Clinical Training


Course Dates       2017 - 2018

Autumn Term                    22 September – 15 December

Half Term                             27 October - 3 November

Spring Term  (2018)        12 January – 23 March

Half Term                            23 February -  2 March

Summer Term                  20 April – 13 July

Half Term                            1 June - 8 June


Overview of the course

Enquiries about and expressions of interest in the 2017/2018 clinical training intake are welcome. An early conversation with Kevin Booth would be useful and, if appropriate, a visit to BTPP and the possibility of sitting in on a training day (Friday) might help potential applicants with their decisions about submitting an application for the training


Each new student has a Service Supervisor at their placement. This Supervisor will choose appropriate cases for students and will supervise their work in great detail for at least an hour a week throughout their training. Sometimes, this may be someone not physically in the same clinic, depending on the circumstances in individual placements.

Throughout the training, students are encouraged to phone the college or the Organising Tutor out of hours if they are worried by a case. This is a culture in which asking for help is valued rather than frowned on.

Each student is allocated a mentor by the student group themselves, who can show them the ropes and generally be around in that anxiety-provoking first half term particularly.

The first years always have at least one seminar a week together as a small group. In this seminar, as well as discussing clinical work, issues such as what to put in a box and why, how to write a letter introducing yourself, all the mechanics of beginnings are discussed and thought about in this safe setting where all questions are welcome. Obviously, people come in at very different levels, but we feel strongly that revisiting the basics can be an enriching experience and throw up new ideas even for the seminar leader.

The first year student will also be allocated a "family group", i.e. a group in which there is a mixture of first to fourth years all struggling together to understand clinical material. We have found this to be a very stimulating experience for the beginners and their "naive" questions sometimes take us back to thinking afresh about issues to which we have had a cliche'd response rather than ongoing thought.

Because of the enormous impact of a new working environment, letting go of one's old core profession, of starting a personal analysis and beginning to work with patients, we have found it counterproductive to introduce theory as a discreet study at this juncture. Our experience is that it can be used defensively and as a way of avoiding the struggles of beginnings. This does not mean that students are discouraged from reading and thinking, but rather than the experiential level of learning is the prime focus of the first year.


Each new student has a Service Supervisor at their placement. This Supervisor will choose appropriate cases for students and will supervise their work in great detail for at least an hour a week throughout their training. Sometimes, this may be someone not physically in the same clinic, depending on the circumstances in individual placements.

Throughout the training, students are encouraged to phone the college or the Organising Tutor out of hours if they are worried by a case. This is a culture in which asking for help is valued rather than frowned on.

Each student is allocated a mentor by the student group themselves, who can show them the ropes and generally be around in that anxiety-provoking first half term particularly.

Year One


Core clinical seminars continue. Most of what has gone before is of core importance and continues. By this stage, most of the trainees will have at least one training case (an intensive case being seen at least three times a week and supervised weekly by a supervisor chosen by the Organising Tutor specifically for the combination of that trainee and that child). They will also be studying Theory I (reading list is given at Appendix V.)

In the second year students attend Parent work seminars. These seminars on working with parents whose children are in therapy aims to help the student assist the parent to support and to foster their child's development and to think about the difficulties the parents are experiencing with their children. Some work with parents takes place when the children may not be receiving any direct therapy themselves. These seminars are attended by all four year groups. It is important to note that, although parents will obviously bring their own issues, the focus of this work is different from adult psychotherapy.

Year Two


Core clinical seminars continue in the third year and students attend Assessment seminars. In these seminars, students will be taken through the experience of receiving a referral and responding to it appropriately. They will focus on exploring the needs of a particular child and family, taking into account both the child's capacity to use psychotherapy and the network's capacity to support and tolerate change. A decision will need to be made on the treatment of choice (which may not necessarily be psychotherapy and, if it is a psychotherapy case, on the frequency of treatment). Negotiating the treatment with the family and network and writing all the appropriate letters and reports to keep the child safe will be part of the work focused on.

Further intensive training cases are set up. This can be a very busy year for students.

 

Students work to complete their intensive training cases. Depending on the placement students are encouraged to widen their experience and to 'fill out' their log with applications of child psychotherapy technique, for example doing brief work and consultation to other professionals.

In the fourth year, a small year group seminar will focus on clinical work, useful theory arising from the group's needs on an ad hoc basis and thought about how to plan and structure qualifying papers as a paradigm for taking an overview of the growth and development of a particular child in his or her therapy.

 

 

In this year students are encouraged to begin thinking about and working on the qualifying paper. A Senior Tutor sets aside time to support and guide the student in this process

 

 

In the fourth year, a small year group seminar will focus on clinical work, useful theory arising from the group's needs on an ad hoc basis and thought about how to plan and structure qualifying papers as a paradigm for taking an overview of the growth and development of a particular child in his or her therapy.

 

 

In this year students are encouraged to begin thinking about and working on the qualifying paper. A Senior Tutor sets aside time to support and guide the student in this process

Year Four

 

Year Three