Stages of Human Development
What developmental age is the client displaying? How this might affect
the way we work with the client11 January 2020
Intro - who is working with Young People and in what ways?
Differences: Adolescents vs Smaller Younger People
How we might practice? - Working in Schools vs Agencies
Contracting and safeguarding - How is it working with young people?
Ethics: Consent and who is consenting
Where does the work lie?
Introducing Play25 January 2020
Play therapy - What is it and what’s the task?
The Client’s environment and the therapy space
What is being asked for? And by whom?
Experimental play and our own experience of play
PLACES ARE LIMITED, BOOK NOW!
Call 01420 89207 / firstname.lastname@example.org
10am – 4pm
£240 for all 3 workshops
Certificates will be provided / Refreshments included but no lunch
Kitty Willis is a UKCP registered and BACP accredited integrative child and adolescent psychotherapist who have worked in an FE college with adolescents and private practice with children aged 5 and up. She uses creative tools including sand play when working with these age groups.
Mandy Girdler is an experienced, Psychodynamic and Integrative counsellor/psychotherapist working across, Surrey and Hampshire supporting Social Services, Families, Adolescents and Young People. She has an extensive background in Mental Health, having worked for, NHS, Social Care, counselling agencies and voluntary organisations.
Why choose bespoke?
To advance your own studies
We offer courses for individuals or groups – with teaching and supervision – to suit your interests and requirements.
As an excellent teaching resource for your students
Our online courses and extensive library of recorded lectures can be tailored to complement your teaching programme.
Who are these for?
- Groups of professionals wishing to expand their knowledge or clinical skills through supervision and extensive online resources focused on their particular needs.
- Groups of students on cultural visits to the UK.
- Universities and other organisations who wish to complement their curriculums with specialist teaching on relevant topics.
- For you – talk to us about your needs and interests and we will create just what you need.
If you would like to know more or discuss your options please email us on email@example.com or call us on 020 7563 5027
The Institute of Psychoanalysis are now offering a variety of online courses, ranging from beginner to advanced level, on the works of Melanie Klein, Donald Winnicott and Wilfred Bion, an advanced course on Sexuality and an advanced course in collaboration with the Maudsley hospital, amongst others.Five Lectures on Sexuality In this course, Professor Rosine Perelberg traces the key contributions that psychoanalysis has brought to the understanding of sexuality. Starting with Freud’s revolutionary ideas on infantile sexuality, the course follows the contributions of Klein, Lacan, Green and Laplanche. It examines the importance of the notions of bisexuality and the paternal function to the understanding of the Oedipus complex. Maudsley lectures on psychoanalysis A series of lectures and seminars from the Institute of Psychoanalysis in partnership with the Maudsley Hospital. Several leading psychoanalysts have contributed talks on the application of psychoanalytical concepts to clinical work and beyond. This programme is orientated to be of particular interest to clinicians: psychiatrists, psychologists, psychotherapists and others in mental health and allied professions. Bion in Practice In this course, Chris Mawson and Nicola Abel-Hirsch examine the work of Wilfred Bion from a practical perspective. Expanding on the introduction to Wilfred Bion, this course is focused on real, practical applications of Bion’s theories. Introduction to the course of Wilfred Bion This short course will give you an outline of Bion’s core ideas, their theoretical relevance and applications.
These lectures outline some of Klein’s main ideas, many of which caused an outcry at the time, some of which remain controversial and others of which are now part of mainstream thinking. These will also give you a sense of the ways in which Klein’s thought influences practice and thinking today.Introduction to Psychoanalysis
Introducing the core ideas of Psychoanalysis, as proposed by Sigmund Freud and developed by his followers of the British Psychoanalytical Society. What exactly is psychoanalysis? What do our dreams mean? What happens in the consulting room? This course, taught by distinguished members of our society, will look at answering these and other questions in order to provide a broad understanding of this fascinating topic.
Introduction to Jung
The Society of Analytical Psychology
invites you to an innovative, residential weekend
based in Grasmere, Lake District, U.K.
Friday tea-time, March 9th through to Sunday brunch, March 11th 2018
Lake View Country House, Lake View Drive, Grasmere, LA22 9TD
This innovative, residential weekend course provides an introduction to C.G. Jung and Jungian ideas from the perspective of clinical practice. As members of the Society of Analytical Psychology, we are bringing our professional resources to the Lake District National Park. During the winters of 2018/2019 and 2019/2020, we aim to provide a modular adaptation of our very popular Foundations of Analytical Psychology. During this preliminary weekend, we will be introducing our favourite Jungian ideas with illustrations from our therapeutic practice. To allow the experience to be further digested and personalized, we will be providing facilitated, reflective learning groups, social dreaming workshops, and even a guided walk.
The Lake District National Park is a newly appointed World Heritage Site. It enjoys a unique place and meaning amongst the population of the British Isles and beyond. With breath-taking beauty and a rich Romantic poetic history, Grasmere in particular has an unparalleled ability to provide an excellent ‘retreat’ location for Jungian introductory courses.
For a more detailed idea of the programme, topics and speakers, please download our leaflet. For a booking form, please download, complete and email Introduction to Jung Application March 2018 to our host Roselyn Abbott at firstname.lastname@example.org. Completion Certificate: the weekend provides 10 hours towards continuing professional development. A minimum attendance of 80% is required to receive a course completion certificate.
23 October 2017 - 27 November 2017 Mondays 7-9pmSix-week evening course
Following the literary tradition established by Edgar Allan Poe, Bram Stoker and Mary Shelley, the horror genre in film seeks to elicit physiological and psychological reactions through visual and narrative techniques involving suspense, gore, the macabre and the supernatural. Horror films transfix and terrify audiences in equal measure, unfailingly achieving suspension of disbelief because fear is a universal and powerful emotion.
The role of women in horror movies is especially intriguing because of the ambivalent position occupied by female characters, ranging from victims of violence to perpetrators of dread. In The Question of Lay Analysis (1926), Sigmund Freud wrote, “The sexual life of adult women is a dark continent for psychology.” Even at the end of his life, Freud was preoccupied by a question that never left him: “What do women want?” – the mystery of female subjectivity persisted with the advancement of psychoanalytic thought. It is precisely this perception of ‘the unknown’ that drives much of the unsettling storylines concerning women in horror films.
Relying predominantly on Julia Kristeva’s theory of abjection, we will investigate cinematic representations of female bodies that appear paradoxically fragmented, decayed and impure, as well as wholesome, nurturing and attractive. Kristeva defines horror as a breakdown in meaning caused by the loss of boundaries between self and other. The abject disturbs identity, borders and rules – horror films portraying unclean and taboo elements of the feminine experience reveal the entwined dual system of Eros (beauty, sexual awakening, love, pregnancy) and Thanatos (possession, disease, destruction, death).
Other theoretical constructs in this series will include Freud’s hysteria, Jacques Lacan’s jouissance, and R.D. Laing’s ontological insecurity. Advance viewing is optional, select scenes and montages will be shown during weekly sessions (see filmography below). Content warning: graphic imagery will be presented – viewer discretion is advised.
Week 1 – ADOLESCENCE: Teeth (2007), Carrie (1976), The Exorcist (1973)
Week 2 – IDENTITY: The Ring (2002), Single White Female (1992), The Brøken (2008)
Week 3 – PSYCHOSIS: Black Swan (2010), Whatever Happened to Baby Jane (1962), Rosemary’s Baby (1968)
Week 4 – ECONOMICS: Starry Eyes (2014), The Hunger (1983), American Psycho (2000)
Week 5 – DEMONS: The Entity (1982), Possession (1981), Paranormal Activity (2007)
Week 6 – DEVOURING: Neon Demon (2016), Dans Ma Peau (2002), Eat (2014)
PROJECTIONS is psychoanalysis for film interpretation. PROJECTIONS empowers film spectators to express subjective associations they consider to be meaningful. Expertise in psychoanalytic theory is not necessary - the only prerequisite is the desire to enter and inhabit the imaginary world of film, which is itself a psychoanalytic act. MARY WILD, a Freudian cinephile from Montreal, is the creator of PROJECTIONS.
Full price: £100
Freinds of the Museum £75
Students and Concessions: £75
For further information, please email email@example.com or call the Museum on 02074352002.
The Infant Observation Course at the Jungian Training
Infant observation has been part of the West Midlands Jungian Training in Analytical Psychotherapy since its beginning in 1990 and it is a requirement for all psychotherapy trainees. We have extended this programme and it is now open to the public.
The infant observation course is suitable both for psychotherapists who wish to enhance their professional work by a greater understanding of the baby's early life and relationships, and for those who are considering the possibility of training in psychotherapy, and other interested professionals.
Origins of Infant Observation
As a discipline, infant observation has a long tradition. It began more than 50 years ago at the Tavistock Clinic as part of the first child psychotherapy training. Its inception and development is primarily associated with Esther Bick. Although Bick wrote rather little - only four published papers in all - her pioneering ideas, grounded in her observational experiences, have had a profound and enduring influence on psychoanalytic thinking about primitive emotional states in the baby. As a skilled observer of babies and as an inspiring teacher, she laid the foundations of an approach which has provided a new and powerful way into the baby's world.
The Nature of Infant Observation
Infant observation is a 'naturalistic' experience and takes place within the family. The emphasis is on depth and particularity, and unconscious communications are of fundamental importance. The observer's task is to seek to enter the baby's world and to observe minutely what is going on for the child within in the family and particularly in relation to the mother. It requires the observer, as far as possible, to leave behind existing theories and presuppositions, and to open themselves to the immediate experience. The observer is required not merely to register what is 'out there' but seeks also to be aware of, and make use of, their own emotional responses. Counter-transference responses are central to the observational process.
This exploration of the baby's world engenders a vivid sense of the close links between psyche and soma and it affords the opportunity for the observer to witness, at first hand, the crucial power of relationship.
The Place of Seminars
The spirit of openness and enquiry that characterizes infant observation is encouraged and developed in the seminars, and the collective explorations in seminar meetings are an essential part of the infant observation process. It is where uncertainties are shared and where emotional states, not least in the observer, can emerge and be reflected upon. Anxieties are thought about and, in time, the observer's capacity to bear anxiety, and seek to understand it rather than relieve it, can grow.
Infant Observation and Clinical Practice
First and foremost, infant observation enriches one's knowledge of the process of child development. But, because the process is grounded in empathic understanding, it is also a special and valuable form of learning for the observers themselves. The observation can evoke their own early experiences and contribute to a growing self-awareness.
To undertake an infant observation is to make a big commitment and to open oneself to change. It is not to be undertaken lightly. However, almost invariably, observers find it to be a singularly important experience in their lives and for their clinical practice.
The Infant Observation Itself
The Infant observation involves observing a baby and their developing relationships from birth for one hour a week in the baby’s home, up to the age of two years.
Each observer is a member of a small seminar group which meets usually four times a term for two and a half hours, in Leamington Spa or South Birmingham. Each student will usually present a recent detailed observation to the seminar group twice a term, and will provide copies of the written recording of those observations for all other seminar members.
Individual tutorials with the infant observation leader are scheduled to take place once a term. This time can be used to think about how the individual participant is finding the process of observing a baby, any problems which might have arisen, for discussing the yearly infant observation leader’s report, or for thinking about the content of the forthcoming final essay on the observation.
An annual report will be written by the seminar leader. An opportunity will be made for these to be discussed with each participant individually. These reports are designed to be helpful to each seminar participant in their development as observers.
Writing an essay of around 8000 words focussing on the infant observation is considered a meaningful and integral part of the whole observation experience. This paper should be submitted within one year of ending the infant observation. It is expected to demonstrate links between the observed baby within the family, psychoanalytic child development theory, and the significance of the seminar member as participant observer.
Assessment of Learning
Participants are required to write an annual assessment of their own learning which will be discussed with their seminar leader in a tutorial.
This programme meets a requirement of the WMIP Training in Jungian Analytical Psychotherapy.
This course may be followed as a CPD programme.
Applicants are expected to have established themselves in a relevant profession.
Applicants will be expected to have had some experience of individual psychotherapy of an analytical / psychodynamic orientation and also will usually be in therapy for a period before commencing and during the period of the observation.
All participants will be eligible for a Certificate of Completion:
- as a part of their training in the Jungian Analytical Psychotherapy programme.
- or as a record of their Continuing Professional Development work.
A Certificate of Satisfactory Completion of elements of the programme may be made available in extenuating circumstances.
For further information please visit www.thejungiantraining.org.uk or to request a Prospectus and application form please contact Sue Harford, Administrator to the Jungian Training Committee via firstname.lastname@example.org or by telephone – 08444 631 341.
A series of lectures and discussion forums from the Institute of Psychoanalysis in partnership with the Maudsley.
Leading psychoanalysts will give talks on the application of psychoanalytical concepts to clinical work and beyond.
The programme is orientated to be of particular interest to clinicians: psychiatrists, psychologists, psychotherapists and others in mental health and allied professions.
Each lecture will be followed by a small seminar group in which participants can explore the ideas raised in the lecture. A reading list and the reading material for each lecture will be provided in advance to participants.
If you would like to purchase SPRING TERM ONLY, please click here.
List of included lectures - AUTUMN
2 October: Jo O’Reilly Psychotic processes: from the nursery to PICU (Psychiatric Intensive Care)
9 October: David Simpson Some consequences of being the wrong child: intergenerational transmission of an ideal-ego
16 October: Robin Anderson Blood drawn on both sides: a fight for life, death and analysis in a young boy
30 October: Maria Rhode What can we learn from psychoanalytic approaches to autism? Controversies and convergences
6 November: Bernard Roberts A child’s use of her analyst’s body to communicate in psychoanalysis
13 November: Jennifer Davids "I'll be him for you": replacement dynamics in a young boy and three creative artist
20 November: Zaib Davids Psychosomatic phenomena in children
27 November: Sara Flanders Rupture in Adolescence
4 December: Roger Kennedy Making complex assessments in the Family Court: a psychoanalytical perspective
List of included lectures - SPRING
15 January: Luigi Caparrotta Psychoanalytic assessment: grasping the nettle or clutching at straws?
22 January: John Keene Enactments in the recovery from abuse, trauma and parental disturbance
29 January: Rachel Gibbons Terror, loss and breakdown: the internal and external wars against terror
5 February: Cyril Couve Learning to live with a bad object: what happens when analysis weakens the manic defences of a depressed patient
19 February: Margot Waddell “And so of larger-darknesses": death and the containing function of words
26 February: Claire Cripwell Seeing is believing: construction and interpretation in psychoanalysis
05 March: Mary Morgan Relationships - why bother? A psychoanalytic view of intimate relating
12 March: Edgard Sanchez-Bernal The language of our body, the symptoms in our mind: mental health in higher education
19 March: David Morgan Whistleblowers and activism: prevailing against the illusory impermeability of establishment defences
When October 2nd, 2017 6:30 PM through March 19th, 2018 5:30 PM Location ORTUS Learning and Events Centre
82-96 Grove Lane
London SE5 8SN
United Kingdom Contact : 0207 563 5017 Email: email@example.com Event Fee(s)
|Full Price Tickets|
|Two terms||£ 560.00|
|Autumn term||£ 320.00|
|Two terms concessions||£ 410.00|
|Autumn term concessions||£ 220.00|
The aim of this course is to understand the importance of the assessment as essential to good beginnings, to gain an overview of some theory and practice of clinical assessment and an understanding of the emotional impact of the assessment encounter, and its transference implications, to develop skills in assessment interview technique, psychodynamic formulation and approaching the assessment report.
Day 1: Introducing Assessment: Saturday, 19th May 2018
This day will introduce some key clinical concepts and attitudes for sound psychodynamic assessment. Participants will consider the impact and influence of the assessment encounter and a range of assessment skills including the conduct of the psychodynamic assessment interview, the maintenance of an evaluative/therapeutic balance, making a recommendation and considering limits. All content will be considered in terms of providing formal clinical assessment in organisational settings and in private practice.
Day 2: Assessment – Essential Skills: Saturday, 2nd June 2018
This day will build on learning and skills from Day 1. Participants will explore a range of assessment techniques including approaches to initial contact, risk assessment and management, psychodynamic formulation skills and writing the assessment report. All practice will be considered in terms of providing formal clinical assessment in organisational settings and in private practice.
Day 3: Assessment Supervision: Saturday, 23rd June (Day 3a) or Saturday, 30th June 2018 (Day 3b)
Participants on this day will engage in a live supervision of clinical assessments presented by course participants who have volunteered to conduct an assessment following Day 2. This day will consolidate learning from Days 1 and 2 and enables both presenters and participants to engage fully in the assessment process through supervisory discussion.
*WPF Therapy reserves the right to cancel either Day 3a or Day 3b if there are insufficient participants to run both days. Please indicate if you could attend either day.
Comments from previous participants:
- “The pace and sensitive attention to detail at each level of the assessment process felt just right.”
- “Invaluable information for both experienced and inexperienced assessors.”
- “Cate communicated a sense of pleasure in carrying out assessments. I enjoyed her relaxed but erudite style.”
- “The course was very well balanced – theory, insight, practicalities.”
Cate Lyon trained at WPF Therapy. She practices and supervises in NHS Primary Care and in Private Practice. She also supervises in Dynamic Interpersonal Therapy (DIT). Cate has a specialist interest in brief therapeutic encounters, working at pace and depth. As a seminar leader, supervisor, tutor and clinical assessor, Cate teaches and trains extensively in the field. She provides professional CPD workshops for a range of public and private organisations.
The course will be helpful to qualified and training counsellors and psychotherapists who are interested in developing their understanding and technique in clinical assessment. This course is psychodynamic in orientation although practitioners of other modalities are welcome to attend. You must be currently engaged in clinical work in order to be eligible to attend this course. Ideally, you should be in a position to carry out assessments in your work. Participants who volunteer to conduct and present an assessment for Day 3 must be qualified practitioners or in supervised honorary placements with permission to conduct an assessment. We will need four volunteers on Day 3a and 3b so if you are interested in volunteering to present please indicate your availability to do so and ensure that you can make arrangements to conduct an assessment.
Those wishing to volunteer to present an assessment on Day 3 should ensure they are in a position to do so and have secured permission from their organisations where necessary. Assessments can only be conducted at WPF Therapy Clinic by participants who are currently WPF Honorary Assessors and with the prior agreement of their supervisor.
Please state on your application your first and second preference to attend either Day 3a or Day 3b, or if you could attend either. We will do our best to accommodate your first choice but this may not always be possible.
Participants must complete all 3 days of the course to receive a Certificate for Continuing Professional Development purposes.
Participants must complete all 3 days of the course to receive a Certificate for Continuing Professional Development purposes. Workshop dates
Day one, 19 May 2018
Day two, 2 June 2018
Day three (a), 23 June 2018
Day three (b), 30 June 2018
Time: 10am – 4pm
WPF Therapy Limited, 23 Magdalen Street, London SE1 2ENFees
Qualified Practitioners: £400
Counselling/Psychotherapy Trainees: £350
WPF Therapy Trainees: £300