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All material on this site ©CCPE, 2001-2007.
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M.A.
in Transpersonal Child, Adolescent & Family Therapy
(validated
by De Montfort University)
Postgraduate
Diploma in Child, Adolescent and Family Studies
Diploma
in Sandplay Studies
index
for this page
THE
TRANSPERSONAL APPROACH TO COUNSELLING & PSYCHOTHERAPY
CCPE – HISTORY
COURSE DESCRIPTION
First
Year
Term
1
Term
2
Term
3
Weekend
Seminars
Papers
& Assignments
Second Year
Term
4
Term
5
Term
6
Weekend
Seminars
Papers
& Assignments
PRACTICUM
Infant & Child Observation
Clinical Dissertation
Case Supervision
Individual Psychotherapy
ENTRY REQUIREMENTS
INTERVIEW PROCEDURE
AWARD OF MASTER OF ARTS
Postgraduate Diploma
CCPE DIPLOMA IN SANDPLAY STUDIES
DURATION AND COST OF COURSE
TRAINING STAFF
"Youth
for every soul is the season of blossoming. The nature of youth is such
that, as soon as the youth feels directed by someone, he feels that he
is harnessed to a carriage and in this he feels the absence of freedom.
An essential thing in guiding the youth is to make lines of thought and
to place them before him, in order that he may use the lines as a track
to follow."
Hazrat Inayat Khan
"A
baby, being close to angels, arrives knowing everything essential, or
as we would say: its collective unconscious is replete with primordial
awareness."
James Hillman
"A
child dances with exuberance and the world is a good place to be - but
only when the imagination - with which the child descends - is still alive
enough to imbue the images of this world with the child's vision of beauty."
John Allan
the transpersonal approach to counselling and psychotherapy
The CCPE offers a uniquely holistic approach to child development and child psychotherapy. Using the transpersonal perspective as the core model, we have created an approach around which we link the essence of the humanistic, archetypal, psychodymanic and cognitive orientations to form a Transpersonal and Intergrative approach. From this perspective we seek to make a creative contribution to the field of child psychotherapy.
While many perspectives have emerged in the field of Psychotherapy in the 20th Century it is possible to identify four major viewpoints: the psychoanalytic, the behaviourist, the humanistic and the transpersonal. The transpersonal perspective includes the understanding and methods of the earlier orientations and expands them to include the spiritual dimension of human experience. In doing so transpersonal psychology draws on the world's spiritual traditions and mythologies together with anthropology, art and consciousness research in addition to current psychological theory.
Transpersonal psychology believes that behind the masks, culturally conditioned beliefs and roles of each individual lies a deeper state of being that transcends individual identities, and that the individualised self or persona is only one manifestation of this deeper Self.
Transpersonal psychology affirms the concepts of holistic health that all living systems aspire to - biological, psychological, familial and cultural co-exist as a web of interdependent relationships, none being separable from the whole. Thus every action and word has reverberations for others. This theory forms the basis not only for individual responsibility and freedom but also for the family systems approach to counselling and psychotherapy. This perspective also helps us to negotiate the shift from viewing disease from a purely linear perspective, as externally imposed, to a systems perspective that perceives illness as a function of one’s relationships to Self and the environment.
The CCPE seeks to promote high professional standards in the field of child psychotherapy, sound ethical practice, the autonomy of the client, authenticity of being, appreciation of differences and sensitivity to others.
The Centre for Counselling and Psychotherapy Education brings together students and staff who share a common interest in integrating spiritual insight and understanding with soundly based psychological theory and practice. The programme seeks students who are committed to learning about themselves, who desire connection with their spiritual roots, who strive for fuller integration in all aspects of their personal and professional lives. Students must already be professionally skilled, capable and competent psychotherapists with a minimum of three years training (see entry requirements).
the
centre for counselling and psychotherapy education history
In January 1984 a two-year part-time training programme, offering a Diploma in Counselling and Psychotherapy was launched to fill the need for a genuinely transpersonal approach to counselling and psychotherapy. This was followed in 1986 by the introduction of an additional year of training in order to integrate some useful material from other therapeutic approaches. In 1991 the three-year course was extended to four years part-time training, in order to meet the high standards required in future professional therapeutic practice. In 1991 the Diploma course was accredited by the British Association for Counselling & Psychotherapy (BACP) and in 1991 it was accredited by the United Kingdom Council for Psychotherapy (UKCP).
In 1987 a one-year part-time Certificate Course, Fundamentals of Counselling and Psychotherapy, was introduced for those applicants who have had no previous counselling training or experience. The Centre also offers a supervision and advanced psychotherapy course and, in Autumn 1997, a research M.A. in Transpersonal Counselling & Psychotherapy was introduced. The Child, Adolescent & Family Therapy M.A. was validated by De Montfort University in 1998 and in 2004 it was accredited by the UKCP. Successful completion of the course and all clinical requirements can lead to registration as a UKCP Integrative Child Psychotherapist.
This course is intended for counsellors/psychotherapists who wish to extend their understanding of child and adolscent psychotherapy within a family dynamic framework from a Transpersonal perspective. The programme has no particular affiliation to any dogma, religion or philosophy and is open to all suitably qualified psychotherapists who are sincerely interested in expanding their understanding of counselling and psychotherapy from a spiritual perspective.
Emphasis is placed on how deeply-held attitudes and beliefs are shaped within a family and how these in turn influence the developing infant, child and adolescent and are subsequently reflected in the individual's belief system, life choices and relationships. The training includes diagnosis, assessment and therapeutic strategies for working with children, adolescents and families.
Emphasis is placed on the presence, openness and authenticity of the therapist; an acceptance of non ordinary states of consciousness; a respect for the client's self-healing capacities and an emphasis on methods that evoke these capacities; a view of dysfunction and crisis as an opportunity for growth; and an emphasis on the therapist as an expert facilitator rather than physician. Creative child-centred skills and approaches form an integral part of the training.
The course is held one day per week with approximately 6 0 class meetings spread over two years. The training sessions include lectures, skill development, supervision and an infant observation group. Twelve weekend seminars are spread over the two year period.
This two year part-time programme is divided into six teaching and four practical modules totalling 180 Masters level credits. Each teaching module gives 15 Masters level credits. In recognition of the holistic and professional nature of psychotherapy, the course will be delivered in an integrated manner.
YEAR ONE
1. Child Development & Child Therapy (45 credits)
2. Infant Observation (15 credits)
3. Clinical Practice
YEAR TWO
1. Adolescence, The Family and Family Therapy (30 credits)
2. Child Observation (15 credits)
3. Clinical Practice (45 credits)
TERM
1
1. Introduction to the Transpersonal
2. Professional Issues
3.Child Centred Therapy
Term One aims to enable students to begin working with children and adolescents by equipping them with child-centred play therapy skills as well as a clear understanding of the professional, legal and ethical issues involved.
The transpersonal approach will be introduced and reviewed. We will explore the soul's journey into life through the subtle planes into manifestation and study the expression of different soul natures,
The power of the creative imagination is explored and its value as a source of healing. Through play and creative expression young children portray with great artistry their experiences of coming from the cosmos and taking hold of a developing body.
Archetypes and symbols of the developmental process will be explored via the medium of sandplay.
Course Outline
• Basic
Principles of the Transpersonal Approach.
• The incarnating child’s journey into life - a transpersonal perspective.
The experience of birth.
• Pre-personal development.
• Social, cognitive and communicative development.
• Ethical and Professional issues in working with children and adolescents.
• Child-centred play therapy skills.
• Introduction to sandplay and childrens' symbolic communication.
• Art therapy techniques for children.
• The role of the creative imagination.
TERM
2
Working with Children - Developmental Stages and Therapeutic Issues
Term Two continues to focus on the various perspectives that contribute to our understanding of the developing child.
We will draw on the rich field of teachings from object relations, attachment theory, self psychology, Jungian and post-Jungian perspectives to understand how developmental difficulties occur in early life experience.
The DSM-IV diagnostic manual is introduced to enable accurate client assessment.
We consider too, the particular therapeutic issues of various client groups.
Course Outline
• Pre-personal
development continued.
• Object Relations Theory.
• Attachment Theory.
• The contribution of neuroscience to psychotherapy.
• Margaret Mahler.
• Self psychology.
• Child development from a Jungian and post-Jungian perspective, Neumann,
von Franz and Hillman.
• The DSM IV - Problems of infancy and early childhood.
• Children’s grief.
• Children with special needs.
• Looked After Children.
Working with Children and Adolescents - Developmental Stages and Therapeutic Issues
We follow the child in its developmental journey through to adolescence and the challenges of the changes that arise. We will focus on the various problems that can be enacted as a cry for help, a symbolic communication of inner distress.
Further transpersonal perspectives of the developmental process will be introduced including Ken Wilber, Michael Washburn and A.H.Alma as.
We will explore the archetypes as they appear in traditional children’s stories as well as methods of using children’s drawings for diagnostic purposes.
Course Outline
• Transpersonal
Perspectives - the work of Wilber, Washburn and Almaas.
• Archetypes and children’s stories.
• The diagnostic use of children’s drawings.
• Jungian approaches to serial drawings.
• Working with abused children.
• Adolescence - the journey from child to adult.
• Adolescent development through puberty, sexuality and relationships, cognition,
self identity, judgment and development.
• Skills and approaches to psychotherapy with adolescents.
Term 1
The
Soul’s Journey into Life
The incarnating child’s journey into life - a transpersonal perspective.
Archetypes,
Symbols & Imagery in Sandplay
Sandplay I - Three day seminar.
Archetypes, symbols and imagery in sandplay.
The healing process of sandplay and its links to the unconscious, collective
and transpersonal dimensions.
Term 2
Symbols
of the Self
Sandplay II – Symbols of the Self.
Developmental stages in the sandplay of children. Gender differences.
An Introduction to the DSM IV
Problems of Infancy, Childhood and Adolescence.
Archetypal (Jungian) Perspectives of Childhood
Term 3
The
Traumatised Child
Understanding and working with issues of neglect, emotional and sexual abuse.
Archetypal
and Symbolic Perspectives of Adolescence
The symptom as the symbol.
Sandplay III (Optional)
FAMILY RELATIONSHIPS AND DYNAMICS – Individual Development and the Family Life Cycle
The course follows the soul’s further unfoldment in life into adulthood and parenthood. Emphasis is placed on archetypes, initiation rituals and rites of passage that mark the movement through the family life cycle.
From within the transpersonal perspective of the unity of all life we celebrate the diversity of human ethnicity, cultural, religious, sexual and gender expression.
As well as taking a formal clinical approach (DSM IV), we look at how the soul both loses itself and searches for itself through such problems as substance abuse.
Basic skills for working with family groups are introduced.
Course Outline
• The Alchemical Model of Transformation
• Relationships
and parenthood as a spiritual path.
• Archetypal energies of the Masculine and Feminine.
• Family development, family life cycles and transitions.
• Initiation rituals
and rites of passage.
• The use of genograms.
• Divorce and re-marriage.
• Non-traditional families.
• Gender, sexuality and relationships.
• Substance abuse
• Basic skills for couples.
• DSM-IV.
FAMILY SYSTEMS - Families in Context, Ethnicity and Culture
In Term five we introduce family systems theory with the aim of helping students deepen their understanding of the complexities of family life and the possibilities for healing.
The DSM IV studies are completed and preparation will begin for the final papers and oral exam.
Students will also begin to articulate and formulate their clinical, transpersonal integrative philosophy and approach to child psychotherapy for the final oral examination and final integrative paper.
Course Outline
• Systemic approaches to family therapy.
• Adlerian skills with families
• Ethnicity, religious and cultural awareness.
• Issues facing displaced families and asylum seekers.
• DSM-IV revision.
• The child in the context of the legal system.
The aim of the last term of the course is to revise and integrate learning, prepare for the final oral and complete all the M.A. requirements.
Supervision will continue alongside small tutorial groups and peer-led groups to support students’ completion of all of the written requirements.
Term 4
Gender, Sexuality & Sexual Dysfunction
Research Methods (One day)
Sandplay IV (Optional)
Term 5
Systemic Family Therapy (Three day intensive)
DSM-IV Review & Practice
Term 6
Oral Examination preparation weekend.
Sandplay Revision
1. Infant Observation
2. Child Observation
The student is required to complete a minimum of 50 hours infant and 30 hours child observation over the two year period of the course.
It is recommended that the infant observation starts at the beginning of the 3rd trimester of pregnancy. The effect of the pregnancy on the family dynamic is an important aspect of this observation. A journal is to be kept on each observation which the student submits for assessment.
A minimum of 200 supervised hours of counselling with a broad range of child and adolescent clients is required. Included in this will be a minimum of 10 hours work with a family or families. At least 50 of the 200 hours must involve working therapeutically in a multi-disciplinary team with children and young people.
Case studies form a primary part of the written requirements and final dissertation.
4. Clinical Observational Placements
100 hours of observation in a psychiatric setting of which 50 hours must be of children and young persons and a further 50 with adults. Students are required to attend assessments, ward rounds and case conferences.
10 hours of family therapy observation.
5. DSM-IV
Students who have no previous knowledge or experience of using the DSM-IV are required to attend five additional one day seminars. There is an additional charge of £65 (currently) to attend these seminars.
LEARNING OBJECTIVES
By the end of the course students will be able to demonstrate:• A sound knowledge of transpersonal and integrative theory, techniques and approaches to child, adolescent and family therapy; able to demonstrate how theory underpins their work with an individual client and formulate appropriate treatment plans.
• The capacity to create effective therapeutic relationships withh young people, and communicate empathy, respect and understanding using age appropriate language.
• Be able to understand and respond with accurate empathy to a child's symbolic communication
• Be able to be conscious of, analyse and use efectively the client's comunication through the transference and countertransference relationship.
• Be able to reflect on their own process and material as and when it arises in the course of their therapeutic work.
• Be able to asssess and refer on appropriately, young people who may have specialist or mental health needs.
• Have a thorough understanding of professional and ethical safe practice with young people and understand the different systems that may be involved in supporting a child.
• Be effective in the use of supervision.
• Be able to demonstrate qualities of presence, genuineness of being, compassion for and insight into both themselves and the young people they work with.
• The capacity to identify the inherent spiritual qualities in a young person and help that young person ground those qualities in life enabling them to unfold their potential and become confident in themselves as individuals.
Individual and group supervision are included in the course. There are three sessions of group supervision per term and nine sessions of individual supervision per year. Students are expected to have a personal supervisor in addition to the supervision offered on the course. This is not included in the course fees. Students must ensure that they have a ratio of one hour of supervision for every six client hours. This is a UKCP requirement.
The UKCP required students to be in individual psychotherapy with a recognised psychotherapist. Individual therapy requirements will be discussed at interview. Personal therapy is not included in the course fees.
Applicants must have:
• Completed a minimum of three years of counselling/psychotherapy training
• A degree and/or relevant work experience which indicates
readiness to undertake post-graduate vocational training and study at
the appropriate academic level.
• Experience of personal psychotherapy.
• Personal maturity and a willingness to reflect deeply.
• An interest in and commitment to their own personal spiritual development.
• Personal qualities and aptitude to work with vulnerable children and adolescents.
Applications from candidates who have a portfolio of qualifications including experience working with children therapeutically under supervision from a qualified psychotherapist and who have experience of personal psychotherapy will be considered under our APL (accreditation of Prior Learning) scheme.
An
appointment should be made with the Programme Coordinator or a core member
of staff for an hour long interview for which there is a fee of £40 (cash or cheque only).
Candidates considered suitable will be invited to apply by formally filling
in an application form. In addition, applicants are required to produce two references and
an up-to-date- police check. Copies of Degree/Psychotherapy qualifications will also be needed.
A course orientation meeting will be held in June 2009.
The award of Master of Arts will be based on:
• Continual assessment by tutors and evaluation by the Supervisor/s of the
student's practicum and clinical work.
• Written case studies and essays.
• Observation journals.
• Oral presentations.
• Final dissertation.
• Oral examination.
• Satisfactory attendance and participation.
Postgraduate
Diploma in Child, Adolescent and Family Studies
The award of a Postgraduate Diploma in Child, Adolescent and Family Studies
will be given to students who have obtained 120 credits.
UKCP REGISTRATION
Students who are awarded the M.A. and fulfil UKCP criteria can apply for registration as a UKCPIntegrative Child Psychotherapist. Criteria for registration will be discussed at interview.
The fees include lectures, seminars, group case supervision and 18 individual supervision sessions. The cost of individual therapy is not included.
Date: Starting September 2009
Course day: Friday 1p.m - 6p.m.
Cost: £3,900 in 2009, £4,200 in 2010 (including a non-refundable
deposit of £300) + M.A. University fees of £770 in 2009 and
£770 in 2010*.
An additional £200 examination fee will be charged in the second
year.
Length: Two years, part-time, one afternoon per week plus 12 weekend seminars.
* The University reserves the right to alter or increase these fees at any time.
The CCPE reserves the right to change course content and requirements. Additional costs may be incurred.
optional ccpe diploma in sandplay studies
Students on the M.A. programme will also meet the requirements for the CCPE Diploma in Sandplay Studies on completion of two additional weekends in Sandplay Theory and Practice. The two weekends can be done in the second year of the course, at an additional cost of £130 per weekend.
TUTORS
Programme Coordinator - Angela Gruber
Teaching Staff
John Daly BSc., M.A. (Couns Psych), Dipl Sup'n
David Hiles B.Sc., M.Sc., Ph.D. (Psychology), Dipl. Psych.
Angela Gruber Cert. Ed., Dipls. Psych., Supvn & Adv. Psych.
Maggie Kafton M.A. (Child, Adolescent & Family Therapy), Dipls. Psych., Supvn. & Adv. Psych.
Jenny Miller M.A. (Child, Adolescent & Family Therapy), Dip. Psych.
Victoria Blincow BSc., M.Psyche.Psche
Supervisors
Angela
Gruber Cert. Ed., Dipls. Psych., Supvn & Adv. Psych.
John Daly BSc., M.A. (Couns Psych), Dipl Sup'n
Maggie Kafton M.A. (Child, Adolescent & Family Therapy), Dipls Psych, Supvn & Adv Psych
Kitty Willis Cert
Counselling Skills, Dipl. in Psychodynamic Counselling, M.A. (Child,
Adolescent & Family Therapy), Cert. Transpersonal and Integrative
Supervision
All staff are registered UKCP Psychotherapists.
Plus additional staff from CCPE and outside teachers experienced and certified in Child, Adolescent and Family Therapy.
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