptability

PBSP work includes movement, space, touch, and embodied communication. We welcome applicants with different bodies, needs, and backgrounds, and we expect trainees to learn how to adapt PBSP practice safely and respectfully.

4.2 Non-Discriminatory Practice

We are committed to an inclusive learning environment. Applicants and trainees are expected to work respectfully with people across differences including age, disability, gender identity, race, religion or belief, sex, sexual orientation, socioeconomic background, culture, and life experience.

4.3 Practical Adjustments

We will discuss reasonable adjustments requested by applicants and trainees so that the application process, assessments, digital or physical access, timing, and training participation are as accessible as possible.

• Equality and Inclusion

Applicants are requested to inform us about any access needs or special and reasonable adjustments at application and/ or interview stage, and at any later point should their needs change during the training.

We follow the dictates The Equalities Act 2010.

5. SELECTION PROCEDURE

Stage 1: Written Application & Screening [Max word count: 300 words]

Applicants should submit a CV, evidence of relevant qualifications, two professional references where applicable, and a short personal statement responding to the prompts below.

• Somatic communication:How do you adapt your use of movement, space, touch, and non-verbal communication when working with people who have different physical abilities, sensory needs, boundaries, or cultural expectations?
• Working with difference:Tell us about a time when you worked with someone whose background or life experience differed from yours. What helped you stay open, respectful, and connected?

Stage 2: Structured Intake Interview

Shortlisted applicants are invited to an individual interview with at least two panel members wherever possible. The conversation will explore how well the training aligns with your goals, alongside your readiness, boundaries, support needs, and openness to feedback. We use structured questions and notes throughout to ensure our decision-making is fair and consistent.

“Training pathway: Can you tell us about your current role, experience, and what you hope to take from PBSP training (Foundation or Full)?

• Somatic and emotional learning:What experience do you have of experiential or body-based learning, and how do you look after yourself when strong feelings arise?
• Adaptability:How might you adapt an exercise if touch, movement, space, or timing needed to be changed so that someone could take part safely?
• Feedback and reflection:How do you usually respond to feedback, and what helps you learn in a group setting?

Follow-up questions will be asked where helpful, and panel members will be briefed on good interview practice, including asking clear questions, taking notes, probing sensitively, decision-making, and avoiding assumptions. See Appendix 2.

At the end of the interview, applicants will have time to add anything they would like us to know, including any adjustments or support that may help them take part in the training

6. SCORING & SELECTION DECISIONS

The interview panel uses a simple 1–4 scale, benchmarked against the questions above, to support fair, consistent, and evidence-based decisions.

Score	Rating	Administrative Action	Interpretation
4	Excellent	Offer Admission	Demonstrates deep self-reflection, clear boundaries, and high clinical readiness.
3	Good	Offer Admission	Meets all core criteria. Demonstrates solid emotional resilience and adaptability.
2	Conditional	Defer / Require Review	The applicant shows promise but may need further preparation, support, or personal PBSP work before starting.
1	Not suitable at this time	Do not offer admission	The programme does not seem to be the right fit at this time, or further preparation may be needed before reapplying.

7. PROGRESSION POLICY

Admission to Foundation Training does not guarantee progression to Full Training modules 4–9 of the qualification track.

• Review framework: At the end of the Foundation Year, trainers review each student’s learning, safety, reflective capacity, and readiness for the next stage. The review framework is at the end of this policy document. See Appendix 1.
• Progression decision:Progression to Full Training modules 4-9 is agreed by the training team, based on the participant’s development, reflective capacity, safety, readiness, and any relevant adjustments or support needs.

8. CONFIDENTIALITY & DATA PROTECTION

Application materials, references, interview notes, recordings where used, and progression records are kept securely and used only for admissions, training, or review purposes. We retain and delete this information in line with current data protection requirements. We follow the dictates of The Data Protection  Act 2018.

The appendices below provide the practical tools that sit behind this policy: Appendix 1 sets out the review framework for progression from Foundation to Full Training, and Appendix 2 offers inclusive interview practice guidance for the training team.

Appendix 1 – Review framework to support trainers’ decisions about progression from Foundation to Full Training

Appendix 2 – Good interview practice guidelines, including guidance on diversity and inclusion

 

 Appendix 1

Appendix 1 – Review framework to support trainers’ decisions about progression from Foundation to Full Training

This framework is used at the end of Foundation Training to support a fair, consistent, and transparent decision about whether a participant is ready to progress to Full Training. The review is based on evidence gathered across the Foundation Training, rather than on a single moment or personal preference.

 

Core areas for review

Area	What trainers are looking for
Attendance and engagement	Regular attendance, active participation, preparation for modules, and reliable engagement with peer practice or intervision requirements.
Understanding of PBSP principles	Developing understanding of PBSP concepts, structures, roles, limits, and the difference between learning PBSP and using it independently in practice.
Reflective capacity	Ability to reflect on personal responses, receive and use feedback, notice impact on others, and make use of learning while staying sufficiently open, grounded, and engaged.
Emotional and interpersonal safety	Capacity to take part in emotionally engaged experiential work while respecting boundaries, confidentiality, consent, individual and group safety, and the wellbeing of self and others.
Embodied and somatic learning	Willingness to learn through body-based, experiential methods, including movement, space, touch where appropriate, and non-verbal communication.
Adaptability and inclusion	Ability to work respectfully across difference and to support reasonable adjustments, accessibility, and non-discriminatory practice in the learning group.
Professional readiness	For those seeking the Full Training track, evidence of suitable professional foundations, ethical awareness, appropriate supervision, and readiness to continue developing PBSP skills safely.

 

The trainers will review each student’s capacity for training/qualification according to individual perceived and expressed behaviour while learning and graduating  as a trained PBSP therapist.

Review process

• All UK trainers contribute to the review wherever possible.
• Students are told in advance which areas will be reviewed and are invited to contribute their own reflections on their learning, development, and support needs.
• The review draws on attendance, participation, peer practice, trainer observations, response to feedback, and completion of required personal PBSP structures.
• Any access needs or reasonable adjustments will be considered so that a student is not disadvantaged by barriers unrelated to readiness for training.
• Feedback from the process is given verbally before the end of the Foundation training.

 

Possible outcomes

• Progress to Full Training:The student has shown sufficient readiness across the core areas.
• Progress with agreed support:The student may progress with specific support, adjustments, supervision: learning goals are agreed in advance.
• Defer progression:The student is encouraged to undertake further preparation, personal PBSP work, supervision, or professional development before being reviewed again.
• Foundation only:The Foundation year is recognised as complete, and progression to Full Training is not recommended at this time.

Simple rating guide

Rating	Meaning
Ready	Consistently demonstrates the capacity needed for the next stage.
Ready with support	Broadly ready, with clear support or learning goals identified.
Not yet ready	Further preparation, reflection, support, or development is needed before progression.
Foundation complete	The Foundation year is complete and progression is not requested or required, as the student intended to complete Foundation training only.

 

Appendix 2

Appendix 2 – Inclusive interview practice briefing for the Pesso Boyden Training Team

An inclusive interview process gives all candidates a fair opportunity to show their readiness by reducing unconscious bias and removing avoidable barriers. This briefing offers a practical framework for embedding inclusivity into the selection process for the Pesso Boyden training programme.

1. Pre-Interview Preparation

Inclusivity begins long before the candidate enters the room. Preparation focuses on removing anxiety and setting clear expectations.

• Share details early: Send the interview format, timeline, and interviewer names 48 hours in advance.
• Provide questions ahead for neurodivergent candidates: Consider sharing the core interview questions or themes 24 hours early to support neurodivergent candidates.
• Ask for adjustments: Explicitly ask candidates if they require any accessibility adjustments or assistive technologies.
• Diversify the panel: Ensure your interview panel represents different backgrounds and perspectives to reduce individual bias.

2. Structuring the Interview

A structured format helps every candidate be considered against the same agreed baseline, rather than informal impressions or assumptions about fit.

• Define strict criteria: Base all questions purely on the person specification and essential criteria.
• Use standardised questions: Ask every candidate the same core questions in the same order.
• Apply behavioural prompts: Focus on competency-based questions (e.g., “Tell me about a time when…”) rather than hypothetical scenarios.
• Limit casual small talk: Avoid extensive unstructured chatter at the start, as it triggers affinity bias (favouring people similar to you).

3. Conduct During the Interview

The panel’s behaviour should help reduce candidate stress and support candidates to give the clearest evidence they can.

• Acknowledge nerves: Explicitly state that nerves are normal and will not be penalised.
• Allow thinking time: Give candidates processing space after a question without rushing to fill the silence.
• Probe for clarity: If an answer is brief, use neutral prompting (e.g., “Can you tell me more about your specific role in that?”) to help them shine.
• Do not over-emphasise eye contact: Avoid judging candidates on eye contact, body language, or speech patterns, as these can vary across cultures, neurotypes, disabilities, and individual communication styles.

4. Post-Interview Scoring

This clear guidance is to help keep scoring evidence-based and consistent, so bias does not enter the evaluation phase.

• Score independently first: Panel members must score candidates silently and individually before discussing them.
• Assess interview responses against a pre-agreed review framework: For example – Grade evidence 1-5 against the relevant core areas, such as evidence of focus and engagement, interest and curiosity about PBSP principles, reflective capacity, awareness of emotional and interpersonal safety, embodied/somatic learning, expressed capacity for adaptability and inclusion, and professional readiness.
• Make feedback challenge guidance constructive: Avoid phrases such as “They didn’t feel right” or “Good cultural fit.” Ask panel members to link their observations to clear evidence and the agreed criteria.
• Document everything: Write down clear, evidence-based reasons for scores to provide constructive feedback later.