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the transpersonal approach to counselling and psychotherapy The CCPE offers a unique 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, psychodynamic and cognitive orientations to form a Transpersonal and Integrative approach. The CCPE philosophy centres on the belief in the soul as the core of the human being. Each soul has a purpose to fulfil in this life, i.e. to express its soul nature as fully as possible through all facets of life. We see the mind and the personality as being developed out of this core. Our outlook is holistic in the sense that we recognise the important contribution that all the major therapies have made. In this pluralistic approach we believe that no one theory of mind can explain what is a complex and individual process. The self healing capacities of the child/adolescent are activated via the creative imagination. Through play therapy, art, drama, puppetry, etc., the therapist builds a relationship with the client that can facilitate change and the unfolding of potential. 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. Applicants must already be professionally skilled, capable and competent counsellors/psychotherapists with a minimum of three years’ training who may already be working with children and young people or who wish to broaden the scope of their practice to work with this client group.
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. In 2004 it was accredited by the UKCP and reaccredited by UKCP in 2008. Successful completion of the course and all clinical requirements can lead to registration as a UKCP Child Psychotherapist. In 2010 both Masters programmes were successfully validated by the University of Northampton. m.a. in transpersonal child, adolescent & family therapy The MA in Transpersonal Child, Adolescent & Family Therapy offers a comprehensive academic and professional programme of study at Master’s Level. 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 programme is challenging intellectually and personally, combining both the integration of theory and practice, with the demands of self reflection and openness to personal and spiritual growth. The therapeutic relationship is viewed as central to the therapeutic process; thus the transpersonal approach places emphasis on the presence, openness and authenticity of the therapist, a respect for the client’s self healing qualities and on creative skills that evoke these capacities. Emphasis is also placed on understanding the unconscious and symbolic communication of the child. The training involves the fine tuning of the therapist’s consciousness to enable them to enter into the inner world of the child creating an empathic resonance. This can enable the child to feel understood and reconnect with a more healthy developmental pathway. Infant and child observations, along with other clinical and observational placements play an important role in enabling the student to develop this capacity. Qualities of strength, stamina and robustness are needed in order to hold and contain sometimes disturbing client material.employment prospects Graduates from the programme have found employment in a variety of settings including schools, CAMHS, specialist bereavement services, young persons’ counselling services, social services, etc. course structure This two year part-time programme is divided into six modules totalling 180 Master’s 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 (40 credits) 2. Infant Observation (20 credits) 3. Clinical Practice I (20 credits) YEAR TWO 1. Adolescence, The Family and Family Therapy (20 credits) 2. Child Observation (20 credits) 3. Dissertation (60 credits) The course is held one afternoon per week with approximately 60 class meetings spread over two years. The training sessions include lectures, skill development, supervision and an infant observation group. There are twelve weekend seminars spread over the two-year period. TERM
1 Term 1 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. TERM
2 Term 2 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. 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.Almaas. 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. Term 1 The
Soul’s Journey into Life Archetypes,
Symbols & Imagery in Sandplay Research Methods I Term 2 Research Methods II Symbols
of the Self An Introduction to the DSM IV Archetypal (Jungian) Perspectives of Childhood Term 3 The
Traumatised Child Archetypal
and Symbolic Perspectives of Adolescence
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. Course Outline • The Alchemical Model of Transformation FAMILY SYSTEMS - Families in Context, Ethnicity and Culture In Term 5 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. 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. Term 4 Gender, Sexuality & Sexual Dysfunction Substance Abuse Sandplay IV (Optional) Term 5 Systemic Family Therapy DSM-IV Review & Practice Term 6 Oral Examination preparation weekend. Sandplay Revision
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. 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. A minimum of 10 hours family therapy observation is required. 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 Clinical Studies Students who have no previous knowledge or experience of using the DSM-IV are required to attend four additional one day seminars. There is an additional charge of £70 (currently) to attend these seminars. The DSM-IV seminars are a requirement for UKCP registration. LEARNING OBJECTIVES By the end of the course students will be able to demonstrate: • Demonstrate a critical knowledge, understanding and sensitivity to diversity and equality considerations. There are three sessions of group supervision per term and nine sessions of individual supervision per year included in the course fee. Students must ensure that they have a ratio of one hour of supervision for every six client hours. Placement and work supervision is included in this total. This is a UKCP requirement. The UKCP required students to be in individual psychotherapy with a recognised psychotherapist for the duration of the course. Individual therapy requirements will be discussed at interview. Personal therapy is not included in the course fees. Applicants must have: 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 CRB check. Copies of Degree/Psychotherapy qualifications will also be needed. 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. Postgraduate
Diploma in Child, Adolescent and Family Studies 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 January 2012 Course day: Friday 1p.m - 5p.m. Cost: £4,330 in 2012, £4,450 in 2013 (including a non-refundable 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. ccpe diploma in sandplay studies (optional) 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. TRAINING STAFF TUTORS Programme Director - Angela Gruber John Daly BSc., M.A. (Couns Psych), Dipl Sup'n
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