Participants in the learning therapy course learn the fundamentals of learning therapy. Action competence, self-competence, social competence and personal competence in learning as well as self-organized learning are further focal points of the course.

As it is not only theoretical knowledge that is important in order to be able to work specifically in learning therapy, participants also take part in psychotherapy, spend at least 50 hours as observers and spend at least 120 hours in learning therapy practice. The course to become an educational therapist is therefore extremely practical and practice-oriented.

It is possible to complete the learning therapy training up to 100% part-time, as it is carried out in block seminars and is spread over three years. The block seminars take place on 20 days per year. There is also a learning internship as well as homework and regional group work.

Graduates of the continuing education course in learning therapy are awarded the qualification "Dipl. Lerntherapeut ILT" or "dipl. Lerntherapeutin ILT". They may also use the protected professional title "Counsellor SGfB" or "Consultant SGfB".

Learning therapy takes a very individual approach to learning, in particular the quality of learning and personality development. Learning difficulties are examined in detail and the causes of these are identified. Are short-term learning situations or teaching situations responsible for this condition or does the cause of the learning problems stem from the person themselves? If the latter is the case, the learner's action and self-competence is also trained, learning activity is concretized, process- and personality-oriented. For serious learning difficulties, such as those arising from learning resistance, an approach similar to psychotherapeutic work is chosen in order to be able to work effectively and sustainably on the problems. This can be just as necessary for adults and adolescents as it is for children who stand out as refusing to learn. Relationship dynamics can also play a role in learning difficulties, including roles, functions and delegations, and can be the cause of a learning block.