The Radix approach was founded in the early 1970's by Dr. Charles Kelley Ph.D who believed that the most empowering learning model is an educational one where the therapist is a resource person facilitating the growth and healing of the client. This philosophy still underpins the Radix training program and the practice of the Radix approach. Initially within the Radix community practitioners were referred to as teachers to reflect this philosophy. More recently, in line with shifts in community attitudes to therapy and personal growth, Radix practitioners may more often refer to themselves as body centered psychotherapists.

Fundamental beliefs inherent in Kelley’s educational model are that the client's process of self discovery is primary, clients have the resources to heal themselves, and each individual is on a unique journey. There is no dichotomy between body and mind. Hence, freeing the flow of the life force facilitates clear thinking, feeling, willing and the inherent resolution of problems. When engaged in a Radix session, the client and the Radix practitioner are joint partners in this process.

In Radix theory and practice, it is also assumed that touch is fundamental for healing and growth and throughout the Radix training course, trainees are educated thoroughly in the appropriate use of therapeutic touch.

Inherent in the structure of the training program is the belief that the personal work of the trainee is central to the development as a Radix practitioner. A willingness to commit to this notion of ongoing reflective learning is required for all aspects of the training program, whether this be formal study and written assignments, supervision of clinical practice or mastery of concepts and their application. It is believed that the capacity to self reflect with body and mind contributes to the quality of the training and the ability of the Radix trainee to complete training successfully. This attitude is most directly reflected in the requirement that all trainees must pursue a personal growth program on a regular basis with a Radix practitioner for the duration of the training course and submit a paper in the second year of training discussing fully their own Radix process and how it interacts with and effects the process of others.

Related to this is the general belief that the apprentice model of learning, in combining theory, practice, supervision and personal work provides the highest quality training. If for some reason, a trainee is unable to fulfil the requirements of any one of these aspects, their training ceases until such time as they are able to rectify this.

Selection for participation in the training program is not subject to race, sex, creed, educational level or colour. Although most people entering the program are from the helping professions or allied health areas, this is not a rigid criterion for admission.

Optimal learning and development occurs when trainees actively participate in both group and individual work and trainees must satisfy requirements in both areas to be Certified.