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The European Centre for Psychotherapeutic Studies

DIPLOMA IN INTEGRATIVE
PSYCHOTHERAPY







TRAINEE HANDBOOK







Registered Office:

7 Trinity Avenue, Marlow, Buckinghamshire, SL7 3AL

and

for correspondence write to: 44 Rue De L Europe
50850 Ger, France


Course Leaders: Joanna Hewitt Evans MA., MA.
and
Dr. Ken Evans D.Psych


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Trainee Handbook
EUROPEAN CENTRE FOR
PSYCHOTHERAPEUTIC STUDIES












European Centre for Psychotherapeutic Studies
44 Rue de LEurope,50850 Ger, Normandie, France.
E-mail: [email protected] or [email protected]
Website: www.eurocps.eu
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CONTENTS

1: I NTRODUCTI ON
2: COURSE PHI LOSOPHY
3: RATI ONALE
4: AI MS
6: COURSE STRUCTURE AND MANAGEMENT
7: ADMI SSI ONS
8: EQUAL OPPORTUNI TI ES
9: TRAI NEE CONSULTATI ON AND QUALI TY CONTROL
10: I NTRODUCTI ON TO WORKSHOPS

APPENDI CES

Appendix 1: Clincial Teachimg Supervision
Appendix 2: Report of Clinical Supervisor
Appendix 3: Personal Therapy
Appendix 4: Annual Report
Appendix 5: Peer Assessment
Appendix 6: Mental Health Placement Course
Appendix 7: Workshop Evaluation
Appendix 8: Trainee Assessment Requirements
Appendix 9: Pastoral Support
Appendix 10: Ethical Guidelines For Research I n Psychotherapy
Appendix 11: Guidelines For Constructive Feedback
Appendix 12: Psychotherapy Contract - Good Practice Guidelines
Appendix 13: I ntellectual Property Rights Of Trainees
Appendix 14: Outstanding Debts
Appendix 15: Attendance Requirements
Appendix 16: Dual Relationships


1
INTRODUCTION

The Integrative Psychotherapy programme at the European Centre for Psychotherapeutic
Studies (EUROCPS) supports a relational-developmental approach to psychotherapy
integrating core elements of Humanistic Psychology, Object Relations Theory, Self-
Psychology and Inter subjectivity Theory. The developmental perspective incorporates
the work of Bowlby, Winnicott, Stern, and others. Recent developments in neuroscience
further informs the integration.

The structure of the programme is organised around the four major components of
psychotherapy education:

psychotherapy theory
clinical practice
supervision
personal development.

Each day of a training workshop will include elements of all four of the above
components.

The programme will run both in Jersey (Channel Isles) and Iceland, with some workshops
at the Eurocps residential centre in Normandy, which is situated about 50 minutes from
the Jersey to Granville ferry port. Some key components for the programme have also
been incorporated in several other training centres in Europe and the UK.

The programme, which is equivalent to post graduate Masters level, was in an earlier
edition validated by a UK university and first published in 1995. The original authors were
Ken Evans and Diana Shmukler, using a design and structure of delivery first written by
ken Evans for the validation of a Masters degree in Gestalt Psychotherapy with the
University of Derby in 1994. The programme has been revised and update on a regular
basis over the past 15 years by Ken Evans and more recently also by Joanna Hewitt
Evans. The programme has been `exported forming the basis of training handbooks in
Integrative and Gestalt psychotherapy in a number of European nations.

The programme draws upon both the professional and academic experience of the
trainers, so that there is an emphasis on clinical skills, professional competence and
personal growth, together with a range of modes of assessment and criteria of
assessment based on current good practice in higher education. University validation of
this most recent and revised edition of the programme (2011/12) is the subject of
current negotiations with a European university.

The European Centre for Psychotherapeutic Studies keeps abreast of developments
within the wider community of Psychotherapy through its membership of the following
professional organisations:

United Kingdom and European Association for Psychotherapeutic Counselling,
United Kingdom Association for Psychotherapy Integration ( via ken Evans)
European Association for Integrative Psychotherapy (Associate Member)
European Association for Gestalt Therapy, (Collaborative Member)
European Interdisciplinary Association for Therapy with Children and Young people
(a Founding Member)

Active membership of these organisations will ensure that professional training at
EUROCPS remains at the leading edge of psychotherapy education in the UK and Europe.
Ken Evans (Co-Director of Training at EUROCPS) is a former Training Standards Officer of
UKCP, Past President of the EAP (1994) and the EAIP (1996-99), He is the current
Registrar of the EAIP. He was President of EAGT between 2002 and 2008 and remains
active in the Training Standards Committee and Committee for Human Rights and Social
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Responsibility).

COURSE PHILOSOPHY

A developmental-relational approach to Integrative Psychotherapy is based on the
following assumptions:

The infant-caregiver relationship is of primary importance and creates a persons
intrapsychic structure, i.e. what they believe about themselves, others and the world.
A persons intrapsychic structure will in turn influence all subsequent relationships
because of the tendency to repeat history to maintain the status quo (repetition
compulsion/creative adjustment/script).
Self is socially constructed and is affected by the relational patterns with parents
and/or other key figures as well as the context in which the infant-caregiver
relationship was framed, i.e. the socio-economic and cultural dimension.
People resist change, not simply because of the security provided by what is familiar
but also by the success of their script, i.e. past beliefs created to contain anxiety.
Resistance is the sense the client has made of the past in the here and now.
Understanding the past therefore informs the therapist as to possible appropriate
therapeutic interventions.
Interactions between course members and staff will identify a trainees individual
pattern of relating. Trainees will thus be encouraged to relate their personal history
to their unfolding theoretical understanding of Integrative Psychotherapy.

The Role of the Therapist

Just as the intrapsychic process of the client is created in the interpersonal
relationship of infant and caregiver, so the client internalises the client-therapist
relationship. This new relationship does not change history but resides in the psyche
alongside the original relationship and now offering the possibility of new choices. In
this sense we would agree with Bollas (1987) that the therapist may be a
transformational object, rather than simple a transitional object.
The therapist creates a context of containment and safety and takes responsibility for
the boundaries and for the ethical and professional environment.
Contact requires the therapist practice affective attunement and presence together
with both an appreciation of the influence of the countertransference and
developmental issues. Any use of self disclosure or physical contact is done with
discrimination and in order to facilitate contact.
Through engagement with the client the therapist uses their countertransference
reactions to make sense of early relational confusion. The client unconsciously invites
the therapist to contain in the countertransference what they cannot yet tolerate
knowing. It is thus essential that the therapist undergo their own personal
development in order to distinguish the clients history from their own in the
therapeutic endeavour.
Training is essential in order to develop the ability to make an informed relationship
with a client and via reflection on the therapeutic process to use their understanding
of the difficulties in the relationship to address the client's relational difficulties. In
this way the client-therapist relationship is a microcosm of the clients way of being in
the world.
The course will provide for learning opportunities to develop the relational skills
required for the therapeutic endeavour and therefore demands of the trainee a
willingness to participate openly and non-defensively in all components of the
training, particularly the group process.
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The Philosophical Basis of the Course

The course acknowledges the importance of making explicit the philosophical basis
underpinning psychotherapeutic theory because such knowledge is necessary to
understand the value base of the theory, thus making critical reflection possible. The
philosophical basis of our approach to Integrative Psychotherapy is as follows:

Constructivism

Human beings make meaning, including meaning about themselves and others, within a
world of different types of relationships. Given that knowledge is thus social constructed
it may be reworked within relationships.

Phenomenology

A persons subjective experience is the ultimate arbiter of what is `true and this truth is a
social construction. Thus the therapist accepts and honours the clients perspective as it
is for them, as the starting point in therapy and at the same time temporarily holds the
potential of what may be possible for the client.

Field theory

All things and everything, including people, are interconnected. Life is in continuous flux
and includes both growthful and regressive dynamics.

Dialogue

Integrative Psychotherapy, as interpreted by the Course, recognises the distinction
between the attitude of I-Thou and I-It toward self and others. The I-It stance objectifies
self and others while the I-Thou attitude confirms the humanity of self and others.

Holism

Integrative Psychotherapy does not reduce a human being to their constituent parts but
recognises the whole is greater than the sum of the parts. Thus Integrative
Psychotherapy acknowledges the interdependence of thoughts, feelings and behaviours.

You Are therefore I AM

This is an extension of dialogue with further evolution of I -Thou to ecological and
political dimensions of contemporary life.



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Values

A person is entitled to be different.
The course will seek to challenge structural and historical inequality which may be
manifested in class, sex, gender, age or race.
Course members will be supported to identify and deal effectively with any abuse of
power which may be experienced among peers, tutors, other institute staff or
experienced inside themselves in the form of internalised oppression.
Personal growth and change are possible and desirable and require awareness of
intrapsychic, interpersonal and multicultural dimensions.
The learning environment of the course will seek to provide opportunities for trainees
to develop emotional literacy through developing their capacity for self-reflection,
support their ability to acknowledge difference and provide a safe environment to
constructively process conflict. Course tutors will support trainees who are from
visible and invisible minorities.
Trainees will take responsibility for their own learning, e.g. in the completion of their
training log, attendance for the therapy, working with clients and completing
coursework requirements.

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Definition of Psychotherapy
(based on the Swiss Charter for Psychotherapy)

Psychotherapy

is concerned with the suffering human being as a whole, i.e., his body, mind and
soul, in the context of a concrete life situation and at a given stage in the
development of his life history, and

integrates its psychological methods and techniques into a holistic therapeutic model,
or plan of treatment, in the light of which the process may be reflected continually.


Psychotherapy is practised in order to:

understand, change, resolve or alleviate conditions of suffering and promote self-
knowledge and experience of self, so as to enable the individual or groups of persons
to make better use of their potential.


This involves the raising of awareness and insight. The therapist's role includes the
ethical objective of promoting the existential potential of the individual as well as of
society, and to foster a dynamic balance between self-concern and the needs of the
community.

Psychotherapy is defined by the relationship between the client and the therapist, and by
work on the unconscious process between them. It is connected to what the therapist
experiences in the therapy (through empathy and presence) and their ability to
communicate. Psychotherapy research suggests that these subjective factors are
significant in the healing process.

Psychotherapy is a scientific approach to human enquiry in that it maintains the "ideals of
critical self-reflect inquiry and openness to public scrutiny. Reason P 1994 Pg. 10

Psychotherapy as an Independent Scientific Discipline

The following statement is taken from the Strasbourg Declaration 1991, now
incorporated in the Statutes of the European Association for Psychotherapy.

In accordance with the aims of the World Health Organisation (WHO), the non-
discrimination accords valid in the framework of the European Community (EC) and
intended for the European Economic Area (EEA), and the principle of freedom of
movement or persons and services:

Psychotherapy is an independent scientific discipline, the practice of which amounts
to an independent and free profession.

Training in psychotherapy takes place at an advanced, qualified and scientific level.

The multiplicity of methods of psychotherapy is assured and guaranteed.

In a process of psychotherapy, training is carried out in full and includes theory, self-
experience and practice under supervision. Adequate knowledge is gained of further
processes of psychotherapy.

Access to training is through various preliminary qualifications, in particular in human
and social sciences.

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In the light of the above the course is designed with a belief that personal
effectiveness and meaningful living requires a person take risks in the following
areas:

increasing self-awareness
making choices in awareness
listening with an open mind to self and others
managing stress and anxiety
identifying their own needs and ways of meeting these needs
respecting self and others
identifying social, economic and cultural sources of individual and communal distress
making changes in the external world and in relationships


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GENERAL AIMS

The central aim of the Diploma in Integrative Psychotherapy is to provide trainees with
the ability to reflect critically on the theory and practice of Integrative Psychotherapy in
order to become competent practitioners. This will include encouraging trainees to value
the contribution of research to the growth of theory and clinical practice and to enable
them to complete, with a number of peer trainees, a collaborative research project as a
fundamental requirement of the course.

The course structure focuses on the four major components of psychotherapy education:
theory and research, clinical practice, supervision and personal development.

These four components are interrelated and interdependent as each draws on the others
to deepen knowledge and understanding.

Specific Aims

Theory

In recent years there has been a radical rethinking about psychotherapy which has seen
the replacement of drive theory by relationship theory as the central dynamic in human
growth and development.

Central to developmental psychology is the significance of the bond between the infant
and primary caregiver. This is subsequently generalised into all other relationships within
the family. Our intrapsychic structure is constructed interpersonally and this in turn
affects all other relationships.

With this developmental perspective we draw from object relations theory, self-
psychology, inter-subjectivity theory and script analysis.

Following Bowlby's view that not only is the infant's need for the mother the most
pressing need, but also a precondition of other needs, we look at a range of relational
models in developmental theory. Indeed developmental thinking underpins clinical
practice in our approach to Integrative Psychotherapy.

The research workshops will teach methods of qualitative research compatible with the
philosophical and theoretical bases of the course:

heuristic research
phenomenological research
grounded theory
ethnography
biography
case study
affirmative inquiry

Personal Growth and Development

Personal development permeates the whole of the course and trainees are required to
engage in personal therapy throughout their training and for a minimum of forty
individual sessions each year. This means that psychotherapists undergo personal
therapy of the frequency and duration similar to that they intend offering to clients.

Over the four year course a trainee must undergo 40 sessions in each year amount to
160 sessions by the completion of the fourth year. In line with European requirements a
total of 250 hours personal therapy is required. Personal development is a major feature
of the training course and will therefore make up the remaining 90 hours required.
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Clinical Supervision

Workshops will provide opportunities for live supervision in large and small groups. In
addition trainees are required to accumulate 150 hours of supervision. This means that
trainees must acquire approximately 50 hours of supervision in each of years 2, 3 and 4.
Wherever possible trainees are encouraged to engage in supervision in groups of four
meeting monthly. Trainees will discuss with the head of the course requirements for
individual supervision.

Supervision accompanies the learning process, facilitates the integration of personal
development theoretical understanding and clinical practice and enables the evaluation of
their interaction with clients. It is most important that supervision includes critical
reflection on the influence of multicultural issues and also the potential for oppressive
practice.

Clinical Practice

Supervised clinical practice among peers will be an ongoing feature of the course,
enabling the development of therapeutic skills and competencies and increasing trainees'
ability to engage in self-assessment.

In addition trainees will be required to accumulate a minimum of 450 hours of clinical
practice with clients using the integrative approach. (A minimum 150 hours clinical
practice in each of years 2, 3 and 4 of the Course). Trainees will need to demonstrate
how they intend to meet this requirement before the commencement of the course.

In addition to the above the course will:

Develop awareness of the ethical issues.
Provide opportunities for trainees to develop their understanding and practice of
psychotherapy.
Encourage trainees to identify their training needs and to negotiate ways of meeting
these.
Provide opportunity for ongoing critical reflection on the relevance of Integrative
Psychotherapy.

















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The Aims of Teaching

Each day of a workshop will provide for an integrated day:

Group Process
Theory
Supervised practice in large group
Supervised peer practice in small groups

Within this structure the following aims are identified:

To facilitate didactic and experiential learning.
To raise awareness of the interrelatedness of content and process.
To develop trust in the process of learning by increasing awareness of self in dialogue
with peers and staff, self in dialogue with the theory and practice. In this way trainees
will be supported to trust the process of learning and grow their ability to give and
receive constructive feedback.
To support and contribute to a learning environment that balances support with
challenge.

Assessment

As part of the final assessment of clinical competency a trainee is required to successfully
complete a demonstration of their clinical competence through the presentation of a tape
transcript of them working with a client. The tape will be submitted in its entirety but a
twenty-minute extract will be transcribed.

The transcript and a trainees critical analysis of the transcript will be evaluated in the
following seven areas:

problem formulation (the ability to formulate the clients problems in terms of
integrative theory)
effectiveness (clarity, precision, timing and effectiveness of interventions)
intuition and creativity, (range, flexibility and creativity of therapist's approach)
quality of contact between psychotherapist and client (including the awareness and
availability of therapist's own process)
professionalism (awareness of ethical considerations and limits of own competence)
anticipations and predictions of integrative psychotherapy process (the ability to chart
the direction of psychotherapy)
integrative theory (knowledge of significant aspects of integrative theory revealed on
the tapes)
problem formulation (the ability to formulate the clients problems in terms of
integrative theory)
effectiveness (clarity, precision, timing and effectiveness of interventions)
intuition and creativity, (range, flexibility and creativity of therapist's approach)
quality of contact between psychotherapist and client (including the awareness and
availability of therapist's own process)
professionalism (awareness of ethical considerations and limits of own competence)
anticipations and predictions of integrative psychotherapy process (the ability to chart
the direction of psychotherapy)
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integrative theory (knowledge of significant aspects of integrative theory revealed on
the tapes)

The clinical supervisor and/or head of course will provide trainees with guidance on the
choice and length of video/audio tape and on presentation.

In addition to the tape transcript above the final evaluation of clinical competence will
require an written case study of approximately 10,000 - 12,000 words.

The case study will be taken from the trainee's main field of clinical practice; it should be
typical of that field of practice.

The subject of the case study will normally have been in therapy with the trainee for at
least a year and have been discussed with their supervisor as to suitability for
submission.

The case study will need to show competent practice of Integrative Psychotherapy at a
level of competent beginner. Competence at this level is seen as an initial pilots license.
Refinement and sophistication of practice is ongoing through continued professional
development.

It is particularly important for the trainee to show his/her role as a psychotherapist. That
is, the trainee should not focus on the client only in the course of therapy, but on the
relationship between the therapist's process and the client's process.

The trainee must discuss the case study with their supervisor and head of course and
submit a complete draft for scrutiny prior to final submission.

Private study in the form of reading, essay preparation, reflection on clinical practice,
supervision and personal therapy, will be needed in order to achieve satisfactory
completion of the tape transcript and case study.

Trainees will be given opportunities prior to the fourth year to complete mini case
studies.

Assessment Criteria for Written Work

The assessment criteria for essays and other written projects are based on standard
university criteria at Masters level, as follows:

Issues in the title are addressed in a lucid, relevant, rigorous and coherent way.
The work is well structured; themes/ideas/issues are developed in a logical and
consistent way.
There is evidence of use of personal experience and views. There is evidence of
reading of relevant literature, and of practical implications.
Syntheses of personal insight, theory(ies) and practice should be developed.
References and quotations are acknowledged in a consistent and approved style.
Clear use is made of appropriate concepts, theories, models, to analyse own and
others' experience and to explore issues analytically and critically.
There is awareness of the influence of own and others' values and beliefs on ideas
and practice.
Unsupported generalisations are to be avoided, and clear distinctions between
evidence and opinion should be maintained.
Original ideas, connections, developments are demonstrated.
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Awareness of the cultural and political contexts of theories, beliefs and practices
should be demonstrated.
Further implications of the issues are indicated, which there may not have been space
to develop.
The conclusion draws together the main arguments in a way which enables the reader
to appreciate why these conclusions are reached.
Essays/written projects will vary in length according to the requirements the particular
workshop. A few will be 1,500 words but most will be 2,500 to 3,000 words. The word
count for the research project will be negotiated with the course leaders.

In addition to the assessment criteria above it is essential that all coursework submitted
for evaluation of a workshop should address the training outcomes specific to that
workshop. In this way the content (training outcomes) of written work will be assessed
along with the standard (assessment criteria) of the work.

Please refer to the Assessment Grades table below against which your work will be
evaluated.
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ASSESSMENT GRADES

Result Report Description


D 25
I
S
T Outstanding performance representing
I a significant contribution to
N knowledge.
C
T 20 A Applicable to all assignments:
I excellent in most respects, a few
O minor defects.
N
17.5


M
E 16 B Generally very good, but with
R some defects.
I
T 15


P 14 C Good, generally sound, but a number
of notable defects.

A 12.5


S 11 D Satisfactory, but with a number of
significant shortcomings.
S


8 Fm Unsatisfactory, some serious short-
F comings.

A 7


Very poor standard/very little merit

I 5 F Exceedingly poor/very little of
merit
L
O NR Nil response/work not
attempted/nothing of merit



Two further forms of trainee support and evaluation are provided via a personal
development profile and a personal learning journal. Both forms of evaluation focus on
the personal experience of a trainee over a 12 month period.

In some workshops an oral assessment may be required toward the end of the workshop.
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Personal Learning Journal

During workshops twenty minutes is set-aside at the end of each day for trainees to
complete a journal entry. The journal is reflective rather than descriptive and a
suggested minimum length is one side of A4. It is important to written spontaneously
because the journal is intended to be creative. The criteria for assessing the Personal
Learning Journal are that the journal should reflect a trainees willingness to be open and
also to reflect a genuine commitment to their personal growth.

The purpose of the Personal Learning Journal is to allow a trainee to reflect on the
workshop experience in terms of their thinking, feeling and behaviour and to explore
ideas for making personal and professional changes.

The Personal Learning Journal does not carry details assessment criteria, instead the
tutor responsible for reading the journal will determine whether the trainee has
demonstrated a satisfactory level of openness and vulnerability in the expression of their
personal experience.

Personal Development Profile (2,500 words)

The purpose of the Personal Development Profile is to provide a record of a trainee's
personal development over the year and to demonstrate a practical understanding of the
importance of the personal development of therapist training and its impact within the
therapeutic relationship.

The Personal Development Profile will be draw from information written in the Personal
Learning Journal and should include the following:

Awareness of self in relationship to:

o Self
o Peers
o Trainers
o Clients
o Significant others

The level of participation in group process.
Issues that have been significant in a trainee's personal work over the year.
Reflection on clinical practice.
Future directions in personal work.

Self and Peer Assessment

There will be an opportunity for Self Assessment and Peer Assessment toward the end of
each year of the course.

Annual Review

An annual assessment of trainees work will take place among the tutors at the end of
each training year and will be based on coursework submissions through the year
together with Self and Peer Assessment reports, Personal Learning Journal, Personal
Development Profile and Oral assessments. The Course Leaders will arrange tutorials
with each trainee towards the end of the training year.

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Annual Report of Clinical Supervisor

Clinical Teaching Supervision

A trainee's supervisor will also be required to submit an annual report. At the end of the
second year of training the supervisor will report on the trainees ability to:

Establish and work with the therapeutic relationship
Critically reflect on the therapeutic process and on own functioning in order to
develop practice.
Make effective use of supervision
Demonstrate a capacity for self monitoring
Demonstrate a satisfactory level of awareness of ethical requirements and standard
of professional practice

And in terms of clinical practice

Some ability to formulate a clients problem/s in terms of Integrative theory.
Develop some awareness of ethical considerations and begun to recognise limits of
own competence.

And in terms of personal development

Some ability to relate significant aspects of Integrative theory to their own personal
development.

At the end of the third year of training the trainee's supervisor will be required to submit
a further annual report on the trainees ability to:

Clinical Teaching Supervision
Assess clients suitability for psychotherapy
Establish and work with the therapeutic relationship
Critically reflect on the therapeutic process and on own functioning in order to
develop practice
Identify, clarify, assess and manage a range of clinical problems
Make effective use of supervision
Demonstrate a capacity for autonomy in their professional practice?
Demonstrate a capacity for self monitoring
Demonstrates a satisfactory level of awareness of ethical requirements and standard
of professional practice
Ability to work proactive and co-operatively with others to formulate solutions to
ethical problems

And in terms of Clinical Practice
Reflect and comment on the quality of contract between themselves (trainee
therapist) and their clients, including the awareness and availability of their
interventions.
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and in terms of personal development

Develop sufficient insight as to be able to make a mature assessment of their personal
history and current functional and dysfunctional behaviour.

Mental Health Placement

A mental health placement is required of trainees with little or no experience of working
in a psychiatric setting. The mental health placement is in two parts:

A mental health workshop facilitated by a psychotherapist working in psychiatric
settings. Some trainees have extensive experience in mental health and will not be
required to attend this workshop. However, this must first be discussed with the head
of course. Because the numbers of trainees requiring this workshop is unpredictable it
is not included in the basic cost of the training but is an additional cost for those who
require it.
Observational experience in psychiatric settings.


The competent practitioner

For purposes of professional registration and at the end of training the trainee will need
to demonstrate competent practice.

Competent clinical practice together with the ability to use supervision effectively must
be evidenced in the formally assessed clinical case study and analysis of a tape transcript
of the course member engaged in therapy with a client. In particular the course member
will need to demonstrate:

A high level of intuition (range, flexibility and creativity) in their work as a therapist.
An ability to anticipate the general direction of the therapy.

In addition a trainees clinical supervisor will make their final annual report at the end of
training and this report is a significant component of the final evaluation.

Clinical Supervisor's Report

The clinical supervisor will report on the trainees abilities in all areas below:

Therapeutic Skills

Assess clients suitability for psychotherapy

Formulate and apply appropriate therapeutic Interventions

Establish and work with the therapeutic relationship

Manage the termination of therapy, planned and premature endings

Reflexive Practice
Critically reflect on the therapeutic process and on own functioning in order to develop
practice
Management of Clinical Practice
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Identify, clarify, assess and manage a range of clinical problems

Make effective use of supervision

Communication & Presentation

Engage confidentially in communication with professional e.g., therapists, doctors, social
workers.

Context of Professional Practice

Capacity for adaptation and innovation in response to complex and unpredictable or
specialised area of work.

Responsibility

Demonstrate a capacity for autonomy in their professional practice

Demonstrate a capacity for self monitoring

Demonstrates a satisfactory level of awareness of ethical requirements and standard of
professional practice?

Ability to work proactive and co-operatively with others to formulate solutions to ethical
problems

Capacity to tolerate the ambiguity and uncertainty that often accompanies ethical
dilemmas

In final examination there are four possible outcomes:

Pass
Pass with Merit
Pass with Distinction
Fail

Final evaluation involves internal marking and external assessment. There is no appeal
against the evaluation made by the internal and/or external assessor except on grounds
of improper procedure of the evaluation of course work. If a student fails the case study
and/or tape transcript it will be possible to resubmit for examination after six months.
One further re-examination is possible after a subsequent six months.

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Generic Training Outcomes
The generic training outcomes below are based upon the generic training outcomes
established by the United Kingdom Council for Psychotherapy in March 2001.

Knowledge and Understanding


The successful trainee is expected to demonstrate:

A1. Knowledge base:

A1.1 An advanced level of theoretical knowledge of the chosen model of psychotherapy
(Gestalt; Integrative; Trans-actional Analysis).

A1.2 A general level of understanding of other major models of psychotherapy.

A1.3 An advanced level of understanding of research methods relevant to the chosen
model of psychotherapy.

A1.4 A general knowledge of research methods relevant to the major models of
psychotherapy.


A2 Analysis:
The ability to formulate:

A2.1 A model of the mind and/or person.

A2.2 A model of individual development.

A2.3 A model of therapeutic change using theoretical knowledge of the chosen model of
psychotherapy.

A2.4 Analyse complex, incomplete or contradictory areas of clinical understanding in
order to conceptualise a range of therapeutic interventions.


A3 Synthesis and Creativity:
The ability to:

A3.1 Develop hypotheses and generate therapeutic responses to clinical problems.


A4 Evaluation:
The ability to:

A4.1 Critically reflect, assess and report on own and others work with clients.

A4.2 Critique chosen model of psychotherapy.


Personal Skills

B1 Therapeutic Skills
Demonstrate ability to use theoretical knowledge to be able to:


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B1.1 Assess clients suitability for psychotherapy.

B1.2 Formulate and apply appropriate therapeutic processes/strategies.

B1.3 Establish and work with the therapeutic relationship.

B1.4 Make appropriate therapeutic interventions.

B1.5 Manage the termination of therapy, both planned and premature endings.


B2 Self Appraisal and critical reflection on clinical practice
The ability to:

B2.1 Critically reflect on the therapeutic process and own functioning in order to develop
practice.


B3 Planning and management of learning/practice
The ability to:

B3.1 Autonomously use resources for learning.

B3.2 Prepare for and make effective use of supervision.

B3.3 Identify, clarify, assess and manage a range of clinical problems.


B4 Communication and Presentation
The ability to:

B4.1 Engage confidently in communications with other professionals.


B5 Interactive Professional and Group Skills
The ability to:

B5.1 Negotiate and handle conflict.

B5.2 Work co-operatively with others.

Context of Professional Practice
C1 Characteristics of pro-fessional setting
The trainee is expected to acquire:

C1.1 Experience of complex and unpredictable or specialised context that may demand
capacity for adaptation and innovative practice.


C2 Responsibility
The trainee is required to demonstrate:

C2.1 Autonomy in professional practice.

C2.3 Awareness of ethical requirements and standards of professional practice.

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C2.4 Ability to work proactively and co-operatively with others to formulate solutions to
ethical problems.

C2.5 Capacity to tolerate ambiguity and uncertainty that often occasion ethical dilemmas.


Transferable Skills


A2.4 Analyse complex, incomplete or contradictory areas of clinical understanding in
order to conceptualise a range of therapeutic interventions.

A4.1 Critically reflect, assess and report on own and others work with clients.

B2.1 Critically reflect on the therapeutic process and own functioning in order to develop
practice.

B3.1 Autonomously use resources for learning.

B4.1 Engage confidently in communications with other professionals.

B5.1 Negotiate and handle conflict.

B5.2 Work co-operatively with others.

C1.1 Experience complex and unpredictable or specialised context that may demand
capacity for adaptation and innovative practice.

C2.1 Autonomy in professional practice.

C2.2 Responsibility for self-monitoring.

C2.3 Awareness of ethical requirements and standards of professional practice.

C2.4 Ability to work proactively and co-operatively with others to formulate solutions to
ethical problems.

C2.5 Capacity to tolerate ambiguity and uncertainty that often occasion ethical dilemmas.

Ken Evans (Chair UKCP TSC 2001)

















20


COURSE MANAGEMENT AND ORGANISATION


Quality Assurance Committee - delivery of training and clinical
services.

The Quality Assurance Committee monitors all EUROCPS courses and is concerned with
the general development of academic and clinical content and day to day management
issues to do with the delivery of training and clinical services.

Membership of Quality Assurance Committee (QA):

EUROCPS Co-Directors
All Course Trainers
Two Trainee elected representative from each of the EUROCPS Courses
Two graduate representatives
Two EUROCPS Associates


Function of QA:

The QA committee has oversight of the academic and clinical and personal well being of
trainees registered on EUROCPS Courses. In addition it is responsible for monitoring the
quality of the daily provision of clinical services both within EUROCPS or provided at
other locations under the guidance/direction of EUROCPS.



The QA is responsible for ensuring acceptable standards both in the delivery of
training at EUROCPS and in the provision of clinical services within EUROCPS.

It is further responsible for ensuring that EUROCPS is delivering training at a
standard at least equivalent to that required by the major professional
organisations in the UK and Europe in particular, UKCP, EAP, EAIP,EAGT, EIATCYP.

It is responsible for promoting research activity within EUROCPS

In carrying out these functions the QA has, if necessary, access to any and all
training workshops, and any and all documents , papers, coursework and
correspondence to enable it to carry out its functions of monitoring training
standards within EUROCPS.

The QA can take all reasonable steps to ensure that standards of clinical services
provided within EUROCPS or under the auspices of EUROCPS are conducted in an
ethical manner and at a professionally acceptable level of competence.








21
Feedback Mechanisms

Feedback from trainees and trainers can be seen as functioning at different levels within
EUROCPS:

Workshop

All trainees are invited to complete a workshop evaluation form at the end of each
Workshop. It is the responsibility of the Workshop Trainer to collect these forms and
pass them to the Course Leaders.

Trainers complete a Trainer feedback form at the end of each workshop and pass it to
the Head of Course

Research

Trainers and Trainees will be encouraged to conduct research projects. All research
conducted under the auspices of EUROCPS must adhere to the EUROCPS Codes of Ethics
for Research.

The QA will act as a Research Committee, as and when required, to review the Codes
Ethics for Research and consider any issues relevant to the pursuit of the aim of
encouraging research within EUROCPS.


Equal Opportunities & Ethics Committee

The Equal Opportunities & Ethics Committee will be chaired by an Associate Member of
EUROCPS who is an experienced practitioner and supported by a minimum of two other
members of EUROCPS.

The Committee will support ways and means to maintain and promote the EUROCPS
Equal Opportunities policy.

The Ethics Committee will periodically review the codes in the light of developments
within the profession and when there is an important revision of the Codes of Ethics of a
major professional association.

The Ethics Committee will revise the EUROCPS Code of Ethics working with the Co-
Directors.

EUROCPS Complaints Sub Committee

The Complaints Committee is a sub committee of the Ethics Committee and appointed by
the Ethics Committee. In order to ensure transparency of process and procedures no
teaching member of the EUROCPS Courses may be elected or appointed to the
Complaints sub Committee.

The Chairperson of the Complaints Sub Committee will be someone other than the Chair
of the Ethics Committee. The Complaints Sub Committee will process and oversee all
complaints against a member of EUROCPS according to the published EUROCPS
Complaints Procedures.

Any member of the Complaints Sub Committee must suspend their membership of the
Complaints Sub Committee if they are the recipient of a complaint or have initiated a
complaint against a EUROCPS member until such time as the complaint has been fully
processed and dealt with.

22
ADMISSIONS

1 Policy Statement
The entry qualifications reflect the desire to make all the courses open to as many people
as possible. If there is any doubt concerning an applicant's ability to benefit from a
course, a number of options are available.

An applicant may present evidence of uncertified learning which may, if it is deemed to
satisfy the entry requirements for a course, enable the applicant to be admitted to a
course. This would be dependent on an interview and satisfactory completion of an
essay/written.

An applicant could have direct access to the 2
nd
, 3
rd
or fourth year if an equivalent
training of a minimum of one, two or three years could be evidenced, via APL. Such
training would normally need to have been successfully completed within an organisation
which meets the requirements of EAIP.

Admissions Criteria
Normal entry requirements:

7.2.1 A degree or professional qualification of equivalent standing, or a post-graduate
diploma.
7.2.2 Relevant experience of counselling/psychotherapy.
7.2.3 Complete an application form with relevant information about education,
professional training, work experience and voluntary activity. The application
form will include a requirement to sign a statement regarding any previous
criminal convictions.
7.2.4 Attend for an interview of a minimum 60 minutes duration with a senior member
of the relevant course team and, if required, attend for a second interview. In
view of the geographical conditions interviews may be conducted via Skype, in
certain cases.
7.2.5 Demonstrate personal insight and awareness of the nature of the
counselling/psychotherapy process.
7.2.6 A personality which offers the stability for a psychotherapy relationship.
7.2.7 Relevant experience of working with people in a responsible role.
7.2.8 Applicants will be required to confirm their willingness to abide by the Codes of
Ethics of EUROCPS at point of registration.
7.2.9 If 7.2.1 above does not apply, then an applicant may present evidence of full-
time or part-time study which is below that level and which may result (along
with 7.2.5 and 7.2.7) in the presentation of evidence to support registration for
the First year and, on successful completion, registration for the second year and
so on.
7.2.10 If 7.2.1 does not apply and the applicant does not have any formal qualifications
arising from study in Further or Higher Education, then the following will be
required in order to provide the applicant with the opportunity to demonstrate an
appropriate standard for entry to a EUROCPS course:
7.2.11 Provision of applicants CV
7.2.12 A portfolio of work including:
experience in counselling in a volunteer or other capacity;
23
formal and information education;
an outline of independent study. e.g. reading which is relevant to
psychotherapy;
other experiences which are relevant, e.g. receiving counselling /therapy;
references from a person who has experience of working with people in a
responsible role;
written evidence of the above is required.

7.2.13 In addition to the above an essay/written project of 2,000 words on a therapy
related topic.

7.2.14 The criteria for this essay/written project are as follows:
Issues in the title are addressed in a lucid, relevant, rigorous and coherent way.
The work is well structured, themes/ideas/issues are developed in a logical and
consistent way.
There is evidence of use of personal experience and views, reading of relevant
literature, and of practical implications.
Clear use is made of appropriate concepts to analyse own and others experience
and to criticise and explore issues.
There is awareness of the influence of own and others' values and beliefs on
ideas and practice.
Unsupported generalisation are to be avoided, and clear distinctions between
evidence and opinion should be maintained.
Further implications of the issues are indicated, which there may not be space to
develop.
The conclusion draws together the main arguments in a way which enables the
reader to appreciate why these conclusions are reached. The conclusion may
indicate relevant areas which have not been referred to (for lack of space) and it
may include further issues or questions of which the writer has become aware.

The above criteria are based on assessment criteria at Masters level.

7.2.15 If the applicant presents a satisfactory portfolio and essay/written project then
they may be admitted to the course normally by initial registration for the First
year.

7.2.16 In the event of an applicant failing to achieve entry to the Course, the Head of
course will advise the candidate as to what courses of study and experience
may be appropriate to undertake prior to any further application. Successful
completion of such course of study/experience does not of itself guarantee
acceptance at subsequent application.

7.2.17 Registration

Registration is for the part-time mode of study and will normally be for a period
of one year at a time. The course as a whole is over a minimum of four years.

7.2.15 Continuation of training will normally be within a maximum of 6 years from initial
registration. This period may be extended if a trainee had to take time out of the
training course for extenuating circumstances

24
EQUAL OPPORTUNITIES


The EUROCPS recognises and values diversity and difference and, as a result, it is
working actively to ensure that its training and services are non discriminatory.

The European Centre for Psychotherapeutic Studies recognises that it exists in a
community rich in diversity and difference and recognises that direct and indirect
discrimination against these differences exists in society, and the disadvantage that can
adversely affect individuals and groups as a result. An obligation is therefore accepted at
EUROCPS to ensure that services provided do not exclude or discriminate against
individuals or groups on criteria other than suitability. The equal opportunities policy of
the EUROCPS also recognises the importance of setting targets to ensure theory and
practice remain in accord.

Policy Statement

The term therapy is used to encompass both psychotherapy and counselling.

The European Centre for Psychotherapeutic Studies is actively committed, within the
resources at its disposal, to pursue a positive strategy that goes beyond an undertaking
not to discriminate or oppress. The Institute recognises its sphere of influence and seeks
to offer a positive contribution to the debate on therapy and equality. In order to combat
discrimination and oppression, the Institute is working towards an increased awareness
of the needs of oppressed and disadvantaged groups.

The European Centre for Psychotherapeutic Studies is opposed to any display of
prejudice, either by word or conduct, by any member of the Institute. The culture
surrounding addressing oppressive behaviour encourages the use of sensitive
intervention except in those cases where behaviour is deemed to be totally unacceptable.

The aim of this policy is to ensure that no trainee, client, member of staff, trainer or any
applicant for these positions receives less favourable treatment on grounds that cannot
be shown to be justified.

The effectiveness of this policy is monitored. A full copy of the policy and targets are
available on request to any person involved with the Institute and also to new trainees.
Advertising services include an Institute Equal opportunities statement.

The Institute seeks to develop its research role and encourages the awareness of
knowledge on equal opportunities issues. This policy is implemented in accordance with
the appropriate statutory requirements and account is taken of available guidance, in
particular the commission for Racial Equality Code of Practice, the Equal Opportunities
Code and the United Kingdom Council for Psychotherapy's guidance and advice.

This policy and its associated targets are reviewed in the light of monitoring procedures,
in conjunction with the Equal Opportunities Committee. Clear goal setting aimed at
improving and maintaining standards is a key feature of is policy and these are evaluated
and reviewed regularly.

25
INTRODUCTION TO WORKSHOPS




Training Outcomes and Curriculum Content

The Training Outcomes and curriculum content of the training workshops have been
created to achieve certain gaols:

1 To provide a developmental and progressive process of training and teaching.

2 To focus around core concepts of EUROCPSs conceptualisation of integrative
psychotherapy.

3 To enhance trainees` personal and professional development.

4 To integrate theory with practice.

5 To develop trainees capacity to conceptualise, and critically reflect about
themselves in relation to their work as therapists.

6 To acquire a critically inquiring attitude toward the profession of psychotherapy,
its philosophical, theoretical and clinical belief opinions and ideas and the trainees`
own professional identity.

7 To formulate a view of Integrative psychotherapy that is evolving and open to
change in the light of critical reflection on new and emerging insights within and
outside of the profession from other disciplines.


Research Workshops

The general aims of research teaching are:

To familiarise trainees with a range of qualitative and quantitative research
methods which are currently and commonly used in Psychotherapy.
To explore which methods are useful in particular situations and for specific
purposes.
To explore research as a collaborative process and complete a clinical research
project.
To create a reflexive-practitioner stance to an understanding of Integrative
psychotherapy.


26
Workshops

The following workshops (not in order of delivery and arranged over two, three or five
days) will normally be spread over four years. The list is not exhaustive and will be
subject to revision in the light of developments in the field.

Emotional Literacy
Approaches to integration
Experimentation: The Effective Application Two Chair Work
The Phenomena of the Transference
Projective Identification
Human Development 1 and 2
Neuroscience
Shame - The Master Emotion
The Hidden Cruelty in Child Rearing
Diagnosis and DSM IV
Ethics 1 and Ethics 2
Dialogical psychotherapy
The Role of the Integrative Psychotherapist
Research in Psychotherapy


Each year EUROCPS will continue its tradition of arranging optional workshops on a
variety of issues/themes facilitated by EUROCPS Associates and by visiting/international
Associates and may include:

The Erotic Transference
The Use of Metaphor in Psychotherapy
Working with Clients who Self-harm
Psychotherapy and Child Protection
Working with Groups
Working with Couples
Dancing the Defences
Brief & Focal Therapy
Psychotherapy and Neuroscience

















27

Workshop Title: Emotional Literacy

Introduction

This workshop will introduce trainees to the notion of emotional literacy as a core
component of what it is to be fully human.

Training Outcomes

On completion of the workshop trainees will be able to:
Critically assess the significance of emotion in their own personal development
Critically evaluate the role of emotion in the practice of psychotherapy
Demonstrate a willingness to be open at the contact boundary with other trainees and
trainers

Curriculum Content

organismic self-regulation
figure/ground
awareness of thoughts, feelings, sensations, spirituality and behaviour
awareness of process
unfinished business
gestalt formation and destruction
contact and contact boundary
organism-environment field
interruptions to contact
Maturity: autonomy-collaboration
Psychotherapy and neuroscience

Assessment

Course Work Assignment:

A written essay/project of 2,500 words demonstrating the fulfilment of Training
Outcomes.

Resources

Key Texts
Beisser AR (1970) "The Paradoxical Theory of Change"
in Fagan J and Shepherd I (Eds)
"Gestalt Therapy Now": Harper

Clarkson P (1989) "Gestalt Counselling in Action": Sage

Gilbert M & Evans KR The Gestalt Approach in Palmer S, (Ed) Introduction to
(1999) Counselling and Psychotherapy. The Essential Guide.
Sage (London)

Schore AN (1994) Affect Regulation and the Origins of the Self.
28
Lawrence Erlbaum, New Jersey

Selwyn M (1994) "The Awakening Year": Tudor Business Publishing Ltd.

Spinelli E (1989) "The Interpersonal World: An
Introduction to Phenomenological
Psychology": Sage

Further Reading

MacKewn JC (1997) Developing Gestalt Counselling: Sage

Perls FS, Hefferline RF Gestalt Therapy: Excitement and
(1951) Growth in the Human Personality":
Penguin

Zinker I (1977) "Creative Process in Gestalt
Therapy": Vintage Books

Zinker JC (1994) In Search of Good Form: Jossey-Bass
29
Workshop Title: Experimentation: Two Chair Work

Introduction

Originating within Gestalt Therapy and arguably borrowed from psychodrama, `Two Chair
work with clients is a method used extensively across a range of humanistic approaches
to psychotherapy. It is a powerful technique for raising awareness that requires skill to
use effectively but is frequently taught without sufficient theoretical understanding and
little practical sophistication. This workshop is intended to teach the fundamentals of two
chair work through theoretical explanation and practical demonstration.

Training Outcomes

On completion of the workshop trainees will be able to:
Critically assess the theory underpinning this powerful technique.
Demonstrate practical understanding of the application of this technique.

Curriculum Content

Contact and Awareness
Contact boundary, organism/environment field
Polarities
paradox
Organismic self-regulation
Gestalt completion and destruction, unfinished business, the Cycle
Figure/ground
Phenomenological enquiry
Interruptions to contact, Fixed Gestalts.
Cushion work
Two chair work


Assessment

Under the supervision of the Workshop Leader trainees will demonstrate practical skill in
engaging in of two chair work with peers. This demonstration of technique will be
assessed by the trainee providing a brief description to the training group of the theory
applied to the practical demonstration. Trainer and trainees will ask questions of
clarification. The criteria of assessment will include:

clarity of understanding of theory
the balance of empathy and technique in the practical demonstration
the degree of safety provided for the `client
creativity in the application of the technique


Resources

Key Texts

Beisser AR (1970) "The Paradoxical Theory of Change"
in Fagan J and Shepherd I (Eds)
"Gestalt Therapy Now": Harper

Clarkson P (1989) "Gestalt Counselling in Action": Sage

Conoley CW, Conoley JC, The Effects of the ABC's of Rational
McConnell JA and Kimzey Emotive Therapy and the Empty Chair
30
CG (1983) Technique of Gestalt Therapy on Anger
Reduction. Psychotherapy: Theory
Research and Practice 8, 10-14

Gilbert M & Evans KR The Gestalt Approach in Palmer S, (Ed) Introduction to
(1999) Counselling and Psychotherapy. The Essential Guide.
Sage (London)

Greenberg LS and Specific Effects of Gestalt Two-Chair
Dompierre LM (1981) Dialogue in Intrapsychic Conflict in
Counselling. psychology. 28, 288-294.
MacKewn JC (1997) Developing Gestalt Counselling: Sage


O'Leary EC (1992) Gestalt Therapy. Theory, Practice & Research:
Chapman-Hall

Perls FS (1973) "The Gestalt Approach and Eye Witness
to Therapy": Bantam


Zinker I (1977) "Creative Process in Gestalt
Therapy": Vintage Books

Further Reading
Clarkson P and Mackewn J "Fritz Perls": Sage
(1993)

Perls FS, Hefferline RF Gestalt Therapy: Excitement and
(1951) Growth in the Human Personality":
Penguin

Simkin JS and Yontef GM "Gestalt Therapy" in Corsini RJ (Ed)
(1984) Current Psychotherapies": Peacock

Zinker JC (1994) In Search of Good Form: Jossey-Bass







31


Workshop Title: Projective Techniques in Psychotherapy

Introduction
Projection has often been associated with resistance and defence. While therapeutic work
addresses this aspect of the clients presentation we may also be open to the potential of
projection to creatively illuminate. So projective techniques can be a medium for growth and
change, merging self expression with enhanced awareness.

Training Outcomes
On successful completion of the workshop trainees will be able to demonstrate an ability:

to use projective techniques to enhance awareness and meaning making.
to create interventions to explore self expression.


Curriculum content

Projective Techniques
Grading experiments
Consensus and choice/responsibility
Objects and stories as vehicles for self discovery
Client safety in the use of experiments
Shifting from 3
rd
person to 1
st
person engagement
Visualisation
Empty Chair - exploring relationships, addressing and owning projections
Role reversal
Use of body. voice and movement.
Amplification and exaggeration: sharpening the figure
Working with the interruptions
Extending the `world of experiment


Assignment

A trainee will engage in a creative experiment with a peer `client under the supervision
of the trainer and at completion of the work communicate their thinking about the choice
of experiment, its efficacy., any alternative options that may have been considered. The
trainee will answer questions from the trainer and the group with regard to clarification.

The work will be assessed both on the quality of the experiment, its enactment, safety,
and possible alterative options, and on the trainees understanding of the theory
underpinning experimentation.


Resources

Perls F, Hefferline R, Goodman P, (1989 edition) Gestalt Therapy. Excitement and Grwth
in the Human Personality. London. Souvenir press.

Polster,M and Polster E (1974) Gestalt Therapy Integrated. NY. Vintage Books.

Oaklander V (1978) Windows to our Children. Utah. Real People Press.

Zinker J (1977) Creative Process in Gestalt Therapy. NY. Vintage Books

Zinker J (1994) In search of Good Form. San Fancisco. Jossey-Bass

32
Articles:

Enright J B Thou art That: Projection and Play, in Gestalt Is (1975) Ed Stevens J O Utah,
Real People Press.

Landy R Projective Techniques, in Drama Therapy (1986) Illinois. Charles C Thomas



























33



Workshop Title: Human Development 1

Introduction

This workshop will critically reflect on the relevance of early relationships to human
development and adult functioning.

Training Outcomes

On completion of the workshop trainees will be able to:

Identify key issues in their own development.
Critically evaluate the application of a developmental-relational perspective to the
practice of psychotherapy.

Curriculum Content

Attachment, separation, individuation
The notion of the `good enough parent
Unfinished Gestalts
Creative adjustment
Introjection and osmosis
The development of intrapsychic structure
Script and interpersonal relationships
Defence as a maintenance of the status quo
Definition of personality

Assessment

Course Work Assignment:

Trainees will complete a Personal Development Profile of 2,500 words and may draw on
entries in their Personal Learning Journal throughout the year as well as the theory for
this workshop.

Resources

Key Texts

Bowlby J (1988). A Secure Base: Parent-Child Attachment and Healthy Human
Development. Basic Books, Harper & Row, New York.

Evans K R & Gilbert M (2005) An Introduction to Integrative Psychotherapy. Palgrave-
Macmillan.

Mahler MS, Pine F & Bergman A (1990). The Psychological Birth of the Human Infant:
Symbiosis and Individuation. Basic Books, Harper, New York.

Pine F (1985). Development Theory and Clinical Process. Yale University Press, New
Haven and London.

34
Salonia G (199?). From We to I-Thou.

Stern DN (1985). The Interpersonal World of the Infant: A View from Psychoanalysis and
Developmental Psychology. Basic Books, New York.

Winnicott DW (1964). The Child, the Family and the Outside World. Hammondsworth
Penguin Books.

Wright K (1991). Vision and Separation: Between Mother and Baby. Free Association
Books, London.

Further Reading

Bollas C (1992). Being a Character: Psychoanalysis and Self Experience. Hill and Way,
New York.

Buckley P (1986). Essential Papers on Object Relations. New York University Press, New
York.

Davis M and Wallbridge D (1981). An Introduction to the Work of DW Winnicott. Karnac
Books, London.

Kegan R (1982). he Evolving Self: Problem and Process in Human Development. Harvard
University Press, Cambridge Mass.

Khan MMR (1983). Hidden Selves: Between Theory and Practice in Psychoanalysis.
Hogarth Press, London.

Singer DG & Singer JL. The House of Make-Believe: Play and the Developing Imagination.
Harvard University Press, Cambridge Mass.

Winnicott DW (1971). Playing and Reality. Penguin Books.

Winnicott DW (1982). Through Paediatrics to Psycho-Analysis. Hogarth Press, London.

Winnicott DW (1982). The Maturational Process and the Facilitating Environment. Studies
in the Theory of Emotional Development. Hogarth Press, London.

Winnicott DW (1985). Therapeutic Consultations in Child Psychiatry. Hogarth Press,
London.

Winnicott DW (1986). Holding and Interpretation: Fragments of an Analysis. Hogarth
Press, London.
















35



Workshop Title: Ethics 1

Introduction

This workshop will critically reflect on the operation of ethical codes within psychotherapy
in the United Kingdom.

Training Outcomes

On completion of the workshop trainees will be able to:

critically compare the fundamental values of Humanistic and Integrative
Psychotherapy in relation to the codes of ethics of EUROCPS and UKCP and their
relevance to clinical practice.

Curriculum Content

UKCP ethical codes
EUROCPS ethical codes
Values of humanistic and integrative psychotherapy
Ethical Principles: Client Safety; Client Autonomy; Confidentiality; Contracts;
Therapist Competence.

Assessment

Course Work Assignment:

An essay of a minimum of 1,500 words outlining key issues which need to be addressed
when formulating an initial contract with a client.

Resources

Key Texts

UKCP Ethical Guidelines
EUROCPS codes of ethics

Bond T (1993) Standards and Ethics for Counselling
in Action: Sage Publications

Casement Patrick (1988) On Learning from the Patient:
Tavistock Publications/Routledge.
London

Deurzen-Smith, Emmy van Existential Counselling in Practice:
(1988) Sage. London.

Gilbert, M. and Evans, K.(2000) Psychotherapy Supervision: an integrative-relational
approach to psychotherapy supervision. OUP

Kearns A (1994) A review of ''Gestalt Ethics' by
Gordon Wheeler: British Gestalt
Journal 3, 45-46
36

Wheeler G (1992) Gestalt Therapy: Perspectives &
Applications: Edwin C Nevis (Ed)
Gestalt Institute of Cleveland/
Gardner Press.

Further Reading

Hawkins & Shohet R (1989) Supervision in the Helping
Professions O.U.P. Milton Keynes

Miller A (1990) Thou Shalt not be Aware - Society's
Betrayal of the Child. Pluto Press.
London.

Russell J (1993) Out of Bounds - Sexual Exploitation
in Counselling and Therapy. Sage
Publications, London.

37


Workshop Title: Research in Psychotherapy


Introduction

There are increasing demands for research in psychotherapy. This workshop will provide
trainees with knowledge of a range of approaches to psychotherapy research. The
research workshop will also support the completion of a research project.

Training Outcomes

On successful completion of the workshop trainees will be able to:

Demonstrate an ability to identify the major philosophical foundations of Humanistic
and Integrative Psychotherapy and their relevance to psychotherapy theory and
research
Complete a mini research project with a clinical focus
Identify some of the major ethical issues

Curriculum Content

Over view of major historical philosophical paradigms
Phenomenological research
Heuristic research
Grounded theory
Ethnography
Affirmative inquiry
Biography
Case Study
Literature review
Data collection
Data analysis
Findings and discussion

Assessment

Course Work Assignment:

Trainees will complete a mini research project on a subject of clinical relevance or may
opt to form small teams in order to conduct and write up collaborative research projects
related to clinical practice. The word length will normally not exceed 5,000 words.

Resources

Philosophical Texts

Capra F (1982) The Turning Point
London: Fontana

38

Gilbert N (1993) Researching Social Life.
London: Sage

Gordon C (Ed) (1980) Michael Foucault: Power/Knowledge
New York: Harvester Wheatsheaf

Hughes J (1990) The Philosophy of Social Research 2nd Edition
London: Longman

Kuhn T (1970) The Structure of Scientific Revolutions
Chicago: University of Chicago Press

Popper K (1972) Conjecture and Refutation: The Growth of Scientific
Knowledge
London: Routledge and Kegan Paul

Smith P B & Gold J R (1993) Social Psychology Across Cultures
New York: Harvester Wheatsheaf

Unger R & Crawford M (1992) Women and Gender: A Feminist Perspective
New York: McGraw Hill

Research Texts

*Key Texts

Cresswell JWC (1994). Research Design: Qualitative and Quantitative Approaches. Sage.

*Cresswell JWC (1998). Qualitative Research: Choosing among the five traditions. Sage.

European Journal for Qualitative Research in Psychotherapy (online
www.europeanresearchjournal.com

*Finlay, L. and Evans, K (2009) Relational Centred Research: exploring purpose and
meanings. Wiley Blackwell

Garfields SL and Bergin AE (Eds) (1986). Handbook of Psychotherapy and Behaviour
Change (3rd edit). Wiley, New York.

Moustakas C (1994). Phenomenological Research Methods. Sage.

Reason P (1994). Participation in Human Inquiry: Developments in New Paradigm
Research. Sage.

Rice LN and Greenberg LS (Eds) (1984). Patterns of Change: Intensive Analysis of
Psychotherapy Process. Guildford, New York.

Ashworth PD, Giorgi A and Koning AAJJ (Eds) (1986). Qualitative Research in Psychology.
Duquesne University press, Pittsburgh PA.

Kuhn TS (1970). The Structure of Scientific Revolution (2nd Edit). University of Chicago
Press, Chicago.

Lewis-Beck MS (Ed) (1993). International Handbook of Quantitative Applications in the
Social Sciences (Volumes 1-6). Sage.

Mahoney MJ (1991). Human Change Process. Basic Books, New York.

39
Moustakas C (1990). Heuristic Research: Design, Methodology and Application. Sage.

*Denzin N K & Lincoln Y S (Eds) Collecting and Interpreting Qualitative Materials.
(1998) London: Sage

Goldfried M R, Greenberg L S Individual Psychotherapy: Process and Outcome,
& Marmar C (1990) Annual Review of Psychology, vol 41; pp659-688

Greenberg, L S & Dompierre L S Specific Effects of Gestalt Two-Chair Dialogue on
(1981) Intrapsychic Conflict in Counselling, Journal of
Counselling Psychology, vol 28(4); pp288-294

Greenberg L S (1986) Change Process Research, Journal of Consulting
and Clinical Psychology, vol 54(1); pp 4-9

Ivey A E, Ivey M B & Counselling and Psychotherapy. A Multicultural
Simek-Morgan L (1993) Perspective (3rd Edition). Boston: Allyn & Bacon

Lago C & Thompson J (1996) Race, Culture and Counselling. Buckingham:
Open University Press

McLeod J (1994) Doing Counselling Researching. London: Sage

McLeod J (1998) Narrative and Psychotherapy. London: Sage

*Moustakas C (1994) Phenomenological Research Methods.
London: Sage

Safran JD & Greenberg LS (1998) Integrating Psychotherapy Research and Practice:
Modelling the Change Process, Psychotherapy,
vol 25(1); pp1-17

Sawicki J (1991) Disciplining Foucault: Feminism, Powser and the
Body. London: Routledge

Tarnas R (1991) The Passion of the Western Mind.
London: Pimlico




40

Workshop Title: Ethics 2

Introduction

This workshop will critically reflect on ethical dilemmas in clinical practice and the way in
which the profession of psychotherapy handles these dilemmas.

Training Outcomes

On completion of the workshop trainees will be able to:

Critically evaluate contemporary approaches to ethical decision-making in the
profession of psychotherapy in the UK and Europe.
Critically explore the challenge of ethical dilemmas in clinical practice.

Curriculum Content

Ethics, law and morality
Ethical decision making
Ethical dilemmas
Complaints procedures
Balance of probability or beyond reasonable doubt

Assessment

Course Work Assignment:

During this module each trainee will make an oral presentation of an ethical dilemma
arising in clinical practice either their own or a colleagues. They will state the dilemma,
describe what occurred and the outcome and then critically reflect on the process by
which this outcome was reached and on the appropriateness of the outcome. Alternative
approaches will be suggested.

Trainees will be assessed on the basis of clarity of presentation, degree of critical
reflection and ability to consider alternative approaches.

Resources

Barnes FP (1998) Complaints and Grievances in Psychotherapy. A Handbook
of Ethical Practice: Routledge


Casement Patrick (1988) On Learning from the Patient:
Tavistock Publications/Routledge.
London

Deurzen-Smith, Emmy van Existential Counselling in Practice:
(1988) Sage. London.

Dryden W (1985) Therapist's Dilemmas: O.U.P. Milton
Keynes

Gilbert M & Evans K (2000) Psychotherapy Supervision: A relational-developmental
Approach. OU Press.
41

Rutter Peter (1989) Sex in the Forbidden Zone: Mandala.
London.

Further Reading

Gibson WT & Pope KS The Ethics of Counselling: A National
(1993) Survey of Certified Counsellors,
Journal of Counselling and
Development 71: 330-6

Hawkins & Shohet R (2000) Supervision in the Helping
Professions 2
nd
Edition. O.U.P. Milton Keynes

Russell J (1993) Out of Bounds - Sexual Exploitation
in Counselling and Therapy. Sage
Publications, London.

42
Workshop Title: The Hidden Cruelty in Childrearing


Introduction

Deliberate abuse of children and, to some extent, culturally sanctioned abuse of children
is today a commonly accepted occurrence which has profound impact on adult
functioning especially in the capacity for intimate and fulfilling in relationships.

This workshop will include an exploration of abuse across cultures and as it presents
within the private sector and the mental health sector.

Training Outcomes

On completion of this workshop trainees will be able to:

Critically assess the impact of childhood trauma on adult functioning.
Critically explore the cultural and ethnic dimension of abuse
Reflect on the implications for practice within the private sector and psychiatric
settings.

Curriculum content

Poisonous pedagogy
Abuse across gender
Clinical presentations
Clinical implications
Abuse and mental health implications


Assessment

Trainees will group in small teams and make a presentation to the large group on the
final day of the workshop. This form and structure of the presentation will be determined
by each team and will last not longer than 15 minutes.

The presentation will need to convey a major implication for clinical practice in working
with an adult survivor of childhood abuse together with a strategic response/intervention.

The presentation will be assessed on the basis of understanding and clarity of
communication and relevance to clinical practice.

Each team will be asked questions of clarification.


Resources

Bowlby J (1988). A Secure Base: Parent-Child Attachment and Healthy Human
Development. Basic Books, Harper & Row, New York.

Kaufman G (1989) The Psychology of Shame. New York
Springer

Lowen A (1980) Fear of Life. New York. Macmillan

Miller A (1990) Thou Shalt not be Aware - Society's
Betrayal of the Child. Pluto Press.


43

Russell J (1993) Out of Bounds - Sexual Exploitation
in Counselling and Therapy. Sage
Publications, London. London.


Rutter Peter (1989) Sex in the Forbidden Zone: Mandala.
London.



















































44

Workshop Title: Diagnosis and the DSMIV (Common)


Introduction

The humanistic psychology movement in the early 1960s viewed diagnosis as anti-
therapeutic, anti-human and politically repressive. Indeed diagnosis can be misused and
experienced as abusive. This workshop will explore diagnosis from a more positive
perspective with particular emphasis on approaches to diagnosis that support the process
of therapy rather than undermine it.

Training Outcomes

On completion of the workshop trainees will be able to:

Critically evaluate approaches to diagnosis that support and assist the clinical
practice of psychotherapy
Make a tentative diagnosis of their own personality style


Curriculum content

Assessment of Contact functions
Blocks on the gestalt cycle,
maintenance of blocks
DSMIV
Script
Integrative approach to diagnosis
Trans-generational scripts

Assessment

During the workshop trainees will, by way of a presentation to the group, relate the
theory to their clinical practice and suggest a diagnosis for themselves and for one of
their clients together with the implications for practice.

The presentation will be assessed on the basis of the degree assimilation of the theory as
evidenced in the clinical case.

Members of the group will ask questions for clarification.

Resources

Evans, K (1996) Development through Diversity: Assessment, Clinical and Otherwise.
Presented at UKCP Professional Conference 6-8 September 1996, Queens College,
Cambridge, and subsequently published in the Conference Papers by UKCP.

Evans, K (1994). A Review of `Diagnosis: The struggle for a meaningful Paradigm
Melnick J and Nevis S.M (in Edwin C Nevis (Ed) (1992) Gestalt Therapy: Perspectives and
Applications. Gestalt Institute of Cleveland, Gardner Press). British Gestalt Journal 1994.
No.3.

Evans, K (1992). Diagnosis: An Integrative Approach. Conference presentation
(unpublished) European Association for Gestalt Therapy conference Paris 1991.

DeLisle, G (1991) A Gestalt Perspective of Personality Disorders. The British Gestalt
Journal (1991) I,pp.42-50.

45
Frances, A.J., (1987) DSM-11R. Personality Disorders: Diagnosis and Treatment; B.M.A.
Audio Cassettes, Guilford Press, New York.

Melnick J. and Nevis S.M (1992) Diagnosis: The struggle for a Meaningful Paradigm: In
Edwin C. Nevis (Ed) Gestalt Therapy: Perspectives and Applications. Gestalt Institute of
Cleveland, Gardner Press, New York.

Tobin, S. (1990) Self-Psychology as a Bridge between Existential Humanistic Psychology
and Psychoanalysis. Journal of Humanistic Psychology, 30,1,pp 14-63.

Yontef, G. (1993) Awareness, Dialogue and Process. Highland, New York, Gestalt Journal
Press.















































46
Workshop Title: Shame - The Master Emotion


Introduction

This workshop will critically explore the role of Shame as the master emotion affecting
the development of individual identity, self esteem and interpersonal relationships. The
workshop will further assess the influence of shame in the wider social/cultural context.

Training Outcomes

On completion of the workshop trainees will be able to:

Critically assess the influence of shame in the development of identity and on the
capacity for relationship.
Critically assess the impact of shame on their own personal development.

Curriculum Content

Affect Shame binds
Shame and Identity
Shame and Abuse of Power
Introjection and osmosis
Self image
Body image
Defences against shame
Phenomenology of Shame
Shame and Groups
Shame and Ethnicity
Shame and Education
Shame and Addictions
Shame and the Therapeutic Relationship

Assessment

Course Work Assignment:

An essay of 2,500 words demonstrating the fulfilment of the Training Outcomes.

Resources

Key Texts

Evans KR (1994) Healing Shame: A Gestalt Perspective.
Transactional Analysis Journal Vol 24.
No.2.April 1994 (also published in the
Minneapolis Papers. ITAA - October 1993)

English F (1975) Shame and Social Control. Transactional
Analysis. Journal 5, (1).

47
Goldberg K (1991) Understanding Shame. Northvale.
NJ: Jason Aronson.

Kaufman G (1985) Shame: The Power of Caring (2nd edit)
Cambridge.Mass. Schenkman Books.

Kaufman G (1989) The Psychology of Shame. New York
Springer

Nathanson DL (1987) The Many Faces of Shame. Baltimore
Guildford Press.

Wurmser L (1981) The Mask of Shame. Baltimore. John
Hopkins University Press

Yontef GM (1992) Awareness, Dialogue and Process
Chapter 15 - Shame Gestalt Journal Publications.

Further Reading

Basch M (1988) Understanding Psychotherapy. New
York. Basic Books.

Jordan JV (1989) Relational Development: Therapeutic
Implications of Empathy and Shame.
Working Papers No.39. (1989) The Stone
Centre. Wellesley. Massachusetts.USA.

Nathanson D (1992) Shame and Pride. Affect, Sex and the
Birth of the Self. New York.WW Norton.


48























Workshop title: The phenomenon of the transference


Introduction

The workshop will begin to focus on a most powerful dynamic in therapy and one which is
fundamental to an understanding of the process of being human. This phenomenon will
be further developed in another workshop on projective identification.

Training Outcomes

On completion of the workshop trainees will be able to:

Make an initial critical assessment of the notion of transference.
Begin to critically reflect on the significance of transference in their own lives.

Curriculum Content

Projection of disowned material.
Projection as an interruption of contact with self (internal) and other (external).
Racism.
War and the shadow.
Positive projection art, music, story, dreams, , fantasy.
History of the transference and countertransference within classical Gestalt and
Contemporary Gestalt.
Transference/countertransference typology
Field theory.
Hypnotic induction.


Assessment

Trainees will reflect on the didactic and experiential theory of the workshop and, in
collaboration with a small group of peers, demonstrate to the rest of the training group
their understanding of the basics of the transference and counter transference, through
a dramatic re-enactment of a fairy tale or well known story of their choice.
49

The enactment will be assessed on clarity of communication together with demonstrable
understanding on the rudiments of the phenomenon. Trainee members of each small
group will answer questions from peer trainees and the trainer seeking clarification of
degree of assimilation of the theory.

Resources:

Key Texts

Brown D and Introduction to Psychotherapy. An
Pedder J (1991) Outline of Psychodynamic Principles
and Practice. 2nd edition.
Tavistock/Routledge.

Clarkson P ((1989) Gestalt Counselling in Action. Sage.

Psychotherapy.

Gilbert M and Evans K (2000) Psychotherapy Supervision: An Integrative Relational
Approach. OUP

Kahn M (1991&1997) Between Therapist and Client. The New Relationship.
Revised Edition. W. H. Freeman & Co. USA.

Masson J (1992) Against Therapy (2nd edition) Fontana.



Perls FS, Hefferline RF Gestalt Therapy. New York.
and Goodman P (1969) Julian Press

Taylor JH, Poole S,
Rodway R
Tyson R (2006) Parallel Process in Supervision; A Qualitative Investigation
In European Journal of Qualitative Research
Issue 1, 2006 (online www.europeanresearchjournal.com)


Further Reading


.
Maroda K (1992) The Power of the Countertransference. Wiley















50
Workshop Title: Approaches to Integrative Psychotherapy

Introduction

This workshop will critically explore the history and development of approaches to
psychotherapy integration and establish the broad theoretical frame for the four-year
course.

Training Outcomes

On completion of this workshop, trainees will be able to:

Critically discuss approaches to integrative psychotherapy.
Begin to formulate a theoretical framework which will help to form a professional
identity as an integrative psychotherapist.

Curriculum Content

Integrative and eclectic approaches to psychotherapy.
Personal reasons for becoming a psychotherapist.

Assessment

Course Work Assignment:

An essay of 2,500 words demonstrating achievement of the training outcomes.

Resources

Key Texts

Dryden W (Ed) (1992). Integrative and Eclectic Therapy: A Handbook. Open University
Press, Buckingham.

Evans K R & Gilbert M (2005) An Introduction to Integrative Psychotherapy. Palgrave-
Macmillan.

Horvath AO & Greenberg LS (Eds) (1994). The Working Alliance: Theory, Research and
Practice. J Wiley & Sons, New York.

Norcross JC & Goldfried MR (Eds) (1992). Handbook of Psychotherapy Integration. Basic
Books, New York.

Prochaska JO & Norcross JC (Eds) (1994). Systems of Psychotherapy: A Trans-theoretical
Analysis (3rd Edit). Brooks/Cole Publications, California.

Further Reading
Basch MF (1988). Understanding Psychotherapy: The Science Behind the Art. Basic
Books, New York.

Dryden W (Ed) (1990). Individual Therapy-A Handbook. Open University Press, Milton
Keynes.
Erskine RG & Moursand JP (1988). Integrative Psychotherapy in Action. Sage, Beverley
Hills.

Herman N (1987). Why Psychotherapy. Free Association, London .

51
Zweig JK (Ed) (1987). The Evolution of Psychotherapy. Brunner/Mazel, NewYork
Workshop Title: Human Development 2

Introduction

This second and specialised workshop on human development builds on the first human
development common workshop and specifically focuses on the contribution of Daniel
Stern, Alan Schore and others to the theory and practice of integrative psychotherapy.

Training Outcomes

On completion of the workshop trainees will be able to demonstrate an ability to:

Critically assess the contribution of Developmental theories, Neuroscience and the
Interpersonal approach to psychoanalysis to the theory and practice of integrative
psychotherapy.
Critically evaluate how these theories are becoming integrated into the trainees
own practice and inform how they each build the therapeutic alliance/relationship.

Curriculum Content

Therapeutic alliance
Objection relations theory
DW Winnicott
Neuroscience
Daniel Stern
Self Psychology and Inter-Subjectivity Theory

Assessment

Course Work Assignment:

A mini case study of 2,500 words demonstrating the fulfilment of the Training Outcomes.

Resources

Key Texts

Bollas C (1987). The Shadow of the Object: Psychoanalysis of the Unthought Known.
Free Association Books. London.

Bowlby J (1988). A Secure Base. Basic Books, Harper and Row, New York.

Evans K and Gilbert M (2005) An Introduction to Integrative Psychotherapy. Palgrave -
Macmillan

Erskine RG & Moursund JP (1988). Integrative Psychotherapy in Action. Sage
Publications, Newbury Park. Beverley Hills. C.A.

Kahn M (1991). Between Therapist and Client: The New Relationship. NH Freeman, New
York.

Mitchell SA (1988). Relational Concepts in Psychoanalysis: An Integration. Harvard
University Press, Cambridge. Mass.

Pine F (1985). Development theory and clinical process. Yale University Press. New Have
52
and London.

Schore, A (1997) Affect Regulation and the Origin of the Self. The neurobiology of
emotional development. Mahwah, N.J: Erlbaum.


Stern DN (1985). The Interpersonal World of the Infant. Basic Books, New York.

Winnicott DW (1964). The Child, the Family and the Outside World. Hammondsworth
Penguin Books.

Winnicott DW (1971). Playing and Reality. Penguin Books.

Winnicott DW (1982). Through Paediatrics to Psycho-Analysis. Hogarth Press, London.

Winnicott DW (1982). The Maturational Process and the Facilitating Environment. Studies
in the Theory of Emotional Development. Hogarth Press, London.

Winnicott DW (1985). Therapeutic Consultations in Child Psychiatry. Hogarth Press,
London.

Winnicott DW (1986). Holding and Interpretation: Fragments of an Analysis. Hogarth
Press, London.

Further Reading

Clarkson P (1992). Transactional Analysis Psychotherapy: An Integrated Approach.
Tavistock/Routledge, London and New York.

Havens L (1986). Making Contact. Uses of Language in Psychotherapy. Harvard
University Press, Cambridge. Mass.

Ivey AE (1986). Developmental Therapy: Theory and Practice. Jossey-Bass Publications,
San Francisco.

Johnson SM (1985). Characterological Transformation: The Hard Work Miracle. WW
Norton & Co., New York and London.

Mahoney MJ (1991). Human Change Processes. The Scientific Foundations of
Psychotherapy. Basic Books, Harper and Row, New York.



53
Workshop Title: Projective Identification

Introduction

This workshop will focus on a very powerful dynamic in therapy requiring careful
consideration regarding strategic intervention and ethical reflection. The learning in this
workshop will take further the learning acquired in the workshop on transference.

Training Outcomes

On completion of the workshop trainees will be able to:

Critique the concepts of counter transference and projective identification.
Critically evaluate the role of Projective Identification in their experience as a
therapist and a client.

Curriculum Content

Transference
Counter transference
Parallel process
projective identification.
self object functions
developmentally needed relationship

Assessment

Course Work Assignment:

Trainees will have a choice to demonstrate the achievement of the training outcomes
through the completion an essay, or via a mini case study on a key episode in their work
with a client in therapy.

If a trainee opts for the case study format then the case study will describe a key
episode, the trainee therapist internal response, and the use the trainee made of this in
understanding the process between themselves and the client. A critical reflection on the
theory as applied to the case study is essential to show reflexive practice.

Resources

Key Texts

Casement P (1985). On Learning from the Patient. Tavistock, London.

Cashdan S (1988) Object relations Theory W W Norton & Co., NY and London

Evans K R & Gilbert M (2005) An Introduction to Integrative Psychotherapy. Palgrave-
Macmillan.

Gilbert M & Evans KR (2000). Psychotherapy Supervision. An Integrative-Relational
Approach. O.U.P.

Kahn M (1991&1997). Between Therapist and Client. The New Relationship.
Revised Edition. W. H. Freeman & Co. USA.

Racker H (1982). Transference and Countertransference. Karnac Books, London.
54

Taylor JH, Poole S,
Rodway R
Tyson R (2006) Parallel Process in Supervision; A Qualitative Investigation

In European Journal of Qualitative ResearchIssue 1, 2006 (online
www.europeanresearchjournal.com)

Watt D (1986). Transference: a right hemisphere event? An inquiry in the boundary
between psychoanalytic metapsychology and neuropsychology. Psychoanalysis and
Contemporary Thought 9. 43-7

Wolstein B (Ed) (1988). Essential Papers on Countertransferences. New York University
Press, New York.

Further Reading

Alexandris A & Vaslawatzis G (Eds) (1993). Countertransference: Theory, Technique,
Teaching. Karnac Books, London.

Brown D & Pedder J (1990). Introduction to Psychotherapy: An Outline of Psychodynamic
Principles and Practice. Tavistock/Routledge, London.


Gorkin M (1987). The Uses of Countertransference. Jason Aronson, New York.

Ogden T (1982) Projective Identification & Psycho-therapeutic Technique. Jason Aronson,
NY and London.







55
Specialist Workshop Title:

The Role of the Therapist in Integrative Psychotherapy


Introduction

This workshop will build on the trainees developing professional identity as Integrative
Psychotherapists and review the clinical competencies for the practice of integrative
psychotherapy.

Training Outcomes

On completion of the workshop trainees will be able to:

Critically evaluate the clinical competencies for integrative psychotherapy.
Clarify their own approach to the practice of integrative psychotherapy.

Curriculum Content

Initial contracting
Diagnosis
Strategies of intervention
Use of self
Dealing with transference phenomena
Working with developmental issues
Planned and premature termination of therapy
Approaches to integrative psychotherapy

Assessment

Course Work Assignment:

Critically reflect on their own motivation for becoming a therapist and
demonstrate in the submission of their case study and tape transcript sufficient
competency to graduate and register as a professional psychotherapist.

Guidance of the contents and requirements for the case study and tape transcript
is included in the next section of this Trainee Handbook.

Resources

Key Texts

Allen DM (1991). Deciphering Motivation in Psychotherapy. Plenum Press, New York.

Evans K R & Gilbert M (2005) An Introduction to Integrative Psychotherapy. Palgrave-
Macmillan.

Goldberg C (1991). On Being a Psychotherapist. Jason Aronson, New York.

Masson J (1992). Against Therapy. Fontana.

Stricher G & Fisher M (1990). Self Disclosure in the Therapeutic Relationship. Plenum,
New York.
56

Sussman MB (1992). A Curious Calling: Unconscious Motivation for Practising
Psychotherapy. Jason Aronson, New York.

Zahm S (1998). Self disclosure in Gestalt Therapy. Winter Issue. The Gestalt Press.


Further Reading

Clare AW & Thompson S (1981). Let's Talk about Me: A Critical Examination of the New
Psychotherapies. British Broadcasting Corporation, London.

Dryden W & Spurling L (1989). On Becoming a Psychotherapist. Tavistock/Routledge,
London.

Kohler JA & Blau DS (1990). The Imperfect Therapist. Jossey-Bass Publishers, San
Francisco.

57
Exam Preparation: Clinical Competency

Introduction

Exam preparation forms part of the workshop on the Role of the Therapist and trainees
may wish to secure additional supervision (not included in the course fees). All case
studies and tape transcripts must be completed in draft form in the first instance and
given to the course leaders for scrutiny before final submission.

The purpose of the case study and tape transcript is to provide the trainee with an
opportunity to demonstrate their clinical competence and readiness for professional
registration with the relevant professional bodies.

Research Case Study

Trainees will submit a research clinical case study (10,000 - 12,000 words) which will be
taken from the trainee's main field of clinical practice and will need to show competent
translation into practice of concepts and methods. It is particularly important for the
trainee to show their role as a psychotherapist and not focus on the client only in the
course of therapy. The trainee must show the nature of the relationship between the
trainee's process and the client's process.

The case study should be typed, double spaced on one side of paper only. Authors from
whom the concepts are referenced should be included in a bibliography in alphabetical
order at the end of the case study.

The following are standard guidelines for the presentation of a case study used
extensively across different approaches within the HIPS College of UKCP.

Introduction

This should be a brief overview to help the assessor become familiar with the client and
the client's initial process. It should be overly comprehensive and normally not exceed
20% of the case study.

1 Brief description of client:

sex, age, marital status, members of the family at present, social
relationships at present, job status.

source of referral.

other therapy, medical/therapeutic history.

2 Presenting problems/situation/purpose of therapy: why s/he came, expectations
realistic or otherwise.

3 Initial contracts or agreements established.

4 First impressions

general appearance
physical stature and posture
mannerisms
voice quality
movement
self/environmental support
quality of contact
other
58

5 Therapist's initial reaction to client

likes/dislikes/curiosity...
early 'hunches'
who might I represent to the client?
what immediate pitfalls might present in the parallel process?

6 Initial Diagnostic Picture

Diagnosis will emphasise a relational-development focus via an integration
of two or more schools of psychotherapy e.g., Script Analysis and
interruptions to Contact; Field Theory and Intersubjectivity; Ego State
Analysis and Intrapsychic Structure etc.

Reference must also be made to current psychiatric diagnosis e.g., DSMIV.

Overview

This should provide a summary record of the beginning, middle and end of the course of
therapy.

1 Significant aspects of the client's history, and how this relates to the issues
presented and worked through.

2 Discernible phases in course of therapy.

Working through of child development issues in the therapeutic encounter.

Major shifts in experience and behaviour observed/reported during therapy.

3 Evolution of person's life during the therapy period.

'External' or manifest changes in job, family, relationships, domestic situation, etc.

Shifts in personal appearance/physical mobility/ posture self presentation.

Client's report of how s/he has evolved.

4 The 'state of play' at end of therapy or at time of writing, whichever is earlier.

Likely future developments/continued work.

Any follow-up information which may be available on the client, e.g., how the client has
adjusted to not being in therapy.

Detailed Descriptions of a Selected Key Episode

Describe at least one turning point or key episode/encounter in the therapeutic work.

1 Interaction with therapist and kind and quality of contact; transference/
countertransference issues.

2 Repetition compulsion/fixed gestalt/script system/re-working of developmental
stages.

3 'Resistances' and how worked with.


59
Personal Experiences of Therapist

Including issues relating to therapist's own unfinished business and
countertransference.

Mistakes/realisations/what I would have done had there been a rewind button.

Particular rewards, sources of satisfaction, "what I'm proud of". "What I did not
regret".

Critique of case study format as a research method

Clinical Practice Demonstration

A A video/audio recording (together with a typed transcript) of a course member
engaging in Integrative psychotherapy is submitted for critical analysis.

B The tape will be of approximately 50 minutes duration and must not have been
edited.

The assessors will be looking for evidence of the trainee's integration of theory, skill, self-
support and ethical practice. Specifically, the trainee will be assessed in the following 7
areas on a scale of 1(low) to 10(high):

1 Problem formulation (the ability too formulate the client's problem in terms of
Integrative psychotherapy).

2 Effectiveness (clarity, precision, timing and effectiveness of interventions).

3 Intuition and Creativity (range, flexibility and creativity of therapist's approach).

4 Quality of contact between psychotherapist and client (including the awareness
and availability of therapist's own process).

5 Professionalism (Awareness of ethical considerations and limits of own
competence).

6 Anticipations and Predictions of Integrative Psychotherapy Process (The ability to
chart the direction of integrative psychotherapy).

7 Theory (Knowledge of significant aspects on Integrative psychotherapy theory
revealed on the tape).

C Preparing tape/video tape.

Choice of tape/video tape

Sound and picture must be of good quality so that both trainee and client can be
understood without difficulty (low background noise/interference).

There should be relatively fluent interaction, i.e., breaks in the tape will normally not be
too long.

It is particularly important that the tape demonstrates the trainee's work. His/her
interventions/ comments will need to be heard at frequent intervals throughout.

It is important to bear in mind that the tape is not meant to show a brilliant
psychotherapist, and 'flaws' may be commented upon constructively.

60


D Presentation

The tape will have a transcript typed on A4 paper and typed on the left hand 2/3rds side
of each page. On the right hand 1/3rd side of each page the trainee will type their
commentary (e.g., observations, speculations, personal reactions to the client,
interventions and client's reaction, relevant theoretical reflection...).

This will provide simultaneously, verbal sound (and/or picture), transcript and
commentary.

The transcript may include appropriate supporting material e.g., a seating plan if a
group/couple; a brief prologue and epilogue. Pages will be numbered at the bottom of
each page consecutively.

Management the Examination Process

The Course Leaders are responsible for managing the evaluation of clinical competency.
and will:

Read draft copies of submitted work prior to final submission.
Complete the first internal marking of submitted work.
Arrange for second marking of a sample of submitted work.
Arrange for external assessment of submitted work.
Inform the trainee of the outcome of the evaluations and forward to the trainee
copies of internal mark sheets and external assessment.
In the event that a trainee fails the evaluation then one of the Course Leaders will
arrange support to submit for further evaluation after a period of six months and in
the event of a second fail to again arrange support for a third and final submission
after a further six months. Normally it is not possible to submit for evaluation after
three failures.





61
Recommended Specialist Journals

The British Gestalt Journal
The Gestalt Journal (USA)
The Transactional Analysis Journal
The Journal of Psychotherapy Integration - SEPI
The Journal of Humanistic Psychology
The Journal of the Society for Existential Analysis
The Journal of Black Psychology
Feminism and Psychology
Cross-Culture Psychology
Group Analysis
Philosophy & Social Criticism
Qualitative Inquiry
European Journal for Qualitative Research in Psychotherapy (Online)

Research Software

Code-a-text
NVIVO
WinMAX 98 pro
Methodologist's Toolchest

62
APPENDIX 1

Clinical Supervision


1 Definition

Clinical supervision may be described as a kind of meta therapy (Gilbert M &
Evans K 2000) The supervisor's client is neither the supervisee nor the
supervisee's client but the relationship between them. A clinical supervisor assists
the trainee to explore the therapeutic relationship with a view to developing their
therapeutic competence and with regard to the well being of the client.

2 In each of the three stages of the course there is a minimum requirement of 50
hours Clinical Supervision (total minimum 150 hours). Trainees are required to
present clients for supervision in years 2,3 and 4.

3 Trainees should acquire 450 supervised client contact hours during their training.
The Clinical Teaching Supervision required by EUROCPS provides 50 hours of
teaching supervision over 12 months in each of years 2, 3 & 4.

4 The financial cost of meeting the minimum requirements for Clinical Teaching
Supervision (50 hours x 3 years = 150 hours) are not included in the course fees.
A trainee will make their own arrangements for the payment of Supervision fees
direct to their Clinical Supervisor.

5 The European Centre for Psychotherapeutic Studies will provide trainees with the
names of Clinical Supervisors who have evidenced a certain level of ability to
establish a relationship between the theory of Integrative and Gestalt
Psychotherapy and Clinical Practice.

A Clinical Supervisor thus recommended by the European Centre for
Psychotherapeutic Studies will have likely met the following criteria:

a Completed a professional training in Integrative and/or Gestalt psychotherapy
and/or Transactional Analysis and/or Body work psychotherapy to EAP standards

b Normally completed a minimum of 3 years post qualifying clinical practice

c Normally completed an established and/or recognised training course in Clinical
Supervision

d Abides by a Code of Ethics and Professional Practice that is compatible with the
Code of Ethics of the European Centre for Psychotherapeutic Studies and the
EAIP.

6 Contact between the Clinical Supervisor Course Leaders

a The Clinical Supervisor will forward to the Course Leaders by July 31
st
an annual
report on a trainee's professional.

b The annual report is completed for the 2nd,3
rd
and 4
th
years

c Trainees need to copy the appropriate Clinical Supervisors Report below and hand
it to their Clinical Teaching Supervisor in time for them to complete their annual
report.

63

.
.
.
.
.
.
.
.
.
Appendix 2 Report of Clinical
Supervisor







Number of clinical supervision hours completed by 31
st
July


Is the trainee on target to complete the minimum 50 hours clinical supervision.

Yes No

Comments:





Please comment on the following (use additional pages if required and attach to
this form)


Therapeutic Skills

Supervisees ability to:

1.1 Establish and work with the therapeutic relationship


2. Reflexive Practice
2.1 Critically reflect on the therapeutic process and on own functioning in order to
develop practice.

3. Management of Clinical Practice

3.1 Make effective use of supervision



NAME Name of TRAINEE: ________________________________________





Year YEAR 2







64
4. Responsibility

4.1 A capacity for self monitoring?

4.2 Demonstrates a satisfactory level of awareness of ethical requirements and
standard of professional practice?


t is the trainees' responsibility to ensure their supervisor is given this form on or
before July 31
st
of their 2
nd
year of training. It is the Supervisors responsibility to
complete and forward the form to the appropriate Course Leader.


Thank you for completing this form


Name of Supervisor




Signature Date



65

.
.
.
.
.
.
.
.
.
Report of Teaching Supervisor







Number of clinical teaching supervision hours completed by 31
st
August


Is the trainee on target to complete the minimum 50 hours clinical supervision.

Yes No

Comments:





Please comment on the following (use additional pages if required and attach to
this form)


Therapeutic Skills

Supervisees ability to:

1.1 Assess clients suitability for psychotherapy
1.2 Establish and work with the therapeutic relationship

2. Reflexive Practice
2.1 Critically reflect on the therapeutic process and on own functioning in order to
develop practice

3. Management of Clinical Practice

3.1 Identify, clarify, assess and manage a range of clinical problems

3.2 Make effective use of supervision



NAME Name of TRAINEE: ______________________________________





Year YEAR 3







66
4. Responsibility

4.1. Demonstrates a capacity for autonomy in their professional practice?

4.2. A capacity for self monitoring?

4.3 Demonstrates a satisfactory level of awareness of ethical requirements and
standard of professional practice?

4.4. Ability to work proactive and co-operatively with others to formulate solutions
to ethical problems


It is the trainees responsibility to ensure their supervisor is given this form on or
before July 31
st
of their 3
rd
year of training. It is the Supervisors responsibly to
complete and forward the form to the appropriate Course Leader.


Thank you for completing this form




Name of Supervisor




Signature Date

67

.
.
.
.
.
.
.
.
.
Report of Clinical Teaching Supervisor







Number of clinical teaching supervision hours completed by 31
st
August


Is the trainee on target to complete the minimum 50 hours clinical supervision.

Yes No

Comments:





Please comment on the following (use additional pages if required and attach to
this form)

Therapeutic Skills

Supervisees ability to:

1.1 Assess clients suitability for psychotherapy

1.2 Formulate and apply appropriate therapeutic Interventions

1.3 Establish and work with the therapeutic relationship

1.4 Manage the termination of therapy, planned and premature endings


2. Reflexive Practice
2.1 Critically reflect on the therapeutic process and on own functioning in order to
develop practice


NAME Name of TRAINEE: ______________________________________





Year YEAR 4







68
3. Management of Clinical Practice

3.1 Identify, clarify, assess and manage a range of clinical problems

3.2 Make effective use of supervision


4. Communication & Presentation

4.1 Engage confidentially in communication with professional e.g., therapists,
doctors, social workers.


5. Context of Professional Practice

5.1 Capacity for adaptation and innovation in response to complex and
unpredictable or specialised area of work.


6. Responsibility

6.1 Demonstrates a capacity for autonomy in their professional practice?

6.2 A capacity for self monitoring?

6.3 Demonstrates a satisfactory level of awareness of ethical requirements and
standard of professional practice?

6.4 Ability to work proactive and co-operatively with others to formulate solutions
to ethical problems

6.5 Capacity to tolerate the ambiguity and uncertainty that often accompanies
ethical dilemmas

It is the trainees' responsibility to ensure their supervisor is given this form on or
before July 31
st
of their 4
th
year (final) year of training. It is the Supervisors
responsibly to complete and forward the form to the appropriate Course Leader.


Thank you for completing this form

Name of Supervisor




Signature Date

69
APPENDIX 3

Personal Therapy

1 Trainees are required to make a copy of this appendix and give it to their
therapist.

2 Personal development is fundamental to training as a psychotherapist and the
EUROCPS require that psychotherapists undergo personal therapy of the
frequency and duration similar to that they intend offering to clients. It is clearly
appropriate for trainees to be exposed to the form of therapy they intend to
practice and to experience its effect on themselves.

3 Trainees are required to be in personal therapy for the duration of the course and
on a regular weekly basis. Trainees will make their own arrangements for
payment of personal therapy fees direct to their therapist.

4 Trainees will receive personal therapy from a psychotherapist who has completed
a minimum of 4 years training and will normally be registered with the UKCP or
EAIP or equivalent professional association. Trainees are required to inform the
Course Leaders in writing of the name of their therapist at the commencement of
the course.

5 Personal therapy will facilitate trainees to:

relate significant aspects of theory to their own personal development.

develop sufficient insight as to make assessment of their own personal history
and current level of functioning with both individuals and groups.

be able to relate personal insights to clinical practice which is particularly
relevant to the understanding of the transference.

6 Personal therapy requires a willingness to be open and vulnerable to an
awareness of self and others. This is observable during workshops. Personal
growth is also the focus of the personal development Profile and Personal
Learning Journal. In view of the fact that a trainee is in training to achieve a
professional qualification then in the event that a trainee fails to meet the
requirement of ongoing personal therapy e.g., frequent long gaps in attendance
without satisfactory explanation, terminating therapy, or simply not turning up for
therapy sessions, the Course Leader would reasonably expect to be notified of
such by the therapist in a brief written statement confined to a about
attendance/absence. It is a condition of the training at EUROCPS that trainees
acknowledge and accept this.

70
APPENDIX 4

Head of Course - Annual Report


It is the responsibility of the Course Leaders to record the status of the clinical
obligations below:


YEAR 1

Personal Therapy yes no

Comments (if any):








YEAR 2

Personal Therapy yes no

Clinical Practice yes no

Clinical Training Supervision yes no

Comments (if any):








YEAR 3

Personal Therapy yes no

Clinical Practice yes no

Clinical Training Supervision yes no

Comments (if any):








71

YEAR 4

Personal Therapy yes no

Clinical Practice yes no

Clinical Training Supervision yes no

Clinical Case Study yes no

Tape Transcript yes no


Trainee Successfully complete final year? yes no

Comments (if any):








If a trainee has completed the fourth year but not all the coursework
requirements please state what work is outstanding:










If a trainee has completed the fourth year and all the coursework requirements
but not the clinical obligations ( personal therapy, clinical practice hours,
supervision hours, Mental Health Placement) please state what is outstanding:

















72


APPENDIX 5

THE EUROPEAN CENTRE FOR PSYCHOTHERAPEUTIC STUDIES

Integrative Psychotherapy

Peer Assessment


Name of Trainee being assessed ...................................

Name of Trainee writing this assessment ...................................

1) What have you most appreciated about me and my contribution to the training
group this year?

2) What have you not appreciated about my level of contribution?

3) How have you experienced me relating to you and other trainees and trainers? Is
there anything more you would have liked from me?

4) Are there any repetitive behaviours/fixed Gestalts that seem figure?

5) In what ways have you experienced me developing over the past year?

6) What personal work do you think I could focus on in the coming year?

7) What do you consider my strengths and weaknesses in my knowledge of
Integrative psychotherapy?


73
APPENDIX 6

Mental Health Placement

1 Trainees with little or no experience of working in a psychiatric setting are
required to complete the Mental Health Placement Course before submission for
final clinical evaluation at the end of training.

1.1 The Mental Health Placement Course has two components:

Placement of Observation
Completion of a theoretical workshop (1x3 days) on aspects of Modern
Psychiatry.

2 Placement of Observation

2.1 The placement of observation is intended only to be a brief introduction to
services provided by the Public/Voluntary Sector.

2.2 The placement may be completed in a short block or spread over three months
and is the equivalent of five full days.

2.3 Trainees are required to complete a minimum of 1/2 a day in each of the
following areas:

Acute Psychiatry
Rehabilitation
Community Care provision
Drug and/or Alcohol Unit
Other (trainee choice)

2.4 In addition trainees will choose one of the following three areas to secure a
further 5 x 1/2 day placement:

Acute Psychiatry
Community Care provision
Trainee choice

3 Completion of Theoretical Workshop

3.1 This workshop will be facilitated by a member of the mental health profession.

Areas covered in the workshop may include:

Historical developments in mental health treatment
Neuroscience
Pharmacology in relation to psychotherapy
Psychiatry and Psychotherapy
Psychopathology and the DSM 4

3.2 Trainees will submit a report on the mental health placement prior to the
submission of the case study and tape transcript in the final year.

4 Funding the Mental Health Placement Course

4.1 It is not possible to budget the cost of the theoretical workshop because the
number of trainees needing to complete the Mental Health Placement will vary
74
from year to year.

4.2 The fee for the theoretical workshop is not included in the course fees and
trainees are required to make a separate payment to EUROCPS at the
commencement of the theoretical workshop.

5 Aims of the Mental Health Placement

a) To achieve a basic knowledge of current mental health practice in order to assist
clients who have been, or may be, users of the Mental Health System.

b) To gain knowledge of administrative procedures for referral and sectioning.

c) To develop an ability to communicate with Mental Health professionals.

d) To become familiar with psychiatric assessment and a range of treatment
practices.

e) To gain some basic understanding of the major affective disorders, eating
disorders, schizophrenia, etc.

75
Appendix 6a
Mental Health Placement of Observation
Report by Trainee





Dates of placement Location and description of mental health placement























Please write below ways in which the placement has supported your development as a therapist.
(Continue on reverse side and on additional sheet if necessary).

























NAME of TRAINEE: __________________________________________





76




APPENDIX 7

European Centre for Psychotherapeutic Studies

Workshop Evaluation

Psychotherapy training will always be evolving. We would appreciate your help in
completing this evaluation and hope you will find it a reflective learning experience. If
you so choose this form can be completed anonymously.

Title of Workshop ........................................................... Date of Workshop ../../..

Name of Trainer ..............................................................................

Please write brief comments in the following areas:

1. Contact

Please comment on the quality of your contact with:

a Yourself:



b Peers:



c Tutors:




2. Participation and Involvement

Please describe your level of participation in each of the four areas below:

a Group Process



b Theory



c Small Group Skills Practice



d Large Group Skills Practice























































Signature: .....................

77
3. Personal Challenges

What personal challenges have emerged during the workshop:






4. The Future

Identify future directions in your personal therapy that will assist your professional
development:






5. Tutor Support

Please comment on your experience of the workshop tutor in the following areas:

a Teaching



b Supervision



c Level of support and challenge



d Presence and availability




6. Oppressive Practice

In what ways have you experienced oppression:


a Within your self



b With peers



c With Trainers

78
APPENDIX 8

Trainee Assessment Requirements


Submission of Course Work

Course work needs to be submitted by certain dates and to the EUROCPS office for the
attention of the Workshop Trainer.

Each workshop assessed by written project/essay will contain a choice of essay titles
relevant to its Training Outcomes.

It is only possible to extend the deadline for submission of written course work with the
agreement of the Workshop Tutor and Heads of Course. A special form is provided for
this purpose. A trainee is required to demonstrate extenuating circumstances before an
extension is agreed. The form can be photocopied from this Trainee Handbook and must
be returned after for agreement by the relevant Trainer/Head of Course. Please ensure
you complete any written request well in advance of the deadline.

Course Work Evaluation

The marker will keep a marker note by inserting numbers, 1, 2, 3 etc., on the pages at
relevant points. On a separate sheet of paper the marker will enter written comments
alongside each number. The written comments will be fixed to the essay along with an
Assessment Form which will contain the marker's evaluation and the assessment of a
second marker (where appropriate). A sample of course work will be forwarded to a
second marker. This sample will include course work graded A, course work graded E
and below and some grades from the middle range.

Essays, Training Outcomes and Assessment Criteria

From an assessors point of view, the quality of response to the essay title will be
determined by how well a trainee meets:

The training outcomes associated with the relevant Workshop.

and

The assessment criteria which are associated with the method of assessment


THE USE OF APOSTROPHE 'S'

Using an apostrophe in relation to s creates problems for many people.

A common problem is for people to use an apostrophe s too frequently and when it isnt
needed (Note the apostrophe s indicating an absent letter. It could have been written: `.
when it is not needed.). If you are tempted to use an apostrophe s - stop and consider.

There are three things to remember:

1 When a word is simply plural it does not need an apostrophe s.

2 When a letter has been omitted an apostrophe s is needed to indicate and
absent letter.

79
3 When ownership or belonging is implied then apostrophe s is required.

Examples:

The psychotherapists were confused as to the meaning of the clients actions.

In the first plural, no apostrophe s because psychotherapists is simply a plural word.
However, actions belong to the clients and therefore an apostrophe s is required.

Notice that in the above example, there is more than one client and therefore the
apostrophe comes after the s.

Had there been only one client the sentence would have been punctuated thus:

The psychotherapists were confused as to the meaning of the clients actions

In this case the actions belong to one client only.

Using an apostrophe s when a letter (or letters) is missing.

Isnt it a good day for a high powered seminar on projection?

There are letters missing. It could have been written:

Is it not a good day for .

Whos presenting the seminar today?

Again a letter missing. I could have written:

Who is presenting the seminar today?

A common source of errors.

His, hers, its, ours, yours, theirs do not need apostrophe s when they indicate
possession. They are possessive pronouns.

Examples:

His essay passed whereas hers failed.

An apostrophe s is needed only if its is short for it is.

But: Whose is this hat? does not need an apostrophe s because it does no omit a letter.

Some words are plural but are punctuated as if singular.
.
The childrens playing field. Not: The childrens playing field.

The womens rights movement. Not: The womens right movement.


Refrain from writing 'Yours sincerely. Yours is a possessive pronoun like his, ours, its,
hers.
It should be Yours sincerely.

If in doubt tend not to use it. Its more likely to be wrong that its likely to be right.


80

When writing coursework it is important to be critical

A frequent way in which a trainee can under achieve is by failing to assess the
information they have about a theory or opinion. If you are asked to critically evaluate
Jungs theory about dreams then that requires more than simply describing his theory
about dreams. If you simply write down all you know about his theory, with no attempt
to evaluate, then you will get a poor mark. When evaluating any theory you must ensure
you give the pros and cons, and not just the pros , or just the cons. Always point out the
limitations and problems with a theory. This can be achieved by reading the critics and
alternative theories. You will gain marks for doing this.
81
EUROPEAN CENTRE FOR PSYCHOTHERAPEUTIC STUDIES

Self Assessment
Assessment Criteria for Essay Work


A B C D E F F- I NR
1. Issues in the title are addressed in a
lucid, relevant, rigorous and coherent
way.

2. The work is well structured,
themes/ideas/issues developed in logical
and consistent way.

3. Evidence of personal experience and
views.

4. Reading of relevant literature.
5. Synthesis of personal insight, theory(ies)
and practice.

6. Use and accuracy of references and
quotations.

7. Clear use mad of appropriate concepts,
theories, models, to analyse own and
others experience and to explore issues
analytically and critically.

8. Awareness of the influence of self and
others values and beliefs on ideas and
practice.

9. Clear distinction between evidence and
opinion.

10. Original ideas, connections,
developments are demonstrated.

11. Awareness of cultural/political contexts
of theories, beliefs and practices.

12. Further implications of the issues are
indicated, which there may not have
been spaced to develop.

13. Conclusions drawn in a way that
enables reader to appreciate why their
conclusions are reaches. May include
further issues which have been raised.


A = Excellent in most all respects
B = Generally very good but with some defects
C = Good, generally sound but a number of notable defects
D = Satisfactory but with a number of significant shortcomings
E = Unsatisfactory, some serious shortcomings
F = Very poor standards/very little merit
F- = Exceedingly poor/very little of merit
NR = Nil response/work not attempted/nothing of merit

Please read carefully the Training Outcomes for this workshop.
This self assessment form should be submitted with the course work.
NB. The formal assessment is the responsibility of the marking tutor and external
assessor.

82
EUROPEAN CENTRE FOR PSYCHOTHERAPEUTIC STUDIES

Trainer Assessment
Assessment Criteria For Essay Work



A B C D E F F- I NR
1. Issues in the title are addressed in a
lucid, relevant, rigorous and coherent
way.

2. The work is well structured,
themes/ideas/issues developed in logical
and consistent way.

3. Evidence of personal experience and
views.

4. Reading of relevant literature.
5. Synthesis of personal insight, theory(ies)
and practice.

6. Use and accuracy of references and
quotations.

7. Clear use mad of appropriate concepts,
theories, models, to analyse own and
others experience and to explore issues
analytically and critically.

8. Awareness of the influence of self and
others values and beliefs on ideas and
practice.

9. Clear distinction between evidence and
opinion.

10. Original ideas, connections,
developments are demonstrated.

11. Awareness of cultural/political contexts
of theories, beliefs and practices.

12. Further implications of the issues are
indicated, which there may not have
been spaced to develop.

13. Conclusions drawn in a way that
enables reader to appreciate why their
conclusions are reaches. May include
further issues which have been raised.


A = Excellent in most all respects
B = Generally very good but with some defects
C = Good, generally sound but a number of notable defects
D = Satisfactory but with a number of significant shortcomings
E = Unsatisfactory, some serious shortcomings
F = Very poor standards/very little merit
F- = Exceedingly poor/very little of merit
NR = Nil response/work not attempted/nothing of merit
83
EUROPEAN CENTRE FOR PSYCHOTHERAPEUTIC STUDIES


Personal Learning Journal

(Please read trainee handbook for further details)



Satisfactory Unsatisfactory

Reflection on the course experience in terms of thoughts, feelings and
behaviours



Sets learning objects and monitors the extent to which these are
achieved, noting factors which affect outcome



Evaluation of the development of attitudes, values, knowledge and skills



Exploration of personal and professional changes




Willingness to share his/herself spontaneously




Commit to personal growth and development








84
EUROPEAN CENTRE FOR PSYCHOTHERAPEUTIC STUDIES

Personal Development Profile



A B C D E F F- I NR
1. Ability to set, review and evaluate
specific personal development objectives.

2. Awareness of Self in relationship and the
quality of contact with:

Self
Peers
Staff
Clients
Significant Others
3. Level of participation in the course,
including group process.

4. Ability to recognise relevant issues of
significance in personal work.

5. Ability to related personal development
to professional practice.

6. Ability to chart future directions in
personal work.

7. Written work demonstrates a high level
of commitment to personal work.


A = Excellent in most all respects
B = Generally very good but with some defects
C = Good, generally sound but a number of notable defects
D = Satisfactory but with a number of significant shortcomings
E = Unsatisfactory, some serious shortcomings
F = Very poor standards/very little merit
F- = Exceedingly poor/very little of merit
NR = Nil response/work not attempted/nothing of merit

85
Case Study Assessment


Trainees Name:




1. Ability to formulate the clients issues/problems in terms of
Integrative/Gestalt therapy:


2. Clarity, precision, timing and effectiveness of intervention:



3. Range, flexibility and creativity of therapists approach:



4. Quality of contact between therapist and client, including awareness and
availability of therapists own process:


5. Awareness of ethical considerations and limits of own competence:



6. Anticipation and predictions of Integrative/Gestalt process:

7. Knowledge of significant aspects of Integrative/Gestalt therapy:





Numeric Grade:



Letter Grade:





86
European Centre for Psychotherapeutic Studies

Extenuating circumstances/request for extension form



Name .................................................................

Course: .................................................................Year:
.................................................................



Nature of circumstances: (if confidential, discuss with Head of Course)










(with supporting evidence, if applicable)



Workshop subject Assignment Marking Trainers Due Date Revised
Signature Due Date



............. ............... ........... ....... ........ ....
............. ............... ........... ....... ........ ....
............. ............... ........... ....... ........ ....
............. ............... ........... ....... ........ ....
............. ............... ........... ....... ........ ....
............. ............... ........... ....... ........ ....
............. ............... ........... ....... ........ ....
............. ............... ........... ....... ........ ....

*To be completed by the Marking Trainer


Authorisation - to be signed by Heads of Course

Signature: .............................................. Date: ................................................

Form to be submitted to: EUROCPS Head of Course

87
APPENDIX 9

Pastoral Support

Trainees attending EUROCPS often live at significant distances, for example Jersey,
Iceland, Edinburgh, Exeter, Wales. The travelling involved in attending tutorials renders
the normal tutorial system impractical. Furthermore, the traditional approach to pastoral
and tutorial support in higher education is inappropriate for trainees in a psychotherapy
training that requires both academic rigour and personal and professional development.

Pastoral Support

The pastoral support of trainees in a professional training is shared between EUROCPS
trainers, the trainee's Personal Therapist and the Clinical Supervisor. Because a
psychotherapy training course touches personal issues then personal development
through personal therapy is a fundamental requirement of the training. Often the issues
that arise in connection with the creation and maintenance of a therapy practice are best
explored in supervision. During a workshop the trainer will have immediate engagement
with trainees, particularly during group process.. Often issues that arise are to do with a
trainee's personal growth and development and require further in-depth exploration
within the context of personal therapy. In addition to the above the Head of Course may
be contacted to discuss issues that cannot be resolved through these other means.
Please take responsibility to ask for support. This is a sign of strength not weakness.

Tutorial Support

Given that many EUROCPS trainees live at a considerable distance from Jersey and
Normandy, tutorial support is provided primarily during the workshops. It is part of the
culture of a psychotherapy training Institute to encourage trainees to discuss personal
issues within the training group as a whole. Specific issues to do with course
requirements, essay titles and so on are shared concerns such that the group as a whole
can benefit when such issues are brought to the attention of the group. However, there
will be certain issues to do with coursework requirements that are best dealt with in the
confidence of a one-to-one tutorial with the workshop trainer/ Heads of Course. Even so,
discussions originating in a one-to-one tutorial may, with the consent of the trainee and
trainer, be of benefit to the whole group.

Workshop trainers often provide an opportunity within a workshop an opportunity to
discuss the various coursework requirements attached to a particular workshop, Trainees
can also be requested this. A period of time may be set aside for discussing the
requirements of essay/writing projects and trainees are encouraged to enter into a
collaborative process through the formation of writing support groups.

In year 4 the EUROCPS trainers are prepared to facilitate exam preparation groups
should trainees want this.




88
Appendix 10

Ethical Guidelines For Research In Psychotherapy


The content below is taken from the UKCP Ethical Committee Report 'Ethical
Guidelines for Research' (July 1997)

Introduction

The psychotherapy training courses at the European Centre for Psychotherapeutic
Studies all promote the notion of a psychotherapist as a 'reflexive practitioner'. Research
in psychotherapy raises a number of ethical issues and dilemmas and the UKCP
guidelines are an attempt to meet the need for guidance in this area. They are not meant
to be read as mandatory.


Guiding Principles
There is a duty to measure and assess the effectiveness of psychotherapy. This duty
extends to clients, fellow professionals and the wider society. Research can help to
establish the relative benefit of psychotherapy to clients and help to determine which
therapy might be most effective for particular needs. Our obligation to the wider society
includes a professional commitment to be engaged in an activity which can be shown to
be worthwhile.

Any research activity undertaken within EUROCPS must be supervised from the
commencement of the research to its conclusion. The supervisor should be
knowledgeable of research issues and psychotherapeutic practice. Specifically, the
supervisor will ensure that:

1. Ethical approvals for the course have been secured.
2. Informed consent has been secured.
3. All reasonable steps have been taken to safeguard confidentiality.
4. Potential risks to research subjects/research participants are identified, assessed
and recorded together with any specific measures taken to reduce potential risks.
5. Appropriate support systems are established.

The supervisor has a responsibility to ensure that any significant changes to a research
course have been properly approved.

Definitions

Research
Research refers to both process and outcome studies, for example which form of therapy
might be most beneficial for which type of person or problem? The significance of the
therapeutic relationship to outcome? Outcome studies of different therapeutic
modalities. Ethical considerations may differ, to a greater or lesser extent, between
different types of research activity. Generally speaking, research will refer to the
detailed investigation of therapeutic practice with a particular purpose or goal.

Preliminary Considerations
1. Is the purpose of the research clearly articulated?
2. Has a hypothesis been clearly formulated or an exploratory question clearly
formulated?
3. Has the data required been defined?
4. Has the methodology been identified together with its possibilities and limitations?
5. Have the methods of analysing the data been identified?
6. Has the possible impact on the client been carefully considered and potential risks
89
identified?

Qualitative and Quantitative approaches need to be critiqued and with specific reference
to the limits of their validity.

Cultural Context
Those engaged in research are encouraged to check out the draft protocol of any
research investigation, the questions to be asked or other instruments, with members of
relevant groups in order to ensure that they have sufficient knowledge of what may or
may not be acceptable to others. Relevant groups may be considered with regard to
gender, sexuality, age, race, ethnic origin, religion etc. Specifically it may be useful to
check out what could be overtly or covertly judgmental of others.

Informed Consent
In order for consent to be considered informed and freely given a client should be
informed of:

1. The purpose of the research.
2. How they will be involved, i.e. filling in a questionnaire, interview, tape/video tape.
3. What steps will be taken to protect their identity.
4. Will their identity be known to anyone other than the therapist and if so, whom?
5. Will any other person have access to personal information other than the therapist?
If so, whom?
6. Arrangements to secure all records relating to the client and information as to what
will happen to all records.
7. Procedures for withdrawing consent and for making complaints against the
researcher.
8. Any possible negative impact upon then, for example re-living past traumas.

It is important to recognise that there is an inequality in the therapeutic relationship and
that a client may feel obliged to adapt to the requests of the therapist by giving consent.
The client should always be given adequate time to consider whether or not to be
involved in any research investigation.

Clients should be informed clearly that if they decline to give consent to a research
investigation the service they receive will not be adversely affected.

If a client is unlikely to be able to exercise consent freely then they should not be
included in any investigation.

It is the responsibility of the research investigator to ensure that the client has enough
understanding of the information required from an investigation before including the
client in the investigation.

Where a research investigation continues for some time, then it may be appropriate to
update client consent periodically.

Any research investigation involving children must consider their ability to give consent
and the research investigator should familiarise themselves with any relevant legislation,
for example the Children's Act.
90
Withdrawal of Consent
At the outset of any research investigation clients should be informed that they have an
absolute right to withdraw their consent at any time and that they also have the right to
require that data about them is destroyed. It is unethical to exert pressure to persuade
a client to change their mind should they withdraw consent during the course of the
research investigation. It is permissible to give additional information or explanation so
long as this does not constitute pressure.

A client has a right to withdraw consent retrospectively and should be informed of their
right to require that data regarding them is destroyed.

Ownership of Information
Whatever the legal situation, moral ownership of personal information about any person
belongs with that person.

Generally speaking it should be normal practice that clients are able to have access to
research records about them.

When questionnaires are used to provide scores a client has a right to have the scores,
and the significance of them, explained in an appropriate way.

Confidentiality applies to all investigations into the psychotherapy process and if
confidentiality cannot be guaranteed then clients need to be informed of this prior to
being asked to give consent.

The Data Protection Registrar has made it clear that information stored on computers is
not to be used for any purpose other than that for which they were originally obtained.
If the holder of such information requires it to be used for anything else or to impart such
information to a third person, they must secure the client's written consent. This is a
legal requirement.

A client who has taken part in a research investigation should be provided with the
opportunity to be informed of the outcome of such investigation. Case notes used for the
purposes of research without the client's specific consent is unethical.

Explanations
All explanations of the nature of a research investigation (individual data, scores, results)
given to clients involved in the investigation must be straight forward, be jargon free and
not assume particular levels of knowledge. Simplicity of explanation must not be used to
lead to a person's understanding of the significance of the information being distorted.
Explanations given after the event do not justify any unethical aspects of the research
investigation.

Use of Random Allocation Methods
External advice should be secured as to whether to use any research investigation
involving random assignment of clients to particular types of treatment.

Colleagues
A psychotherapist who believes that a fellow research investigator is conducting
investigations which are unethical should confront that person and encourage them to re-
evaluate their research investigation. Such re-evaluation should involve external
assessment.

Professional Collaboration
Research investigators must not claim authorship for work not undertaken by them or for
ideas not originating with them. All sources must be properly acknowledged. Any help
given by other professionals to a research investigation should be acknowledged.
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Monitoring, Evaluation & Complaints
Occasionally data about clients may be used for the routine compilation of statistics
regarding the provision of the service. Routine monitoring of this nature, while not
strictly speaking 'research', nevertheless constitutes information provided by a client in
connection with their therapy that is being used for purposes outside therapy. As such
the client has the right to know that such statistics are being compiled. Clients have a
right to know that in advance of entering into the therapeutic contract statistics may be
so compiled.

As with monitoring, if a service is to be evaluated by requesting all or selected clients to
complete questionnaires at the beginning or end of therapy, then a client should be
aware that such questionnaires are being used for research and consent should be
obtained.

Clients should be provided with an effective avenue of complaint if they believe that the
research investigation has infringed their individual liberties or personal dignity. The
person nominated to facilitate complaints must be independent of the research
investigation.



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APPENDIX 11

Constructive Feedback

Giving Feedback

- Focus on the positive giving positive first and last.
- Be descriptive rather than evaluative and judgmental.
- Refer to specific behaviour rather than general giving an example where possible.
- Begin with an 'I' statement -so that you own your feedback.
- When feedback is negative give the person time and space to explore an alternative,
more positive behaviour.
- Ask yourself 'Why am I giving this feedback and thereby check out your motives.
- Feedback says as much about you as the other.
- Normally it is only helpful to give negative feedback about things which can be
changed.


Receiving Feedback

- Listen to the feedback rather than immediately rejecting it.
- Consider checking it out with others rather than relying on one source.
- Be clear about what is being said.
- Avoid jumping to conclusions or being defensive. Remember feedback can be very
useful.
- Listen and if it helps, repeat what the person has said to ensure that you have heard
them clearly.
- Ask for feedback to be specific.
- If it isn't the right time for you to receive feedback say so and state a time when you
can be more receptive to it.
- Decide what action you are going to take as a result of the feedback.
- Acknowledge and appreciate the person for giving you feedback.

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APPENDIX 12

Psychotherapy Contract - An Example

Confidentiality

The content of all therapy sessions is confidential and this applies to any and all records,
in accordance with the Data Protectional Act, except:

- Where a client gives consent for a confidence to be broken.
- Where the therapist is compelled to break confidentiality by a court of law.
- Where the therapist discloses information in Clinical Supervision.
- Where material from therapy sessions is used for research and/or publication. In such
instances all reasonable steps will be taken to ensure the anonymity of the client.
From time to time the therapy session may be recorded. Any tapes retained for
purposes of research and/or publication will be protected by the therapist
commitment to client anonymity.
Where the client is a trainee on one of the EUROCPS professional training courses and
is not meeting the requirement for personal therapy prescribed in the relevant trainee
handbook. Such breaching of confidentially must by confined to those areas set out in
the trainee handbook.
- Where information disclosed during a therapy session is of such gravity that
confidentiality cannot reasonably be expected to be maintained. This will apply, for
example, in cases of fraud, crime and where there are reasonable grounds to believe
that there is a risk of serious harm to the client or to others.
- Client records will normally be kept in a locked metal filing cabinet.

Duration and Cost of Sessions

A therapy session will normally last for 50-60 minutes and the fee per session will be
..... payable at the commencement of each session. A minimum of three months notice
will normally be given in writing of any fee increase.

In the event that a client needs to cancel a session then the full fee is payable unless
......... notice of cancellation is given. The duration and frequency of a session will be
discussed and agreed between client and therapist. The client is normally required to give
a minimum of four weeks termination of therapy when the period of therapy has
exceeded twelve months. Up to twelve months a minimum of two weeks notice of
termination of therapy is normally required.

Code of Ethics

I adhere to the Codes of Ethics and Practice of the European Centre for
Psychotherapeutic Studies which is compatible with the codes of ethics and professional
practice of UKCP and UKEATC, EIATCYP,EAGT, EAIP. EUROCPS Codes of Ethics, and/or
the Complaints & Grievance Procedure will be made available to the client upon request.

The client's rights as a consumer under the Consumer Protection Act are maintained for
the purposes of goods supplied in relation to therapy by the therapist.

Client Name ........................ Client Signature ..................... Date ...........

Therapist Name ........................... Therapist Signature ...................... Date ...........
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APPENDIX 13

Intellectual Property Rights Of Trainees

1. Trainees/Trainees of EUROCPS have intellectual property rights over that which
they create. The copyright for all trainee works (written projects, case studies,
research projects, etc.) belongs to the trainee who originated the works.

2. Copyright signifies that the work may not be reproduced, adapted, exhibited or
published without the explicit permission of the trainee.

3. It is a requirement of EUROCPS that a copy of each research project must be
lodged in the EUROCPS library for reference purposes. Copyright still remains with
the trainee.

4. It is a requirement of EUROCPS that all samples of coursework sent to and/or
requested by the external assessor be lodged at EUROCPS for purposes of
quinquennial inspection by the relevant accrediting bodies, and any other relevant
statutory or professional body.

5. It is a requirement of EUROCPS that samples of coursework (Clinical Case Studies
and Tape Transcripts) submitted as part of final evaluation be lodged at EUROCPS
for purposes of quinquennial inspection by relevant statutory or professional
body.

6. All above material lodged at EUROCPS may be used for reference only purposes
by trainee members and graduate members of EUROCPS All such material that is
considered confidential will be kept in secure conditions and access will be under
strict supervision.


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APPENDIX 14

Outstanding Debts

In the event that a trainee has outstanding debts to EUROCPS in the form of training fees
or other debts such as charges relating to loss of, or damaged to EUROCPS property,
then EUROCPS will normally withhold the results of the trainee's assessments with the
effect that the trainee will not gain the related credits and will not be deemed to have
satisfactorily completed the relevant year or be entitled to receive an award pending
discharge of the debts.
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APPENDIX 15

Attendance Requirements


Accrediting bodies require a minimum number of training hours for purposes of
professional registration. The Diploma courses are designed to meet such requirements
and so 100% attendance is required.

In the event that a trainee misses a workshop, or part thereof, then this workshop will
normally have to be repeated at some stage. This means that the credits associated with
the coursework for the missed workshop cannot be assigned to the trainee until both the
workshop and coursework are satisfactorily completed. Upon completion the credits for
the workshop can be assigned.

Normally trainees will not be able to continue in training if they have missed more than
two workshops in a year and all workshops required for completion of a training course
and all coursework associated with these workshops need to be successfully completed
within six years from the commencement of training in order to achieve graduation and
professional registration.





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APPENDIX 16

DUAL RELATIONSHIPS

The European Centre for Psychotherapeutic Studies requires that with regard to all
aspects of therapy practice the following relationships are normally disallowed:

therapist/trainer

therapist /supervisor

therapist/assessor

The Humanistic and Integrative College of the United Kingdom Council for Psychotherapy
articulate the following reasons for separating out the psychotherapeutic relationship
from other relationships which are primarily oriented towards therapy training,
supervision and training:

To prevent an undermining of the power and self-authority of the client through a
disproportionate balance of power in the relationship due to the therapist also
being the clients trainer/supervisor/assessor which could, in extreme
circumstances lead to a potential abuse of power on the part of the therapist.

To provides a clear boundary around the client/therapist relationship with the
purpose of protecting the possibility for depth relationship work, and to help
provide safe conditions for working with transferential and subtle energetic
material within the field of the relationship.

To protect the therapeutic relationship from unnecessary pressure, demand and
influence caused by the tension inherent in holding two or more roles which
involve different tasks.

To protect the integrity of the discreet relationships involved.

To encourage authenticity and appropriate challenge in each domain of training,
supervision, examination and the psychotherapeutic relationship.

To provide clarity when working with relationships and tasks which are intrinsically
interrelated and potentially capable of becoming confused and /or enmeshed (for
example, there are supervision processes implicitly present within trainer/trainee
relationship).

To encourage commitment and integrity in trainers, supervisors, assessors and
therapists by their taking responsibility for their own relationship to the power of
their position.