The APPCIOS Webinar Programme

September 2014


The Training Escalator

We accredit courses and course modules that can be undertaken on a ‘pick and mix’ basis: over time, associate members can accumulate course components into a portfolio that will entitle them to senior associate status.

We will provide a tutor who will advise them on Continuing Professional Development opportunities so that they can start working their way through a variety of seminars and discussion groups to accumulate their portfolio.

Senior associate members are within sight of clinical accreditation, and are eligible to join the British Psychoanalytic Council as trainee clinicians.

Our accredited courses provide Continuing Professional Development for managerial and senior staff such as social workers, teachers and care managers. They can join our ‘training escalator’ at the level appropriate to them as individuals, as we are happy to accredit previous experiential learning.

Because our associate members are frontline staff, who often work shifts and may not be able to afford high fees, we are careful to ensure that our courses are easily accessible. Course fees are kept low because they are taught via the internet, out of working hours. We realise that our associate members may need to take a break now and then, between course components, and we keep their records on file, so that when they are ready to move on we can direct them to the best possible opportunities to continue their learning.

APPCIOS accredited webinars are run by highly experienced senior clinicians. The programme will change from time to time in accordance with their availability – although we try to ensure that all necessary components will be covered.

We circulate our programme to all our members.

On the following pages you will find an overview of the APPCIOS webinar programme available from October 2014.

APPCIOS Webinar Programme:

We accredit webinars and other courses of learning designed to fulfil qualification and CPD requirements in different areas.

Five different areas of the curriculum:

1: Psychodynamic theory of child and human development; psychodynamic theory relating to groups, organisations and systems.

2: Application of theory to therapeutic care, support or treatment of clients in group, institutional or organisational settings; application of theory to the management and supervision of staff.

3: Supervised informal or formal counselling of vulnerable clients within a work-place setting.

4: Observational and experiential learning about the psychodynamic functioning of young families, groups and organisations.

5: Self-reflective practice.

How to use this programme:

Section A: Webinars you can opt to join.

Section B: Brief description of what you can expect in a webinar.

Section C: Information about costs.

Section D: Notes about the professional background and qualifications of our webinar leaders.

Section A: APPCIOS Webinars

1: Curriculum Area 1 Psychodynamic Theory

Core theory and specialist theory webinars

Aim: to help you towards a deeper understanding of psychodynamic theory.

  • Psychodynamic Concepts Applied to Groups and Organisations – Introduction
  • Projection and Projective Identification
  • Reflective Practice
  • Psychodynamic Concepts
  • Introduction to Child Development: a Psychodynamic Perspective

Specialist and advanced:

  • Psychoanalytic Concepts Applied To Groups and Organisations – Advanced
  • Psychodynamic Thinking in Educational Settings
  • Infant Observation,
  • Attachment and Therapeutic Work with Parents, Infants and Under Fives
  • Working with the Networks around Looked After Children
  • Working with Older People
  • The Healthy Organisation
  • Therapeutic Approaches in Work with Traumatised Children
  • Development across the Lifespan: the Organisation of the Internal World

2: Curriculum Area 2 Application of Theory

Work Discussion webinars – Organisation focus

Aim: to help you towards a deeper understanding of the institutional and interpersonal dynamics in your workplace.

  • Towards understanding Institutional Processes
  • Therapeutic Approaches in Work with Traumatised Children
  • Supervising the Supervisors
  • Working with the networks around looked-after children
  • Psychodynamic approaches to understanding behavior in schools
  • Psychodynamic thinking in educational settings
  • Issues of Management and Leadership

3: Curriculum Area 3 Supervised counselling of vulnerable clients in a workplace setting

Work Discussion webinars – Client focus

Aim: to help you to develop a deeper psychological understanding of the clients you are working with.

Specialist areas may include:

  • Parents, Infants and Under-Fives
  • Children and Families
  • Children in the Classroom
  • Traumatised Children
  • Fostering and Adoption
  • Personality Disorders
  • Homeless People
  • Older People

4: Curriculum Area 4 Observational and experiential learning

Observation-focus webinars

a) Webinars focusing on the observation of infants/children/young families

Aim: to help you develop observational skills in order to gain a deeper understanding of individual and family psychological dynamics.

b) Webinars focusing on the observation of organisations:

Aim: to help you to develop observational skills in order to gain a deeper understanding of the institutional and psychological dynamics in your workplace

Opportunities to attend Group Relations Events will occur from time to time.

5: Curriculum Area 5 Self-reflective practice

Individual or group therapeutic supervision

Self-reflective webinars:

Aim: to help you to gain a greater understanding of the impact of disturbing emotions on yourself, your colleagues and the organisational hierarchy.

Personal therapy and therapeutic supervision can be made available through discussion with tutors.

Section B: What happens in a webinar?

Content and Method:

  • Theory webinars involve up to eight participants, Work Discussion webinars usually have fewer participants

  • Participants use their own computers, using Skype or WebEx

  • Webinars take place at times negotiated to be convenient to all participants

  • All webinars are led by psychodynamically experienced clinicians

  • Participants will be given help to select webinars suitable to their professional needs and their level of experience.

Section C: How much will it cost?

If you decide to join APPCIOS as an Associate member it will cost £50 per year.

The cost of a webinar will vary between £20 – £40 per session depending on the number and length of sessions, and the experience level of the participants.

In cases of financial hardship, lower cost options may be made available.

We will offer you a tutor who will help you to decide on what courses you might find useful, either to proceed up the training escalator, or to choose the CPD most relevant to your work.

Section D: Some of our webinar leaders:

Judith Brearley: Judith read Sociology at LSE, then trained in medical social work and practiced in adult and children’s hospitals and in general practice. She qualified in Adult Psychoanalytic Psychotherapy at the Scottish Institute of Human Relations in 1979, and was a Senior Lecturer in Social Work at Edinburgh University until 1991. Since then she has been in private practice, teaching, supervising, writing and offering organisational consultancy. Most of her publications focus on ways of applying psychodynamic thinking to organisations, particularly in the caring professions.

David Hadley: worked as an educational psychologist for ten years before training as a child and adolescent psychotherapist at the Tavistock Clinic. He was a consultant, head of profession and manager in CAMHS with particular interest in treating and developing services for children in social care, in early years and for children adopted. He continues to train, advise on training, supervise and consult within a range of institutions in health, education, social care and the voluntary sector in the UK and South Africa.

Susan Maciver: studied English at Aberdeen University and worked as a teacher in secondary schools. She trained as a counsellor with the Scottish Institute of Human Relations (now Human Development Scotland). She completed the SIHR Therapeutic Skills with Children and Young People in 1991. For many years Susan was a member of the SIHR Children and Young People’s Project and Adult Counselling Seminar, and contributed to numerous courses. Susan now works as a children and young persons, and adult counsellor and is convener of the HDS Adult Counselling Seminar, She also supervises counsellors and provides organizational consultancy. She is registered with the British Psychoanalytic Council as an organisational therapist. She has recently published a chapter about counselling older people in “Making Spaces: Putting Psychoanalytic Thinking to Work.”

Maria Pozzi: trained as a child and adolescent psychotherapist at the Tavistock Clinic, and as an adult psychotherapist at the British Association of Psychotherapists. She has special interests in treating children with autism, Asperger’s Syndrome, and mental handicap and in brief work with children under five and their families. Her publications include Psychic Hooks and Bolts, published by Karnac (2003), and I Disagi dei Bambini, published by Bruno Mondadori (2004), as well as papers and book chapters on various topics. She was the winner of Frances Tustin Memorial Prize in 1999.

Jenny Sprince: trained as a Child and Adolescent Psychotherapist and Organisational Consultant at the Tavistock Clinic. She has worked extensively with children, teachers and care staff in schools for children with emotional and behavioural difficulties, children’s homes and other residential settings, as well as with Children and Adolescent Mental Health Services, social services departments and private fostering agencies. She is co-director of Placement Support, a small company providing psychodynamic consultation and therapeutic services to adoptive families and looked after children and their carers in various settings. She has published several papers on consultancy to the network around fostering, adoption and looked after children.

Anchor Philip Stokoe: is a Fellow of the Institute of Psychoanalysis in private practice working with adults and couples, and as an Organisational Consultant has provided consultation to a wide range of organisations for 30 years. He is Honorary Visiting Professor, Mental Health at City University (helping to set up a radically new way to train Mental Health Nurses based on psychoanalytic principles). He was a Consultant Social Worker in the Adult Department of the Tavistock & Portman NHS Foundation Trust (1994 – 2012) where he was the Clinical Director from 2007 to 2011. He has a reputation as a successful teacher and has taught and written about the application of psychoanalysis in a wide range of settings; Supervision, Leadership, Groups, Organisations, Ethics, Borderline Disorder, Adolescence, Residential Work, Working with victims of Sexual Abuse, Psychological Services in the NHS, Couple Relationships, and Politics. He has particular interest in human creativity as it relates to the development of the mind and the central role of curiosity and interest.

Paul Terry: is a Consultant Clinical Psychologist in private practice in London. He has worked in child, adolescent, adult mental health and forensic settings, and most recently in a specialist mental health service for older people in the National Health Service. For many years in tandem with clinical practice Paul was Lecturer in Counselling at Birkbeck College, University of London. In 2008 he published a revised second edition of his book Counselling and Psychotherapy with Older People: A Psychodynamic Approach (London: Palgrave Macmillan). He was Head of the Counselling and Advisory Service for the University of Westminster from 1975-84. He established and was Senior Tutor for the Diploma in Adult Counselling at Birkbeck College in 1985.

Patrick Tomlinson: Patrick is an independent consultant and project development specialist. He works with organisations and individuals who provide services to children and young people who have been traumatised by abuse and neglect. He specialises in the development of therapeutic models for foster care, residential care and education. His experience extends from 1985, working as a strategic director, operational manager, team leader, therapeutic care worker, clinician, supervisor, consultant and author. He has published and edited numerous books on therapeutic work with children and young people.

Diane Wells: trained in general nursing where she became very interested in the relationships that she experienced with both patients and colleagues. This took her to the Cassel Hospital, a therapeutic community, where she worked as a nurse and a nurse tutor. Later, teaching in a faculty of health and social care, she drew upon the Cassel experience to develop courses in “Reflective Practice” and “Biographical Approaches to Working with Older People” (See Wells, D. “Biographical Work with Older People” in Barnes et al (1998) Face to Face with Distress). Recently she has trained as a psychodynamic counsellor.

Yael Witkon: is a consultant child and adolescent psychotherapist (accredited by the ACP); trained at the Tavistock Centre. Currently working in a specialist service for children in care and adoption in the NHS and in private practice; Registered with APPCIOS and the British Psychoanalytic Council (BPC). Previously she practiced child and adolescent psychotherapy and educational psychology in Israel. Yael has worked at the Tavistock Clinic, Child and Adolescent Mental Health Services, Placement Support, mainstream and special schools, and speech and language service. She has taught on training courses at the Tavistock and at Birkbeck College, University of London, and has supervised extensively. Special interests include recovery from early trauma; consulting professionals who work with challenging children and families; consultation to parents; individual psychotherapy with children and adolescents.

Alan Worthington: Alan trained and worked as a secondary school teacher in Australia before coming to the UK in 1975. He worked as a member of staff and Assistant Director at Peper Harow (1975-1982), before undertaking a post-graduate degree in Organisational Behaviour and Development at Bath University. In 1985 he was appointed as the first Director of Thornby Hall, a therapeutic community for emotionally traumatised adolescents (1985-1995) after which he became an Associate Director of the Peper Harow Foundation (1995-2005). He was programme leader for the MA in Psychosocial Care (initially run jointly by the Peper Harow Foundation, the Tavistock & Portman NHS Trust and Middlesex University) and an honorary senior lecturer with Middlesex University (2002-2012). He has worked independently as a consultant, teacher and trainer since 2005, and retired from full-time work in 2012.