Validated by The University of Northampton

Key information 2024

Duration	Two years, part-time, 30 weeks per year, lecture day Fridays from 1pm-5.30pm, January to November.
Cost* Year 1 - 2024	£6732 (including a non-refundable deposit of £300 and University fees) *(The University of Northampton reserves the right to alter or increase these fees at any time)
Cost* Year 2 - 2025	£6549 (including University fees) *(The University of Northampton reserves the right to alter or increase these fees at any time)
Cost* Year 3 - 2026	£1,092 (including a £342 dissertation marking fee; six individual training supervision sessions; and four dissertation tutorials to support you in writing your dissertation)
Award	M.A. accredited by UKCP and validated by University of Northampton.
Term dates Year 1	Term 1: 15th January - 22nd March Term 2: 15th April - 21st June Term 3: 9th September - 15th November
Term dates Year 2	TBC - 2024 dates can be used as a guide
Weekends	Twelve weekend seminars spread over two years, 10am-5pm each day unless advised otherwise.
Interviews	To apply for this course, you will need to email the MA Course Administrator with your CV, detailing your previous counselling/psychotherapy training, education history, any work or placements with children/young people, and any experience of personal therapy.  If you meet the requirements for the course, you will then be invited for an interview.  The interview lasts one hour max and there is a fee of £60 (you will be informed of how to pay this, before the interview.)
Application form	Application Form will be provided at the interview or emailed to you after the interview.
Further information	Please email Tony, the MA Course Administrator, on tony@ccpe.org.uk

The course fees include:
All lectures and weekend seminars
- 18 group supervision sessions
- 18 infant/child observation sessions
- 24 individual training supervision sessions
- 4 dissertation tutorials

The course fees do not include the following costs:
- Initial interview fee before applying for the course £60
- Four x one day DSM-5 seminars (2023 fee is £80 each)
- 90 hours of one-to-one personal psychotherapy for the MA (160 hours for UKCP registration)
- Any additional private supervision needed to meet the supervision ratios required
- (Optional) non-refundable fee to join CCPE’s library (2023 fee is £10)
- Any costs if charged by a mental health familiarisation placement
- Students are encouraged to purchase their own sandtray (approx. £95) and will incur costs in building their sandplay symbol collection

“In each baby is a vital spark, and this urge towards life and growth and development is a part of the baby, something the child is born with and which is carried forward in a way that we do not have to understand” (Winnicott, 1949, as cited in Davis & Wallbridge, 1981, p. 177).

“Simply being is not a matter of being anything in particular; it is not a matter of being according to any view of ourselves, realistic or not. Simply being means the absence of any activity, inner or outer, to be ourselves. Simply being is just that: Being” (Almaas, 2000, p. 81).

“What connects us to the invisible ground of the Soul? It is the quest for meaning, experienced differently in each individual life, which drives our longing to imagine, to create, explore, know and understand.  But above all, it is our capacity to imagine, to make intuitive associations, to bring things together that have been fragmented and are felt to belong together. It is through our capacity to feel and imagine, that we are mostly connected to the Soul of Nature and the Cosmos.  It is developing the ability to see with the eye of the heart - often spoken off by poets and artists - that makes the connection with a reality initially beyond the reach of the mind, acting like a plug connecting us to the socket of that deeper reality” (Baring, 2013, p.369).

“Health in many ways can be seen as bathing in a wide-open pool of possibility.  Unhealth can be viewed as various rigid and chaotic ways we become unable to be present with this broad freedom.  As human beings, we have an amazing set of possibilities, verging on the infinite, which our intricate brains are capable of whipping up into a life full of creative discovery” (Siegel, 2010, p.1).

Almaas, A.H. (2000). The point of existence. Boston, Massachusetts: Shambhala Publications, Inc.
Baring, A. (2013). The dream of the cosmos. Dorset, England: Archive Publishing.
Davis, M. & Wallbridge, D. (1981). Boundary and space: An introduction to the work of D. W. Winnicott. London, England: Karnac Books.
Siegel, D. (2010).  The mindful therapist. New York & London: Norton.

Introduction

The MA in Transpersonal Child, Adolescent & Family Therapy offers a comprehensive academic and professional programme of study validated at Masters’ Level. The Centre for Counselling and Psychotherapy Education (CCPE) offers a unique transpersonal integrative model of child psychotherapy, promotes high professional standards in the field of child psychotherapy, sound ethical practice, appreciation of difference and sensitivity to others.  The programme is challenging intellectually and personally, combining both the integration of theory and practice, with the demands of self-reflection and openness to personal and spiritual growth. 

The MA Transpersonal Child, Adolescent and Family Therapy meets the requirements of a post qualifying training and will accept candidates who have already qualified as a UKCP registered adult psychotherapist and who wish to achieve registration as a child psychotherapist. Alternatively, Accreditation of Prior Learning/Experiential Learning can be granted to those candidates who can demonstrate the equivalence of 3 years of UKCP counselling/psychotherapy training or who have a portfolio of extensive engagement in a professional career working with children and young people in a therapeutic capacity. Applicants need to be committed to learning about themselves, have an openness to the transpersonal, and be striving for fuller integration in all aspects of their personal and professional lives. Applicants may already be working with children and young people or may wish to broaden the scope of their practice to work with this client group. 

Employment Prospects

Graduates from the Programme have found employment in a variety of settings including schools, CAMHS, specialist bereavement services, young persons’ counselling services and social services. 

The Transpersonal Approach to Child Psychotherapy

The CCPE offers a unique holistic approach to child development and child psychotherapy, using the transpersonal perspective as the core model. CCPE attempts to bridge spiritual and material worlds and incorporates ideas from both Eastern and Western cultural traditions. Theoretical and practical perspectives from the humanistic, archetypal, psychodynamic, systemic and cognitive orientations are assimilated to form a unique transpersonal integrative model of child psychotherapy.  CCPE believes this brings a creative and innovative contribution to the field of child psychotherapy.

The core of the CCPE transpersonal philosophy is that our essential nature is spiritual and that the soul is spirit individualized in each unique human being.  The mind and the personality are structures that are formed through the interaction of the child’s soul nature with the body, its genetic inheritance and its family - present and past generations - as well as the ethnic, cultural, religious, environmental and social circumstances of each individual child. CCPE’s model of child psychotherapy firmly considers the child within the systems and life circumstances which contextualise their presenting issues.

Central to the CCPE’s transpersonal model is the belief that each soul has a purpose to fulfil - to come to know its nature and express itself as fully as possible in all facets of life. The model is relational and at its core is the importance of the therapeutic relationship and the therapist’s capacity to see beyond the dysfunctional symptoms the client may be manifesting. 

Training involves developing the qualities of presence, openness and authenticity within the psychotherapist and a respect for the client’s innate capacity for self-healing and the creative techniques that evoke these capacities.  Emphasis is placed on understanding the unconscious and symbolic communication of the child.  Training involves the fine tuning of the therapist’s consciousness to enable them to enter into the inner world of the child thus creating empathic resonance. Through the creative imagination including play therapy, art, sandplay and other creative media, the child can begin to express that which cannot be verbalized, in the presence of an attuned, skilled witness.  This can facilitate change and the unfolding of potential. 

CCPE History

CCPE brings together students and staff who share a common interest in integrating spiritual insight and understanding with soundly based psychological theory and practice.

In January 1984 a two-year part-time training programme, offering a Diploma in Counselling and Psychotherapy was launched to fill the need for a genuinely transpersonal approach to counselling and psychotherapy. This was followed in 1986 by the introduction of an additional year of training in order to integrate some useful material from other therapeutic approaches. In 1991 the three-year course was extended to four years part-time training, in order to meet the high standards required in future professional therapeutic practice. In 1991 the Diploma course was accredited by both the British Association for Counselling & Psychotherapy (BACP) and by the United Kingdom Council for Psychotherapy (UKCP).

In 1997, a research M.A. in Transpersonal Counselling & Psychotherapy was introduced followed by the M.A. in Transpersonal Child, Adolescent and Family Therapy programme in 1998. The UKCP first accredited the programme in 2004 and it has undergone successful re-accreditation in 2008 and 2013. Both M.A. programmes are validated by the University of Northampton.

Course Structure

The course is a two year part-time taught Programme, with the written Final Dissertation submitted in the third year. The teaching is divided into six modules, totalling 180 Masters level credits.

YEAR ONE

1. Child Development & Child Therapy (40 credits)
2. Infant Observation (20 credits)
3. Clinical Practice (20 credits)

YEAR TWO

1. Adolescence, The Family and Family Therapy (20 credits)
2. Child Observation (20 credits)
3. Dissertation (60 credits)

The taught part of the MA Programme involves 60 class meetings, currently timetabled for Friday afternoon and which typically comprise a lecture followed by either group supervision or infant/child observation study groups. There are also 15 weekend seminars and 17 sessions of individual supervision over the two years. Four individual tutorial sessions are allocated to support the student through the process of writing their dissertation.

YEAR ONE

MODULE PSYM041 Child Development and Child Therapy

This module is a first year core module. Students will study the child’s development of the self in relationship from the perspectives of object relations, attachment, archetypal and transpersonal theories as well as neurophysiology. Students are encouraged to integrate the different theories and approaches into a holistic approach to child psychotherapy. This module will also develop an understanding of the significance of emotional and symbolic communication in young children, often demonstrated through play. It allows the student to explore a range of verbal and non-verbal methods and therapeutic approaches to working with children including sandplay and child-centred play therapy skills. Students are challenged to explore their unconscious biases and intersectionality considerations, and are provided with information about the legal, ethical and safeguarding issues involved in working with children and young people.

Topics covered include:

• Basic principles of the Transpersonal Approach
• Transpersonal perspectives of ego development
• Archetypal perspectives of ego development
• Object relations and self-psychology perspectives of ego development
• Attachment theory
• Neurophysiology and the development of the self
• Neurophysiology, the body and trauma
• Pre and perinatal psychology
• Critical evaluation of research
• Unconscious bias and intersectionality considerations
• Ethical, legal and safeguarding issues in working with children and adolescents
• Child mental health
• Play therapy skills and creative techniques
• Contracting and building relationships
• Introducing sandplay, symbols and imagery
• Working with children’s drawings
• Writing at MA level
• Alchemy as a model for therapeutic transformation

MODULE PSYM043 Clinical Practice

This is a first year core module. Individual and group supervision throughout the year provides the student with guidance, tutoring, and feedback from the clinical supervisor on their clinical casework and therapeutic practice. In small supervision groups students are asked to present their client work which is discussed within the group. Students are invited to discuss and consider the rationale for their therapeutic interventions with clients and consider alternative options. Through supervision students develop an understanding of how theory applies in practice and how practice relates to theory. In addition, supervision provides the appropriate setting for full discussion of the ethical and professional issues that arise from clinical practice. This module provides the student with a vital opportunity to integrate the theoretical and subjective aspects of their clinical practice work.

Topics covered include:

• Presentations of client work to supervision group
• Applying child development theory to clinical practice
• Discussion of ethical, legal and safeguarding issues related to clinical practice
• Discussion of equality, diversity and intersectionality considerations related to practice
• Exploration of therapeutic interventions with clients
• Working with children’s drawings
• Exploration of unconscious and symbolic communication of clients
• Use of spontaneous drawings to reveal unconscious communication
• Exploration of personal responses through the countertransference, including embodied countertransference

 MODULE PSYM045 Infant Observation

This module begins in the first year and is assessed in the second year. It provides an important opportunity to integrate observational research of an infant with the theoretical developmental perspectives presented simultaneously in the first year of the Programme. By observing the development of an infant from birth in the child's natural setting, the student begins to understand how human relationships emerge and develop and informs the student how early patterns of relating can persist into later life. It also develops essential observational skills. The students also reflect on how they, as observers, are impacted by the observational material leading to greater awareness of self and personal development.

Topics covered include:

• Setting up an infant observation
• The relevance of infant observation to child psychotherapy
• Exploring infant development in the context of the observations
• Reflecting on observations from a personal perspective

 WEEKEND SEMINARS - YEAR ONE

•  Introduction to the Transpersonal and the nature of the soul
• Sandplay 1: Archetypes, symbols & imagery in sandplay
• Using Mindfulness and Stress Reduction practices with children and young people
• Archetypal (Jungian) perspectives of childhood
• Child mental health
• Sandplay II: Developmental stages in sandplay and family dynamics
• Therapeutic art and the application of children’s drawings
• Archetypal and symbolic perspectives of adolescence

YEAR TWO

MODULE PSYM044 Child Observation

This module is a second year core module and provides an important opportunity for a year of child observation in which the student is able to follow the developmental progress of the child and make links with the theories presented in the first year of the Programme. The child observation progresses on from the infant observation studies and enables the student to further understand how human relationships emerge and develop. In addition, the student observes the developing cognitive, motor, language and social skills particularly as expressed through play and relationships with peers. The observational research starts when the child is between 2 and 3 years old and is undertaken in a nursery school setting over a period of a school year. The students also reflect on how they, as observers, are impacted by the observational material leading to a greater awareness of self and personal development.

Topics covered include:

• Setting up a child observation
• The relevance of child observation to child psychotherapy
• Exploring child development in the context of the observations
• Reflecting on observations from a personal perspective

 MODULE PSYM042 Adolescence and the Family

This module is a second year core module. It looks at adolescence as a discrete developmental stage from neurophysiological, Winnicottian, existential, archetypal and transpersonal perspectives. Students will be provided with creative and cognitive approaches to help them understand and respond to the needs of adolescent clients from a transpersonal integrative perspective. In addition, this module introduces ideas from systemic family therapy and students are challenged to apply systemic thinking to their work with individual child or adolescent clients.

Topics covered include:

• Transpersonal perspectives of adolescence
• Archetypal perspectives of adolescence
• Existential perspectives of adolescence
• Neurophysiology and adolescence
• Different approaches to working with adolescents eg. CBT, Creativity
• Working with hard to reach and at risk adolescents
• Working with children & young people from a systemic perspective
• Introduction to systemic family therapy
• Cultural competence in working in understanding family systems
• Transpersonal and transgenerational perspectives of family systems
• Grief and loss in families

MODULE PSYM046 Dissertation

This module is a second year core module and provides an integration of theory, clinical practice and self-reflexivity.

The module provides the student with an opportunity to integrate the theoretical and subjective aspects of their clinical practice work. Individual and group supervision continue throughout the year providing the student with guidance, tutoring, and feedback on their clinical casework and therapeutic practice. The medical and transpersonal models of mental health are critically explored together with specialist topics such as Autism Spectrum Disorder, Eating Disorders and Trauma. Research methodology and the importance of research in child psychotherapy are also included. In the dissertation the student gives a clearly articulated Clinical Philosophy and demonstrates their practice through two case studies, thereby crystallising their professional identity.

Topics covered include:

•  Presentations of client work to supervision group
• Applying child and adolescent development theory to clinical practice
• Discussion of ethical, legal and safeguarding issues related to clinical practice
• Discussion of equality, difference and intersectionality related to practice
• Exploration of personal responses through the countertransference
• Child Mental Health
• Critical review of the medical model and transpersonal model
• Specialist topics eg. Autism Spectrum Disorder, Eating Disorders & Body dysmorphia, Trauma
• Quantitative and qualitative research in child psychotherapy
• Research methodologies
• The use of research in case studies
• Change models in psychotherapy
• Formulating a clinical philosophy and professional identity
• Critical thinking and writing
• Preparing for independent practice
• Legal, ethical, safeguarding and intersectionality considerations
• Preparing for UKCP Registration

WEEKEND SEMINARS – YEAR TWO

• Ideas from Systemic Family Therapy
• Sandplay III
• Child Mental Health
• Sandplay IV
• Working with trauma
• Sandplay Oral preparation
• Child mental health Oral preparation

PRACTICUM

Observations

Students are required to find observation placements for:

• 50 weekly one-hour observations of an infant from birth in the family setting
• 30 weekly one-hour observations of a child (from age 2½ - 3 years) in a nursery school setting

Observation essays form a primary part of the written requirements.

Clinical Practice

A total of 200 supervised therapy hours with children and adolescents (from 4 years up to 18 years old) and families is required. This must be made up from:

• 140 hours of 1:1 psychotherapy with children and adolescents
• 50 hours of 1:1 psychotherapy with children and adolescents in a multidisciplinary context working as part of a team
• 10 hours of therapeutic work with parents/carers/families

Case studies form a primary part of the written requirements and final dissertation.

LEARNING OUTCOMES

It is intended that at the end of the MA Programme the student will have achieved the following learning outcomes:

• Critically understand a broad synthesis of transpersonal integrative theoretical knowledge and apply this to child and adolescent psychotherapy within a systemic context.
• Demonstrate a critical understanding and use of research at the forefront of child and adolescent psychotherapy.
• Critically evaluate and judiciously use a variety of psychotherapeutic interventions for helping children, adolescents and families.
• Have a thorough critical working knowledge of child mental health including clinical diagnoses, treatment and referral options, and use this to inform assessment.
• Have a rigorous and systematic understanding of Ethical Principles and Code of Professional Conduct relevant to children and adolescents, and demonstrate autonomy and measured judgement in complex ethical, legal and safeguarding situations.
• Demonstrate critical self-reflection and sensitivity to diversity, equality and intersectionality considerations.
• Articulate and substantiate their unique, creative, and holistic approach to child and adolescent transpersonal integrative psychotherapy.
• Demonstrate qualities of presence, genuineness of Being, compassion for and insight into themselves, their clients, the families and other professionals with whom they work
• Critically work with uncertainty to create a facilitative space for change and movement towards greater mental health and wellbeing for clients.
• Have highly developed skills of critical self-reflection including the capacity to identify further learning through continuous professional development and meet the evolving demands of the profession.
• Have a critical understanding of their own role, and respect for the different roles and responsibilities of other professionals in the field and be able to collaborate appropriately and effectively.

Clinical Supervision

The course offers nine sessions of group supervision per year and seventeen sessions of individual supervision over the two years which is included in the course fee.

Students must ensure their clinical hours are supervised in accordance with the recommendations of UKCP’s College for Children and Young People (currently one hour of supervision for every four client hours for those new to working with children and one hour of supervision for every six client hours for experienced practitioners).  Supervisors must be UKCP registered child psychotherapists with a supervision qualification or equivalent if approved by CCPE. The costs for supervision required to meet these ratios is not included in the total course fees.

Individual Psychotherapy

Students are required to be in individual psychotherapy with a recognized and approved psychotherapist for the duration of the MA Programme and until the submission of the written Final Dissertation. Students will need a minimum of 90 hours of psychotherapy whilst on the training which will need to be evidenced each year and signed off by their therapist.

The cost of personal psychotherapy is not included in the course fees.

Entry Requirements

Applicants must have:

• • Completed a minimum of three years of Counselling/Psychotherapy training
  • A degree and/or relevant work experience which indicates readiness to undertake post-graduate vocational training and study at the appropriate academic level.
  • Experience of personal psychotherapy.
  • Personal maturity and a willingness to reflect deeply.
  • An interest in and commitment to their own personal spiritual development.
  • Personal qualities and aptitude to work with vulnerable children and adolescents.
  • Clear DBS (Disclosure and Barring Service)

Applications from candidates who have a portfolio of qualifications including experience working with children therapeutically under supervision from a qualified psychotherapist and who have experience of personal psychotherapy will be considered under our APL (Accreditation of Prior Learning) scheme.

Interview Procedure

An initial interview with the MA Programme Director allows for candidates to find out more information about the training, as well as for them to be assessed for their suitability for the training. This interview can be arranged by contacting the MA Programme Administrator. It lasts 55 minutes and there is a fee of £60 for the interview.

Candidates considered suitable following the interview will be invited to apply by formally completing the application form.

A course induction meeting is held in November 2023 prior to a January 2024 start.

Awards of the M.A.

The award of Master of Arts will be based on:

• Continual assessment by clinical supervisors of the student's practicum and clinical work
• 5 written essays/case studies
• 1 oral presentation
• Final dissertation
• Satisfactory attendance and participation

Students who gain 120 credits from the MA course modules (not including the Dissertation module) will be awarded:  Postgraduate Diploma in Transpersonal Child, Adolescent and Family Therapy

Students who gain 60 credits from the first-year modules PSYM041 and PSYM043 will be awarded:  Postgraduate Certificate in Transpersonal Integrative Studies of Early Child Development

CCPE Diploma in Sandplay Studies
The CCPE Diploma in Sandplay Studies is awarded to students who complete all first year modules successfully, plus all sandplay weekends and pass the Sandplay Oral examination.

UKCP REGISTRATION

Students who are awarded the MA and fulfil additional criteria, as specified by UKCP’s College for Children and Young People, can apply for registration as a UKCP Child Psychotherapist. These criteria include:

• Child Mental Health Familiarisation
  To complement the taught theoretical learning on child mental health on the MA, students are additionally required to attend 4 one-day DMS-5 seminars on adult mental health, accumulate 60 hours of practical experience of child mental health and complete a Mental health oral examination.
• DSM-5 Seminars
  There are four DSM-5 one day seminars focusing on the major adult mental health disorders. It is important to understand how the symptoms of mental illness may affect parenting and impact on children as well as for students to understand the “mature” form of various mental health disorders. There is an additional charge of £80 per DSM-5 seminar (current 2022 fee and may be subject to change) which is not included in the course fees.
• Child Mental Health experience
  There is a requirement for 60 hours of child mental health familiarisation. This experience can be gained through an observation placement such as CAMHS, mental health units, residential schools for children with special needs. Alternatively, students can acquire these hours through multidisciplinary working and systemic practice in their existing clinical placement/workplace. This involves taking part in discussions with mental health professionals, looked after care reviews, case conferences, team around the child/family meetings etc.
• Mental Health Oral
  Student’s understanding of assessment, DSM-5 diagnosis and treatment will be evaluated in an oral examination based on an unseen client vignette. Students will be expected to make an assessment of the client, based on the information provided, offer a provisional DSM-5 diagnosis, and outline the treatment plan for how they would work with this client. The Mental Health oral does not form part of the requirements for the award of the MA. It does form part of the requirements for UKCP registration.

Clinical practice

A total of 450 hours of supervised clinical practice is required for UKCP registration, 200 hours of which are obtained during the MA training.

Individual psychotherapy

A total of 160 hours of individual psychotherapy is required for UKCP registration, 90 hours of which are obtained during the MA training.

Sandplay Oral

Student’s understanding of sandplay therapy will be assessed in a two-part oral examination including a presentation of a client with whom they have worked with sandplay and an evaluation of an unseen sand tray. The Sandplay oral does not form part of the requirements for the award of the MA. It does form part of the requirements for UKCP registration.

Costs

The course fees include:

• lectures and weekend seminars
• 18 group supervision sessions
• 15 infant/child observation sessions
• 17 individual training supervision sessions
• 4 dissertation tutorials

The course fees do not include the following costs:

• individual personal psychotherapy
• additional clinical supervision to meet required ratios
• DSM-5 seminars and any other mental health familiarisation costs

Students will also need to ensure they have budgeted for any technology needed, books required for course reading, accommodation and/or travel expenses, a sandtray (approx. £95) and starting a sandplay symbol collection. There may also be additional costs for academic tutorial support (if required), proofreading, printing etc.

Please note: The CCPE reserves the right to change course content and requirements. Additional costs may be incurred.

Training Staff Tutors

Maria Storey-Walker - Programme Director
Angela Gruber - Course consultant
Tony McKeown - Programme Administrator

Teaching Staff

Elena Adams         
MA (Child, Adolescent & Family Therapy), Dip. Psych., Dip. Sand., Dip. Supvn.
Louise Bartel         
BSc (Psychol), Dip. Couns. (Adolescents), MA (Child, Adolescent & Family Therapy), Dip. Sand.
Dr Amit Biswas
John Daly              
BSc, MA (Couns Psych), Dip. Supvn.
Shaun Goodwin   
BA, MA (Child, Adolescent & Family Therapy), Dip. Psych., Dip. Sand., Dip. Supvn.
Dawn Grantham   
BA, MA (Child, Adolescent & Family Therapy), Dip. Psych., Dip. Adv. Psych., Dip. Sand., Adv. Dip. Integrative Art., Dip. Supvn., EMDR Therapist
Rebecca Hickman        
MA (Oxon.), MA (Child, Adolescent & Family Therapy), Dip. Psych., Dip. Sand., Dip. Supvn.
Dr Rabia Malik             
MSc (Systemic Therapy), PhD (Psychology), Dip. Adv Psych.
Helen Randall              
MA (Child, Adolescent & Family Therapy), Dip. Psych., Dip. Sand., Dip. Supvn.
Maria Storey Walker     
MA (Cantab.), MA (Child, Adolescent & Family Therapy), Dip. Psych., Dip. Sand., Dip. Supvn., Dip. Adv. Psych.
Charlie Tellis-James    
BSc (Psychol), DEdPsych (Doctorate in Educational & Child Psychology), MA (Child, Adolescent & Family Therapy)
Rosemary van Miert     
BA, MA (Child, Adolescent & Family Therapy), Cert. Ed., Dip. Couns., Dip. Adult Dyslexia Suppt., Dip. Sand.
Fiona Walkingshaw      
BA, MA (Child, Adolescent & Family Therapy), Dip. Sand., Dip. Supvn., Dip. (Somatic and Depth-psychology Psychotherapy), PG Dip. (Psychosynthesis Counselling)

Teaching staff are generally registered UKCP psychotherapists. Additional staff from CCPE and outside specialist trainers experienced in Child, Adolescent and Family Therapy are included when appropriate.

Please note: All content may be subject to change.

CCPE equal opportunities policy

CCPE promotes equal opportunities for students, clients and staff. CCPE is committed to a policy and practice where students' admission and assessment on the course will be determined only by personal merit and performance. No applicant as a student or for a staff appointment will be treated less favourably than another. CCPE does not discriminate on the grounds of nationality, race, gender, sexual orientation, age, social class, disability, political, religious or spiritual persuasion or practice. CCPE promotes an Equal Opportunities and a Diversity Policy where students, staff and graduates recognise, respect and value the dignity and diversity of others. This statement also applies to all client practice.