This is a qualification course for registration as a systemic family therapist. It conforms to the clinical requirements set by the family therapy registering and professional body, the Association of Family Therapy and Systemic Practice and is accredited by that body.

The clinical training in systemic family therapy is a four year part-time training. The M6 course represents the final two years.

The clinical supervision component of the course runs from the last week of September to the third week of July in each year and the academic component runs from the second week of October to the last week of June in each year on a three term per year basis with the exception of work towards the dissertation which is completed and handed in, in November of the 7th term.

Throughout each year of this two year course, students attend the Tavistock for two day study blocks once a month and are in addition allocated to live supervision groups. These meet one afternoon per week for clinical work. During the block weeks the course study includes research and theory seminars, clinical skills seminars, agency seminars during which students are able to use systemic ideas to explore work within their own agencies, and teaching seminars on theory practice links.

In term 2, year two, Students leave their supervision groups and go out on placement to GP practices. One group is retained at the Tavistock for those students who have not completed their hours or who are not clinically ready to go on placement.

1. Applicants must have completed a foundation and intermediate level course (As defined by AFT – see AFT website: http://www.aft.org.uk/training/courseaccreditation.asp open ‘Blue Book’ option
2. They must have a first degree or equivalent
3. They should have a training in one of the core disciplines identified on the AFT website
4. They must have the opportunity to work with individuals, couples and families for at least 100 hours per year with some systemic supervision, while they are doing the course.

English Language Requirement

In the case of applicants whose first language is not English, then the normal requirement for postgraduate programmes is IELTS 6.5 (or equivalent) . UEL and the Trust also accept other English language requirements including country specific examinations. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.

APEL – Advanced Prior Experiential Learning

Applications will be considered from those people whose training and education do not meet the UK requirements specified above if a portfolio is submitted with the following:

1. CV that demonstrates that applicant meets equivalence of AFT Foundation and Intermediate level training requirements
2. An essay of no more than 3,500 words discussing and critiquing a systemic model or theory with illustrations from cases
3. A case study of a piece of work undertaken by the applicant of no more than 2,000 words, to include the context of the work, an analysis of the work including hypotheses, a genogram and person professional development issues

Selection Procedure:

• Application form
• Two references (including one attesting to Systemic experience or training
• An essay on a theme supplied.
• An individual interview and a role play family therapy session with fellow applicants. These both take place on the same day.

The course covers 2 years and 2 terms. It is divided into Academic block teaching and clinical work. There is a weekend residential at the beginning of the year two.

The academic blocks are two days, Thursday and Friday, each month and run over three terms per year. The academic year starts in mid-October and runs to mid-June.

The academic block at the start of each year is a 3day block.

The clinical work takes place in live supervision groups of 4/5 students. These are run for 4 to 5 hours each week for 36 weeks. Regional settings are used when numbers permit.

In January of year 2, students leave their clinical supervision groups and go out on placement in pairs for the remainder of the course. They return each month to their supervision group for supervision using audio or visual tape. Supervisors also visit the placements at least twice to provide live supervision.

Additional Personal and Professional development groups are run each term.

In the first three and a half day block, students are welcomed to the course and introduced to the various components of the course: the study skills that will be required and developed and any other practical issues that may need to be addressed. This will include an introduction to the library, with further tutorials on electronic databases available from library staff.

Students are allocated a personal mentor with whom they meet once a term.

The course places students in various groups for different seminars so they learn from peer discussion as well as from different tutors. Students form consulting partnerships at the beginning of the course. This relationship is designed to help students facilitate their learning through working with and supporting each other in theoretical and clinical work.

Experienced practitioners and lecturers from within the Tavistock and those working elsewhere present the lectures and run seminar groups.

Students use the well-stocked library, with relevant academic and clinical research journals, research texts, electronic access and databases.

In 2006-07 the Trust implemented MOODLE. MOODLE is a virtual learning environment accessible to students on courses validated by the Trust’s university partners. Each academic course has been allocated a MOODLE page which contains substantial information and resources. Students can hold virtual meetings in chat rooms and debate over a longer period of time using the discussion forum. MOODLE represents a significant technical advance for the Trust and offers excellent support to students, particularly those studying part-time or at a distance. Students also have access to UEL libraries.

Assessment is based on three areas:

1. Completion of clinical practice, which is assessed by the supervisors report. Students are also expected to write a self-report on their clinical work which includes theoretical and personal professional links.
2. Students’ capacity to make good theory practice links is assessed by a presentation of taped work and discussion of cases to a panel at the end of each year.
3. Theoretical and Research work is assessed by submission of a theory essay in year one, a research paper in year two and a dissertation in term 7.

This is a qualification course which trains people for therapeutic work and for the designation of systemic psychotherapist. It enables graduates to register as Practitioners with UKCP through the Association for Family Therapy and Systemic practice.

1. Dissertation – There are two options to choose from: a research dissertation and a research portfolio of three essays
2. Project work - Students are expected in pairs to negotiate, plan and prepare two day teaching in some aspect of systemic work. This teaching takes place in year 2. For this students put together a short portfolio comprising curriculum, timetable, feedback forms and journal of process.

1. This course offers students the opportunity to set up and negotiate placements in GP practices and other primary care agencies for the last 7 months of the course thus taking the work into new territory, and is designed to increase leadership skills and autonomy.
2. Tutors are working practitioners from within and outside the Tavistock, with different core disciplines and experiences.
3. Different training forums have been designed to provide a space in which individuals may learn to think, to experiment, to consider the personal/professional interface of clinical work and to develop a greater capacity for observation and reflection.
4. The course offers students the opportunity to engage in multi-disciplinary and multi-agency learning and to share in inter-professional practice.

There are a growing number of designated Systemic Psychotherapist posts in Health and Social Services, and the theoretical model is recognised as one of the major approaches for mental health professionals, child care professionals and those working in voluntary as well as statutory agencies.

The Association for Family Therapy and Systemic Practice is closely engaged with national discussions about posts and modalities in work with children and families.

Students acquire knowledge and skills that enable them to advance within their core disciplines or as family therapy specialists.

In the first three day block, students are introduced to the many different aspects of the course and given time with each other to think about their relationship to learning including cultural, social and familial aspects.

They receive an introduction to the library and those who need it are given a seminar in the use of electronic databases.

Students are given support in each of their seminars and they are also allocated a mentor with whom they can meet one or two times per term.

Students are encouraged within the context of consulting partners and small and whole group meetings to engage with the idea that collective well-being supports individual needs and support and contribution to each others learning is a part of the reciprocal process.
If a student is having difficulties they will be given extra meetings to offer help be it pastoral or academic.

If a student is having difficulties they will be given extra meetings to offer help be it pastoral or academic.

Students have access to the Tavistock’s vast array of lectures and seminars for all registered students e.g. attendance at the Group Relations Event.

The Systems discipline at the Tavistock from time to time organises events that connect literature and film with narrative and systemic ideas. Past guests have included writer David Lodge and documentary filmmakers. Students are invited to attend these events.

Similarly the M6 workshop Systemic links is held once a term early Thursday evening. Here the course brings in speakers and workshop leaders from varied backgrounds to introduce students to connected aspects of the systemic therapists work. Past Systemic links have included workshops in improvisational theatre skills, salsa and Gestalt therapy.

Students are also invited to run these sessions. Past contributions have included Art therapy and ideas about work with older people.

In addition the course runs a weekend residential at Cumberland Lodge in Windsor Great Park that takes place in late September prior to the second year.