Issue 50 Spring 2012

The jour nal of the UK Council for Psychotherapy

ISSN 2049-4912

Group
analysis

News about the

new registers
The supervision and
child psychotherapist registers

Plus
Christopher Hampton
Interview with the screenwriter of A Dangerous Method

the

A celebration as
IGA turns 40

contents
Feature articles
2
4
6
8
10
12
14

Happy Birthday IGA

Group analysis in the real world
Research Approaches to Group Analysis
Safety in numbers: analytic group work in forensic settings
Groups in the workplace: walking the tightrope
A Bulgakov adventure in St Petersburg
Group Supervision: moving in a new range of experience
Group analysis: a focused therapeutic intervention in
the developmental cascade

16

Discussion
A radical reVision of domestic abuse: making the case
for a non-gendered, empathic approach
Letter to the Editor existential therapy
Psychoanalysis: from stage to screen

18
21
22
Keira Knightley and Michael Fassbender in A
Dangerous Method p.22

UKCP news
24

UKCP supervision register

UKCP register for psychotherapists who work with
children and young people
Establishing a central complaints process for UKCP
NICE guidelines: UKCP steps up its campaign

25
27
29

UKCP members
Book reviews
Books in the UKCP series
Umbrella registration organisation to professional membership body:
the journey so far
Welcome to our new UKCP members

30
32
35
37

Continuing professional development

Events

39

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editorial

The group effect

Thoughts from UKCP Chief Executive David Pink on the first issue of
The Psychotherapist for 2012

he IGA turns 40 this year and

guest editor Peter Wilson
celebrates the continuing relevance
of contemporary group analysis to
psychotherapy, presenting articles
from groupwork in prisons and
forensic services, and how this
provides a place for an offender to
belong again, to the birth of group
analytic training in Russia. Group
analysis is all the more relevant
to UKCPs member magazine, in
echoing the organisations multimodality approach which is itself a
group that functions best when all
its various parts talk to one another.

David
Pink

UKCP Chief Executive

supervisors. The other register, launched in

January is for psychotherapists who work
with children and young people; details
about both are in the News section.

UKCP has begun the roll-out of a new

model for handling complaints, the Central
Complaints Process (CCP). This issue
contains the first in a series of articles about
the CCP that explains the process and we
will be documenting it as it takes shape.
We are also launching two new registers:
a supervision register is being launched in
conjunction with our supervision policy
which sets out our position on what we
believe supervision is for and how UKCP
Colleges should establish lists of approved

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The Psychotherapist

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feature article

Happy Birthday IGA

Life begins at 40
Guest editor Peter Wilson celebrates 40 years of the Institute of
Group Analysis and the continuing relevance of contemporary group analysis
to psychotherapy

his special edition on the

applications of group analysis
coincides with the Institute of Group
Analysis (IGA) celebrating its 40th
birthday when, it is optimistically
asserted, life begins afresh. And
indeed, at a time where the common
consensus seems to be that the
analytic therapies are losing sway, IGA,
in partnership with Birkbeck College,
University of London, is developing
the range and extent of the trainings
it offers.

A complementary understanding
This has involved changing our training
structures to introduce different levels
of academic and clinical qualifications.
More crucially still, we have made the
training more flexible and, through the
introduction of accredited short courses,
opened additional avenues of access.
Underpinning all of these changes has
been a recognition that rather than feeling

Peter
Wilson

Director of Training for the IGA, Peter is

a Training Group Analyst & Supervisor
with the IGA. He works in private
practice at the Fitzrovia Group Analytic
Practice where he has a particular
interest in working with young adults
(20-30 years). Peter is also a member of
UKCP.
www.fitzgap.com

The therapy group

becomes a safe, secure
place where group
members can engage in
free-floating discussion

as symptomatic of a disturbance in social

relations. Thus therapy groups should be
composed of patients diagnosed with
a range of problems, so that difference
becomes a curative factor, with individual
patients strengths utilised for the benefit
of others while difficulties are mutually
explored.

beleaguered by competition from the evergrowing range of therapeutic modalities,

we should aim to demonstrate how they
can be complemented by a group analytic
understanding.

The social context

SH Foulkes, the founder of group analysis,

described our approach as concerned
with a dynamic understanding of the inner
working of the human mind as a social,
multi-personal phenomenon. As a means
of creating a situation where the individual
could best use the group as a method
of treatment, Foulkes placed enormous
emphasis on the importance of dynamic
administration, which, put simply, is the
requirement for acute attention to all of the
contingencies involved in setting up and
maintaining a group culture to provide a
safe base.
The therapy group becomes a safe, secure
place where group members can engage in
free-floating discussion, analogous to the
free association encouraged in an individual
dyadic therapy. Foulkes saw communication
as synonymous with therapy; group
members are supported in analysing
the different levels of meaning that can
be applied to all communications. This
might mean, for example, understanding
a communication in terms of the personal
history of the communicant, as an
expression of a current group theme, or as
resonant with contemporary sociopolitical
or cultural issues.
Individual psychopathology is understood

This insight that psychopathology

represents a disturbance arising from the
social context requires that we should only
understand the individual within this forum.
The actual treatment group actualises the
internal group we each carry with us and
highlights interpersonal relationships,
enabling therapeutic development in situ.
This understanding has proven invaluable
not only in helping individuals needing
therapeutic treatment but also as a means
of supporting staff in disturbing workplaces
such as psychiatric wards, EBD schools,
prisons or therapeutic communities. The
group analytic approach entails that instead
of being seen as problematic, patients
or individual staff members, or even staff
groups or departments, are recognised
as manifesting familial, institutional and/
or organisational issues that need to be
understood and addressed in context.
Just as the pure group analytic group
values the different understandings and
perspectives of each of its members, so
the group analytic approach seeks to
give value to a range of different contexts
and therapeutic modalities that might
otherwise be seen as antithetical to an
analytic approach. Indeed, we could
see this as an essential element of the
group analytic endeavour (eternally and
necessarily unfulfilled) to understand what
group analysts call the total situation. This
ambitious undertaking is approached by
applying the gestalt concept of figure/

www.ukcp.org.uk

feature article
Difference becomes
a curative factor, with
individual patients
strengths utilised for the
benefit of others while
difficulties are mutually
explored
ground, in which the individual (figure)
can only be understood in the context of
the group (ground). Alternatively, a group
may represent the figure that can be best
understood in the ground of the groups
that surround it.

Shifting perspective
It is this capacity to constantly shift
perspective within an ever-changing yet
clearly delineated boundary (to think
kaleidoscopically) that provides group
analysis with the flexibility and adaptability
to make it applicable in a whole range
of situations and to a diverse range of
therapeutic modalities.
Our understanding of how group analysis
can be applied has grown from the
experience of our colleagues who have
taken Foulkes ideas and used them in a
range of circumstances and situations
that would perhaps have been seen as
adverse to any analytic approach. Gwen
Adshead, a senior forensic psychiatrist and
group analyst at Broadmoor, describes the
value of the group analytic approach in
the unforgiving surroundings of a forensic
special hospital. Creating circumstances in

which thinking or linking can take place

in such an environment is a tremendously
demanding undertaking, as is Sue Einhorns
vivid depiction of the trials and tribulations
of setting up a group analytic training in
a traumatised post-totalitarian state. Less
dramatic perhaps, but equally testing, is Bob
Harriss description of how a group can help
socialise adolescents by altering the course
of what he calls a negative developmental
cascade.

as the functioning of the individual affects

the group.

David Kennard offers us examples of how

reflective practice can promote better
communication within and between staff
teams. This can provide the containment
necessary for the proper functioning of a
team or organisation. On a similar theme,
Margaret Smith and Robert Plant illustrate
how the group analytic approach can be
applied to supervision groups in which
the dynamics of the supervision group can
often illuminate an understanding of the
patient or group under supervision.

At 40 years of age, the Institute of Group

Analysis has taken the opportunity to look
at what it has learned. We have taken steps
to incorporate the understandings our
members have gained through experience
and to enshrine these understandings in
our training, where we continue to teach
a whole new generation of group analysts
while welcoming groupwork practitioners
as a new category of membership.

Morris Nitsuns article on using group

analysis to help the functioning of a CBT
group may, given the traditionally hostile
relations between analytic and cognitive
approaches, come as a surprise. But what
he demonstrates is how properly applied
dynamic administration is vital to the
successful functioning of any group,
regardless of the modality. Indeed, the
value of the cognitive approach is no
stranger to group analysts, whose patients
will often offer each other sound advice
to address and solve specific issues.
Morris also brings alive the figure/ground
concept, reminding us that the functioning
of a group affects the individual as much

All in all, the age of 40 seems to be a good

time to look back on what has gone before
in order to ensure that the experience
accrued can be of benefit to what comes
next. Chris Evanss and Marion Browns
paper on research in group analysis is
evidence of how we wish to ensure that
group analysis continues to grow and
extend in all its applications.

It is this, the continually growing range,

breadth and relevance of contemporary
group analysis, which this special edition
aims to celebrate. P

The treatment
group actualises the
internal group we
each carry with us and
highlights interpersonal
relationships, enabling
therapeutic development
in situ

Dont forget to vote in the

Chair elections
If youre a member of UKCP you should have received your election ballot by the time you read this.
Cast your vote by post, or online by Wednesday 14 March, when voting closes.
If you havent received your ballot information or you have any questions about voting, please contact
UKCPs Governance Officer, Alex Crawford on 020 7014 9962 or email alex.crawford@ukcp.org.uk
For more election information and statements from the candidates, visit:
www.psychotherapy.org.uk/ukcp_elections

The Psychotherapist

feature article

Group analysis in the real world

Groupwork plays an essential role in our hard-pressed public services but lacks
clear systems and theoretical coherence. Morris Nitsun believes that group
analysis offers a practical framework for facilitating a wide range of effective and
productive groups

roup analysis is best known

as a form of long-term group
psychotherapy, but it has many
applications, and its fundamental
principles and working concepts
illuminate the dynamic processes
that occur in all groups. Generally,
therapeutic groupwork in the UK
suffers from a lack of theoretical
coherence and adequate feedback
and supervisory systems. Group
analysis provides a framework for
understanding and facilitating a wide
range of groups and group practice. I
will place particular emphasis in this
article on its function in our stressed
public services.

Morris
Nitsun

Morris is Consultant Psychologist in

Group Psychotherapy in Camden and
Islington NHS Foundation Trust, in
private practice at the Fitzrovia Group
Analytic Practice and a training analyst
at the Institute of Group Analysis,
London. He was Head of Psychology and
Psychotherapy in the North-East London
NHS Foundation Trust between 1971
- 2001 and it was during this time that
he developed group therapy as a major
clinical specialty. He has published
papers on group analysis and his books
The Anti-group: Destructive forces in the
group and their creative potential and
The Group as an Object of Desire are
regarded as classics in the field.

When public services are stretched to the

limit, group methods are highly relevant
and increasingly practised, but there is a
lingering perception of group as second
best. There is a need for greater confidence
about groups, including recognition of
groups as essential to clinical services.
This requires the strengthening of skills
in planning and implementing groups, an
understanding of group process and the
capacity to develop a group culture that is
positive and generative.
Over several decades in my role as the head of
psychological therapies in an NHS trust, I have
supported the development of integrative
group services across different modalities and
approaches. Establishing a comprehensive
range of groups not only addressed
escalating clinical need but added value
to the service through increased options
and patient choice. The service eventually
comprised a full range of short-, mediumand long-term groups. I remember the initial
excitement where regular meetings looked
at groups as an entirety. We found patterns
that transcended the differences in theoretical
approach, but also attended to the unique
features of each group and the way a group
develops a spontaneous identity and life of
its own. Groups are often challenging and
unpredictable, sometimes problematic and
perplexing, but always revealing and usually
productive.
A great diversity of groups run in the
NHS and other public settings. They are
run in all clinical settings inpatients,
day patients and outpatients and cross
the divide of general medical, psychiatric
and psychotherapeutic settings. They
vary in length from brief, highly focused
endeavours of a few sessions to long-term
groups lasting many years. Groups cater for
mixed populations and problems, as well
as for specific problems and homogeneous
populations. They are sometimes adjuncts

to other forms of treatment and at other

times constitute the core treatment
approach. While each group approach
reflects its own theoretical influences
and biases, as well as clinical imperatives,
group analytic understanding offers an
overarching perspective that is valuable
in understanding the processes that are
common to most groups.

Primary group analytic principles

Social connectedness
The group analytic perspective emphasises
the intrinsic connectedness of each
individual, seeing problems not so much
as internally generated but as a product of
dysfunctional relationships and interactions.
This also applies at deeper and wider levels
of culture through both conscious and
unconscious transmission of social and
cultural history. Similarly, a therapy group
is seen not in isolation but as a temporary
social unit that is embedded in a wider
context and draws its support from the
organisational environment. This means
that a considerable amount of work goes
into the establishment of the group and
its link with the professional network.
This applies to all groups, CBT or analytic,
requiring careful structuring of the group
within its context. The strength of this
relationship group to context has an
important effect on the viability of the
group. Problems in groups can often be
understood as a reflection of problems in a
particular context in place and time.

Dynamic administration
Dynamic administration is the term given by
Foulkes, the founder of group analysis, to the
executive function of the group therapist.
The group facilitator has responsibility not
only for setting up the group but also for
ensuring its security and stability within its
setting. The requirement for a continuous
space and time for the group is fundamental
and the therapist constantly works at the

www.ukcp.org.uk

feature article
group boundary, dealing actively with
members attendance, absences and
threatened dropouts, as well as managing
intrusions into the group such as strangers
walking in, relatives or friends wanting to get
involved, and other impingements such as
noise and temperature deregulation. This is
sometimes compared to a maternal function,
the therapist actively protecting the safety
and continuity of the group and acting
as an environmental mother. Again, this
applies to groups of whatever persuasion:
difficulties in groups can often be traced
back to boundary impingements, requiring
recognition and restoration of boundaries
within a framework of careful containment.

The group as the therapeutic agent

While the executive function of the
group therapist is not primarily shared
with the group, the psychotherapeutic
functions of reflection, insight, feedback,
resonance and support are encouraged
and nurtured in the group membership.
The therapist models this function so
as to facilitate the skills of constructive
interaction, attunement and understanding
among members. The aim ultimately is the
empowerment of the group. The principle
of the group gaining authority and
ownership of the therapeutic task remains
important for all groups.
This process is complicated of course
in more highly structured and directive
groups, requiring a more didactic function
where clear-cut tasks, such as agenda
setting, reviewing homework and practising
skills, are embedded in the approach.
While a more active role is required of
the therapist, this does not mean that the
principle of an empowered group has to
be lost. The group therapist is in a more
clearly expert position but can combine
this with curiosity and openness to
other perspectives, while simultaneously
encouraging the therapeutic function
of the group. Yalom (1995) describes 11
therapeutic factors specific to group
therapy (installation of hope, imparting of
information, universality, altruism, corrective
recapitulation of the primary family
environment, socialising feedback, imitative
behaviour, interpersonal learning, cohesion,
catharsis, existential factors). These factors
are further expressions of the therapeutic
power of the group itself, which can be
harnessed in the implementation of all
group therapy, irrespective of theoretical
approach.

The Psychotherapist

The principle of the

group gaining its authority
and ownership of the
therapeutic task remains
important for all groups
Group analysis values and encourages
diversity. Typical analytic groups include
members with different problems and
backgrounds, so that varying experience
and perspectives are part of the therapeutic
process. But even in homogeneous groups,
such as CBT groups for specific problems
such as depression or social phobia, the
membership will vary in some respects,
and this provides the difference that makes
a difference. Practically every group has
this potential: group members different
experiences and views, and not only
areas of commonality, are germane to the
therapeutic process

The group as a whole

Group analysis emphasises the group as
more than the sum of its parts. In order to
understand the group, it is necessary to see
the overall configuration and patterning of
group interactions. The individual has an
important role and demands recognition
in his/her own right, but this must be
balanced with attention to the group as
whole. The alternating focus between
individual and group is a crucial part
of what is referred to as group process.
Supervision of groupwork also emphasises
this perspective, illuminating the constantly
shifting figureground relationship of
individualgroup.
This process perspective is germane to
group analysis but has increasingly been
recognised as important in more directive
work such as CBT groups. Bieling McCabe
and Antony (1996), in a comprehensive
account of group CBT, emphasise the need
to understand group process in order to
maximise therapeutic benefit. This is part
of what makes for the excitement of this
work: tracking the group process and
seeing how even in the most task-oriented
group it is the process that influences the
development and outcome of the group.

necessary to recognise that groups can

also be difficult and potentially destructive.
The fear people have of groups reflects
this: a fear that the group will be hostile,
explosive, rejecting or injurious. This also
accounts for the high rate of drop-outs
from some groups. My own writing on
this subject (Nitsun, 1996) has argued
that the antagonistic aspect of groups is a
valuable conduit for the frustrations and
disappointments that arise in groups. These
inevitable echoes of earlier frustrations
and traumas in peoples lives necessarily
appear, yet, if seen as important information,
this process may be very valuable. By
recognising and naming the discontent,
by giving it a respected space, what is
potentially destructive may become
constructive. In other words, the group
therapist must anticipate problems and
be ready to deal with them. This position
is far preferable to a common tendency to
downplay or deny conflict. In long-term
groups there is usually the time and the
scope to address these conflictual processes.
It may be more difficult in shorter-term,
more task-focused groups to find the time
and space but here too it is possible to
creatively manage resentment and conflict,
particularly if there is an appreciation that
the negative voice is also a valid voice.

Conclusion
All groups concern the coming together
of people in a spirit of co-operation tinged
with competition. These are both valuable
aspects of groups, since co-operation lends
the group its cohesion while competition
reveals differences that are useful while at
the same time motivating success and the
overcoming of obstacles. Group analysis
aims to recognise both within a framework
which emphasises the integrity of the
group as a whole, the therapeutic potential
of a wider range of groups, the interplay of
individual and group, and the influence of
context in a socially informed perspective.
Understanding these phenomena lends
coherence to the full range of groups that
are currently run in our services. P

References
Bieling PJ, McCabe RE and Antony, MM (2006).
Cognitive behavioral therapy in groups. New York:
Guilford Press.

Creative and destructive aspects of

groups

Nitsun M (1996). The anti-group: destructive forces

in the group and their creative potential. London:
Routledge.

While endorsing the creative and

therapeutic potential of groups, it is

Yalom ID (1995). The theory and practice of group

psychotherapy (4th edn). New York: Basic Books.

feature article

Research Approaches to Group

Analysis
For this 40th birthday review, Chris Evans and Marion Brown present a short
history of the Institute of Group Analysis and its relationship with research

roup analysis (GA), like most

therapies outside the cognitive
behavioural modality, has had
an ambivalent attitude to formal
research and research findings have
not obviously driven development of
theory or practice. However, perhaps
more than many analytic therapies,
research and empirical data reporting
have occurred in the past 40 years
and we are now trying to weave
disciplined, publishable empiricism
right into the heart of IGA.

As with all groupwork, the boundary around

the group is not a rigid confidentiality wall
but a semi-permeable interface between
the focal group and all other groups in
which members live their lives. As group
analysts, we see IGAs research history as a
long, slow, open group in which research

Chris
Evans

Chris is a medical psychotherapist

and Group Analyst who has worked
in research since 1982 and mental
health since 1984. He did the Royal
College analytic training, IGA training
and a systemic training. He works in
Nottinghamshire Personality
Disorder and Development
Network which offers group
psychotherapies. He has published
over 150 papers, is a
co-author of the CORE system
and holds a personal chair in the
University of Nottingham.

has sometimes been a worrisome patient

but is now growing into a real contributor
to the development of the group. We will
focus here on three areas: history and
background, key events for research in the
GA group, and where now?

History and background

Group analysis emerged in the 1940s
from the second Northfield experiment
and from further experiments that
Foulkes and colleagues explored in the
seedbeds of the early NHS and in private
practice. Foulkes, like Freud, was heavily
influenced by neurology and GA drew on
the theoretical and empirical domains of
the psychoanalytic therapies of the time.
However, it also drew on ideas about
systems both in biology (physiology and
neurology) and in anthropology and
sociology.

Marion
Brown

Marion is current Chair of the IGA Board

of Trustees. A Group Analyst with over
thirty years experience of working in
the NHS, most recently as a Consultant
Psychotherapist and Clinical Manager
of an NHS Mental Health Psychological
Service, she has now retired from the
NHS but continues to be involved
in research and training. She was for
several years a Steering Group member
of the UK chapter of the Society
for Psychotherapy Research and is
currently one of the research leads for
the Institute of Group Analysis.

Groups are an inherent part of our lives

and we carry our own internal templates of
early groups; family and school are obvious
examples. We work in groups, live in groups,
socialise in groups, take up particular
positions in groups. Groups exist through
complex intra- and interpersonal processes,
yet a seemingly simple question, when
is a group a group?, is something very
worthy of empirical exploration and is both
quantitative and qualitative.

Therapy of the group by the group

An important defining feature for GA is
that it is therapy of the group by the group.
This is not just transferring dyadic practice
and theory into groups but a radical
embrace of the group: the interpersonal
and the social. GA theory sees us all as
embedded in matrices of connectedness,
having unconscious and conscious layers
in which all the phenomena of analytic
theory transference, countertransference,
projection, identification, etc exist and
impinge on all permutations of the people
with whom our lives are intertwined. It
also sees our matrices of connection as
having social and cultural dimensions
that are both conscious and unconscious.
GA interventions are always aware of the
intrapersonal and the interpersonal and
focus on the individual in connectedness,
individual in group, opening up a range of
interventions other than those of dyadic
analytic therapy.
This interpersonal and social perspective
created another key challenge to research
from the start, a less obvious one than the
distinction between groups and dyads: that
of open groups. While a classical GA group
has its carefully patrolled semi-permeable
boundary, like all social groups, it sits in
relation to other groups, touching the
families and social settings of the members.
In addition, most clinical groups will sit
within clinics or practices or institutions.

www.ukcp.org.uk

feature article
The powerful effects of this nesting and
overlapping of groups can be hard to track
without becoming lost in reflexivity and
complexity.

Contribution to other modalities

GA has contributed to other modalities.
The Institute of Family Therapy and the
Association of Family Therapy both have
roots in GA but developed richly in ways
that diverged in theory and practice from
GA. Most organisational consultation
has developed separately from GA but
here the divergence is less in theory and
practice, more in political, organisational
independence.
Early GA defined three main modes of
therapeutic intervention to add to the
classical dyadic mode: 1) intervention with
the group of origin, ie family therapy; 2)
intervention with natural social groups,
which has become organisational
consultancy and non-family systemic work;
and 3) intervention with stranger groups:
groups of people who dont otherwise
know each other and come together for the
purpose of exploration and therapy. The last
is sometimes seen as GA proper.
Perhaps hurting at the loss of the family/
systemic developments in the early
decades, IGA may have become overfocused on GA proper: weekly or twice
weekly, slow, open, stranger therapy groups.
However, over the past ten to 20 years, GA
has regained confidence in its diversity and
utility in many other settings, and trainees
must run two groups: a classical weekly
group and a different group using applied
group analysis.

Key events for research in the GA

group
If one sees GA as a slow, open, large group,
then research has always been a member
of the group but perhaps one who missed
many sessions and spoke only sporadically.
However, there is a clear thread of empirical
exploration running throughout our 40
years. Barbara Dick pioneered systematic
evaluation of outcomes of group work (Dick,

Over the past ten

to 20 years, GA has
regained confidence in
its diversity and utility in
many other settings
The Psychotherapist

1975; Dick and Wooff, 1986). She looked at

outcomes but also established that former
patients rarely used other mental health
services or their GPs. That methodology
would now be called practice-based
evidence (Margison et al, 2000) and work in
that mode has continued, including Ashursts
(1988) description of an NHS service, a large
collaborative European study (Tschuschke et
al, 2007) and a report by Conway et al from
Leeds (Conway et al, 2003).
Another empirical thread and key influence,
this time qualitative, was Kennard, Roberts
and Winters Work book of group-analytic
interventions (Kennard et al, 1993). The
workbook is based on asking a number
of experienced group analysts how
they might handle a set of challenging
circumstances in groups. Later, they
used hybrid qualitative and quantitative
methods to evaluate groups happening
with and through an interpreter. These were
training groups conducted by analysts
working in St Petersburg (Kennard et al,
2002) and the evaluation used qualitative
data to see whether the work appeared
to fit expectations of GA groups. The wide
extension of GA trainings in Europe and
beyond has fostered a theme of qualitative
work looking at transcultural issues.

Looking at GA from other angles

As well as work from within GA theory,
others have looked at GA work from
other angles. Winter brought the person
construct psychology viewpoint (Catina
et al, 1989; Winter, 1985), using repertory
grids to evaluate change, and Karterud
used focal conflict theory (Karterud, 1988).
Hearteningly, complexities of groups within
groups are explored qualitatively with
papers on groups as research tools (eg
Burgess, 1986; Winship and Repper, 2007),
looking at ways of observing groups and
the impact of observation (Cappiello et
al, 1988; Hobbs, 1988) and exploring the
dynamics of research groups (Michel, 2001;
Burman, 2004).

Where are we now and where are

we going?
Despite a strong history of empirical
papers and theorising about research,
IGA recognises the political damage that
not holding such work as central to its
development is causing. Consequently,
over the past four years, IGA has actively
promoted research and empirical
exploration and evaluation, and we now

Research has always

been a member of the
group but one who
missed many sessions and
spoke only sporadically
have encouraging developments under
way. The first major step, taken jointly with
the Group Analytic Society (GAS), was to
commission a systematic review of research
on GA and analytic group therapies
(Blackmore et al, 2009). Not surprisingly,
the review found evidence for the efficacy
and clinical effectiveness of group
therapy approaches in a range of clinical
problems but not for specific benefits of
any particular theoretical approach from
the politically mandatory randomised
controlled trials. It also made a number of
recommendations for further research.
One finding was that there were few
publicly available definitions of different
ways of working in groups. With this in
mind, IGA is working to agree principles
of GA and applied GA and aims to create
manuals that could be used to rate
congruence of work to these GA principles,
whether that work is formal GA groups or
applied GA. Its first steps, again working
jointly with GAS, are to build on the manual
Steinar Lorentzen has used to define his
GA research in Norway. This should provide
an English language manual that can
be compared with research and training
manuals for other group psychotherapies
and used to survey members practice.

Strengthening the empirical

This links to our other current piece of
work: weaving research more strongly
into the IGA and GA community. We are
strengthening the empirical work required
during training and linking qualified group
analysts involved in data collection. We
have established how many qualified
group analysts are involved in research or
systematic data collection (qualitative or
quantitative). At the end of last year, we
emailed all 298 full members and received
150 replies (51 per cent). Of the replies, 27
per cent were currently involved in research,
44 per cent had been in the past and 48 per
cent were involved in routine audit and/
or evaluation. Crucially, 140 members were
willing to become involved in a practice
research network (PRN) (Audin et al, 2001).
In the light of this, we are creating such a

feature article
The extension of GA
trainings in Europe and
beyond has fostered a
theme of qualitative work
looking at transcultural
issues
network, which will initially aim to define
recommended measures, share anonymised
data and start building simple qualitative
and quantitative projects that can be
shared in the PRN. We see this work as
inclusive and have started discussions with
other sympathetic UKCP organisational
members. We are very keen to hear from
anyone who might be interested in joining
our research efforts, whether representing
an organisational member or working
alone. Contact chris@psyctc.org P

References
For a full list of references for this article, visit
www.psychotherapy.org.uk/the_psychotherapist.html
Ashurst PM (1988). Providing group-analytic
psychotherapy in the National Health Service
setting: the Southampton Model. Group Analysis,
21(3), pp251258.
Audin K, Mellor-Clark J, Barkham M, Margison F,
McGrath G, Lewis S et al (2001). Practice research
networks for effective psychological therapies.
Journal of Mental Health, 10, pp241251.
Blackmore C, Beecroft C, Parry G, Booth A,
Tantam D, Chambers E et al (2009). A systematic
review of the efficacy and clinical effectiveness
of group analysis and analytic/dynamic
group psychotherapy. Sheffield: Sheffield
University. Available at: www.groupanalysis.org/
uploadedfiles/workshops/IGA_GAS_FINAL_
REPORT_UPDATED.pdf

Safety in numbers:
analytic group work in
forensic settings
For Dr Gwen Adshead, groupwork in prisons
and forensic services allows offenders to explore
the experience of being anti-the-social, even
anti-the-human. They also provide a place for an
offender to belong again, to behave pro-socially and
to be someone who contributes to something

t is perhaps odd that there is not

more written about group therapy
and forensic services. Groupwork is
the main therapeutic intervention in
prisons, and group-based cognitive
therapy is officially recommended
for antisocial men and women (NICE,
2009). HMP Grendon has been
operative as a prison therapeutic
community for decades and Foulkes
himself suggested that group

Gwen
Ashstead

Burgess J (1986). Crossing boundaries: a groupanalytic perspective in geographical research.

Group Analysis, 19(3), pp235243.
Burman E (2004). Organising for change?
Group-analytic perspectives on a feminist
action research project. Group Analysis, 37(1),
pp91108.
Cappiello A, Zanasi M and Fiumara RS (1988). The
therapeutic value of the silent observer: clinical
experience in group analysis. Group Analysis, 21(3),
pp227232.
Catina A, Tschuschke V and Winter D (1989).
Self-reconstruing as a result of social interaction
in analytic group therapy: preliminary data with
depressives. Group Analysis, 22(1), pp5972.
Conway S, Audin K, Barkham M, Mellor-Clark J and
Russell S (2003). Practice-based evidence for a
brief time-intensive multi-modal therapy guided
by group-analytic principles and method. Group
Analysis, 36, pp413435.

Gwen is a UKCP member and Forensic

Psychiatrist, Psychotherapist and
Group Analyst who has worked in
Broadmoor Hospital for 13 years, where
she conducts therapeutic groups and
works with staff. She has a Masters
degree in Medical Ethics and Law and
has published widely on her interests in
professionals who breach boundaries,
and group dynamics in forensic
institutions. She is a regular teacher and
occasionally contributes to public radio
discussions about mental health and
managing violence.

analysis for antisocial people would

be of therapeutic interest and value
(Foulkes, 1964). I agree with
Foulkes and in this piece will set
out why.

A social mind
We know that group size and membership
is related to neocortical brain volume
and the development of language in
humans (Aiello and Dunbar, 1993). This
enhanced neocortical size underpins the
development of a social mind: a mind
that can conceive of others and allow
relationships to form that support the
existence of the group. Living in groups
keeps us safe from external predators, and
so the capacities of our social mind include
the capacity to identify outsiders, as well
as potential mates, competitors and allies
within the group. For primates, animals
that are not members of the group are
either predator or prey, and there are
real dangers in being excluded from
groups.
However, as Dunbar points out, the key

Group membership
is reliant on both a
mentalising capacity and
the capacity to speak our
language as a means of
connection
www.ukcp.org.uk

feature article
Those who are
excluded from human
groups may be judged as
anti-human
function of the enhanced size of the
neocortex is the development of language
because this allows relationships to
exist in mind and over time. Rather than
relationships based on physical grooming,
relationships can be articulated in signs
and symbols that can be held in memory
and carried across from place to place,
so that physical contact is no longer
necessary. This makes group membership
reliant on both a mentalising capacity
(Allen and Fonagy, 2006) and the capacity
to speak our language as a means of
connection.
It is no accident that those who get
excluded from groups are those who
cannot be empathic and mentalise, and
those who cannot speak their minds: that
is, they lack the symbolic language and the
words to describe their mental states and
those of others. To be without language
is to be anti-human; one thinks here of
those feral children who never learn to be
human. Equally, those who are excluded
from human groups may be judged as
anti-human.

Breaking group rules

One way to be excluded from human
groups is to break the rules of the group.
The development of group rules is a
huge subject in its own right and of
course abuts other large intellectual
domains like sociology, political science,
philosophy and law. In human societies,
criminal rule-breakers are seen as both
a threat to the group and as someone
who is excluded from the group. There
are questions here about creative dissent
from rules and the dangers of projecting
fears and anxieties onto individuals in a
mad way that leads to cruel and unjust
exclusion and scapegoating. Also, there
is the question to what extent insecure
groups maintain cohesion by identifying
outsiders/dissenters as criminal and
excluding them.
More space is needed to address these
questions. All I want to suggest here is that
the rules are an important constituent part
of human group membership identity.

The Psychotherapist

When one sets up a new therapy group,

the boundaries of that group (time,
place, agreed format, etc) determine the
existence of that group. Without those
rules, the group will not be a group but will
be some people talking. (This may be no
bad thing, but it is not a group.) Observing
the rules or boundaries is what generates
membership of the group and regulates
relationships not only between the
members but also between the individual
and the group.

When one is hurt, all are hurt

If rule-keeping is an important part of
group identity and membership, when a
person breaks the rules, they are doing
something to their social identity as
well as expressing something important
for themselves. When the rule-breaking
involves violence to others (physical harm
and the wish to hurt), it causes a breach
in the matrix and the psychological walls
of the group. The offender both drops out
through the breach and is pushed out
of the group. It is for this reason that the
criminal law states that a criminal offence
is an offence against the whole body
politic, why crimes are defined by statute
and why individual victims are not given
primacy in criminal courts. The offence is
against the large group as a whole, not
just the individual. When one is hurt, all are
hurt.
Pain and fear generate rage and hate.
This is not just the gospel according to
Yoda; it is good neurophysiological and
neuropsychological science. A group
member who frightens and threatens
others will be excluded from their original
group with enthusiasm that conveys
fear and disgust (and may mirror the
offenders own similar feelings). No
doubt other mental mechanisms operate
such as projection and envy, which
assist the exclusion process. However,
although all of us may have lapses of
mentalising and emotional processing,
such that we experience thoughts or
feelings of cruelty and destructiveness,
the truth is that most people do not act
on those thoughts and feelings, whether
conscious or unconscious. Those who do
have crossed the line, a reference to an

I dont want to be
in a group with people
like me

Having crossed that

line, these men and
women may never be
able to go back to the
groups to which they
once belonged
invisible boundary that marks out group
membership and identity. Having crossed
that line, these men and women may never
be able to go back to the groups to which
they once belonged. In the hospital, we see
this particularly after homicide.

A pro-social place to transform

My view therefore is that groupwork is
important in forensic services for two
reasons. First, groups allow offenders to
explore the issue of exclusion and the
experience of being anti-the-social or
even anti-the-human. Second, therapy
groups give a place for an offender to
belong again, to behave pro-socially
and be someone who contributes to
something. This is not always easy or
comfortable: a man in my hospital
once said to me, I dont want to be in
a group with people like me. But it is
vital that secure treatment services
become places where the excluded can
belong. In therapeutic groups, men and
women offenders can safely explore
their antisocial selves, accept their reality
and then use the group as a pro-social
space to transform. In secure forensic
services and in prisons, there is evidence
that being part of a reflective, structured
therapy group promotes mentalisation
and pro-social behaviour, and this seems
more likely to reduce risk for the long term
than medication alone or simple
incarceration. P

References
Aiello L and Dunbar R (1993). Neocortex size,
group size and the evolution of language.
Current Anthropology, 34(92), pp184193.
Allen J and Fonagy P (2006). Introduction.
Handbook of mentalisation based treatments.
Chichester: John Wiley.
Foulkes S (1964). Therapeutic group analysis.
London: George Allen & Unwin.
National Institute for Health and Clinical
Excellence (NICE) (2009). Antisocial personality
disorder: treatment, management and
prevention. CG78. Available at: www.nice.org

feature article

Groups in the workplace:

walking the tightrope
The main goal of workplace groups is to enhance staff well-being and thus
improve the clients experience. David Kennard sets out a group analytic approach
to working with staff in emotionally demanding settings

taff working in settings such as

psychiatric wards, forensic units
and hospices are likely to be exposed
to painful feelings that interfere with
their capacity to engage fully with
the people with whom they work.
Supervision groups, sensitivity groups,
reflective practice groups and staff
support groups are all set up in these
stressful and emotionally demanding
workplace environments to help staff
to work effectively, ethically and safely.
The terms supervision, sensitivity, support
and reflection are often, confusingly, used
interchangeably. While they are all ways of
providing support, it is possible and useful
to identify differences in their tasks and
boundaries.

David
Kennard

David is a clinical psychologist and

group analyst who has worked in a
wide variety settings. He has been
closely involved in the development
of therapeutic communities in the
UK, and in developing group work
training for mental health professionals.
His research interests have led to a
pragmatic approach to what works.
He has published five books, the most
recent being Staff Support Groups in the
Helping Professions (2009) co-edited
with Phil Hartley.

10

Supervision groups focus on developing

members knowledge, understanding and
competence within a particular therapeutic
model, although members often work
in different settings or with different
clients. Sensitivity groups explore the
relationships and dynamics in a group of
colleagues in the context of a particular
work environment. Reflective practice
and staff support groups focus on how
individual experiences in the work situation
impact on the group members, although
RP is often part of a more structured
approach to improving clinical practice. A
significant difference between supervision,
sensitivity and RP groups on the one hand
and staff support groups on the other
is that members of the former generally
have a commitment to learning about
themselves and improving their practice.
This assumption cannot be made about
those attending a staff support group.
Another consideration regarding the
facilitation of any workplace group is
that the membership of a group for staff
who work in shifts, as on a hospital ward
or in another residential service, will vary
from week to week. These constraints on
the remit of the group and the lack of
continuity of membership whether or not
the term staff support is used mark out a
kind of group with particular opportunities
and particular challenges for the group
facilitator.

Opportunities
The broad remit of these groups is to
improve staff well-being in ways that are
associated with better patient care and
smoother unit functioning (Lederberg,
1998). More specifically, the aim of the
group can be stated as to enable staff to
express, discuss and manage difficult or
painful emotional responses such as guilt

or anxiety to people and situations in their

work (Hartley and Kennard, 2009). There is
no set format for such a group it has the
freedom and flexibility to address these
goals in whatever way and at whatever level
the group will find helpful.

Challenges

is no requirement that members

There
should want to understand themselves
better the group is open to all staff
regardless of their openness or need for
defences.
of attendance may fluctuate from
Levels
week to week, for a variety of reasons,
with no one apart from the facilitator
able to attend every session.
general culture of the wider
The
organisation and the attitude there
towards the staff support group and
the need for support in general will
influence how people use the group.

Group analytic approach

It is the required freedom and flexibility of
workplace groups that makes them most
suited to the group analytic approach,
proceeding as it does on the following
tenets:

Health = open communication

A basic premise of group analysis is that the
healthy individual has open, free-flowing
communication with others in his or her
social situation. By extension, a healthy
group or social system is one with open
communication between its parts. Simply
put, the aim of the group is to expand
the range and depth of communication
between its members. This applies equally
to a therapeutic group or a staff support
group and the group analyst can read
across from one type of group to the other
without having to change models, although
there may be a need to recalibrate.

www.ukcp.org.uk

feature article
The facilitator walks
a tightrope between
tolerating avoidance
of painful issues and
unwanted invasion of
members personal
boundaries
The individual and the group
Models of group therapy can be divided
into those that focus on individuals, those
that focus on whole-group dynamics
and those that use a combined focus on
the individual members and the group
process. Group analysis belongs to the third
category. Applying its core image, taken
from gestalt psychology, of figure and
ground, group members move back and
forth between foreground and background,
collectively forming the sounding board
for one anothers individual experiences,
giving rise to Foulkes famous dictum that
the group constitutes the norm from
which individually we deviate (Foulkes,
1948). This fluid approach is appropriate
to working with staff support groups,
where the facilitator has simultaneously to
hold in mind the needs of the individual
in relation to the immediate group and
the relationship of the group to the wider
organisation.

Role of facilitator
I use the term facilitator rather than
conductor to de-emphasise the therapeutic
connotations of the role in this context.
In a workplace group the facilitator is
not a therapist, and it is important that
members do not feel they are in therapy.
However, certain core aspects of the group
analytic conductors role fit well with the
requirement of a staff support group.
One is the attitude towards authority
and leadership. Group analysts refrain
from active leadership but do not reject
the need of the group to confer on them
the position of a leader at times. More
important, in group analysis, the conductor
does not have to act as a blank screen or
omniscient observer and can be present
as a real human being albeit one who
knows they will be in receipt of transference
and projection. To quote Foulkes again:
The therapists own personality is of
fundamental importance he [sic] need
only be what he is (Foulkes, 1964).

The Psychotherapist

Dynamic administration
Dynamic administration is recognised as
a core function of the group analysts role.
It refers to all those activities outside the
group itself that are needed to provide
the optimal conditions for the group
to do its work. This includes everything:
from ensuring the group has a suitable
and consistent room in which to meet to
maintaining the boundaries of the group
(time and place, attendance ground rules,
membership, freedom from interruption)
to managing the relationship between
the group and the wider organisation.
These important aspects of conducting a
therapeutic group assume even greater
importance in setting up and running a
staff support group, where threats to the
integrity and even survival of the group can
be much greater than in a psychotherapy
setting. For example, the organisation may
harbour negative views of the group and
those who attend it, which the facilitator
needs to be aware of and respond to if
attendance is not to suffer. The group
analytic approach takes into account this
wider role, without which a staff support
group is likely to flounder.
Although the group analytic model is well
suited to the task of facilitating staff support
groups, group analysts also have to adapt
their approach. Staff support groups are not
therapy groups. What happens in them may
sometimes be therapeutic but the members
have not signed up for personal therapy
and it is important for the facilitator to
respect this boundary. This means avoiding
interpreting members transferences or
projections and their unconscious, or
unspoken, wishes or fears. The facilitator
should maintain an adult-to-adult style of
communication, combining warmth with
genuine interest in members experience
and respect for their concerns. This does not
mean avoiding areas of anxiety, conflict or
guilt, but dealing with them in a way that
engages group members as equals in a
human situation.
Describing the role of consultant to such
a group, Rifkind (1995) acknowledges that
group analysts, like all therapists, are at
risk of using therapy jargon. She stresses
the need to be vigilant, as this can be
experienced as creating distance and lack
of communication. The central point, she
writes, is the consultants ability to be real.
The facilitator walks a tightrope between

Threats to the integrity

and even survival
of the group can be
much greater in a staff
support group than in a
psychotherapy setting
tolerating avoidance of painful issues and
unwanted invasion of members personal
boundaries, and it is helpful to remember
Bolton and Roberts (1994) comment that
support is needed to enable staff to face
rather than evade difficult issues.
Two other adaptations required in this type
of work are the need to maintain the group
anxiety at a level tolerable for those present
and needing to work within a single-session
framework. Some sessions are like the first
session of a new group, where the emphasis
is on enabling members to feel safe enough
to come again. Other sessions can be more
risk-taking, but the facilitator must bear in
mind that all sessions end with members
going straight back to work.
In one group I facilitate I was initially
resistant to the habit members had of
ending the session with a joke or funny
story, but I learnt to try to end on a
positive note. In a recent session, focused
on the difficulties of maintaining good
communications in a fast-moving crisis
situation, I ended with the image of
the staff team as a spiders web,
with thin connections but strong. A
member responded proudly: Were a
cracking team. P

References
Bolton W and Roberts VZ (1994). Asking for
help: staff support and sensitivity groups reviewed, in A Obholzer and VZ Roberts (eds). The
unconscious at work. London: Routledge.
Foulkes SH (1948). Introduction to group-analytic
psychotherapy. London: Heinemann.
Foulkes SH (1964). Therapeutic group analysis.
London: George Allen & Unwin.
Hartley P and Kennard D (eds) (2009). Staff
support groups in the helping professions.
London: Routledge.
Lederberg MS (1998). Staff support groups for
high-stress medical environments. International
Journal of Group Psychotherapy, 48(2),pp275304.
Rifkind G (1995). Containing the containers: the
staff consultation group. Group Analysis, 28(2),
pp209222.

11

feature article

A Bulgakov adventure in
St Petersburg
Sue Einhorn vividly describes her part in the birth of group analytic training in
modern-day Russia
We had, of course, loved each
other for a long, long time
without knowing each other,
never having seen each other.
The Master and Margarita by Bulgakov

t felt to me, as I sat in the large group

in St Petersburg over a period of
six years, as if I were participating
in a Bulgakov adventure. The large
group was the lynchpin of the course
where, approximately bimonthly,
the entire training community faced
each other, recreating the body that
was giving birth to group analysts in
St Petersburg some 14 years after its
conception. Despite the absence of
the original parents, a small group of
senior Russian clinicians had remained
together and fought to bring IGA
London to St Petersburg. This senior
group looked at us with relief that we
had finally arrived gestation had

Sue
Einhorn

been of Bulgakovian proportions

and with much suspicion. We were an
unknown quantity to them and them
to us.

What was the attraction of

group analysis?
The large group comprised nearly 40
people and included three of us and
two interpreters. But, as I looked around,
I could see scientists, doctors, chemists,
mathematicians, men who had served
in the army, as well as psychiatrists and
psychologists. There were people as young
as 20 but most were in their 40s and 50s. All
had decided to become therapists. Why?
There were many schools of psychotherapy
jostling to train the hungry clinicians in St
Petersburg. What had attracted this group
to group analysis?
A small group of clinicians had emerged
from the introductory courses 14 years
previously and formed an organisation,
OGRA, whose members continued to
practise group analysis as they understood
it. They taught across Russia and here in
St Petersburg, so that some of the large
group consisted of people who had
been in therapy with this senior group or
been taught or supervised by them. The
matryoshka dolls were filling up.

We had so much to learn

Sue is a Senior Group Analyst who

works in private practice conducting
therapy groups and seeing people
individually and member of UKCP. She
supervises and teaches on the Diploma
in GA in London, convened the IGA
Training in St. Petersburg, Russia and
also works for Medical Justice. She is a
member of GANLondon.

12

Several of the trainees had travelled even

further than us, coming from Siberia or from
distant lands beyond the Ural mountains.
Some group members were clearly from
different nationalities but these visible
differences somehow highlighted the
non-visible differences that were resonant
with the mistakes we were bound to make.
We had so much to learn in a language
we could not speak. We were dependent
on translators who I must add were
wonderful but who also had to get to
know the way we thought. Perhaps the
distance we were required to travel was

indeed further than Siberia. After all, while

our history included some shared literature
and music, the social context, the wars
and ideologies had all been imbued with
iron curtain propaganda on both sides.
Our curiosity about each other was very
exciting.
Every great Russian novel includes long
journeys across great swathes of country
and our very beginning had the echo of
such a drama. OGRA had no base of its
own. This meant that our IGA training
in St Petersburg was really an idea that
reconvened as a peripatetic community
five times a year for five days over five
years, which was when we reappeared as
teachers, supervisors and therapists. We
met in several different clinics over the
years. Our location depended on where the
trainees had connections and also which
faction of the local organising committee
was in power. The stability and integrity of
the training depended on an intense,
rather rigidly held structure, which, like
a warm tent, could be set up to provide
shelter and safety whatever the external
environment.
Each block consisted of eight small therapy
groups, supervision, theory teaching
and three large groups. One of the large
groups was a business meeting so that we
separated our community business from
reflection and therapy. Needless to say, the
business meeting concentrated on milk,
money and political dissatisfactions, as well

Visible differences
highlighted the nonvisible differences that
were resonant with the
mistakes we were bound
to make
www.ukcp.org.uk

feature article
It seems that the
word trauma includes a
concept of exceptional.
How can an experience
be exceptional if so many
have suffered from it?
as ordinary organisational business. The
underlying issues from that meeting were
then explored in the large group. It took
some time before these different purposes
were grasped but I think it is one response
to why our trainees were so committed to
group analysis.

An intrusive political context

It is difficult in Russia, and probably
everywhere for different reasons, to grasp
how intrusive the external political context
is on clinical work. The group analytic
understanding that the social and the
psychological are two sides of the same
coin meant that we included the large
group as a group relations aspect to the
basic clinical training. By demonstrating
how to separate out business and political
organising from the personal, we were
demonstrating that there was a place for
both but that, in the gestalt, one aspect had
to have primacy if that was the purpose
of the meeting. However, it was important
not to repress other dynamics, which could
then be expressed in the large group.
Many of our trainees worked in psychiatric
settings where bringing patients together
in groups had proven effective but was
always interweaved with organisational
and political problems. They needed a
psychotherapy that included the social
and organisational context as part of that
therapy.
Large groups also lend themselves to
explicit power dynamics, so that, for
example, the painful experience of the
absent father, explored in personal detail
in the small therapy groups, could be
experienced and often re-enacted in
the large group. The male therapist was
regularly killed off, castrated or idealised
throughout the course. Sexual power,
gender issues, as well as an ongoing war
with authority, were the bread and butter of
the large group but often vividly expressed
through dreams, stories and metaphor. A
more detailed exploration of this can be
found in my article, Sleeping Beautys kiss.

The Psychotherapist

At a deeper level there was also the

impact of history. We were profoundly
aware of trauma and death. St Petersburg
had been built on a swamp and on the
death of thousands of serfs brought in by
Peter the Great to construct it. There were
good stories about life under communism
but the overwhelming number of places
that sold food and the regular supply of
food by the local organising committee
for the trainees reminded us of the Seige
of Leningrad, where cold and starvation
killed many, many more. As recently as
1998, trainees had feared starvation
when the economy collapsed yet again.
Everyones story included traumas created
by war but with the Russian perspective
that because everyone had suffered,
the suffering could not be regarded as
traumatic. It seems that the word trauma
includes a concept of exceptional. How
can an experience be exceptional if so
many have suffered from it?

Steeped in history
A traditional understanding of therapy
that encouraged reflection on parental
influences in creating problems was fine.
What was Russian literature about if it did
not include family psychology? However,
the extent of the suffering throughout
Russia and the legacy of two centuries
of war meant that all trainees, educated
under communism, were steeped in
history.
The large group resonated with their
history. The constant question was, what
did we really think of them and what did
they really think of us? A British training
would be stable, honourable and thorough
but also contained a fantasy, or perhaps a
truth, that the stability of the west led to
a lifestyle and commodities that Russians
desired. After all, IKEA had recently moved
to St Petersburg! In an early large group
it was said that we, the British, like the
Russians, had lost an empire and were
seeking to find a new place in the current
world. Was this a shared public shame or

It seems that the

word trauma includes a
concept of exceptional.
How can an experience
be exceptional if so many
have suffered from it?

The more we were

trusted, or the more
reliable we were in
returning as we said
we would, the more
the trainees longed and
feared the end
were we in St Petersburg to colonise them?
The large group was shot through with
such projections hidden in the struggles
between course members or behind anger
at the demanding nature of the course
itself.
Each block recreated the small family group
where trainees engaged or resisted therapy
to help them deal with the issues that had
led them to train in the first place. However,
as often on a training, the issues that
shocked them into awareness were those
that emerged as barriers to the groups they
were setting up in their clinical work on the
course.
In the communist era, a collective, group
approach was everywhere and often
stifled the individual. In the small groups
we attempted to recreate the kitchen
group. The kitchen in communal housing
was always known as the one room free
from KGB ears, so was where secrets could
be shared. Everywhere else was risky. This
made the intimacy of the small groups
disturbing because they came to mean
a great deal for many of the trainees. Yet
could confidentiality really be trusted?
The limited nature of our contract was a
compromise in itself and meant that group
members had to manage getting some of
what they needed despite being unable to
really trust each other. The nature of trust
is fundamental to all therapy but the more
we were trusted, or the more reliable we
were in returning as we said we would,
the more the trainees longed and feared
the end. What courage to choose group
therapy.
I have used this article to give a glimpse
into our experience but also to throw up
the many questions we are still exploring.
However, my space is up and so, as with
Bulgakov, I end leaving you with my
questions. P

13

feature article

Group Supervision:
moving in a new range of experience
Margaret Smith and Robert Plant observe that supervision in a group setting may
bring unexpected benefits, exploiting individual similarities, differences and the
space between them

hen psychotherapists offer

supervision in a group setting,
some may be doing so willingly, others
reluctantly, regarding supervision
in a group only as second best. In
this paper we offer a group analytic
perspective on this way of working, to
show how the group may be used as
the medium of supervision and an ally
in the work.
The supervisor using the group as the
medium for supervision creates and
maintains a setting in which free-floating
attention and free association by group
members are used as additional tools for
gaining insight and for thinking through
the conscious and unconscious dynamics in
the therapeutic work.
The supervision group that develops a

Margaret
Smith

Margaret is a Psychodynamic
Psychotherapist and Group Analyst and
member of UKCP. From 1993 to 2009
she managed staff support services
for Health Service Staff including
Supervision and Group Psychotherapy.
She has also taught on the Tavistock
Institute block MA training Consultation
and the Organisation. Currently she
works privately as a Psychotherapist
and Group Analyst. She co-convenes
the IGA training, Using the Group as the
Medium for Supervision.

14

capacity to think about its own dynamic

life may find that this mirrors the process
and content of the clinical work under
consideration.

Vignette
Jane, Paul, Kate and Teegan all work in the
psychotherapy department of South Riding
NHS Trust. Tom is a group analyst brought in
to provide clinical supervision for their work.

The context
Today, Jane is presenting her work with a
client, Ian. As a boy, he was someone in to
whom his carers evacuated their anxiety.
Without containing relationships and full
of anxiety, his mother had little capacity to
think about him and he was taken into care
aged six. He has a long history with health
and social services and now presents as
worried and insecure. Having lost contact

Robert
Plant

Robert is a Group Analyst and member

of UKCP. He is a member of staff of
the NHS Psychotherapy Department
of Wonford House Hospital and
also has a private practice in central
Exeter. He co-conducts groups as part
of a Combined Therapy for people
with Borderline Personality Disorder
in which group supervision is an
important component. He has been
instrumental in establishing a
network of reflective practice groups
for clergy.

with his children by a former partner, he

came to therapy following the breakup of
his second marriage.

The supervision session

During their last session, Ian disclosed to
Jane that he keeps a knife in his sock. When
anxious, he puts it up his sleeve and has
begun to do so before therapy sessions
with her. He doesnt know why.
Tom invites group members to think about
this with Jane.
Paul and Teegan talk animatedly about
whether it is possible to work safely with
someone who brings a knife to the therapy
room, focusing on how to prevent this
happening again. Paul adds to the pressure
by reminding Jane that a risk assessment
form must be filled in and uploaded on to
the system within 24 hours.
Kate and Jane begin to feel upset. Kate says
shes feeling shut out and Jane wonders how
Ian might be feeling. What led him to reveal
that he puts the knife up his sleeve? Perhaps
he has begun to engage more with therapy
and this may have something to do with it.
Tom has noticed the heightened feeling in
the room and the split developing between
Paul and Teegan, who carry the dominant
preoccupation with action, and Jane and
Kate who struggle to understand the
clients changed behaviour. Tom intervenes;
he draws attention to this split and asks
group members what they make of it.
A more reflective mood develops as they
begin to wonder if the split between
them might mirror a tension between
the psychotherapy service and the wider
organisation whose tasks are different.
Might Ian too be feeling conflicted between
a wish to get closer and a visceral fear
of intimacy? Given his history, could the
intense feelings evoked in the supervision

www.ukcp.org.uk

feature article
group by the disclosure about the knife
be a communication of his anxiety about
being harmed in therapy, or could it be
about his fear that he is harmful to others?
Teegan remembers working with an
aggressive woman where undertaking a risk
assessment had been helpful. The group
then begins to consider how their Trusts
policies could help contain the work and
how Jane might continue her work with Ian.
Tom holds the space, intervening when a
split threatens the group discourse, but he
otherwise gives priority to the contributions
of group members.

The group analytic approach

In group supervision, the patients
relationship patterns are to some extent
mirrored in what emerges in the minds
of group members and the dynamics of
the group. Free-floating attention and free
association are used to access this material.
An individuals difficulties are understood
as symptomatic of the difficulties of the
family and the wider social group. In the
vignette, an apparent conflict between
the requirements of the organisation and
the needs of the patient emerged in the
supervision group. The tensions were
acknowledged and the split was named,
thought about in connection with the
therapy and worked through.
Group members valency for voicing aspects
of the work is recognised and valued. For
example, Paul, whose departmental role
involved risk assessment, was the person in
the group to ask about this.

Group analytic concepts

Group analytic concepts, like resonance
and mirroring, inform this approach and
connect with the idea of parallel process,
a notion going back to Searles (1955) idea
of the reflective process. Zinkin (1995) says
that, while what happens in therapy is
ultimately incommunicable, the participants
in the supervisory space can get a glimpse
of it with the help of the parallel process.
Developing the metaphor of the group as
an orchestra, Foulkes says that resonance
arises in the group as a sympathetic
vibration between an aspect of one
member and another, the specific reaction
of each individual to a stimulus touching a
particular note in him (Foulkes, 1990: 243).
In supervision groups, members who do
not hear all the notes inherent in the work
learn to hear more of them with the help

The Psychotherapist

of others, making use of the differences

between them to do so.
Making use of similarity and difference in
the group is also expressed through the
metaphor of the mirror. The group is also
understood as akin to a hall of mirrors where
an individual is confronted with various
aspects of his social, psychological, or body
image (Foulkes and Anthony, 1990: 150).

Group analytic technique in

supervision groups
Group analysis pays careful attention to
the frame, setting and management of the
therapy. This receives comparable attention
in supervision.
The work undertaken by the supervisor
to establish and maintain a secure setting
for psychic exploration is rewarded with
its own name, dynamic administration.
It includes finding a suitable venue,
establishing conditions so that group
members can attend regularly and even
mundane tasks like setting out the chairs in
a circle before sessions.
The work of dynamic administration is
paralleled by the supervisors work to
establish and maintain a group culture
characterised by the active participation of
its members, where their communication
and observation is valued (Foulkes, 1991:
73). The supervisors role includes being
supportive, educational and challenging.
In the early stages, as the group is forming,
the supervisor may be more active in
establishing the parameters for the work
and in modelling enquiry, less so as the
group matures.
As the chairs define the physical circle
within which the group meets, so we
have developed the clinical hexagon,
augmenting the clinical rhombus (Eckstein
and Wallerstein, 1972) to frame the
supervisory exploration. It comprises the six
sources principally affecting the dynamics
within the supervision group:
1. The patient or group being presented
2. The therapist who is presenting
3. The supervision group process, which
may parallel the therapy
4. The organisational context
5. Dynamic administration
6. The supervisors self and
countertransference
These provide six vantage points from
which the work can be viewed. The
supervisor holds these in mind and over

The group may be

used as the medium of
supervision and an ally in
the work
time they are shared with and internalised
by the group.
A mature group moves from one vantage
point to another. In the group under
consideration, Tom, who as supervisor held
the space and maintained an overview
of the group process, had only to draw
attention to the heightened feeling in
the room and to name the split (3 above)
and group members began to consider
the organisational context (4), where
differences between the psychotherapy
department and the wider organisation
prompted thinking about the patients
internal conflicts (1) and their origins in his
early history.

Conclusion
The supervisor, using the group as the
medium of supervision, actively engages all
the members of the group in reflecting on
the work being presented. The supervision
group process is itself an additional mirror,
in which group members and supervisor
alike can see more of the patient or patient
group under consideration and hear more
roundly the complex of notes constituting
the patients or patient groups experience.
Group supervision helps create a collegial
atmosphere in teams so that members feel
less isolated in their work. This is especially
important in work with severe and complex
cases. P

References
Eckstein R and Wallerstein R (1972). The teaching
and learning of psychotherapy (2nd ed). New
York: International Universities Press.
Foulkes SH (1948/1991). Introduction to group
analytic psychotherapy. London: Karnac Books.
Foulkes SH (1990). Selected papers:
psychoanalysis and group analysis. London:
Karnac Books.
Foulkes SH and Anthony EJ (1957/1990). Group
psychotherapy: the psychoanalytic approach.
London: Karnac Books.
Searles HF (1955). The informational value of the
supervisors emotional experience. Psychiatry,
18, pp135146.
Zinkin L (1995). Supervision: the impossible
profession, in P Kugler (ed). Jungian perspectives
on clinical supervision.

15

feature article

Group analysis: a focused therapeutic

intervention in the developmental cascade
Bob Harris believes that therapy which focuses on the group can be a very
helpful intervention, offering opportunities for psychological growth and real-time
practice at being with others

n developmental theory, there is

much interest in the processes by
which linked interactions influence
the development of complex living
systems. Developmental cascades is a
helpful way of describing and thinking
about these complex and interweaving
processes, where functions at one level
or in one system influence another
system or function over time to
shape the course of overall personal
development (Masters and Ciccheti,
2010).
The term cascade effects seems to explain
why some problems in childhood predict
widespread difficulties in adulthood.
In their review of longitudinal data on
adjustment and socialisation, researchers

Bob
Harris

Formerly Principal Psychotherapist in

the NHS and Director of Programmes
for the Institute of Group Analysis,
Bob is now a group analyst in private
practice. He has taught in the UK
and abroad, currently on the IGA
Post Graduate Certificate. Recent
publications include Working with
Distressed Young People, (Learning
Matters 2011) and he is currently
writing a book for Macmillan entitled
Conceptualising psychology in work with
young people. He has a special interest
in arts therapies, music and film.

16

Kohlberg, LaCross and Ricks (1972)

observed that some childhood problems
consistently predicted adult adjustment
across multiple domains of outcome.
Pertinent to our discussion here about
the specific relevance of groupwork, the
researchers noted:
behaviour problems arising in the
family prior to the school years ... are
carried forward into the school context
by the child, leading to problems in two
new domains of academic and social
competence [which are] expected to
contribute to depressive affect [and]
rejection by normative peers.
Furthermore, there is a link between
general cognitive competence and
socialized conduct [my italics] versus
anti-social behaviour. However, on a more
optimistic note, well-timed and targeted
interventions could interrupt negative or
promote positive cascades.
The key point in the research seems to
be that adaptive, socialised behaviour
in other words, the capacity to relate to
others satisfactorily is a fundamental
aspect of overall successful psychosocial
development, including the ability to
develop and use cognition.
The evidence is that developmental
cascades build competencies on
competencies or not, as the case may be!
The primary competency, or the scaffolding
necessary for the development of later
competencies, is in the relationship of the
small child to its parents. This is where the
growth of the capacity for empathy and
attunement, fundamental to our capacity
to relate to others in groups, forms the basis
of socialisation. This, in turn, is necessary for
cognitive development.
While socialisation is a lifelong process, the

foundations are firmly laid very early due

to the extended biological dependency of
the child. Fortunately, the overall process
of development, although massively
influenced by the childs experience in
the very early years, is fairly plastic, so
nothing is set in stone. This is where the rich
emotional environment of group therapy
can make a big difference: in the crucial
domain of socialisation.

Attachment and adolescence

Group analysis directly acts on the areas
of adolescent growth and development
that require attention following earlier
developmental intrapsychic impairment,
especially in the fundamental areas of
attachment and emotional regulation. In
this context, group analysis, adapted to
work with younger people, provides an
important focused intervention in the
developmental cascade that may not only
alleviate distress in the young person but
also reduce the risk of severe pathology in
the adult.
In my group therapeutic work with highachieving students still struggling with
adolescent issues of dependency versus
autonomy, the most common forms of
symptomatology circle around depression
and related problems. The forms in which
depression manifests are many, but, as well
as feeling down, having sleep problems
and so on, young people commonly
report feelings of isolation, inability to

Adaptive, socialised
behaviour is a
fundamental aspect
of overall successful
psychosocial
development
www.ukcp.org.uk

feature article
Well-timed and
targeted interventions
could interrupt negative
or promote positive
cascades
make relationships, difficulty in managing
feelings, problems with self-esteem, fear of
failure and cognitive impairment. Ordinary
adolescent issues concerning belonging
are exacerbated by instant global
communications, social networking and
massive info-stimulation, which produces
panic. Depression might be considered:
the de-activation of desire after
a panicked acceleration. When you
are no longer able to understand the
flow of information stimulating your
brain, you tend to desert the field
of communication, disabling any
intellectual and psychological response.
(Berardi, 2009)

Why groups?
There is no question that, in order to grow,
flourish and develop the social skills that
will enable them to understand and relate
to others, young children need physical
safety and emotional security. Social skills
only develop in the context of safe, attached
relationships to trustworthy and helpful
adults, ideally in the context of families that
are themselves part of social networks that
support and sustain empathically attuned
attachments. The absence of these networks
can make the process of socialisation a
daunting task for the developing infant, and
failure at any point can be exacerbated or
cascaded into future developmental stages
such as adolescence.
So what sort of special groups can help?
The answer is, those that are specifically
aimed at developing the capacities
of group members to identify and
communicate their own emotions and
to receive and think about the feelings
of others in a safe and effective way.
This needs to occur in an environment
that includes the possibility of a safe
attachment. This is a very important point.
At its very basis, the group situation should
be sufficiently secure that it permits the
growth of the capacity for empathy, a
developmental process whose essential
elements are attachment and attunement.

The Psychotherapist

Developmental psychotherapy takes time,

so we need to think of therapeutic groups
that have space and time to develop. The
young people who join therapy groups are
often frightened and confused by other
people. In fact, to begin with, a therapy
group is quite often composed of people
who find it almost impossible to be in
groups. They may well have learned how to
make a good shot at appearing superficially
competent, and can reproduce academic
work at a certain level, but this can be a very
thin skin that disguises severe interpersonal
difficulties.
Therapy groups are very often places
where people do not understand each
other, but where there is an explicit
expectation to try to do so. This struggle
to understand each other forms the basis
of what Foulkes called ego training in
action, which simply means that, in the
unfolding process of the group, we learn
more about how to develop our capacity
to understand ourselves and others.
This training in trying to understand
is something that will stay with group
members long after the group has ended.

Social skills only

develop in the context
of safe, attached
relationships to
trustworthy and helpful
adults
somewhere when the group can relax into
spontaneous communications with an
emotional content, have the occasional
verbal fight and still enjoy each others
company. Strong emotions or the lack of
them can be normalised or regulated.
We can also add an element that
philosophers sometimes refer to as the cure
for depression, which is friendship. Guattari
and Deleuze (1994) suggest that friendship
is a way to overcome depression because
friendship means sharing a sense, sharing
a view, and a common rhythm, a common
refrain. This common rhythm is an effect
of meeting weekly at the same time for a
couple of years.

Therapeutic factors

To sum up

The slow, open structure of an analytic

group provides an opportunity to address
the reiterative nature of a negative
developmental cascade. Central to
this are the group therapeutic factors
of socialisation, resonance and even
something as simple as friendship.

The capacity for adaptation to social and

group life socialisation is an essential
competence for young people and is both
affected by and strongly affects other
aspects of the complex developmental
cascade. If earlier psychological
development has been adversely affected
by unfortunate emotional conditions
leading to problems in socialisation,
then therapy that focuses on the group
as the medium of change is a very
useful treatment option. It gives both
opportunities for psychological growth and
real-time practice (ego training) at being
in groups and could be considered the
treatment of choice in these
circumstances. P

Groups run on analytic lines offer an

excellent opportunities to learn about how
other people think and feel, and to explore
how to identify and communicate ones
own feelings. This is one of the elements of
socialisation.
Resonance is another helpful groupspecific phenomenon, and can be the
beginning of much deeper levels of
connection and communication. It can be
quite remarkable to see previously isolated
young people start to enjoy feelings of
connection with others in a safe and even
pleasurable way. You know you are getting

Group analysis
provides an important
focused intervention
in the developmental
cascade

References
Berardi F (2009). The soul at work, p214.
Guattari F and Deleuze G (1994). Introduction, in
What is philosophy. New York: Columbia University
Press.
Kohlberg L, LaCross J and Ricks D (1972). The
predictability of adult mental health from
childhood behaviour, in BB Wolman (ed). Manual
of child psychopathology. New York: McGraw-Hill,
pp12171284.
Masters AS and Ciccheti D (2010). Development
and Psychopathology, 22, pp491495. Cambridge
University Press.

17

discussion

A radical reVision of domestic abuse:

making the case for a non-gendered,
empathic approach

Sue Parker Hall challenges what she regards as a single and simplistic explanation
for domestic violence mens need for power and control and suggests that
a warm, vibrant, empathic and accepting therapeutic relationship is the best
environment in which to effect change

he dominant model of state-funded

interventions for domestic abuse in the USA
(Duluth model) and the UK Integrated Domestic
Abuse Programme (IDAP) is based on a ludicrous
political ideology (Pizzey, 2004) and is less like
therapy than like thought reform (Dutton, 2006;
Lifton, 1989).
The theory that underpins these programmes stems from
a solitary event in Duluth, Minnesota in 1981 where a
husband killed his spouse. The dynamics of this single crime
have subsequently been adopted as a universal model of
male behaviour in all domestic violence incidents. Men are

Sue
Parker Hall

Sue is a UKCP member, an integrative

relational psychotherapist (certified
transactional analyst; psychotherapy),
counsellor (MBACP, snr accred),
supervisor, HE lecturer (MSc at Bodmin
Psychotherapy and Counselling Centre,
Bodmin, Cornwall) and freelance
trainer. She is author of Anger, rage and
relationship: an empathic approach to
anger management (Routledge, 2008)
and regularly trains a wide range of
helping professionals in her empathic
approach. She is actively campaigning on
ethical and pragmatic grounds to raise
awareness and challenge the dominant
ideology and practice of working with
these issues.

18

profiled as patriarchal
terrorists, culturally
conditioned to subjugate
women (Johnson, 2008),
executing deliberate,
calculated and conscious
behaviour intended to
control and intimidate a
carefully chosen female
target (Parker Hall, 2008).

Challenging the
perpetrator
stereotype
This patriarchal terrorist
stereotype is based on
non-representative
shelter examples (Dutton,
2006). In more general
communities, Johnson
(1995) argues that there
is scant evidence for this
representation and that
as few as 3 per cent of the
whole male population

match this profile. Situational couple violence (SCV)

dominates general surveys, with 86 per cent of both men
and women reporting using and experiencing violence in
their relationships (ibid); SCV is not part of a general pattern
of control [but] provoked [in response to] the tensions or
emotions of a particular encounter (ibid).
If domestic violence is mens attempt to dominate women
we would not expect to find it in same-sex relationships,
and yet research by Henderson (2003) has found that it is
just as prevalent: 22 per cent of women and 29 per cent of
men with same-sex partners. And in a gay men and lesbians
sample (Donovan et al, 2006), 77 per cent had experienced
emotional abuse, 40 per cent physical abuse and 40.5
per cent sexual abuse A much earlier survey (Lie and
Gentlewarrier, 1991) found that lesbian relationships were
more violent than gay relationships (56 per cent v 25 per
cent) and a further survey of 350 lesbians, of whom 78.2 per
cent had formerly been in relationships with men, reported
less violence in their previous relationships with men than in
previous relationships with women (ibid).
Within the feminist paradigm, it is deemed offensive to
women and politically incorrect to ask any questions
which imply that a woman may share any responsibility
for her harmful relationships or that most men are not
abusive:
Why do some women choose violent partners, often
serially, and yet others dont?
If all men are socialised into patriarchal values, how come
not all men are abusers?
How come the vast majority of men dont beat their
partners?

Neither is it acceptable to mention womens violence that is

constructed as self-defence, a reaction to male violence or
to provoke the inevitable male attack in order to get it over
with (ibid). Men are in a Salem witch trials-style (Miller, 1953)
ideological loop and are damned in any circumstance.

1.Defined here as a continuum of behaviour ranging from verbal abuse, physical and sexual assault to rape and
even homicide (Barking and Dagenham NHS, 2008)

www.ukcp.org.uk

discussion
Critique of IDAP and Duluth interventions
The most common intervention in the UK and USA is a one
size ts all psycho-educational programme, with elements
of cognitive behavioural therapy, underpinned by a single
explanation for violence mens need for power and control
and a single solution men changing their sexist beliefs and
modifying their behaviour away from violence and towards
mutual co-operation with others. It focuses on the power and
control wheel, which identifies eight categories of abusive
behaviours to be replaced by their eight respectful counterparts
on the equality wheel. It is facilitated by practitioners who may
not have done any personal development work themselves,
may not have explored their own rage issues, have little or
no understanding of the inherent power dynamics or of
transference and countertransference issues.
Such programmes are blind to an individuals personal
history, general mental health issues or personality
disorder diagnoses, relationship dynamics, use of drugs and
alcohol and, most important in my opinion, their personal
explanation of events. The curriculum is inflexible and nonresponsive to individual or group needs (Eadie and Knight,
2002; Rees and Rivet, 2005) and, ironically, men can be related
to as objects, their subjectivity denied.
There is no unequivocal evidence that such programmes
work (Wilson, 2003). A recent meta-analysis conducted by
Babcock et al (2004) suggested that effects due to treatment
were in the small range and that there was no difference in
terms of either modalitys effectiveness [Duluth model or
cognitive behavioural therapy] in reducing domestic violence
recidivism. In general, domestic violence treatment programs
are plagued by high attrition rates, with anywhere from 15%
to 58% of individuals failing to complete treatment (Bennett
et al, 2007; Rondeau et al, 2001). A practitioner says: We expect
to get 14-15 on the first night we tend to finish groups now
with around 8 or 9 (Bullock et al, 2010).
A lack of motivation, chaotic lifestyle or substance misuse are
issues that are frequently cited as reasons that men fail to
complete. However, some of the men I have worked with who
failed to thrive on these programmes have felt bullied, shamed
and misunderstood. Dutton (2006) argues: How do you
establish a connection with a client when youre making him
feel bad about being male? Their traumatic histories either
go unvoiced and unaddressed or are dismissed as excuses.
The programme can be understood as a form of controlling
behaviour in itself, as a regulatory practice (Foucault, 1977);
it is in a muddled state in which there is no clear delineation
between treatment, social activism, and punishment (Smith,
2006). The functions of regulation and control have become
enmeshed with the therapy function (Parker Hall, 2008).

Why a relational approach?

General support for a relational rather than a technical
approach comes from psychotherapy outcomes research,
which has consistently found that the therapeutic relationship
is a significant aspect in positive outcomes. An assessment
of 40 years of psychotherapy research concluded that only
15 per cent of its efficacy could be attributed to technique;
relationship factors were found to be twice as important in

The Psychotherapist

contributing to improvement in psychotherapy (30 per cent)

(Lambert and Barley, 2002): What the client brings, in terms of
readiness to work, is the most effective factor 40% of the
results (Miller et al, 1997). Under the circumstances, it makes
sense to adopt a client- rather than programme-centred
approach, which utilises the resources a client brings and the
therapeutic relationship as the
vehicle for change. If psychological
services are most likely to be
effective when responsive to
the patients specific problems,
strengths, personality, socio-cultural
context and preferences (APA,
2005), it is important to meet the
client and involve their material as
fully as possible in the process.

It makes sense to
adopt a client- rather
than programmecentred approach,
which utilises
the resources a
client brings and
the therapeutic
relationship as the
vehicle for change

In the psychotherapy paradigm,

domestic abuse is more likely
to be referred to as a rage
behaviour which has been linked
to the inability to regulate affect
(Schore, 1994), the protest that
signifies a ruptured attachment
(Holmes, 2001) and to an abusive
personality which develops from early exposure to violence,
shaming and lack of a secure base (Dutton, 2006: 231).
I define rage as a pre-verbal, pre-cognitive coping
mechanism which functions to ensure an infants physical
and psychic survival when they are at their most vulnerable
(Kalsched, 1996). It is a self-care system (ibid), which is
mobilised in earliest infancy, primarily as a cry for help (hot
rage) when the holding environment (Winnicott, 1960) fails
and infant needs are not being met and, secondarily, as a
means to cope with the overwhelming feelings evoked
when help does not arrive (cold rage) (Parker Hall, 2008).
Rage is an integral element of trauma, defined here simply
as any emotional response to life experience, whether of
epic or apparently trivial proportions, which has not yet
been processed (ibid). Emotional experience could not be
processed in early infancy, and trauma occurred because
there [was] no one there (Janet, 1907); as a result of
abandonment or cumulative misattunement (Erskine and
Trautmann, 2003), whereby another person was physically
present but was traumatised themselves and consequently
not emotionally available so regularly misinterpreted the
infants communication; or, finally, because the person
present was an abuser who prioritised their own needs.

If adult rage is conceived of as the inability to process lifes

experiences and the build-up of a backlog of events which
have not yet been come to terms with, it follows that the
remedy is to develop the capacity to process emotions, to
learn to feel things through. I suggest that a warm, vibrant,
empathic and accepting relationship is the best environment
in which to do this.

Empathic anger management (EAM) model

If rage is the legacy of there being nobody there at the
time of a traumatic event then being there in the helping

19

discussion
relationship is its antithesis. EAM is a therapeutic process in
which men and women with rage issues are supported to
develop or recover the organismic ability to process their life
experiences through engaging in a compassionate and
humane relationship where all feelings, sensations, thoughts
and images are welcomed and the practitioner has absolute
trust that, given this most conducive environment, a client will
spontaneously integrate their lifes events (Parker Hall, 2008: 3).
The client identifies life experiences that they believe they
have not yet come to terms with. Typically, these events are
all bound up together and their process is characterised
by flitting from one event to the next punctuated by and
another thing and another thing. These are represented in
a pot and are debriefed and processed one at a time.

Every man and

woman I have
worked with on
rage issues have
experienced trauma
as a result of abuse
and neglect and have
had no one to help
them process their
experiences

Jack was a 52-year-old man

whose pot included having no
father, being left alone by his
mum as an infant with the radio
for company, being estranged
from her when she died due to
a family argument, a road traffic
accident where he thought he
would die, being bullied at school
and the death of a sibling.

Angela, 42-years-old, who was

as violent as any man I had
worked with, burst into tears
when she heard my definition
of rage and said, I thought I was
just evil. Her pot included being
adopted, having a husband that
she didnt feel connected to, sexual childhood abuse by a
family friend, an alcoholic father and a cold, remote mother.
Luke aged 17s pot included having a broken back which put
an end to his rugby career, being bullied at boarding school,
domestic violence between parents and uncertainty about
whether his mum and dad would get divorced, a recent split
with a girlfriend, a workaholic dad and mum not seeing him
for who he was.
Without exception, every man and woman I have worked with
on rage issues have presented with at least traits of borderline,
antisocial or paranoid personality disorder, have experienced
trauma as a result of abuse and/or neglect and have had no
one since to help them process their experiences.

Conclusion
In my experience, cultural background and conditioning
shapes a person to a significant degree and is of course
in the pot, but life events, familial experiences and
interpersonal relationships are equally formative influences.
A client does not need directing or educating to reduce their
violent behaviour; neither should they accumulate more
traumas as a result of engaging in a manualised programme
which doesnt honour their subjectivity or their process and
ignores their trauma.
What is helpful is a therapeutic relationship that, through
one humane practitioner response after another, supports a

20

client to contain their rage and to integrate their significant

life events through grieving. This rhythmic, organic process
supports them to loosen (Rogers, 1957) layer after layer of
unprocessed material, to articulate the meaning of what they
are experiencing (Embleton Tudor et al, 2004) and to develop
a skill for life, the ability to process their life experience.
Domestic violence is a multibillion dollar industry and
many have vested interests in the current modus operandi
continuing. Yet it is extraordinary that so much money is
spent with so little evidence-based research to support these
feminist programmes and a wealth of research that refutes
its relevance, appropriateness or effectiveness. As long ago
as 1999, the American Psychological Association Division
of Psychotherapy advocated shifting its research focus
away from technical factors and commissioned a taskforce
for the purpose of disseminating guidelines to advance
empirically supported relationships rather than empirically
supported treatments. American humanistic psychologists
have been urged to shift the debate away from modalities
and techniques and to focus on the factors that are actually
responsible for therapeutic benets the alliance, the
therapist, the relationship, and other contextual factors
(Elkins, 2007). P

References
American Psychological Association (APA) (2005). Governance.
Available at: www.apa.org/about/governance/council/policy/
chapter-10b.aspx (accessed 19 November 2010).
Babcock JC, Green CE and Robie C (2004). Does batterers treatment
work? A meta-analytic review of domestic violence treatment. Clinical
Psychology Review, 23, pp10231053.
Barking And Dagenham NHS, 2008, Domestic Violence: A Briefing for
Healthcare Professionals, Barking and Dagenham Primary Care Trust
Bennett, LW, Stoops C, Call C and Flett H (2007). Program completion
and re-arrest in a batterer intervention system. Research on Social
Work Practice, 17, pp4254.
Bullock K, Sarre S, Tarling R and Wilkinson M (2010). The delivery
of domestic abuse programmes: an Implementation study of the
delivery of domestic abuse programmes in probation areas and her
majestys prisons Ministry of Justice research series 15/10.
Donovan C, Hester M, Holmes J and McCarry M (2006). Comparing
domestic abuse in same sex and heterosexual relationships. ESRC
report. Available at: www.bristol.ac.uk/vawrg
Dutton D (2006). ReThinking domestic violence. Vancouver: UBC Press.
Eadie T and Knight C (2002). Domestic violence programmes:
reflections on the shift from independent to statutory provision. The
Howard Journal, 41(2), pp167181.
Elkins DN (2007). Empirically supported treatments: the deconstruction
of a myth. Journal of Humanistic Psychology, 47(4), pp474500.
Embleton Tudor L, Keemar K, Tudor K, Valentine J and Worrall M
(2004). The person-centred approach: a contemporary introduction.
Basingstoke: Palgrave Macmillan.
Erskine R and Trautmann R (2003). Resolving intrapsychic conict:
psychotherapy of parent ego states, in C Sills and H Hargaden (eds).
Ego states. London: Worth Publishing.
Foucault M (1977). Discipline and punish: the birth of the prison.
London: Penguin.
Henderson L (2003). Prevalence of domestic violence amongst
lesbians and gay men. Sigma report. Data report to Flame TV.
Lifton RJ (1989). Thought reform and the psychology of totalism. North
Carolina: University of North Carolina Press.
Miller A,1953, The Crucible, New York, The Viking Press

www.ukcp.org.uk

discussion
Miller SD, Duncan BL and Hubble MA (1997) Escaping Babel: toward a
unifying language for psychotherapy practice. New York: Norton.

completion of treatment among spouse abusers. Violence and Victims,

16, pp127143.

Parker Hall S (2008). Anger, rage and relationship: an empathic

approach to anger management. London: Routledge.

Schore AN (1994 )Affect regulation and the origin of self. Hillsdale, NJ:
Lawrence Erlbaum Associates Inc.

Pizzey E (2004). Domestic violence: the Duluth model 1/2. Available

at: www.youtube.com/watch?v=8XM3EsGxbAg&feature=related
(accessed 17/10/10)

Smith S (2006). Its time for domestic violence treatment to grow

up. Available at: Ironshrink.com: file:///C:/Documents%20and%20
Settings/sue%20parker%20hall/My%20Documents/BOOK%202%20
domestic%20abuse/denver%20psychologist%20critique%202006.
htm (accessed 13 November 2010).

Pizzey E (2010). Personal communication.

Rees A and Rivet M (2005). Let a hundred flowers bloom, let a hundred
schools of thought contend. Probation Journal, 52(3), pp277288.
Rogers CR (1957). The necessary and sufficient conditions of
therapeutic personality change. Journal of Consulting Psychology, 21,
pp95103.
Rondeau G, Brodeur N, Brochu S and Lemire G (2001). Dropout and

Wilson M, (2003) Perpetrator Programmes for Male Domestic Violence

Offenders: What do we know about effectiveness?, Towards Effective
Practice, Paper 4, Edinburgh, Criminal Justice System Social Work
Development Centre
Winnicott D (1960)). The theory of the parentchild relationship.
International Journal of Psychoanalysis, 41, pp585595.

Letter to the Editor

This letter was submitted in response to Hugh Hetheringtons discussion article
in issue 49 of The Psychotherapist, Existential therapy being in this together, p22
Dear Editor
The paper Existential therapy being in this together offers
a somewhat prescribed view of what existential therapy and
mindfulness are about, and how existential practitioners work.
First, I want to say something simple about Buddhist practice
and existentialist thinking as I see it. My view is that Buddhism
is founded on a direct observation of reality using the practice
of meditation, and that existential thinking describes a way
of being that is embodied and experiential in nature. I would
argue with Hugh Hetheringtons view that therapy cannot
cure anxiety by saying that no-one wants to suffer. Its more
usual to want something more comfortable for ourselves. In
practising Buddhism, I accept there is a path already laid out
for us, and in following this path, eventually, in some ways,
body and mind can be transformed so that we can alleviate
suffering for ourselves, and, as psychotherapists, for others too.
I would also argue with his view on mindfulness. Mindfulness
is embodied in the breath. In some Buddhist retreat
centres, there are gentle reminders to practice greater selfunderstanding and peacefulness in our everyday lives. When
we wash dishes, we wash dishes. Thich Nhat Hanh is saying
that mindfulness is coming back to our current activity and
not allowing our mind to wonder off and away from what
we are doing. The simple directive of the Vietnamese monks
message is that it is nothing special. We only have to pay
attention to ourselves in our daily lives.
I would also argue with Hugh Hetheringtons interpretation
of care in Heideggerian terms. I feel it is important to read
Professor Heideggers work for yourself, and to do the
thinking he requires us to do. He is deliberately opaque
and there are many interpretations of care that are not
true to his thinking and therefore misleading. If we read
Existence and Being, Heidegger says, the Being of Dasein

The Psychotherapist

is defined as Carethree important aspects emerge: (1)

Dasein is concerned about its own Beingand thus for the
potentialities of authenticity and unauthenticity; (2)it is
thrown into a world and left there to its own devices and
responsibility; (3)Dasein always engages and spends itself
in the world of its CareCare taken in this sense, may be care
ofif it concerns anything that is Zuhanden; or a care for
if it concerns the Dasein of others
Maureen Cavill
Maureen is a trauma psychotherapist. She has a BA (Hons) in
western philosophy, an MA in existential psychotherapy and
counselling, as well as training in Buddhist psychotherapy and
counselling and eastern philosophy. She works integratively
focusing on trauma and the relief of suffering.

References
Hetherington, H. Existential therapy being in this together, The
Psychotherapist, UKCP, Issue 49, Autumn 2011.
Hanh, T.H. (1990) Manifesto 2000: Culture of Peace.
Talks sponsored by UNA UK.
Heidegger, M. (MCMXLIX). Existence and Being. UK: Vision Press Ltd.
Suzuki, S. (1970). (ed. Trudy Dixon). Zen Mind, Beginners Mind, Informal
Talks on Zen meditation and practice. New York: Weatherhill Inc.

Join the discussion

If youd like to write to the Editor, please email us at
communications@ukcp.org.uk or if youre on LinkedIn, join our group
for UKCP members and take part in the discussion.
You can also share your views on articles in The Psychotherapist by
logging on our discussion forum: www.psychotherapy.org.uk/forum.
You will need your membership number (your username given on
your UKCP certificate) and password. Follow the forgotten password
link on the login screen for a reminder.

21

discussion

Psychoanalysis: from stage to screen

Andrew Samuels interviews playwright Christopher Hampton about his latest
film, A Dangerous Method
Andrew Samuels: How did you
get interested in the history of
psychoanalysis? How did that
happen? Was it personal? Had you
been in therapy?
Christopher Hampton: No, Id never been
in therapy. In fact Ive always been scared
of being in therapy in case they fix me. I
want to stay quirky!

AS: I know the feeling, mate!

Moving on, whats your take
in terms of Jungs response to
Spielreins work? You know he
removed references to it from his
own writing?
CH: I know, I know. I think thats a very
unsympathetic thing about him and
they were both like that. Freud was a
little more gentle, presumably because
he wasnt personally involved with her,
but I think both of them this is one of
the things the piece deals with were so
ferociously driven and ambitious for the
reputations of themselves, I think they
found granting credit a little grace note
that they could well skip.

AS: Say some more about your

response to Jung?

Michael Fassbender as Carl Jung and Viggo Mortensen as Sigmund Freud

A Dangerous Method
Based on Christopher Hamptons stage play The Talking Cure (2003), A Dangerous
Method, directed by David Cronenberg (A History of Violence, Eastern Promises
and eXistenZ) takes a glimpse into the turbulent relationships between fledgling
psychiatrist Carl Jung (Michael Fassbender), his mentor Sigmund Freud (Viggo
Mortensen) and Sabina Spielrein (Keira Knightley). The film takes us to turn of the
century Zurich and Vienna at the pivotal moment when Jung, Freud and Sabina come
together and split apart, influencing the birth of psychoanalysis and changing the face
of modern thought.

CH: It took me a long time to engage with

this particular story because Jung was
the fulcrum and I found it quite difficult
to read his stuff. I found him just outside
the edge of what was comfortable to deal
with somehow. Eventually, I suppose, I
made an enormous effort to think things
through from his point of view. I read
more and eventually wound up more or
less entirely identifying with him!

At the time, that might have been

seen as pathological and mystical
but now we regard it as a peak of
human capacity to be able to do so.

the boat, when hes terrified to

be on water with his little stick
between his legs. I mean, Im sure
Cronenberg must have thought ...

CH: Yes she was an apostle of

unselfishness wasnt she, whereas the two
men were classically carving out their
ground and struggling over pissing rights
and all the rest of it.

AS: As an analyst, the thing I find

interesting is that Freud is all about
separation, distance, objectivity,
science, and Spielrein (I dont
mean this to come across as
stereotypically feminine or female
point of view) is really interested in
merger and in people submerging
their identities into something.

AS:That leads me to ask what

you think about the homoerotic
aspect of their relationship, which
I didnt feel the film entered much.
I thought a chance was missed
because youve got this athletic
brute and this seedy, sort of
hunched little Jewish intellectual
type. Im thinking of the scene in

CH: I think theres something in the script

I didnt know about the stick between his
legs, but I was amused by the idea of Freud
being persuaded to go on the lake. I dont
know if he ever did but the idea of the
scene amused me. Its a temperamental
thing but I was interested in exploring the
comic aspect of their clash as well.

22

AS:Yes, there are some great lines

Freuds wry comment when Jung
takes half the food intended for
eight people, and Jungs one-liner
to his wealthy wife down their
vast dining table that Freud never

www.ukcp.org.uk

discussion
The thorniest moral
problems are thorny
because theres no easy
answer to them

recovered from his first sight of

their impressive house in Kusnacht.
Was there a bit of authorial
disapproval?
CH: No disapproval, just an appreciation of
the blinkeredness of both of them, which
is to me a comic quality.

AS: Everyone accepts that Toni

Wolff was in no way fully or half
Jewish.

and, if people are comfortable with it, then I

have nothing whatsoever against it.

CH: I know.

AS: I told Howard Davies [director

of The Talking Cure at the National
Theatre] this.
CH: I remember; we changed it.
Cronenberg put back that line about
her being half Jewish. He didnt change
much at all but the other line he changed
was where, in the play, Jung is speaking
of Wagner. Spielrein says, Do you like
Wagner? and he says, The man no, the
music yes. And Cronenberg changed it on
the day to Yes, the man and the music. I
asked him why he did that, and he said he
needed to hint somewhere about this.

AS: Freuds Jewish sensitivity is

beautifully done in that moment
where Jung says, Who cares? (in
relation to the Jewish character
of the psychoanalytic movement)
and Freud says, Only a Protestant
could possibly say that. It was done
very, very delicately and you got a
certain sense of Jung as a potential
romantic fascist, not a political
fascist.
CH: Which he certainly wasnt.

AS: We mustnt forget this piece is

destined for a magazine called The
Psychotherapist. Does Jungs sexual
misconduct concern you? A lot of
people in the Jungian world say, at
the time, everybody did this sort of
thing there were no rules and
yet in the movie the wrongness
of what he did is stressed several
times. Its clear in the movie that
doctors arent supposed to have sex
with patients and his defensiveness
about it with Freud and the way he
dealt with Frau Spielrein (Sabinas
mother) suggests that Jung knew
that it wasnt ok at the time. As far
as your film goes, anyway.
CH: John Kerr opines that he doesnt
think they had a sexual relationship. Im
absolutely certain they did.

The Psychotherapist

Christopher Hampton

AS:Tell me about the sexual

misconduct.
CH: Thats a very difficult area, and its one
of the many areas where we leave it to
the audience. Im aware from the research
that Jung was very uncomfortable about
this whole area, particularly vis--vis
Freud. He lied at first and then confessed
that he had lied. So he was obviously
very uncomfortable about it. On the
other hand, I personally dont morally
disapprove of it in this particular instance.
I would in general morally disapprove of a
doctor sleeping with a patient, but in these
particular circumstances where some
years had passed, when she had received
an enormous amount of help from him
and so on, I cant find it in me to be very

AS: Well, Jung was extraordinarily

helpful to her, not least in relation
to her work. When I watched
the film, I clocked the number of
references to her as a worker, as a
doctor, as an analyst, as a writer.You
were pushing buttons there werent
you? Surely you were?
CH: Yes. All the thorniest moral problems
are thorny because theres no easy answer
to them and I think this is the same thing.
Definitely in that category.

AS:The relationships between Carl

Jung, Emma Jung and Toni Wolff can
be presented as an extraordinarily
modern or progressive
polyamorous arrangement because
clearly he was seeing both of them,
both of them knew, and they all
met for tea!
CH: Thats the difficult bit! I think its in the
realm of individual choice. I mean its one of
those things that you cant legislate about

AS: Could we talk a bit more about

sexuality? Spielrein gets pleasure
from humiliation and, in the film,
from spanking.Yes, a personal
symptom, if you like. But can you
read it as a wider expression of
relations between the sexes, both
then and now?
CH: I think its a huge mystery. In any sort
of logical universe, why would you take
pleasure from something that had been a
source of terror to you in your childhood?
The phenomenon exists all you can do
is say well, this is very interesting, what do
we think about this?

AS: Well, of course you dont have

to have been spanked by your
father to be into spanking.Thats
the interesting thing.This whole
sexual scenario is extraordinarily
contemporary: Jung and his
polyamory with Spielrein, and
then with Wolff, and also the films
consensual sadomasochism.
CH: We didnt do this [spanking, etc] in
the play and it wasnt in the first draft of
the film either. I think I just said they fall
into each others arms in the screenplay.
Then at a certain point Cronenberg said
we needed to think about what was
going to happen in these sex scenes. I
cant remember which of us actually said,
Do you think we ought to have some
sadomasochistic element?

AS: Can I say from a clinical point of

view that you were spot on because
what happens in therapy is that
the therapist enters what we call a
state of role-responsiveness.That
means that he takes the role of a
problematic figure from the patients
past. So what happens in the film
seems to me to ring true. If you
know you have a sexually damaged
patient, you can probably seduce her
because youd know exactly what
to do to do it.Thats why we think
it is so terribly important not to

23

discussion
translate exploration of the sexual
into enactment of it.
CH: I jokingly said to a reviewer who
interviewed me in America, who was sort
of slightly shocked and huffy about the
whole thing, that, at the simplest level,
if thats what gives her pleasure its the
gentlemanly thing to do!

AS: In the second spanking scene,

Spielrein is studying herself in the
mirror. Its a piece of extreme selfconsciousness. I think it showed
that something goes on here, both
for the actress and in the part, as
shes watching this happen.
CH: Yes, I think that chimes with other
moments in other Cronenberg films. I
think its pure Cronenberg that he chooses
to have her looking in the mirror while
its happening. I dont actually think its
psychologically accurate

AS: Final thoughts?

CH: I think a very interesting side to this
story is that theres this man to whom the
gods have been extremely kind. In a way,
the ultimate decency of Jung was that
he actually understood that he was in a
privileged position and tried to translate
that into helping people. In a more
optimistic and positive way than Freud
ever did. P

A Dangerous Method is out now

on general release
Christopher Hampton wrote the
screenplay for A Dangerous Method,
based on his play The Talking Cure. He
is a prolific and acclaimed playwright
and screenwriter, known for his
play based on the novel Les Liaisons
Dangereuses and the subsequent film
Dangerous Liaisons. He adapted Ian
McEwans novel Atonement for the
screen.
Andrew Samuels is a Jungian analyst,
university professor and political
consultant. His books have been
translated into 19 languages. He is Chair
of the UK Council for Psychotherapy.
www.andrewsamuels.com
Thanks to Natalie Joanes (UKCP) for
the transcription of the interview.
Read the full interview online at
www.psychotherapy.org.uk/
the_psychotherapist.html

24

ukcp news
New registers

UKCP supervision
register
UKCP will publish a new register for supervisors.
The register is launched in conjunction with UKCPs
supervision policy, which sets out our position
on what we believe supervision is for and how
UKCP Colleges should establish lists of approved
supervisors

he new supervision register is

a post-qualification register
and is therefore not as prescriptive
or detailed in its requirements for
eligibility as its qualifying registers.
Colleges will be responsible for
nominating members for inclusion.
Colleges will also be expected
to have their own collegiate
supervision statements, which
will include information on how
members may be eligible for
inclusion on the register.

Here are some of the questions we

have been asked in developing the new
register:

How can I get my name onto the

new register?
Colleges are responsible for putting
forward names to be included on the
register. The process has been set up so
that Colleges retain as much autonomy
as they want. There are two ways in
which Colleges may nominate members
on to the new register. Trainings may use
the generic UKCP SETs in which case,
graduates are automatically included
on the register if they wish to be. Some
Colleges, however, have indicated that
they do not wish to use the generic
supervision SETs.
These Colleges will be required to
produce their own College-specific SETs
for supervision trainings, which they
will need to present to a panel at UKCP

for ratification. Once this process is

complete, they may nominate members
who have done these listed trainings in
the usual way.

Do I have to have done an

accredited training to be listed
on the register?
You must have completed satisfactorily
a training, or the equivalent, which
your College lists as meeting the
requirements for inclusion on the
qualifying register.

Can I still practice as a supervisor

if I have not done a listed
training?
Yes. But you may not be eligible to
be included on the UKCP register of
supervisors, which will be held centrally
and available to enquirers on the website.

How do I find out more?

We are working with the Colleges and
Faculties Committee to facilitate the
flow of information through to Colleges,
organisational members and individual
members.
In the first instance, your organisational
member should have information and
advice available. If you are not currently
linked to an organisational member,
then your College will be able to provide
this. P
If you have any further queries, please
contact Philippa Whittick at
info@ukcp.org.uk or call 020 7014 9955.

www.ukcp.org.uk

ukcp news
New registers

UKCP register for psychotherapists

who work with children and
young people
We are very pleased to be able to confirm that the new UKCP register
for psychotherapists who work with children and young people was launched
in January

s the leading national

professional standards
organisation for psychotherapists and
psychotherapeutic counsellors, we
are delighted that we are able to offer
formal accreditation and recognition
of our many members past, present
and future who work skillfully and
constructively with children, young
people and their families.

The register rests on the following

principles:

fulfill our role as the national

toprofessional
standards organisation for
psychotherapy, and ensure that we are
at the forefront of latest good practice.
The new register is called the Register for
Psychotherapists who work with Children
and Young People and registrants will be
able to apply to be listed under two titles:
Psychotherapist members
Family
and graduates of the Systemic College
will automatically be listed in this
section unless they request not to be

acknowledge and formalise the

tospecific
Psychotherapist for
skills, training and experience that
Child
psychotherapists who meet UKCPs
psychotherapists have in working with
children, young people and their families
that psychotherapy
towithacknowledge
children, young people and
their families is not the same as
psychotherapy with adults
make it easy for children, young
topeople
and their families to find
appropriately skilled and experienced
psychotherapists to work with them
safeguard the wellbeing and
tointerests
of children and young people,
who are among the most powerless
and vulnerable in our society

Members will have

a period of one year in
which to demonstrate
how they meet these
standards
The Psychotherapist

generic Standards for Training (SETs) for

psychotherapeutic work with children.
Grandparenting routes will open shortly
for therapists who wish to be listed but
who have not graduated via a UKCP
accredited Child Psychotherapy training.
To register your interest in grandparenting,
please either email us at FPHC@ukcp.
org.uk or fill in the online form at: www.
psychotherapy.org.uk/grandparenting.
We anticipate that there might be current
members who work with children and
young people, and who self-declare that
they do so on their current register entry,
but who may not meet the criteria for
listing on the new register.
We do not want to prevent members
from working in this way but we do
want to ensure that we are clear about
the difference between specialist child
and family psychotherapy qualifications,

We are proposing
a new annotation
or marker for
psychotherapists who
are able to demonstrate
minimum proficiency
standards for work with
children and young
people
and basic key skills required in order to
work safely and effectively with children
and young people. We are adopting this
stance not because we want to prevent
our members from working with children
and young people, but because we are a
professional standards organisation with
an obligation to prioritise the safeguarding
and wellbeing of young people, and to
promote standards of best practice.
So, in addition to the two new titles for
psychotherapists with specialist child
or family psychotherapy qualifications
we are proposing a new annotation or
marker for psychotherapists who are able
to demonstrate minimum proficiency
standards for work with children and
young people. The standards for this
annotation will go out for consultation for
a period of one year from January.
The aim of the annotation is to
acknowledge specific skills and experience

25

ukcp news

FAQs
These are the most common queries we have received during the
development of the new register
Why do we need a new register?

Surely being accredited as UKCP psychotherapist is enough to

enable members to work with children? Why are you raising
the bar in this way?

Lots of reasons!
1) We are the national professional standards organisation
for Psychotherapists and Psychotherapeutic Counsellors. It
is appropriate that we should lead change and formalise
standards in the field of psychotherapy and psychotherapeutic
counselling with children and young people
2) Lots of people our members have expert skills, experience
and training in working with children and young people. We
want to create a method of formally acknowledging this.
3) We believe, along with others in the field, that working with
children and young people is not the same as working with
adults. Being trained and experienced in working with adults
does not automatically mean that we are competent to work
with children and young people
4) Safeguarding is a huge issue and one which UKCP must be seen
to be embracing and taking seriously. Insisting on being able
to evidence ways in which our members are competent to work
with children and young people is an essential mark of good
practice in this regard. It also safeguards our members and their
practice.
I am a fully qualified and experienced psychotherapist but do
not meet the criteria for inclusion on the new register under
either title. But I often work with children and young people
does this mean I cant do that anymore?
No. We understand that therapists often work with young people
in the room and we are supportive of this. If you work in this way,
you will be able to continue to do so. But it does mean that you
can no longer claim to specialise in this area of psychotherapy,
or to advertise yourself in this way, or to use the titles child
psychotherapist or family therapist. You will have the option
of demonstrating how you can meet the standards for the new
annotation, which will indicate to the public that you meet the
minimum standards we require of members who wish to advertise
themselves as working with children and young people. There will
be a crossover period in which you can apply for this and we will
support you through the process see below.

We understand that many accredited therapists do excellent work

with children and young people. Our intention is to honour that
work, and to acknowledge it as the professional standards body for
psychotherapy and psychotherapeutic counselling.
As the professional standards organisation for psychotherapy,
we have a duty to remain at the forefront of latest best practice.
In the arena of working with children and young people, this
includes aspects of practice which are fundamentally different
to working with adults for example, child protection and the
implications for confidentiality that this has. Psychotherapy
with children is not the same as psychotherapy with adults. We
want to support our members in being up to date with latest
best practice, as well as safeguarding the wellbeing of the most
vulnerable in our society.
If I do not have either of the accredited trainings (child psychotherapy/systemic psychotherapy), how will UKCP support me?
If you have skills and experience in working with children and
young people, but cannot be accredited onto the new register
either directly or via the grandparenting route you will need to be
thinking about how you can demonstrate the skills and experience
that you have in relation to the new Minimum Proficiency Marker
for adult psychotherapists who work with children that is currently
being developed. For more information please see our consultation
page at: www.psychotherapy.org.uk/markerconsultation.
Alternatively you can contact the Education, Training and Practice
Committee, or the Faculty for Psychological Health of Children, and
they will provide support and guidance.
This new arrangement seems complicated to me and Im not
clear about what to do next, or whether it affects me. What
should I do now?
Contact your organisational member or College, who should be
able to answer your questions and guide you through the process.
Or you can contact Philippa Whittick, Vice-Chair for Education,
Training, Practice and Research through the UKCP office via
FPHC@ukcp.org.uk

that UKCP members might have in working

in this field, but who do not meet the
criteria for either of the new titles. This
may include members who self-declare
as working with children on the current
register. The standards for this annotation
are on our website at www.psychotherapy.
org.uk/markerconsultation

the new annotation will be established

the criteria of one of the three pathways

and members will have a period of one

described above. P

At the end of the consultation period,

26

year in which to demonstrate how they

meet these standards. At the end of this

For more information and or if you have a

period, it will no longer be possible to self-

query, contact Philippa Whittick,Vice Chair at

declare: in order to describe yourself as

info@ukcp.org.uk or Fran Renwick and Jennie

a psychotherapist who works specifically

McNamara, Joint Chairs of the Faculty for the

with children, young people and their

Psychological Health of Children via FPHC@

families, you will need to be able to meet

ukcp.org.uk

www.ukcp.org.uk

ukcp news

Establishing a central complaints

process for UKCP
David Pink, Chief Executive discusses the new process

or many years the psychotherapy

community has debated how
complaints should be handled. This
issue was central to many of the
arguments of those in favour and
those against statutory regulation.

Minimum professional standards

UKCP is in charge of the largest national
register of psychotherapists and
psychotherapeutic counsellors in the UK.
The registers reputation depends on the
setting and maintaining of minimum
professional standards of practice and
ethical conduct for all UKCP therapists.
Clients and the public have a right to
expect that entry to the register is restricted
to those who have undergone rigorous
training which meets the explicit standards
of a UKCP training organisation or are
equivalent qualifications, such as the
European Certificate of Psychotherapy.
They also need to be confident that if
psychotherapists show themselves to be
unfit to practise, they will be removed
from the register. Over the years, the
expectations of clients, the public and the
media have changed. People now expect
access to routes through which they can
take their grievance or dissatisfaction to an
independent authority for a fair resolution.
For the past 20 years we have relied on our
organisational members to be the first port
of call if someone wants to make a formal
complaint about a UKCP therapist. Each

We improved
consistency by requiring
every member
organisation to give
clients and therapists
access to our final
appeals service
The Psychotherapist

organisation deals with concerns under its

own ethics code, using its own complaints
process. This created a very complicated
situation for the register, with 7,500 UKCP
members governed by more than 70
different ethics codes and complaints
processes. However, we improved the
consistency of the system by requiring
every organisational member to give
clients and therapists access to UKCPs final
appeals service.

A reduced role for the state

In 2011, new government policy set out a
reduced role for the state regulation of the
professions. It stated that people should
not expect the government to provide
any more national statutory registers and
complaints systems for professions such
as psychotherapy, except as a very last
resort should other approaches fail. Instead,
registers and complaints systems should
continue to be operated by organisations
created by the professions. The new
reduced role for a government authority
sets out minimum expectations on behalf
of the public and gives official accreditation
and endorsement to registers that the
public should trust.
The government has asked us to set up
a system to strengthen public protection
by encouraging organisations that hold
voluntary registers to be effective. We
shall therefore set standards that the
organisations holding the voluntary
register should meet and we will accredit
organisations who apply to us that we
find are meeting our standards. We will
accredit (or approve) them so that health
and social care practitioners wanting to
register, or employers, commissioners,
patients and the public wanting to
choose someone to work for them or
provide them with a service can see
easily which registers have met our
standards.
CHRE/PSA website

The reduced role for

government involves
official endorsement of
registers that the public
should trust
For UKCP to be approved by the Council for
Healthcare Regulatory Excellence, (CHRE,
soon to become the Professional Standards
Authority, (PSA)) we will probably need to
implement a central complaints process
(CCP). Our Board does not think we should
attempt to defend a system of 70 different
ethics codes and complaints systems under
the UKCP registration umbrella. Modern
regulatory practice demands that the public
sees a clear, consistent and independent
system for handling their complaints and
concerns. While the public has a great deal
of respect for practitioner professionals,
they no longer accept that concerns and
complaints should be handled by a small
group of fellow professional colleagues.

Defining standards, reforming

systems
The Board supports the proposal that
we should roll out a central complaints
process to cover all UKCP members by
the end of 2013, and that our register and
complaints system should meet or exceed
the requirements to achieve accreditation
by the new Professional Standards
Authority. We are playing a leading role in
helping define these standards. We are also
building a large project to redesign our
central complaints systems, to be rolled
out in stages over the next two years. A
series of bulletins, forum events and articles
addressing people issues will inform
and engage our members and member
organisations over this period.
Good UKCP psychotherapists and
psychotherapeutic counsellors should
share these public policy objectives. If

27

ukcp news
New government
policy provides an
opportunity to provide
a complaints service
which is sensitive and
tuned to the ethical
issues that arise in
psychotherapy practice

large-scale organisations with corporate

clinical governance. Of course, some
therapists work in such environments,
especially in NHS practice. But many
others work in employed, self-employed
or voluntary roles where the therapy
is not a shared team enterprise the
treatment is often much less directive
and perceptive. New government policy
provides an opportunity to provide a
complaints service which is sensitive and
tuned to the ethical issues that arise in
psychotherapy practice.

clients have concerns about their therapist

which they have been unable to be resolve
directly with the person concerned, they
should be confident that an appropriate,
objective and regulated complaints
procedure is in place should the need
arise. Many potential clients have no point
of reference when deciding which type
of professional therapist to work with.
Our members, being both registered and
accredited, will have the advantage of
clearly stating that they are regulated
providers.

Alternative dispute resolution: a

productive approach

Tuned to ethical issues

Some therapists may fear that a
centralised complaints system will
alienate and aggravate grievances and
that there will be lack of understanding
of therapy relationships. I am determined
that UKCP should address these concerns
and design approaches that are suited
to our practice. Generic healthcare
systems for regulating practitioners are
based on approaches used for doctors
and increasingly on the assumption that
practitioners work in clinical teams in

We are also incorporating alternative

dispute resolution (ADR) into the new
model, by which we mean mediation
and other non-adversarial techniques.
In many cases which could result in an
ethics hearing, prompt use of skilful ADR
can bridge the gap between therapist
and complainant in a way that is more
acceptable to both parties than seeking
victory in an adversarial tribunal. (Such
techniques are not appropriate for
allegations of serious abusive misconduct
of course.)
The adversarial and legalistic attributes of
formal hearings make them very well suited

We will make it
feasible for members
and complainants to
access skilled ADR
support.
to cases where a therapist might need to be
struck off the UKCP register a process that
is tough and painful for all parties if used
before a striking off. These attributes make
them quite unsuited to addressing less
serious shortcomings in practice. Rebuttal
and denial supported by a lawyer dominate
where self-reflection and learning might be
required. UKCP and some of our member
organisations already have a good track
record in using ADR. We will make it feasible
for members and complainants to access
skilled ADR support.
On ADR, I believe that we are in a position
to develop a complaints system that
is much more effective than existing
complaints systems, statutory or
voluntary.
This is the first of a series of articles that sets
out our progress in developing a central
complaints process.

CCP contacts
Project Manager
Marlene Cassell
Central Complaints Project Manager
T: 020 7014 9956
E: marlene.cassell@ukcp.org.uk

Professional Conduct Officer

Sunita Thakore
Professional Conduct Officer
T: 020 7014 9971
E: sunita.thakore@ukcp.org.uk

Europe comes to Britain

EABP Biennial Congress

EAP Board meeting

EABP, the European Association for Body Psychotherapy will

The Board of EAP, the European Association for Psychotherapy, will

hold their biennial congress and general meeting from 14 to

meet in Edinburgh on 19 and 20 October. The event is expected

17 September in Cambridge. The congress with the theme The

to include a meeting with a member of the Scottish executive and

Body in the World, the World in the Body is organised jointly with

a social gathering to which UKCP members in the region will be

the UKCP organisational member, Chiron Association for Body

invited. This will be an opportunity for our members in Scotland

Psychotherapy (CABP) and set to explore embodiment beyond the

to meet the people working to represent psychotherapy (and

individual, for example in social engagement systems, embodied

conflict resolution or ecopsychology, with a host of renowned
international speakers.

some 120,000 psychotherapists) in Europe with the European

Commission and national governments.
Tom Warnecke, Chair of the UKCP International Committee

For more information about working internationally, visit: www.psychotherapy.org.uk/ukcp_working_internationally.html

28

www.ukcp.org.uk

ukcp news

NICE guidelines:
UKCP steps up its campaign
W

ithin the last year, UKCP

has forged ahead with
its campaign to change the
methodology of the NICE guidelines
on psychological therapies. The
academic report, NICE Under
Scrutiny, commissioned by UKCP
from Roehampton University, gave
grounds to initiate a challenge to the
guidelines. The report presented the
case that the guidelines are flawed
in their over-medicalised and narrow
application to psychotherapy, and
reliance on randomised control
trials (RCTs).
We encouraged our members to write to
their MPs on the issue. Over the spring
and summer of 2011 members from
across the country mobilised, writing to
express their concern to over sixty MPs
about the guidelines. Thirteen written
Parliamentary questions were tabled,
along with mentions in the House of
Lords, bringing the debate to Westminster.
Ensuing action included the UKCP Chair
Andrew Samuels and Chief Executive
David Pink meeting with the Directors
of the NICE Centre for Mental Health
(NCCMH), the British Psychological Society
(BPS) and the Royal College of General
Practitioners
(RCGP).
In September,
as a direct

The Psychotherapist

Secretary for Health Paul Burstow and

the Minister for the Department of
Work and Pensions Lord Freud. Lord
Freud emphasised the importance of
the statements shared understanding
to the bank of evidence being gathered
to inform providers of the governments
forthcoming programme to get people
back into work.
UKCP fulfilled its aim to have an on-stage
debate at the New Savoy conference, which
in the past, has been far too accepting of
the hegemony of CBT over all other therapy.
Andrew Samuels participated in the first
days closing keynote session. He called for
an independent review of non-RCT research
findings for the efficacy of psychotherapy,
based on those of high methodological
quality, and for a rethink of the way in which
NICE creates its guidelines and IAPT centres
carry out their activities.

The New Savoy group, a partnership of

mental health providers, charities and
professional bodies hold an annual
conference, and at their November
2011 conference, academics, clinicians,
professional bodies including UKCP
and mental health charities signed a
consensus statement on the inadequacy
of the NICE guidelines. The statement was
worded diplomatically to avoid creating
a tense feeling of us and them between
the profession and NICE, and between
segments of the profession. Despite
this, UKCP decided to support the
statement. The statement was mentioned
at the conference by keynote speakers
Geoff Reardon Photography

From right:
Professor Michael
King (UCL),
Sir Michael
Rawlins (NICE),
Professor Nancy
Cartwright (LSE),
Nick Midgley
(Anna Freud
Centre)

result the campaign, UKCP convened an

historic roundtable meeting between
representatives of NICE, the clinical
psychology division of the BPS, mental
health service user charity MIND, and
members of the research and academic
community. Those gathered around the
table demonstrated that the controversy
around the NICE guidelines has legitimacy
and can be debated, even by the people
who sit within the current RCT-dominated
NICE research systems. The dinner was
the beginning of the creation of a space
where great minds from inside and outside
NICE can engage together to bridge the
gap between narrow evidence-based
guidelines and the true potential of
therapy in the real world.

The current prescriptive nature of the

NICE guidelines means that they rely on a
truncated range of research methodologies.
This restricts those therapies considered
acceptable and in turn, limits referrals.
Psychotherapy services are being pared
down, if not cut entirely if they do not
fall within the constraints of IAPT. Our
campaign to change these guidelines
ultimately seeks to find better methods of
research which will expand the range of
psychological therapies available. We are
very pleased with the progress made so
far, but there is still much work ahead of
us, and as the campaign gains momentum
this year, we look forward to launching
our next phase which will include another
roundtable dinner on a bigger scale,
attended by academics who understand
psychotherapy, know NICEs methodologies,
and can look at how to change them in real
world terms. P
Look out for more news on the
campaign on the website and in our
bulletins. If you have any queries or
would like to support the
campaign, please contact
communications@ukcp.org.uk

29

ukcp members

Book reviews
The use of
psychoanalytic
concepts in therapy
with families: for all
professionals working
with families
Hilary A. Davies, (2010)
ISBN 978-1-85575-515-4
16.99
Published by UKCP/Karnac
Hilary Davies has already scored a hit
with The 3-Point Therapist (2009) also in
the UKCP book series. Its a pity that she
does not refer to it in her second book,
one that is just as useful for all therapists,
not just for those who work directly with
families. The importance of her new book
is because there is a real sense in which
all of us work with the family that exerts
its influence on the individual client,
both in terms of external pressures and
internalised schemas.
After a brief run through of some
important psychoanalytic concepts
useful for those who are not familiar with
them the particular value of the book
lies in the sections about the dynamics
of families where the presenting patient
is the child or adolescent, with various
difficulties such as feeding, anorexia,
violent behaviour, psychosomatic
presentations, as well as those who have
suffered through emotional abuse or
warring parents. Well illustrated with case
material, there is something for everyone
in these chapters, demonstrating the ways
histories, projections and aspirations,

for example, impact upon the child. For

those who associate psychoanalysis with
a rigid frame, it is valuable to see the
flexible approach her therapists adopt, not
necessarily always having to work with
the whole family together, but open to
seeing individuals and pairings, as well as
responsive to contact by phone between
sessions.
It is a book that could usefully inform
those in other caring professions. But most
striking is the balanced, non-blaming
acceptance of each family members
contribution to the presenting issue, and
how important it is when working with
just one person not only to hear their
story, but to appreciate why other family
members may behave towards that
person the way they do.
Michael Jacobs
Pychodynamic psychotherapist

Therapy with children:

an existential
perspective
Chris Scalzo (2010)
ISBN 978-1-85575-730 -1
18.99
Published by UKCP/
Karnac
This book does exactly what it states
on the cover. Scalzo sets out to explore
existential ideas related to psychotherapy
with children and in so doing he makes
an important and timely contribution
to this field of knowledge and practice.

One of the books many strengths lies

within the structure, which takes the
reader through the background and
theory of existential practice, through
direct work with children, to the method
of working with families, which is then
considered in wider contexts. These early
chapters provide a basis and launch pad
for a wider exploration of existential
perspectives which is conducted in later
chapters. These deepen and broaden
earlier themes and include an excellent
deeply thought-provoking chapter on
language.
Scalzo is a practicing existential
psychotherapist in the Child and
Adolescent Mental Health Service.
This current work practice is clearly
in evidence throughout the book. His
ability to distil, at times, complex theory
and philosophy into the therapeutic
moment with a child is a significant
merit to this book. The interweaving of
philosophy, theory and practice provides
a sense of a highly skilled practitioner
engaging with the world of children in
a way that conveys not just the ideas
behind a model of practice but what one
might actually do with it in the therapy
room. The highlight of the book are the
numerous and, at times, deeply moving
vignettes of therapeutic work support
this understanding. Overall, I found this
to be a beautifully written and excellent
book and one that I would highly
recommend.
Simon Tucker
Team Leader CAMHS

UKCP book series training day

The Dissertation to Publication training day on 26 November proved very popular with UKCP members and all
60 places were filled.
A morning of talks and discussions on turning a dissertation
into a publishable article or book was followed by small
group discussion about delegates own publishing plans.
Chaired by Heward Wilkinson, the speakers were Andrew
Samuels (chair of UKCP and Professor of Analytical
Psychology at Essex University), Maria Gilbert (Joint Head of
the Integrative Department at Metanoia), Anne Scott (Editor
in Chief of the British Journal of Psychotherapy), and Oliver
Rathbone (Managing Director of Karnac Books). All spoke

30

clearly and passionately about the importance of writing

and being read. Talks and discussions were lively, covering
how to distil a dissertation into an article or change it into
a book, and what Andrew called the craft - the politics and
psychology of writing for publication.
Delegates feedback from the day was excellent, and provided
many suggestions for further events. Comments and
discussion are welcome on the UKCP websites forum, or if
youre on LinkedIn, feel free to join the UKCP group.

www.ukcp.org.uk

ukcp members
Rage: Managing an
Explosive Emotion
Theodor Itten (2011)
ISBN 978-1907471292
19.95
Published by
Libri Publishing

people who feel affected by the rage

outbursts of others, should dispel any
notions that rage concerns only a few.

On first sight, rage may

seem a peculiar and curious theme for
a clinical psychotherapy book. The term
rage is commonly associated with people
acting uncontrollably or destructively - a
far cry from the serene spaces of our
consulting rooms. Perhaps a topic for
forensic clinicians then? Or possibly a topic
we may all to easily shy away from or even
seek to avoid altogether?

In his quest to understand the phenomena

of rage, Itten seeks answers from history,
literature, mythology and the animal
world. The book is structured into three
parts. The first looks at the aetiology
of rage including reasons and triggers
given for rage backed up by supporting
research data. This is followed by a study
of rage manifestations, the range of rage
expressions and behavioural phenomena
associated with rage. In the final part, Itten
explores avenues to address, manage and
work with rage phenomena inside and
outside the consulting room.

Itten takes his readers on rare investigative

journey into the world of rage and its
many facets and contexts. Two surveys,
conceived to research rage phenomena,
reveal that sudden rages are far more
common than one might assume with
some startling figures: In a street survey
utilising quantitative social research
tools, some 24% of participants identified
themselves as ragers. This figure,
alongside corresponding numbers of

By drawing a kaleidoscope of rage

manifestations, Ittens book takes us on
journey into psychic and biological but also
societal anatomies of rage without ever
squandering our attention. Throughout the
volume, rage phenomena and dynamics
are illustrated by a rich mix of examples
and case vignettes. These include a host
well known people such as Jean-Paul Sartre
and Simone de Beauvoir, Virgina Wolf, or
Adolf Hitlers family but also contemporary

football stars. Equally well developed is the

range of relevant theory presented by the
author. Theoretical excursions explore ADD,
family dynamics and personality disorders
as well as perspectives from neurobiology
and body oriented psychotherapy
approaches. The author frequently returns
to research data to support his proposals
and conclusions.
Routes out of rage run true to the
authors unorthodox approach. They
draw for example on Laing, Jung but also
on mindfulness practice, the Hindu epic
Ramayana and the Tao.
But is this publication relevant to clinical
practice you may ask? I would argue it is.
The author shows how rage may manifest
in a multiple forms and finds expression
both directly and indirectly. His book
affords us an opportunity to review our
own perceptions and possible blind
spots about rage as well as providing us
with language, symbols and metaphors,
and essential references to explore rage
phenomena in clinical contexts.
Tom Warnecke
Vice Chair (Information and Member
Services), UKCP

Invitation
Third open forum

Taking stock: UKCP inner and outer evolutions

Saturday, 17 March 2012 Hallam Conference Centre, 44 Hallam Street, London W1W 6JJ 9.30am to 5pm

We invite you to join us for our third open forum which will take place at a central London venue from 9.30am to
2.30pm on Saturday 17 March 2012. The overall theme of the day is to take stock and look to the organisations
future. We will also be announcing the results of the elections for the new Chair and the new Trustee elected by the
organisational members.
Chairs meeting

Live video feed

Following the open forum, there will be a meeting of all chairs of

the UKCP colleges, faculties, committees and organisational
members from 2.30pm - 5pm. All members are welcome to attend
the chairs meeting.

Web-conferencing facilities will be available so you can view the

proceedings live on your computer and submit questions to the
speakers/panel.

Your contribution is vital

Pre-booking is essential for this event and viewing the live video
link. To guarantee your place please complete our online form
which you can find on our website at: www.psychotherapy.org.uk/
openforum2012

We are keen to hear from members and would like to commission

5-minute spoken contributions from individuals, particularly
people who have not spoken much at UKCP meetings, and/or
come from minority backgrounds (ethnic, sexual, disability, class).
If you would like to participate, please send a brief email
outlining your proposed contribution with a short CV to
andrew@andrewsamuels.net

The Psychotherapist

Booking process

For further information please contact:

events@ukcp.org.uk 020 7014 9966
or visit our website: www.ukcp.org.uk/events

31

ukcp members

Books in the UKCP series

Order books in the UKCP book series a partnership between UKCP and a
specialist in psychotherapy and mental health publishing using the form opposite
Recent publications
Why therapists choose
to become therapists: a
practice-based enquiry
Sofie Bager-Charleson
(2010)
20.99
ISBN 9781855758261
At the heart of this
book lie six separate
accounts as told by counsellors
and psychotherapists in a reflective
writing and peer support group, each
representing a different modality and all
coming with very different backgrounds.
Love: bondage
or liberation? A
psycholological
exploration of the
meaning, values and
dangers of falling in love
Deirdre Johnson (2010)
19.99
ISBN 9781855755109
This interdisciplinary approach cuts across
the different modalities and will appeal to a
good cross-section of psychotherapists and
counsellors, while being accessible to anyone
interested in the meaning of falling in love.
Attachment and new
beginnings: reflections on
psychoanalytic therapy
Jonathan Pedder (2010)
20.99
ISBN 9781855756328
This collection of
written pieces plots the work of an NHS
psychotherapist, Jonathan Pedder, turning the
science of psychiatry into human encounters.
Therapy with children: an existential
perspective
Chris Scalzo (2010)
18.99
ISBN 9781855757301
This book explores the existential themes
and challenges present in all therapeutic

32

relationships when working with children.

The role of brief therapy
in attachment disorders
Lisa Wake (2010)
20.99
ISBN 9781855756977
A comprehensive
summary of the range

of approaches that exist within the

brief therapy world, including cognitive
analytic therapy, cognitive behavioural
therapy, eye movement desensitisation
and reprocessing, Ericksonian therapy,
neurolinguistic psycho-therapy, provocative
therapy, rational emotive behaviour
therapy, and self relations therapy.

New books in the series

Addictive Personalities and Why People
Take Drugs: the Spike and the Moon is
by Gary Winship. He is a UKCP-registered
psychotherapist who has worked with
drug users since 1980. Currently he is
Associate Professor at the School of
Education and
Senior Fellow of
the Institute of
Mental Health,
both in the
University of
Nottingham. His
book takes readers
through the many
fields of addiction,
both past and in present, and draws
on his own clinical experience as
well as on psychodynamic theory to
understand the question he poses: why
do people take drugs? This will be of
interest not just to all who work in the
field (as drug support workers, social
workers, doctors, psychotherapists,
counsellors) but to us as human beings thinking about the extent and meaning
of what we can do to ourselves, and why.
Why Cant I Help this Child to Learn?
Understanding emotional barriers to
learning , is edited by Helen High. Now
retired, she previosuly worked in the
NHS and privately as an Educational
Psychotherapist, and a Child and Adult
Psychotherapist. Drawing on attachment
theory and psychoanalytic theories

of emotional development, she and

her colleagues explore the emotional
issues behind some childrens anxieties
about learning - anxieties not always
relieved simply by extra teaching.
This is a thorough study of the topic,
illuminated by case study vignettes. It
will be of interest to parents, teachers,
psychotherapists,
counsellors, psychologists
- to all interested in the
emotional development
and learning of children.
Introducing these
books at the launch,
Heward Wilkinson called
attention to the deeply
multidisciplinary character
of each of them, with the significance
of Gary Winships roots in psychiatric
nursing (which Heward shares with
him), and the central educational
psychotherapy dimension in the book
edited by Helen High. It was clear that a
very creative and distinctive synthesis
has been achieved by each of them.
Fostering such synthesising work is
coming to be the special character of
the UKCP book series. Both the
authors were supported by
distinguished colleagues, friends and
indeed, in Garys case, by students from
as far afield as the Middle East who
had come specially to celebrate the
book launch.

www.ukcp.org.uk

ukcp members
Full list
Revolutionary
connections:
psychotherapy and
neuroscience
Jenny Corrigall and
Heward Wilkinson (ed)
(2003)
22.99
ISBN 9781855759411
This collection of papers is the result
of the fruitful discussions generated at
a 2001 UKCP conference on affective
neuroscience.
The 3-point therapist
Hilary A Davies (2009)
9.99
ISBN 9781855757462
The 3-point therapist is
the charming story of one
trainees journey in search
of professional success and
recognition. What she learns is unexpected
and changes her predicted path.
The use of psychoanalytic
concepts in therapy
with families: for all
professionals working
with families
Hilary A Davies (2010)
16.99
ISBN 9781855755154

This book begins with a readable

practitioners guide to psychoanalytic
theory and concepts. It moves on to give
a number of detailed practice-based
examples of the application of this
theoretical model in the therapy room
with the families of children seeking
help with a variety of difficulties.
Our desire of unrest: thinking about
therapy
Michael Jacobs (2009)
20.99
ISBN 9781855754898
The author shows
his own thinking at
work as he challenges
himself to look deeper
at some important aspects of his
discipline principally psychodynamic
psychotherapy, although always with
reference to other forms of discourse
such as literature and theology.
Shakespeare on the couch
Michael Jacobs (2008)
16.99 ISBN 9781855754546
A discussion of eight of Shakespeares
plays and the relationships between the
main characters in them.
What is psychotherapeutic
research?
Del Loewenthal and David Winter
(2006)

24.99
ISBN 9781855753013
Examples of how psychotherapeutic
research and the abilities to carry it
out can help the practising
psychotherapist.
Hidden twins: what adult
opposite sex twins have
to teach us
Olivia Lousada (2009)
20.99
ISBN 9781855757417
An insightful look into the
lives of three opposite-sex
twin pairs. Candid, informative and rich in
psychological detail.
Psychosis in the family:
a personal
and transpersonal
journey
Janet Love (2009)
16.99
ISBN 9781855755208
This is in the main a
personal and moving
narrative of a mother looking to help
her son avoid a lifelong sentence of
medication while trying to research
holistic resources and alternative
approaches for treatment at the same time
as negotiating the vagaries of the current
mental health system.

Invitation for chapter proposals for a UKCP book

on the subject of psychotherapy and society
The book will edited by Tom Warnecke and published in the UKCP book series.
Psychotherapy works for the individual, for families, or for
groups of people in a variety of contexts and settings. But
the relationship between psychotherapy and society at large
is an uneasy one and marked by complex dichotomies. As a
profession, we should be critically examining this relationship.
The intellectual influence of psychotherapy ideas
revolutionized the understanding of human functioning in
the 20th century. We are now seeing a growing ascendency
of biomedical and neurophysiology interpretations of
human behavior and mental health. Psychotherapy, in
comparison, places much significance and meaning on
individual agency while also emphasizing the interplay
between internal dynamics and social forces. Psychotherapy
is located at the crossroads of personal and social space but
is currently doing little to contribute to debates about social

The Psychotherapist

challenges or to engage with inter-disciplinary dialogue on

newly emerging conceptions of the social brain and human
behaviour.
A central focus for the book will be to examine contexts
and discourses that shape the profile of psychotherapy and
influence the positioning of psychotherapy paradigms in
21st century society. The editor seeks contributions from
multiple disciplines and perspectives. If you are interested
to contribute, please send a chapter proposal outlining your
theme and ideas for a chapter along with brief CV and an
example of previous writing, e.g. a published article. Please
send your chapter proposals to communications with
psychotherapy and society book in the subject line.
For a more detailed project outline and details of how to submit,
visit www.psychotherapy.org.uk/chapters

33

ukcp members

embers

unt fo
sco
r
Di

unt fo
sco
r
Di

20%

Order form

mbers
me

I would like to order the following UKCP-Karnac series books:

Author/Title

Quantity

Price Each

Total

Sub total
Less 20% UKCP member discount*
Plus postage**
Total
*UKCP membership number
**Postage Within the UK: 2.50 for the first book and 1 for each
additional book. All items are sent by second class post or similar within
the UK. For an alternative postal service or overseas, please email
communications@ukcp.org.uk for a price

Please send my book(s) to:

Child-centred attachment therapy: the CcAT

programme
Alexandra Maeja Raicar with contributions
from Pauline Sear and Maggie Gall (2009)
20.99
ISBN 9781855755055
This book describes the development of the
child-centred attachment therapy (CcAT) model of
working with children with
attachment difficulties.
Diversity, discipline and devotion in psychoanalytic
psychotherapy: clinical, training and supervisory perspectives
Gertrud Mander (2007)
18.99
ISBN 9781855754737
A selection of papers reflecting a preoccupation with the
growth and diversification of counselling and psychotherapy;
the imperatives of training, supervision and regulation; and the
significant changes in the profession due to the invention of brief,
time-limited, intermittent and recurrent psychotherapy.
Not just talking: conversational analysis,
Harvey Sacks gift to therapy
Jean Pain (2009)
19.99
ISBN 9781855756892
Good relationships depend, above all, on our
skills in conversation. Harvey Sacks method,
conversational analysis, was the springboard for
Jean Pains research into psychotherapy as a social activity that
depends for its success on the quality of the therapeutic dialogue.

Name
Address

Postcode

Email
Telephone
Payment
o I enclose a cheque for

o I would like to pay

o Visa

o Mastercard

payable to UKCP
by credit/debit card

o Maestro

Card no.
Start date

Expiry date

Security code**

Issue no. (Maestro only)

**Last three digits on signature strip.

Cardholders name
Statement address

Postcode

Cardholders signature
Cut out this form and return to: The Psychotherapist Book Orders,
UKCP, 2nd Floor Edward House, 2 Wakley Street, London EC1V 7LT

34

The emergent self: an existential-gestalt approach

Peter Philippson (2009)
16.99
ISBN 9781855755253
This book tracks a particular understanding of self as emergent
from the relational field: philosophically, from research evidence
and in its implications for psychotherapy.
Dialogue and desire: Mikhail Bakhtin and the linguistic turn in
psychotherapy
Rachel Pollard (2008)
20.99
ISBN 9781855754492
Mikhail Bakhtin, the Russian philosopher and cultural critic, was
one of the pioneers of the linguistic turn in philosophy and is
now widely associated with the concept of the dialogical self and
dialogical psychotherapy.
The muse as therapist: a new poetic paradigm
for psychotherapy
Heward Wilkinson (2008)
20.99
ISBN 9781855755956
Heward Wilkinsons unique book goes against the
tide in offering an alternative, artistically-based,
paradigm to make sense of what psychotherapy
is and does, instead of the currently fashionable science-based
paradigms.

www.ukcp.org.uk

ukcp members

Umbrella registration organisation

to professional membership body:
the journey so far
First results of the 2011 UKCP membership survey

ithin the last two years, UKCP

has been evolving rapidly
from umbrella registration body to
professional membership body. At
the end of last summer we conducted
a survey to get your view on the
transition to see whats working and
what can be improved particularly in
terms of what new services we should
be developing for you, and wed like
to thank you for participating. The
survey was conducted online and by
telephone by Public Perspectives,
a social research organisation, and
took place between the 18 July and
19 August 2011 1727 members
responded, representing a good
overall response rate for this kind of
survey of 23%.

About you
75% of respondents were female and 25%
were male. The majority of respondents
(60%) had been a psychotherapist or
psychotherapeutic counsellor for over 10
years with 8% of respondents having less
than 2 years experience.
of respondents are working part 51%
time including client work, teaching,
supervision, consultancy (41% full time)
of respondents had their own
82%
independent practice,
24% had some work in the NHS
15% within a charity
for an employee assistance
9%
programme
have work from other health service
4%
providers.
Interestingly 73% of respondents are on
LinkedIn (have you joined our group yet?),
53% are on Facebook, 6% are on Google+
and 1% are on My Space.

The Psychotherapist

Why UKCP?
We asked you for your top three reasons
for being a member of UKCP which are as
follows:

91% inclusion on the UKCP register

87% professional recognition
84% to be part of the professional field.
Key lesson

33% of members who responded said that

changes to membership benefits would
increase a lot the value they place on their
membership.
Although the survey results are generally
positive, the report highlights that there is
still much work to be done to improve what
we offer you.
The research found that UKCP essentially
does have a valued and viable membership
plan to offer; the majority of you consider
your membership of UKCP to be very
important as are many of the current
member services, benefits and activities of
UKCP.
However, there is scope to enhance the
quality of the following:
to research information (said at
access
least poor by 16%)
Find a Therapist directory on the
the
UKCP website (14% said at least poor)
events and member forums,
regional
support provided by the UKCP office
(both at least poor by13%)
UKCP website (12% said at least
the
poor)
Psychotherapist magazine (10% said
The
at least poor).

Key lesson
Maintain the delivery and enhance the quality
of existing member benefits

A key area for

development is to make
UKCP and psychotherapy
more visible and
influential amongst the
media, the public and
policy makers
New member services would be welcomed,
including access to online journals (cited
by 82% as important), online academic
resources (76% as important) and
discounted rates to professional journals
(73% as important).

Key lesson
Implementing priority new member services
The priorities for development you
supported were:
should promote the work of the
UKCP
profession better to the wider public
(89% agreed)
should become more visible in its
UKCP
media and press work (85% agreed)
should develop its promotion,
UKCP
support and funding of research (72%
agreed)
should become more effective in
UKCP
its lobbying (70% agreed)
should become more effective in
UKCP
its campaign work (66% agreed)

Key lesson
A key area for development is to make
UKCP and psychotherapy more visible and
influential amongst the media, the public and
policy makers
The majority of you considered all policy

35

ukcp members
priorities listed in the survey to be
important. However, the top six policy areas
considered most important are:
access to psychotherapy
improving
services (cited by 95% as important)
the profession (cited by 94%
regulating
as important)
psychotherapy more accessible
making
(cited by 94% as important)
and maintaining training
improving
standards (cited by 94% as important)
and maintaining supervision
improving
standards (cited by 92% as important)
of funding for psychotherapy
lack
services (cited by 91% as important).

Key lesson
Focus on priority policy areas
Within the last few months, our focus on
policy and media work has expanded and
Spencer Gasson, our Head of Membership

The research found

that UKCP essentially
does have a valued and
viable membership plan
to offer; the majority
of you consider your
membership of UKCP to
be very important
and Communications, will be writing
to update you about exciting new
developments in these areas in the next
issue. In the meantime you can keep an eye
on our news and campaigns at
www.psychotherapy.org.uk/news_and_
events or by following us on Twitter
http://twitter.com/UKCP_Updates and
Facebook http://www.facebook.com/
psychotherapyworks.

UKCP transpersonal special

interest group meeting
Sunday 20 May 2012 11.30am 4pm
The Ballroom, Centre for Counselling and Psychotherapy Education
2 Warwick Crescent, London W2 6NE.
Theme for the Day
What are the relationships, differences and tensions between
Transpersonal Psychology and Transpersonal Psychotherapy?

Main Speaker
Professor Les Lancaster,
Professor of Transpersonal Psychology at Liverpool John Moores
University

Chair
Transpersonal Special Interest Group, Tom Warnecke,
Vice Chair, Member and Information Services, UKCP
Other speakers to be confirmed
Open Forum and discussion groups chaired by Tom Warnecke
To book or for further enquiries please contact Janet C Love at
transpersonalgroup@ukcp.org.uk

36

New UKCP registered

psychotherapists
Joanne
Adams
AFT
Adetayo
Aderemi
AFT
Sama
Afsheen-Wilson MI
Chloe
Ansell
TER
Caroline Susan Argent
IATE
Keith
Armitage
SITE
James Edward
Auld
KI
Karen
Bagley
AFT
Alan
Bainbridge
CCOPPP
David
Barnett
FIP
Claire
Barrable
IATE
Margie
Bates
SPEC
Manu
Bazzano
MI
Chris
Bestwick
SPTI
Jessica
Betts
AFT
Frances
Birch
CAP
Carole
Blythe
MI
Annette
Boden
MCCP
Paulette
Bradnock
AFT
Pamela Jean
Bradshaw
CSP
Ann Elizabeth
Brewster
AFT
John Alan
Brown
KI
Ian
Brown
IPSS
Jayne
Burrows
BCPC
Donald Ian
Butler
AGIP
Jane
Caro
SPTI
Chrysanthi
Chalkidou
AFT
Sarah
Chevalier
IATE
Lisa
Clifford
CABP
Fraser
Connell
MC
Iona
Cook
AFT
Julia
Coombes
ACAT
Tamsin
Cottis
IATE
Steve
Cox
MI
Sharon
Davey
AFT
Lucy
Dean
WPF
Patricia Anne Tara Di Talamo
PET
Monica Delores Duck
BC
Hetti Jochabeth Dysch
KI
Sylvia
Early
SPEC
Daniel James
Eastop
SPTI
Housam
Ebrahim
IFT
Esther
Emanuel
UPCA
Magda
Evans
MI
Sharon
Evans
AFT
Christine Rosina Fagan
WMIP
MuDita
Farrell
KI
Richard
Farrer
ScPTI
Judith Marilyn
Faulkner
ACAT
Emma
Flower
UKAHPP
Liz
Forbat
AFT
Jane
Fraser
SPEC
Jennifer Mary
Gillespie
WPF
Stelios
Gkouskos
SPCPRC
Nicola
Godwin
Guild
Nina
Gotua
AFT
Gerda
Greagh-Eastwood AFT

www.ukcp.org.uk

ukcp members

Welcome to our new UKCP members

Andrew
Greenfield

Walker
Tessa
Gunn
Imogen
Harries
Sue
Heap
Deborah
Herbert
Maria Geraldine Hendren Taylor
Monica Anita
Hext
Toby Jonathan Humphreys
Esther Funmilayo Ina-Egbe
Deniz Aktosun Ince
Emma
Johnson
Ann
Johnston
Dzmitry
Karpuk
Jean
Keeley
Susan
Kidel
Markus
Kitzberger
Violeta Casas
Klintowitz
Neil
Lamont
Michelle
LeBrocq
Collette
MacCourt
Benie
Macdonald
Sara
Marcon
Zafirenia
Maridaki
Steve
Martyn
Briony
Mason
Sonia
Matykiewicz
Sandra
McCartney
Aileen
McDonald
Jane
McKessack
Liz
McLaren
Debbie
McLarnon
Stephanie Dale Mell
Eliza
Meredith
Suzanne
Mooney
Kathryn
Morris-Roberts
Carolynne
Murphy
Rebecca
Murray-Leslie
Richard Frederick Newbury
Andie
Newman
Piers
Newman
Demetra
Onoufriou
Doreen
ORourke
Kathryn Ellen
Oxley

CCPE
MI
AFT
MC
SPTI
NLPtCA
KI
AFT
CCPE
COSRT
AFT
ASOOP
AFT
ITA
KI
CCPE
AFT
UPCA
SPTI
AFT
ITA
AFT
BPA
WPF
BC
IGA
ITA
SPEC
WPF
MI
ASOOP
ScPTI
KI
AFT
SPTI
IATE
SPTI
COSRT
SITE
AFT
IPSS
ACAT
IFT

Caroline
Page
Sarah
Paget
Kim
Parish
Sophie
Parry-Williams
Neville
Perrett
Catherine
Petters
Joanne
Powell
Helen Catherine Rankin
Lisa
Reed
Shona
Reed-Purvis
Abigail
Richards
Julia
Rivas
Lesley Jane
Robinson
Lydia
Rolley
Joan Yvonne
Rose
Benjanim Michael Shannahan
Charley
Shults
Sharon
Simpson
Carolyn
Sinclair
Gary Michael
Smith
Morning
Smith
Catherine
Snelson
Patricia
Soler-Quilez
Camilla Rosaleen Stack
Anna
Stephenson
Carole
Stilwell
Barry Charles Alan Sugg
Yang Yang
The
Liz
Thomas
Andrea Roswitha Thomas
Sarah
Thompson
Katherine Jane Thurlow
Veronica
Toescu
Sally Ann
Turley
Kirsty Jay
Turner
Sonja
Upton
Joka
Van Wijk
Jennifer
Wallis
Christopher
Ward
Claire
Warner
Peter
Watson
Jenny
Wellington
Bob
Williams
Sarit
Winterburn

BCPC
IATE
UPCA
IFT
MC
AFT
SPTI
AFT
WPF
AFT
AFT
KI
GPTI
AFT
SPTI
AFT
MI
CCOPPP
NCHP
BPA
KI
CSP
WPF
MI
IATE
ITA
AFT
AFT
WPF
MI
CCPE
WMIP
SPTI
IATE
SPTI
AFT
NCHP
AFT
AFT
CFET
MI
CABP
AFT
SPTI

Christina
Mark
Albert
Bianca

Winters
Wright
Zandvoort
Zdrale

CCPE
KI
MI
MI

New UKCP registered

psychotherapeutic counsellors
Mark
Allen
Ruth
Allen
Stephen John
Barry
Sara
Briner
Kate Elizabeth
Bruce
Tanya
Bunney
Mandy
Capaldi
Cheryl
Chant
Kathryn
Coxon
Gilly
Crow
David
Duncan
Tim
Ellis
Silvia
Elsner
Janet Marie
Garcha
Sandra
Graham
Rachel Ann
Green
Julie
Harding
Elizabeth
Hill
Elizabeth
Jenkins
Remziye
Kunelaki
Roddy
Macmillan

Herbert
Sarah
Marsden
Valerie Joan
Mayers
Kenneth
McLeish
Christine Angela Nolan
Simon Christopher Parrett
Helen
Salmon
Elaine
Slater
Lin
Sun
Sally
Swain
Janet Vivien
Tomlinson
Katrina
Venable
Lynne
Welham
Phillip Andrew Whittington
Janine Nicolette Willcock

MCCP
NGPC
UKAHPP
COSRT
NGPC
WPF
NGPC
NGPC
NGPC
MCCP
ScPTI
CPPC
UPCA
NGPC
COSRT
MCCP
NGPC
MCCP
MCCP
COSRT
MCCP
MCCP
MCCP
NGPC
MCCP
WPF
MCCP
NGPC
MCCP
MCCP
UPCA
MCCP
MCCP
ScPTI
UPCA

Key ACAT Association of Cognitive & Analytic Therapists ; AGIP: Association of Group and Individual Psychotherapy; ASOOP: Awaken School of Outcome
Oriented Psychotherapies; BC: The Bowlby Centre; BCPC: Bath Centre for Psychotherapy and Counselling; BPA: British Psychodrama Association; CABP: Chiron
Association for Body Psychotherapists; CAP: Confederation for Analytical Psychology; CCOPPP: Canterbury Consortium of Psychoanalytic & Psychodynamic
Psychotherapists; CCPE: Centre for Counselling & Psychotherapy Education; CCPE: Centre for Counselling & Psychotherapy Education ; COSRT: College of
Sexual and Relationship Therapists; CPPC Association for Counsellors and Psychotherapists in Primary Care; CSP: Cambridge Society for Psychotherapy;
FIP: Forum for Independent Psychotherapists; GPTI: Gestalt Psychotherapy Training Institute; Guild: Guild of Psychotherapists; IATE: Institute for Arts in
Therapy and Education; IFT: Institute of Family Therapy; IGA: Institute of Group Analysis; IPSS: Institute of Psychotherapy and Social Studies; ITA: Institute of
Transactional Analysis; KI: Karuna Institutex; MC: Minster Centre; MCCP: Matrix College of Counselling and Psychotherapy Ltd; MI: Metanoia Institute; NCHP:
National College of Hypnosis and Psychotherapy; NGPC: Northern Guild for Psychotherapy Training; NLPtCA: Neuro Linguistic Psychotherapy Counselling
Association; PET Psychosynthesis and Education Trust; ScPTI: Scarborough Psychotherapy Training Institute; SITE: Site for Contemporary Psychoanalysis;
SPCRC: School of Psychotherapy and Counselling Regents College; SPEC: Spectrum; SPTI: Sherwood Psychotherapy Training Institute; TER: Terapia; UKAHPP:
UK Association of Humanistic Psychology Practitioners; UPCA: Universities Psychotherapy and Counselling Association; WMIP West Midlands Institute of
Psychotherapy; WPF: WPF Therapy Ltd

The Psychotherapist

37

ukcp members

Events
Saturday, 17 March 2012
Hallam Conference Centre, 44 Hallam Street, London W1W 6JJ

Open Forum Taking stock: UKCP inner and outer evolutions

Our third open forum will take place at a central London venue on Saturday 17 March. Again, web-conferencing facilities
will be available so you can view the proceedings live on your computer and submit questions to the speakers/panel.
Speakers will include Andrew Samuels, David Pink, Carmen Joanne Ablack, Janet Weisz and Di Hodgson as well as
others who give so much time and energy to UKCP. The results of the election of the new Chair and the new Trustee for
the organisational members will be announced at the forum.
We are interested in commissioning five-minute spoken contributions from individual members, particularly those who
have not spoken much at UKCP meetings, and/or come from minority backgrounds (ethnic, sexual, disability, class).
We will select three or four contributions and in making a selection, well pay attention to who you are, where you come
from in UKCP, and what you want to talk about. Please send a brief email outlining your proposed contribution by
Friday 2 March with a short CV to andrew@andrewsamuels.net
Following the open forum from 9.30pm to 2.30pm, there will be a meeting of all chairs of the UKCP colleges, faculties,
committees and organisational members. All members are welcome to attend the chairs meeting (in person and online).
Booking process
Pre-booking is essential for this event whether youre attending in person or viewing it via the live video link.
To guarantee your place please complete our online form which you can find on our website at:
www.psychotherapy.org.uk/openforum2012

Announcement and call for papers

Saturday 30 June 2012
Regents College Conference Centre - Inner Circle, Regents Park, London NW1 4NS

Researching experience in psychotherapy and counselling:

reflexivity, embodiment and change, the essential mystery behind
the creative and therapeutic meeting
The third UKCP Annual Research Conference will be held on Saturday 30 June at Regents College Conference Centre. Hosted
by the UKCP Research Faculty Committee in collaboration with Regents College, this conference tackles the important issue
of researching experience, oriented to the experience of change in both participant and researcher and the essential mystery
behind the creative and therapeutic meeting.
The keynote speakers will be Judith Ackroyd, Mick Cooper, Chris Evans, Wendy Hollway and Linda Finlay, bringing together an
exciting range of perspectives and disciplines to the three strands of reflexivity, embodiment and change. Further details and
the full conference programme will follow.
Papers are invited on the three subject areas from both UKCP members and students. There will be 20 minutes for each paper,
including discussion. If you are interested in presenting a paper, please email the following information to
acotter@btinternet.com and liz.mcdonnell@ukcp.org.uk by Friday 13 April:
Your name, email address and telephone number
Title for the paper
Abstract (up to 200 words) for inclusion on the UKCP website and in the programme
Brief CV for inclusion on the website and in the programme (3 to 4 lines).

Notice of acceptance of papers for presentations will be sent by Monday 30 April.

For assistance and further information please contact as follows:
Event queries: events@ukcp.org.uk or telephone 020 7014 9966
Presentation of paper queries: acotter@btinternet.com or liz.mcdonnell@ukcp.org.uk or telephone 07889 312 642

Opportunities
UKCP offers sponsorship and advertising opportunities to organisations that provide products or services of interest
to our members. If you would like to have an exhibition stand, book an insert in the delegate packs or require further
information on UKCP events and sponsorship opportunities, please contact Lydia Dumont: events@ukcp.org.uk or
telephone 020 7014 9966.

For details of all UKCP events, please visit our website: www.ukcp.org.uk/events

38

www.ukcp.org.uk

ukcp members
Events
UKCP accepts no responsibility and gives
no endorsement or recommendation of the
courses or individuals mentioned in
the events

march
10 & 11 March 2012, 24 & 25 March
2012 Kings Cross, London
Acceptance and Commitment Therapy:
Intermediate Level Skills Training
Workshop
10-11th Mar and 24-25th Mar 2012
Acceptance and Commitment Therapy:
Intermediate Level Skills Training
Workshop. This Intermediate Skills Training
workshop, with David, Henry and Tobias is
designed for those who have completed
our 4 day experiential Introduction
and Skills training in Acceptance and
Commitment Therapy (ACT), but is also
open to those who have done comparable
training elsewhere. Experience of ACT
clinical skills training is expected in all
students accepted on this workshop.
T: 020 7183 2485
E: info@presentmind.org
W: www.tir.org.uk/actinter.html

13 March 2012 Crowborough,

East Sussex
Groupwork
Groupwork. For people who want to know
more about group process/are considering
running groups or simply experience of
a group that is self-reflective. It will also
be a taster for those interested in doing
the Certificate/Diploma in Groupwork. For
more information contact Maddie Barry.
T: 01892 655 195
E: maddie@wealdeninstitute.co.uk
W: www.wealdeninstitute.co.uk/Wealden_
College/flyers.xalter

15-17 March 2012 Metanoia

Institute, London
Mental Health Act and Medication
Mental Health Act and Medication. This
one day workshop will explore the Mental
Health Act and the use of therapy within this.
Symptoms and experiences of psychosis will
be explored as well as the major groups of
psychotropic medication and their impact. For
more information contact Thilisa Hamilton.
T: 02088323074
E: Thilisa.Hamilton@metanoia.ac.uk
W: www.metanoia.ac.uk

The Psychotherapist

17 & 18 March London

Show me Dont tell me! Psychodrama
Workshop Weekend
Maudsley Hospital. In contrast to talking
psychotherapies, psychodrama is based
in the principle of Show me, dont tell me!
This weekend offers an opportunity to
experience the method and understand its
underlying philosophy of action. For more
information contact Anna Chesner.
T: 020 7515 6342
E: info@londoncentreforpsychodrama.org
W: www.londoncentreforpsychodrama.
org/training-workshops.php

17 March 2012
London

Open Forum - Taking stock: UKCP

inner and outer evolutions
Hallam Conference Centre, W1W 6JJ
Following the open forum from 9.30pm
to 2.30pm, there will be a meeting of
all chairs of the UKCP colleges, faculties,
committees and organisational members.
All members are welcome to attend the
chairs meeting (in person and online).
W: www.psychotherapy.org.uk/
openforum2012

17 March 2012 Birmingham

Breaking the Spell Countertransference enchantment and
the erotic
Erotic transference may put therapists in
a state of unconscious enchantment, as if
spellbound. Super-Vision is then required
to facilitate a conscious attitude and
break the spell of countertransference
enchantment. For more information
contact Annette Rodney.
T: 0121 455 7888
E: admin@wmip.org
W: www.wmip.org

17 March 2012 Sheffield

Whos Afraid of Virginia Woolf? - film
screening
The Hallam Institute for Psychotherapy
Film event Whos Afraid of Virginia Woolf?
followed by a talk by Sandra Thomas and
audience discussion. For more information
contact Louise Innes.
E: info@hallaminstitute.org
W: www.hallaminstitute.org

21-22 Jan, 19-20 May 2012

The course is open to group analysts, group
psychotherapists, individual psychotherapists
and counsellors, who have had three years
post qualification experience. For more
information contact Sam Evans.
T: 020 7431 2693
E: sam@igalondon.org.uk
W: www.groupanalysis.org/site/cms/
contentCategoryView.asp?category=905

19 March 2012 Crowborough,

East Sussex
Trauma and Recovery
This workshop will introduce participants
to the psychology of shock and trauma,
the clinical difficulties that result and the
nature of effective treatment. For more
information contact Maddie Barry.
T: 01892 655 195
E: maddie@wealdeninstitute.co.uk
W: www.wealdeninstitute.co.uk/Wealden_
College/flyers.xalter

19-23 March 2012 London

The Art and Science of Therapeutic
Storytelling
The Art and Science of Therapeutic Storytelling.
Led by Pamela Gawler-Wright. Stimulate your
clients natural healing resources. Naturally
facilitate states of relaxation and imagination
that are so vital to whole brain learning, healing
and meaning-making. For more information
contact Mandy-Jane Herring.
T: 020 8983 9699
E: mandy@beeleaf.com
W: www.beeleaf.com

21 March 2012 Leicester

The Paradox of Self Harm
Deliberate self harm can be one of the
most challenging of presentations for any
practitioner. The incidence of Deliberate
Self Harm is not really known as it is a
secret activity and usually only comes
to light when there is a need for medical
attention. When a client or patient self
harms it may raise many difficult feelings
in the practitioner. For more information
contact Rima Sidhpara.
T: 07930279246
E: info@rhcp.org.uk
W: www.rhcp.org.uk

17 & 18 March 2012 London

23 March 2012 - 21 April 2012

Edinburgh

Diploma in supervision using the group

as the medium of supervision
Also 29-30 Oct, 19-20 Nov 2011

Reaching for Relationship: An

attachment-based approach to work
with dissociation

39

continuing professional development

Reaching for Relationship: An attachmentbased approach to work with dissociation.
A four-day course for practitioners
with some prior training in work with
dissociation who wish to enhance their
practice using an attachment framework
and have a current dissociative client. For
more information contact Sue Richardson.
T: 01642 817 658
E: suerichardson1@compuserve.com

23 March 2012 East Sussex

Animal Assisted Counselling and
Psychotherapy
College Farm, High Hurstwood, East Sussex
Animal Assisted Counselling and
Psychotherapy. Participants will work
alongside the Institutes animals during
experiential exercises. The workshop will
cover the theory and practice of animal
assisted therapy and its widespread
use with a range of clients. For more
information, contact Maddie Barry.
T: 01892 655 195
E: maddie@wealdeninstitute.co.uk
W: www.wealdeninstitute.co.uk/Wealden_
College/flyers.xalter

23 March 2012 Castlefield,

Manchester
EFT Level 1 (Introductory) Training with
EFT Master Tania A Prince
This is an intensive introductory
training course that provides students
with a thorough grounding in how to
effectively use EFT. The course includes
demonstrations and gives students
plenty of opportunity to practice with
fellow attendees in a safe, supervised

Holistic Insurance Services

Specialist Insurance for
Counsellors and Psychotherapists

environment. For more information

contact Tania A Prince.
T: 01625 520 016
E: tania@eft-courses.co.uk
W: www.regonline.co.uk/
efttrainingmarch2012

24 & 25 March 2012 Castlefield,

Manchester
EFT Level 2 Training wtih EFT Master
Tania A Prince
This is an in-depth, intensive training
course that provides plenty of opportunity
for attendees to practice in supervised
conditions. It is full of live demonstrations.
The course is intended for those who
would like to gain a deeper knowledge
of EFT and for those who would like
to become a Practitioner. For more
information contact Tania A Prince.
T: 01625 520 016
E: tania@eft-courses.co.uk
W: www.regonline.co.uk/
efttrainingmarch2012

24 March 2012 London

Contemporary Diverse Families; A Day
of Exploration with StepIn ASAP and
Playback South
Contemporary Diverse Families; A Day of
Exploration with StepIn ASAP and Playback
South. StepIn ASAP presents a day for
exploring the hidden dynamics of diverse
family structures through dialogue and
theatrical improvisation. This event will be
suitable for therapists, counsellors and other
related professionals (i.e. teachers, social
workers). No previous experience is needed,
and attenders will not be required to perform.
CPD certificates will be available. The venue
is at CUFOS, close to Alexandra Palace. The
cost is 65 including refreshments and light
lunch. For more information contact Dr Claire
Asherton Bartram.
T: 020 8361 6146
E: info@stepinasap.co.uk
W: www.stepinasap.co.uk

31 March 2012 London

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We can provide malpractice, professional indemnity,
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with full retroactive cover from as little as 55.00 for a
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To apply for cover and find out more about Holistic
Insurance Services, please visit our website at:

www.holisticinsurance.co.uk
or telephone 0845 222 2236
Holistic Insurance Services is authorised and regulated by the Financial Services Authority

40

Integral Psychotherapy Workshop

Integral Psychotherapy. This is the AQAL
approach recently featured in The
Psychotherapist. John Rowan introduced it
into England in 2004 and has been active
ever since. This is a whole day workshop.
For more information contact John Rowan.
T: 020 8524 7381
E: inforowan@aol.com
W: inforowan@aol.com

april
1 April 2012 - 30 April 2012
Canterbury
Clinical Supervision in CBT
This short course is for accredited or
cognitive behaviour therapists with
at least two years post qualification
experience. For the supervision part of the
course it is essential that the participants
are actually involved in supervising at
least 4 individuals and/or groups. Clinical
supervision is an essential element in
learning to become a competent cognitive
behaviour therapist and in maintaining
a high level of competency as a qualified
cognitive behaviour therapist. For more
information contact Claire Fullalove.
T: 01892 507 575
E: claire.fullalove@canterbury.ac.uk
W: www.canterbury.ac.uk/social-appliedsciences/aspd/

1 April 2012 Tunbridge Wells

Evidence-based Interventions (CBT) for
Children and Adolescents
This is a short course for qualified mental
health professionals with at least two
years post-qualification experience in
working with children and/or adolescents.
With this short course we aim to provide
participants (experienced qualified mental
health professionals) with the skill sets
that will enable them to apply CBT with
children, adolescents and their parents. For
more information contact Claire Fullalove.
T: 01892 507 575
E: claire.fullalove@canterbury.ac.uk
W: www.canterbury.ac.uk/social-appliedsciences/aspd/

2 April 2012 Crowborough, East

Sussex
I wont and you cant make me
This workshop will teach methods
of engaging resistant clients in the
therapeutic process and look at the nature
of and reasons for resistance to change. It
will also explore the attendees resistance
to change. For more information contact
Maddie Barry.
T: 01892 655 195
E: maddie@wealdeninstitute.co.uk
W: www.wealdeninstitute.co.uk/Wealden_
College/flyers.xalter

17 April 2012 Crowborough, East

Sussex
Advanced Counselling Skills
Advanced Counselling Skills. This is a

www.ukcp.org.uk

continuing professional development

Advertising with UKCP
There are a number of ways to advertise with UKCP
Display ads
For a current advertising pack and rate card,
please contact UKCP on 020 7014 9490
or email communications@ukcp.org.uk
Free events listings
Free event ads are available in this magazine or on
the UKCP website. To submit an event visit www.
psychotherapy.org.uk/submitanevent. Limit: approximately
30 words; longer ads will be refused or cut to fit space.
Free consulting room listings
If you have a consulting room for hire, you can advertise
it in the consulting rooms for hire section of our website.
Visit www.psychotherapy.org.uk/consultingroomsform
Free job ads
We can include job ads relevant to UKCP members on our
website, along with application packs and/or links to your
own website. Visit www.psychotherapy.org.uk/jobadform
All advertisement bookings and queries to
communications@ukcp.org.uk

workshop for Counselling and Psychotherapy students who would

like to see, do and experience an integrative, humanistic model of
therapy. For more information, contact Maddie Barry.
T: 01892 655 195
E: maddie@wealdeninstitute.co.uk
W: www.wealdeninstitute.co.uk/Wealden_College/flyers.xalter

27 & 28 April 2012 London

John Bowlby Memorial Conference 2012
This years annual Bowlby Conference is titled Talking Bodies: How
do we integrate working with the body in attachment/relational
psychotherapy. Keynote speakers will include
Pat Ogden Phil Mollon and Roz Carroll. For more information
contact Gary Chandler.
T: 020 7247 9101
E: admin@thebowlbycentre.org.uk
W: www.thebowlbycentre.org.uk/

27 April 2012 London

The Stuck Couple: Managing disappointment, blame and
conflict in the couple relationship and therapy
The Stuck Couple: Managing disappointment, blame and conflict
in the couple relationship and therapy. Tavistock Centre for Couple
Relationships. This one day workshop is aimed at practitioners
working with couples. It will focus on the working dilemma when
partners are unable to face the inevitable disappointment that the
other is not who they thought they are or who they want them to
be. For more information contact Joanna Bending.
T: 020 380 1970
E: jbending@tccr.ac.uk
W: www.tccr.ac.uk/index.php?option=com_
content&view=article&id=299:the-stuck-couple-managing-dis

The Psychotherapist

Dont miss out

If you are not a member of UKCP
and would like to receive a regular
copy of The Psychotherapist, send
this completed form, along with
your payment to: Subscriptions,
UKCP, 2nd Floor Edward House,
2 Wakley Street, London EC1V 7LT

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41

continuing professional development

WEALDEN PSYCHOLOGY INSTITUTE

An ITA Registered Training Establishment - in the South East since 1986

www.wealdeninstitute.co.uk

Two day training workshop

Understanding and Preventing Violence

Led by
Stefan Sandstrm TSTA, and Joanna Beazley Richards MSc, TSTA
Friends Meeting House, London Euston NW1 2BJ
Tuesday & Wednesday 6 & 7 March 2012

Join the discussion

You can now follow us on Twitter and Facebook

Workshop run by Wealden Psychology Institute.

To register please contact the head office: Telephone: 01892 655 195
e-mail: info@wealdeninstitute.co.uk

Write for The Psychotherapist

Would you like to respond to something youve seen in this
issue? Or to something in the outside world that is affecting you
as a psychotherapist?

or if youre a member of UKCP,

join our Linked In group

Do you or your OM have a particular group of clients that you

specialise in working with? Or are you involved in a particular
project you think is innovative or unusual?

Twitter: @UKCP_Updates

Have you attended a workshop or seminar that has influenced

your personal practice that you would like to share with or
recommend to other psychotherapists?

Facebook: www.facebook.com/psychotherapyworks
www.ukcp.org.uk

Write with your suggestion(s) to communications@ukcp.org.uk

WEALDEN PSYCHOLOGY INSTITUTE

An ITA Registered Training Establishment - in the South East since 1986
Wealden Psychology Institute is now enrolling on all its courses for the year 2012/2013

Advanced trainings accredited by UKCP and BACP and 1 and 2 day workshops
Foundation Certificate in Transactional
Analysis Counselling & Psychotherapy.
Fully Recognised EMDR training.

Advanced Diploma in Counselling &

Psychotherapy with Children and Families.
BACP Accredited Diploma in Counselling.

Advanced Diploma in Forensic Counselling &

Psychotherapy.

Certificate in Counselling Skills (60 hours

training).

Advanced Transactional Analysis

Psychotherapy training leading to UKCP
registration.
Diploma in Supervision.

Continuing Professional Development and

Workshop programme see our website.

Modular training in Integrative Trauma

Therapy to Diploma level.

Trainings and workshops are also offered at the

French branch of Wealden Institute.
Modular training in Animal Assisted
Counselling & Psychotherapy.

Please contact us for further information or to request an interview

Wealden Psychology Institute (including Wealden College)
2 Quarry View, Whitehill Road, Crowborough, East Sussex, TN6 1JT
Telephone: 01892 655 195
e-mail: info@wealdeninstitute.co.uk

42

www.ukcp.org.uk

continuing professional development

2011
2011
2011
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IGA
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analytic
theory
and
courses
teach
group
analytic
theory
and
practice
through
academic
lectures,
seminars
courses
teach
group
analyticlectures,
theory seminars
and
practice
through
academic
practice
through
academic
lectures,
seminars
practice
through
academic
lectures,
seminars
and
group-analytic
experiential
groups
that
and
group-analytic
experiential
groups
that
and
group-analytic
experiential
groups
that
will
equip
students
to
understand
and
to
and
group-analytic
experiential
groups
that
will
equip
students
to
understand
and
to
will
equip
students
to
understand
and
to
will
equip
students
to
understand
and
to
participate
more
fully
in
a
range
of
group
participate
more
fully
in aa range
of
group
participate
more
fully
of
situations: work,
and
participate
more family,
fully in
in social,
a range
rangelearning
of group
group
situations:
work,
family,
social,
learning
and
situations:
work,
family,
social,
learning
and
situations:
work,
family,
social,
learning
and
therapeutic.
Group
analysis
also
has
therapeutic.
Group
analysis
also
has
therapeutic.
Group
analysis
also
has
applications
to
organisational
therapeutic.
Group
analysis also has
applications
to
organisational
applications
to
organisational
training,
applications
to
organisational
consultancy,
teaching,
training,
consultancy,
teaching,
training,
consultancy,
teaching,
and
socio-cultural
issues.
training,
consultancy,
teaching,
and
socio-cultural
issues.
and
and socio-cultural
socio-cultural issues.
issues.

www.groupanalysis.org
For
more
information
visit
our
website
or
contact:
www.groupanalysis.org
For
more
information
visit
our
website
or
contact:
www.groupanalysis.org
For
more
information
visit
our
website
or
For more information
visit Page
our website www.groupanalysis.org
contact:
Brighton
Marcus
01273 530151 or contact:
Brighton
Marcus
Page
01273
530151
Brighton
Marcus
Page
01273
530151
Brighton
Bristol
Marcus Sutton
Deirdre
Page Smith
012739441005
0117
530151
Bristol
Deirdre
Sutton
Smith
0117
9441005
Bristol
Deirdre
Sutton
Smith
0117
9441005
Colchester
Andy
Thomas
01245
318614
Bristol
Deirdre
Sutton Smith
0117 9441005
Colchester
Andy
Thomas
01245
318614
Colchester
Andy
Thomas
01245
318614
Colchester
Exeter
Andy
Nick
Thomas
Sarra
01245
01884
318614
256349
Exeter
Nick
Sarra
01884
256349
Exeter
Nick
Sarra
01884
256349
Glasgow
Sharon
Hannah
07905
759044
Exeter
Nick Sarra
01884 759044
256349
Glasgow
Sharon
Hannah
07905
Glasgow
Sharon
Hannah
07905
759044
Glasgow
Leicester
Sharon
Martin
Hannah
Bhurruth
07905
01629
759044
584096
Leicester
Martin
Bhurruth
01629
584096
Leicester
Martin
Bhurruth
01629
584096
London
Samantha
Evans
020
7431
2693
Leicester
Martin
Bhurruth
01629
584096
London
Samantha
Evans
020
7431
2693
London
Samantha
Evans
020
7431
Manchester
London
Samantha
Bethan
Marreiros
Evans
020 7431 2693
enquiries@groupanalysisnorth.com
2693
Manchester
Bethan
Marreiros
enquiries@groupanalysisnorth.com
Manchester
Bethan
Marreiros
enquiries@groupanalysisnorth.com
Oxford
Anne
Reilly
07941173716
Manchester
BethanReilly
Marreiros
enquiries@groupanalysisnorth.com
Oxford
Anne
07941173716
Oxford
Anne
Reilly
07941173716
Oxford
Sunderland
Anne
Sally
Reilly
Mitchison
07941173716
0191
569
9477
Sunderland
Sally
Mitchison
0191
569
9477
Sunderland
Sally
Mitchison
0191
569
9477
Turvey
(Beds)
The
Secretary
01234
881617
Sunderland
Sally
Mitchison
0191
569
9477
Turvey
(Beds)
The
Secretary
01234
881617
Turvey
(Beds)
The
Secretary
01234
881617
Turvey
York
(Beds)
The
Sally
Secretary
King
01234
01904
881617
656
600
York
Sally
King
01904
656
600
York
Sally
King
01904
656
600
York
Sally
King
01904
656
600in
Most
courses
start
in
September
or
October
2012,
however
the
course
Most courses start in September or October 2012, however the course
in York
York runs
runs from
from January
January 2013.
2013.

Most courses start in September or October 2012, however the course in York runs from January 2013.
Most
start
or
2012,
the
in
from
Most
courses
start in
in September
September
or October
October
2012, however
however
the course
course
in York
York runs
runs
from January
January
2013.
IGA,courses
The Institute
of Group
Analysis,
1 Daleham
Gardens,
London
NW32013.
5BY

IGA,
The Institute of
Group Analysis,
1 Daleham Gardens,
London NW3 5BY
IGA,
IGA, The
The Institute
Institute of
of Group
Group Analysis,
Analysis, 1
1 Daleham
Daleham Gardens,
Gardens, London
London NW3
NW3 5BY
5BY

The Psychotherapist

43

continuing professional development

GESTALT CENTRE
LONDON

Est. 1980

2012 Programme includes:

INSTITUTE

FOR CONTEMPORARY PSYCHOTHERAPY

The Art and Science

of Therapeutic Storytelling

Developing Presence and Creativity

(Residential Large Group Event in Bournemouth)
CBT for Gestalt and Integrative Therapists
Gestalt in Organisational Development
Training in Group Facilitation

19th - 23rd March 2012, London

Introduction to Motivational Interviewing

Working Successfully
with Addictions

Various introductory workshops:

14th - 18th May 2012, London

Fundamentals of Gestalt (1 day workshop)

Gestalt in Action (2 day workshop)

Experiential Training
CPD Certificates Discounts
Bright spacious venue close to public transport
Contemporary Psychotherapy is an Integrative
Outcome Oriented approach that organically facilitates
recovery, growth and healing.

ENQUIRIES & BOOKINGS

CALL

020 8983 9699

EMAIL

info@beeleaf.com

Personal Development Groups

Also offered:
BACP Accredited Diploma in Counselling
UKCP Accredited Psychotherapy Training
MA awarded by LondonMet University
For details of all our courses, visit our website:
www.gestaltcentre.co.uk
contact us on
020 7247 6501 or mail@gestaltcentre.co.uk

70 Warren Street
London W1T 5PB
Tel: 0207 380 1970

www.tccr.org.uk
Clinical Trainings
Our courses range from the Introductory Course to PG Dip and M.A. programmes. Clinical courses to become
Couple Psychoanalytic Psychotherapists, Couple Counsellors or Psychosexual therapists.
All courses are accredited and validated and include Conversion Options
for those already trained in another modality
uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu

The Stuck Couple: Managing disappointment, blame, and conflict

in the couple relationship and in therapy
This one day workshop is aimed at practitioners working with couples.
Date: Friday 27th April 2012 Time: 10.00am-4.00pm
uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu

Spring Conference 2012 Friday 11th May 2012

Early Intervention and the Couple The Foundation of Family Wellbeing
Key note speakers include: Professor Carolyn Pape Cowan and Professor Phillip Cowan both Adjunct Professor
Emeritus, University of California, Berkeley, Graham Allen MP, author of Early Intervention: The Next Steps and the
recent Early Intervention: Smart Investment, Massive Savings
uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu

Thinking About The Couple In Individual Work

This one day workshop is aimed at Psychotherapists working with individuals
Date: 25th May 2012 Time: 10.00am-4.00pm

44

www.ukcp.org.uk

continuing professional development

Work effectively and safely with children
Additional skills for UKCP Psychotherapists
Practice Based Play Therapy Programme
The only play therapy courses in Europe validated through clinical outcomes research
Post Graduate Certificate in
Therapeutic Play Skills

Post Graduate Diploma in Play

Therapy

MA in Practice Based Play

Therapy

Study at a therapeutically sensitive venue

near you - save travel time and costs. See
PTUK web site for details and drive times.

Central London Antrim - Barnsley - Bristol - Dublin - Edinburgh

The programme is also available as 15-day

intensive courses at our Summer School in
the South of France Jul/Aug

La Mouline Centre, 26 acres of therapeutic space, heated swimming

pool, organic food, 1 hour from Toulouse Airport, budget airline fares,
beautiful Tarnaise countryside, English speaking B&B & gites nearby

Integrative holistic approach

based Jung, Winnicott,
Rogers, Axline, Oaklander
(Gestalt), Barnes and others
includes the latest
neuroscience findings.

Huntingdon - South Devon - Manchester - Tunbridge Wells

A full tool-kit is taught

including the therapeutic use
of: art, clay, creative
visualisation, music,
movement, puppets, sand
and storytelling

Academic validation and

awards by Canterbury
Christ Church University.
Practice awards by PTUK:
www.playtherapy.org.uk

The programme has been running for 9 years - over 1100 university registrants

Contact Linda Bradley:

The Academy of Play and
Child Psychotherapy (APAC)
The Coach House,
Belmont Road, Uckfield,
TN22 1 BP
Tel: 01825 761143
Email: mokijep@aol.com

Training
commences in January. Closing date for 2013: 14 September 2012.

Full
details are available at: www.jungiananalysts.org.uk

The Psychotherapist

45

continuing professional development

4:JPU*YLH[P]L
>YP[PUNMVY
;OLYHWL\[PJ
7\YWVZLZ

2012 National Conference

Attachment:Trauma:Dissociation
Working with Complex Trauma
To be held at
The Hayes Conference Centre
Swanwick Derbyshire
15-17 June 2012
Keynote Speakers:
Tony Buckley
Andrew Harkin
Adah Sachs
There will be formal presentations from experienced
practitioners. There will also be opportunities through
workshops and informal networking to explore current
developments and progress in the treatment of
complex trauma and dissociation.

If you would like further details

please contact:
The Psychotherapist
TAG
Half Page
www.tag-uk.net
or2012
phone the conference line: 07527198729
Spring

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YDOLGDWHGE\0LGGOHVH[8QLYHUVLW\5XQQLQJRQ7KXUVGD\VIRU\HDUV
1H[WLQWDNH2FWREHUDWWKH&5($7(&HQWUH%ULVWRO
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ZZZPHWDQRLDDFXNPVFFZWS

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DW0HWDQRLD,QVWLWXWHRQ
RUHPDLOPDQG\NHUVH\#PHWDQRLDDFXN

PUBLIC LECTURE in LONDON - Friday 2nd MARCH, 7.15pm

Symbiosis & Autonomy

: The unconscious connection between bonding and trauma

With Professor Franz Ruppert

Professor of Psychology, University of Applied Sciences, Mnich, Germany

Traumatic experiences cause the psyche to split. That is the essence of trauma: the experiences of helplessness and terror
are split off and rendered unconscious, thus remaining unresolved.
In this lecture Professor Ruppert will present his findings and theoretical developments over the past 15 years on the topic
of trauma, its relationship to bonding and attachment, and how the unresolved effects of traumatic experiences are passed
from generation to generation, with sometimes devastating effect. Rupperts theoretical developments show that symbiotic
trauma, the potential trauma when a child attempts to bond with a parent who is carrying unresolved split-off trauma, has
profound implications for the development of autonomy for the child, their ability to form relationships, and ultimately to
bond well with their own children. This is the essence of the tension between symbiosis and autonomy.
Professor Rupperts work makes a radical and important contribution to our ongoing understanding of trauma, and most
importantly on how to work effectively and safely with trauma using the constellations process originated by Bert Hellinger.
Franz Ruppert teaches his trauma and bonding theories in many countries, and has authored four books in German, two of which
have been translated and published in English, with a third in production. He presents his work at many conferences and lecture
programmes throughout the world, including in 2009 a conference on Trans-Generational Trauma organised by Confer in London.

payable to SCW Ltd to: Top Flat, 8 Cotham Side, Bristol, BS6 5TP
Receips and Attendance Certificates available - Please ask when applying.
information available, please contact vivian@constellationswork.co.uk 0117 923 2797
www.constellationswork.co.uk

46

www.ukcp.org.uk

continuing professional development

MSc in Child Psychotherapy (Conversion Programme)
Validated by London South Bank University
Commencing October 2012
Metanoia is delighted to launch its MSc in Child Psychotherapy
conversion course that is rich in content and depth, yet based
in the realities of the demands of the world of employment
and organisations. The course is offered on a part time basis
over two years followed by a dissertation and viva voce
examination.

Candidates with the European Certificate of Psychotherapy (ECP)

will be considered in terms of equivalent qualifications.Enhanced
disclosures via the Criminal Records Bureau and appropriate
references attesting the suitability of applicants to work with
children are essential components of the entry process.
The course is based on an integrative philosophy of practice,
theory and research. We focus on bringing together
different kinds of knowledge as a way of developing the
highest capabilities in practitioners in service provision and in
contributing to the development of practice-based knowledge
in the profession of child psychotherapy. To this end, in the
training process we emphasise the integration of the personal
and the professional.

The course is open to UKCP registered (adult)

psychotherapists. Equivalent qualifications will be considered
through an Accreditation of Prior Experiential Learning (APEL)
process, where candidates will need to demonstrate
previous training in relation to child development,
neurobiology and trauma.

For full details of this exciting new programme, please contact

Cathy Simeon, Academic Co-ordinator, on 020
(cathy.simeon@metanoia.ac.uk)

8579 2505

Metanoia Institute, 13 North Common Road, Ealing, London, W5 2QB

Registered Charity 1050175

www.metanoia.ac.uk

Practitioner Certificate in Working with Trauma

Commencing April 2012

Metanoia is offering a practitioner certificate in working

with single event, PTSD and complex trauma. The course
provides a phased model drawing on relevant humanistic,
integrative and CBT approaches and is open to
practitioners with 100+ hours of experience.

Dates:
30 April-1 May 2012 with Sue Cowan Jensson
18-19 June 2012 with Sally Denham-Vaughan
12-13 July 2012 with Miriam Taylor
20-21 September 2012 with Kim Hosier

Participants need to complete at least four of the

five two day modules to achieve the Certificate.

25-26 October 2012 with Miriam Taylor & Kim Hosier

For further details, please contact Hannah Rootham at:

020 8579 2505

hannah.rootham@metanoia.ac.uk

Metanoia Institute, 13 North Common Road, Ealing, London, W5 2QB

Registered Charity 1050175

www.metanoia.ac.uk
The Psychotherapist

47

continuing professional development

Explore our Training in Psychoanalysis

Monday, 14th May 2012, 8pm - 10pm
BPA/BAP, 37 Mapesbury Road, London, NW2 4HJ
Come and hear presentations about psychoanalysis and the BPA Training.
Discover whether this might be a further training that would suit you.
Discuss how you might meet the requirements to be a candidate for training.
The British Psychoanalytic Association (BPA) has approval from the International Psychoanalytical Association (IPA) to
train psychoanalysts. The training commenced in 2009 and yearly intakes are planned.
The training is part-time and seminars are held in the evenings to enable candidates to continue to work during their
training. The length of training varies, with a minimum length of 4 years.
On qualification the candidate will:
Be recognised as a practising Psychoanalyst within the UK and internationally
Become a member of the International Psychoanalytical Association
Be part of the international community of psychoanalysis with access to IPA congresses and conferences world wide
Gain Registration with the British Psychoanalytic Council
Become a Member of the BAP and participate in its lively scientific life
Have access to post-graduate seminars, scientific meetings and courses run specifically by the BPA
Enjoy the enriching stimulation of a network of colleagues in Europe and worldwide
Admission is free. Refreshments will be available
Alternatively, we will also be present at the BAPs Open Day on Saturday, 17th March 2012 to answer any questions you
may have about the BPA Training in relation to other trainings in the field.
For further information, please email:
training@psychoanalysis-bpa.org or visit www.psychoanalysis-bpa.org

ADVANCING PRACTICE IN THE NHS

Southern Counties Psychological Trainings (SCPT) is the training arm of Berkshire Psychotherapy and Complex
Needs Service within Berkshire Healthcare NHS Foundation Trust. We offer a number of innovative training
programmes for professionals working within the field of mental health and allied areas.
We are currently accepting applications for the September 2012 intake of our Academic and Clinical Educational
Programmes, which are validated by Newman University College. These are:
MSC IN THEORETICAL UNDERSTANDING OF PSYCHOANALYTIC PSYCHOTHERAPY, which can be combined with a
Clinical UKCP Registered Programme (PP section)
MSC IN PSYCHOLOGICAL INTERVENTIONS WITH PERSONALITY DISORDERS
-O0OOur next ANNUAL CONFERENCE AND WORKSHOP, which incorporates

W
on77TH
thM
MARCH
arch2012
2012BYby
Will
ILLbe
BEfacilitated
FACILITATED
DR. FELICITY DE ZULUETA

MAKING SENSE OF BORDERLINE PERSONALITY DISORDER AND COMPLEX PTSD FROM

AN

ATTACHMENT PERSPECTIVE

INTERESTED IN FINDING OUT MOREPLEASE CONTACT THE PROGRAMMES ADMINISTRATOR:

MRS. SUE CLARKE, BERKSHIRE PSYCHOTHERAPY & COMPLEX NEEDS SERVICE, W INTERBOURNE HOUSE, 53-55 ARGYLE ROAD, READING RG1 7YL
TEL: 0118 918 0820
EMAIL: SUE.CLARKE@BERKSHIRE.NHS.UK

48

www.ukcp.org.uk

continuing professional development

OPAL

Sue Roberts 01437 720078

sue.roberts1001@btinternet.com

Certificate in Mindfulness-Based
Relational Integrative Supervision
The 3 main supervisory models are practiced and presented through the lens of
mindfulness and relationship, and with a contemplative approach to supervision.
The certificate course comprises:
three x 3-day modules at 360.00 each + 1 follow up day at 120.00
the UKCP HIPC SETs/competencies (under development)
can be split for CPD purposes
Dates & Venues 2012
March: 9,10,11 (Bristol) May: 18,19,20 (London), July: 6,7,8 (Bristol)

Recruiting now for 2012/13

CASCADE Diploma in
Individual & Group
Supervision
(residential)
THREE CASCADE
residential courses starting:
June 2012 Rydal Hall - Lake District
November 2012 Ammerdown Centre - nr Bath
January 2013 St Columbas - Woking
April 28th CPD: Everyday Supervisory Dilemmas - Woking

Information, prices and application forms available at:

www.cascadesupervisiontraining.co.uk
Jill: 07824 887289 Caro: 01173 738942
Email: info@cascadesupervisiontraining.co.uk

NORTHERN
NORTHERN GUILD
GUILD PSYCHOTHERAPY
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experienceand
and
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enableyou
youtoto
achieve
achievethe
theChild
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Psychotherapist
Psychotherapist
status
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theroutes
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UKCPfor
forthe
thenew
new
register.
register.

Children and Young people

Training
Training && Professional
Professional Development
Development

x
x POSTPOST- QUALIFYING
QUALIFYING DIPLOMA
DIPLOMA in
in CHILD
CHILD PSYCHOTHERAPY
PSYCHOTHERAPY
Led
Ledby
byJennie
JennieMcNamara.
McNamara.Individual
Individuallearning
learningplans
plansdesigned
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accordingtotoprevious
previousexperience
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x
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UKCP GRANDPARENTING
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CONSULTATION with
withJennie
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McNamara

We
Wefeature
featureaadiverse
diverserange
rangeofof
training
trainingopportunities
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suit
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allstages
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their
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careerfrom
frombeginner
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practitioner.

x
x DIPLOMA
DIPLOMA in
in CHILD
CHILD PSYCHOTHERAPY
PSYCHOTHERAPY

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anaccrediting
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member
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Graduatesare
are
eligible
eligiblefor
forregistration
registrationwith
withUKCP.
UKCP.

x
x CHILD
CHILD PSYCHOTHERAPY
PSYCHOTHERAPY SUPERVISION
SUPERVISION

x
x DIPLOMA
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in PSYCHOTHERAPEUTIC
PSYCHOTHERAPEUTIC COUNSELLING
COUNSELLING with
withChildren
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People
x
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in CREATIVE
CREATIVE THERAPEUTIC
THERAPEUTIC METHODS
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x
x CERTIFICATE
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IN SUPERVISION
SUPERVISION --Workshops
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SummerSchool
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info@northernguild.org || 0191
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Established
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The Psychotherapist

49

Professional Liability Insurance

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