_____________________________________ TRAINING HANDBOOK ____________________________________ QUALIFYING COURSE & 2 YEAR MSc IN GROUP ANALYSIS 2013 Institute of Group Analysis, London 1 Daleham Gardens, London, NW3 5BY Tel: 020 7431 2693, Fax: 020 7431 7246 Department of Psychosocial Studies Birkbeck Malet Street, London WC1E 7HX Tel: 020 3073 8045 Email: sam@igalondon.org.uk Email: psychosocial-studies@bbk.ac.uk © Institute of Group Analysis (London) Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 1: TABLE OF CONTENTS SECTION PAGE 2 Preface 3 3 Introduction 4 4 An Outline of the Training 5 4.1 4.2 4.3 4.4 4.5 4.6 4.7 Personal group analysis Supervised practice Academic programme Training in Year Four Other course activities Qualification Training calendar 5 Resources and Requirements of the Institute and the Birkbeck 5.1 5.2 5.3 5.4 5.5 5.6 5.7 Administration Libraries Group-Analytic Society Publications Fees Professional indemnity Professional and Career Development Loans 6 A Guide To The Training 6.1 6.2 6.3 6.4 6.5 6.6 6.7 8 13 Training Office Tutors Student representation/Feedback/Regulation Structure of the MSc Clinical paper Qualification Graduation and admission to the Institute 7 Personal Group Analysis 35 7.1 Group analysis as a personal therapy 7.2 Group analysis as a course requirement 7.3 Rationale Page 1 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 1: TABLE OF CONTENTS (CONTINUED) SECTION PAGE 8 The Supervision of Clinical Practice 35 8.1 8.2 8.3 8.4 8.5 8.6 8.7 Student status in clinical practice Recording and holding of clinical data First training group Second training group Individual psychotherapy supervision Insurance, clinical and medical cover Feedback and evaluation 9 Appendices 39 Code of Ethics and Practice List of recommended book purchases Criteria and Procedure for Ending Supervision of First Group. Some advice and cautions on setting up the Second Training Group Approaches to Academic Writing Essay and dissertation mark sheets Clinical Paper Guidelines and Checklist IGA Student Representative Job Description Mentor Job Description Sample feedback forms for students, seminar leaders and supervisors Mitigating Circumstances: Birkbeck Policy Page 2 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 2: PREFACE This Handbook has been prepared for students of the Institute's Qualifying Course, run jointly as an MSc in Group Analysis with the Department of Psychosocial Studies, Birkbeck, University of London. It is also offered as a resource to staff who have a training responsibility for these students and to those who have played a part in compiling the Handbook. All enquiries about the Handbook should be directed to the Training Administrator. The training is under continuous review and changes may be introduced during the period of a student's training. There might also be modifications in the Course Outlines of the Academic Programme. Updated versions are uploaded on to the student area of the IGA website and on the relevant module information section on Birkbeck’s virtual learning platform. Page 3 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 3: INTRODUCTION Welcome to the final part of the IGA Qualifying Course, which is offered as an MSc in Group Analysis, with Birkbeck, University of London This course began in 1971, when the Institute of Group Analysis was founded to provide a clinical training. As the Institute grows, the training itself undergoes development. Since 1999 the training has been linked with an MSc in Group Analysis in the Department of Psychosocial Studies at Birkbeck. The 2-year MSc forms the third and fourth years of the full training to become a group analyst. All students will have already completed the one-year foundation course and the one-year PGC in Group Analytic Studies or the IGA Diploma in Group Analytic Studies. This Handbook offers a guide to the course and to the resources and requirements of the Institute and Birkbeck. It describes key elements of the training: personal group analysis, supervised practice, the academic programme, and additional course activities including large groups and workshops. Appendices include the Institute's Code of Ethical Practice, the Code of Practice for Training Organisations, Trainees and Disciplinary Processes. There are also appendices covering specific advice on ending the first and setting up the second Training Group where applicable and advice on academic writing and other matters. Your comments, criticisms and observations can make a difference to the experience of students in the years to come and we welcome your participation in the further development of the training. We hope it will not be too long before you come to play your part in shaping the experience of those who will come after you. For the present, the forum open to the student body as a whole is the yearly Course Appraisal meeting, to which staff members are also invited. Student representatives are elected for each year group and attend the London Courses Committee at certain times on your behalf and are invited to the IGA Annual General Meeting. We hope you enjoy your training. Linde Wotton London Course Director, IGA Stephen Frosh Programme Director, Birkbeck Page 4 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 4: AN OUTLINE OF THE TRAINING 4.1: Personal Group Analysis Qualifying course students undertake a twice-weekly personal group analysis with a Training Group Analyst throughout their training. They are required to have spent at least one year in this group prior to commencement of formal training, but this period is usually longer. The length of group analysis is not fixed and continues until the student’s final Clinical Paper has been accepted. The Training Group Analyst does not report to the course except to confirm that the student is attending the therapy group. 4.2: Supervised Practice A. Groups: All students are required to conduct a training group under supervision. This is a onceweekly clinical group for adults, set up early in the training and continues for a minimum of 80 sessions. Students may be requested to conduct their training group for a longer period and it is essential that the remit be discussed fully with the supervisor when setting up the group. This means that the clinical requirement of the course will normally only be fulfilled after completion of the MSc. In order for the MSc to be awarded the exam board must receive a report from LCC confirming that it is satisfied that the student has made adequate progress in supervised work by the end of the two years. The written report on Adding Evidence to Experience must also have reached a pass standard. Students who were admitted on to the qualifying course before starting the PGC will already have set up their training group and may be able to fulfil the clinical requirement at the same time as the academic one. The Course Director is available to assist in finding suitable clinical placements, usually in the NHS, where this clinical work can be done. Placements should be set up during the interval between accepting an offer of a place on the course and the time when the course begins. Students who do not have Group Work Practitioner Status will be required to run a second group during the final training year. It is of shorter duration and can accommodate students' own special areas of interest. Arrangements for these groups may be made at students' own place of work or elsewhere, and must be approved by the Institute. If there are difficulties in establishing groups, the Course Director is available to assist. Students present this group in addition to the first training group in their weekly supervision groups on the course and continue for as long as required by London Courses Committee. [See 8.3 and 8.4 below] B. Individual psychotherapy supervision: Students will need to show competence in therapeutic work with individuals. Those with insufficient individual experience will be required to take on patients for psychotherapy and attend a weekly supervision group for this work. [See 8.5 below] 4.3: Academic Programme The academic curriculum, beginning in September, takes place over 6 terms each of some 12 weeks. Group Analysis is a well-established discipline with a number of applications. Its theory, development and applications are systematically examined in a modular programme of two seminars each week that also includes material from psychoanalysis, sociology, developmental and social psychology. 4.3.1: Recording Academic Seminars It is known that a number of students on the course each year suffer from dyslexia and it is recognised that this causes difficulty with taking notes whilst listening to the seminar material. Under the Disability Discrimination Act it is a requirement on course organisers that they enable reasonable adjustments, in order to facilitate student’s access to seminars for study. In line with the usual procedure at Birkbeck College, it has therefore been agreed between the IGA and Birkbeck that students have permission to record academic seminars to support private study. As a courtesy to the other participants in the seminar group, the student should inform the group about the recording of sessions at the beginning of the seminar series. Page 5 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 4.4: Training after completion of the MSc On completion of the MSc, students continue to have formal student status at the IGA for one more year and are invited to attend the Inauguration, the Large Group and the London Courses Committee, for which the year reps will receive all the relevant material. Students are required to stay in supervision for their training groups until LCC deems that they have satisfactorily completed the clinical requirement of the course. On completion of all training requirements, students are individually invited to submit their Clinical Paper. During the autumn term following completion of the MSc students attend seminars at the IGA on ‘Becoming a Group Analyst’, which includes a meeting with a representative of the Panel of Readers to discuss the Clinical Paper. Thereafter the students may themselves arrange monthly meetings for their year group, which need to be booked with the office. These monthly meetings provide an opportunity to support each other in regard to outstanding course requirements and to discuss the Clinical Paper. Once a term a meeting is held with the Course Director to discuss any pertinent issues as well as the process of the year group. Please request details for this from the course Director. The mentor continues to be available for support during this time. Students may also request a one-off meeting with the course Director during this year to discuss any concerns in detail. All these activities are paid for with an annual fee, which is reviewed annually by the Finance Committee and is payable to the IGA. There is an additional supervisory fee that the students might be liable to pay to complete their course requirements. In addition all MSc students can obtain a Library Card at Birkbeck to gain access to the Birkbeck library. The fee for alumni to join the Library does not include access to the electronic journals, as these are restricted by the publishers to current students and staff only. Further information about joining as alumni, can be obtained via http://www.bbk.ac.uk/lib/about/userinfo/alumni 4.5: Other Course Activities There are nine meetings of the large (experiential) groups, which is an integral part of the course and caters for the students of all four years (Diploma, MSC and post-MSc). Jale Cilasun currently convenes the large group. A Course Appraisal meeting is scheduled for July in each academic year. 4.6: Qualification A. Assessed Written Work: During year 2, students are required to present for assessment an essay of 4,000 words length and a dissertation of 12,000 words (and non-MSc students submit a theory paper of 5,000 words). Details of these requirements can be found in section 6.4 of this Handbook. B. Completion of training: Students must present a Clinical paper at the end of their training. An approved theme in group-analytic psychotherapy, based on clinical material recorded during the training period, is presented in a paper of 8,000 - 10,000 words within 24 months of being invited to do so after completing the course requirements. [See 6.5 below]. Qualification is at the discretion of the Board of Trustees of the Institute, which considers the recommendations of the Panel of Readers and the Student Progression Committee. The training is under continuous review and may be changed. The Institute reserves the right to terminate a student's training at any time. C. Attendance: Students are expected to attend all elements of the training - personal therapy, supervised practice, seminars and other activities outlined in the Handbook – an 80% attendance in each of these areas is required. When students are unable to attend through illness, bereavement, etc. they should inform the Training Administrator. When possible they should also inform their relevant group of any weekly absence. Taking time off during term time is to be avoided. Records of attendance are kept. In the event of serious illness or other reason by which a substantial amount of the term is missed, the Course Director will be informed and the matter considered at the London Courses Committee. Individual circumstances will be taken into account, however the usual practice is for the student to be asked to attend the missed seminars at a later date in their training. Page 6 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 4.7 TRAINING CALENDAR The course is run at the IGA, 1, Daleham Gardens but students continue to have access to the Birkbeck Moodle and the library. Theory seminars: Thursdays 2.00pm-3.15pm (A) 3:45pm – 5:00pm (B) Supervision of group work Thursdays for 1½ hrs between 12:15pm - 1:45pm Supervision of individual psychotherapy and/or second groups (where necessary) Thursdays for 1½ hrs between 10.30am -12noon or 5:30pm – 7pm Supervision sessions All supervision groups meet for 36 sessions per year spread over three terms. This may or may not coincide with the beginning or end of the academic timetables. Supervision groups are reorganised at the beginning of each year to accommodate the new cohort of students and to allow time for the presentation of second groups where necessary. Large Group Mondays, three times per term for 11/2 hrs between 8.15pm - 9.45pm Page 7 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 5: RESOURCES AND REQUIREMENTS OF THE INSTITUTE AND THE BIRKBECK 5.1: Administration 5.1.1: The Institute Role Chair of Board of Trustees Director of Training National Training Manager Chair, Student Progression Committee Training Administrator London Qualifying Courses Director Mentor Coordinator Year Group Coordinator yr II Name Marion Brown Peter Wilson Sarah Tucker Liza Glenn Contact IGA office pwilson@igalondon.org.uk IGA office IGA office Sam Evans Linde Wotton sam@igalondon.org.uk Lwotton@igalondon.org.uk Anne Boocock John Schlapobersky IGA office IGA office The IGA is the primary training institute for group analysts in the UK. Since the inception of the London Introductory Course in 1964 the IGA has grown to offer trainings in up to fourteen different national locations annually, including Qualifying Courses in the major centres of Glasgow, London and Manchester. The IGA is dedicated to exploring the social nature of being and how a sense of belonging enhances our experience in both personal and professional life. While the courses we offer are aimed towards professional development in a range of spheres including therapeutic, organisational and managerial work, we believe that this should go hand in hand with personal development. The Institute of Group Analysis is a registered charity established in 1972 whose objectives are to promote and develop the theory and practice of group analysis as a means of relieving mental distress, enabling personal growth and understanding. It seeks to resolve personal and social conflict in clinical, organisational and international settings. We are a leading psychotherapy training whose method and theory is concerned with a dynamic understanding of the ‘inner working’ of the human mind as a social, multi-personal phenomenon. It is a method and theory that can be applied to groups, individuals, couples, families and organisations. We have over 350 members and as well as offering trainings across the UK the IGA has established group analytic trainings overseas in Russia, South Africa and New Zealand. The Training Administrator, Samantha Evans, is responsible for the administration of the Qualifying Course and can be contacted on 020 7431 2693, or via sam@igalondon.org.uk, Mondays – Fridays, 10:00am – 4:00pm. The Finance Officer is responsible for collection of fees. The London Qualifying Courses Director is Linde Wotton and she can be contacted via Lwotton@igalondon.org.uk. 5.1.2: Birkbeck Role Programme Director Administrator Name Prof Stephen Frosh Katerina Kalogirou Contact s.frosh@bbk.ac.uk a.kalogirou@bbk.ac.uk Birkbeck was founded in 1823 as the London Mechanic’s Institution, and was incorporated into the University of London by Royal Charter in 1920. Birkbeck is ranked among the leading UK University institutions for its levels of national and international excellence in research in the Humanities, Social Sciences and Natural Sciences. From this base of research excellence Birkbeck provides a unique range Page 8 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 of degree and other courses designed specially to meet the needs of mature students studying part time at undergraduate and postgraduate level. The MSc in Group Analysis is placed within the Department of Psychosocial Studies at Birkbeck. The Department of Psychosocial Studies Psychosocial Studies at Birkbeck is a new and exciting interdisciplinary venture that builds on the Birkbeck's vibrant tradition of critical social science. It is concerned with the inter-relation between individual subjectivities and identities, and historical and contemporary social and political formations. In order to understand the complexities of this inter-relation, it combines insights drawn from psychology and its related disciplines (such as systems theory, psychoanalysis, psychotherapy, and group analysis) with understandings of the social and political domain in disciplines such as sociology, political studies, anthropology, cultural studies, philosophy, feminism, post-colonial studies and queer theory. It seeks to link discussions of our precarious and increasingly interconnected collective fates with our most intimate personal and psychic life. In doing so, Psychosocial Studies aims to better understand contemporary manifestations of a range of concerns including violence, aggression and war; racial hatred, xenophobia and intolerance; trauma, loss and memory; affect and embodiment; intimacies, communities and care; parenting, friendship and love; sexuality, gender and desire; religion and the sacred; ethics, agency and human rights; resistance, transformation and change. The Department of Psychosocial Studies is part of the School of Social Science, History and Philosophy. Members of the Department are highly research active and also run a large number of graduate programmes, including the MA in Psychosocial Studies; MA in Psychoanalysis, History and Culture; MA in Culture, Diaspora, Ethnicity; MSc in the Psychodynamics of Human Development (with the British Association of Psychotherapists); MSc in Group Analysis (with the Institute of Group Analysis); the MSc in Psychodynamic Counselling and Psychotherapy and the MSc in Psychodynamic Counselling and Psychotherapy with Children and Adolescents. A substantial number of PhD students are attached to the Department. Dr Lisa Baraitser is the Head of Department. Current academic staff members of the department are: Professor Claire Callender, Professor Stephen Frosh, Professor Sasha Roseneil, Professor Lynne Segal, Ms Viviane Green, Dr Derek Hook, Dr Elizabeth Hoult, Dr Amber Jacobs, Dr Gail Lewis, Dr Yasmeen Narayan, Dr. Margarita Palacios, Dr Silvia Posocco, Dr Bruna Seu and Dr Laurence Spurling. The Administrator for the PGC Group Analytic Studies and MSc Group Analysis within the Department is Katerina Kalogirou and can be contacted at a.kalogirou@bbk.ac.uk. The Department’s website is at www.bbk.ac.uk/psychosocial. The Department also has its own Moodle page (via http://moodle.bbk.ac.uk) where you can find a wealth of information. Studying at Birkbeck The MyBirkbeck webpage has a useful guide for new students which contains detailed information about many aspects of being a student at Birkbeck including information on disability services, computing services, student support and those aspects of course administration that are Birkbeck's responsibility. Please read this guide carefully, it can be found via http://www.bbk.ac.uk/mybirkbeck/guides/new-students. There is additional information about many of these aspects of studying at Birkbeck in this handbook. Page 9 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 Communication with students The Institute and Birkbeck, in line with other institutes of higher learning, use email as the main method of communicating with students. Students are reminded we do not send junk mail, it is important that you read all emails we send carefully. Students are expected to check their email inbox regularly. Emails: please read this section carefully. While you are a registered student with Birkbeck you will have a student email that is unique to you. Information about your student email address will be given to you once you have enrolled. Birkbeck will use the email address, which you provided on your application and enrolment documents. If you would like to link your personal and your Birkbeck email it is easy to organise the data to be forwarded to your regular email address – simply follow the instructions on the Birkbeck website. First go to “-„Information Technology Services”, then click on “Support, Help and Advice” and then “Email” under “Using ITS Services”. You will need your username and password that you will get when you enroll. It is very important that you inform us of any changes to your email address. You should also note that filters in some work places might not allow you to download reading material, so it is important that we have the email that is most useful for you to use. The IGA will retain the email address you have supplied us with on your application form. The IGA may wish to communicate with you after you finish being a registered student, e.g. to let you know about other events happening at the Institute. While you are registered on the course you will receive emails from us both directly and using Moodle (see below). Moodle: A Virtual Learning Environment What is Moodle? “Moodle” is the name of the software Birkbeck uses to provide what is known as a Virtual Learning Environment (VLE). It allows staff to deliver any or all of their subject resources online, and/or combine them with tools such as discussion boards to provide an online learning environment for you. Moodle is secure, only staff and students have access to it; when you join Birkbeck, you will be given a network username and password. You use this to access Moodle. Finally there is no need to install anything on your computer; you access Moodle using an internet connection and a browser. All IGA course material (reading articles and handouts) will be made available to you through Moodle as well as providing opportunities for discussion forums and communication with the class group. Logging In You can access Moodle through the Birkbeck site at: www.bbk.ac.uk (Quick Links) or directly through the Moodle portal: http://moodle.bbk.ac.uk Type your Birkbeck Username and Password into the dialog box (remember that both are case sensitive). You should now be taken to the main Moodle page. By clicking on “My Home” you should be directed to the Course (Module) Overview. You should log in regularly to read current announcements and look for assignments that have been posted. You may do this at any time of day. Announcements Class announcements will be posted regularly. Moodle system administrators will sometimes post announcements about the Moodle system. Course Materials Assignments, handouts and a variety of readings will be posted on Moodle for some classes. Page 10 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 Assignments Assignments will be submitted electronically via Turnitin on Moodle. Please see the relevant appendix in this handbook for details of how to submit assignments via Turnitin. Please note that we will be using Turnitin to check assignments for plagiarism. Communication Communication may take place using e-mail and the discussion boards. E-mail should be used for "private'' communication with the course chair or other students. Any questions regarding grades or communication about more personal issues should be handled via email. Discussion boards are appropriate for questions or discussions that would normally occur in the classroom. Remember that the discussion board is public and that fellow students can read what you post there! If you need help with Moodle... If you can't log in to Moodle, go to the IT Services helpdesk or call them on 0207 631 6543. For any other queries, the Birkbeck Course Administrator should be your first port of call. Birkbeck Computing Services Birkbeck runs computing courses through its IT Services. See www.bbk.ac.uk/its/help/training/workshops and Centre for Learning and Professional Development www.clpd.bbk.ac.uk/students/it. Information concerning the MSc will be found on Moodle. Birkbeck Disability Office Birkbeck also offers MSc students with disabilities special support, please contact Mark Pimm, the Disability Coordinator at m.pimm@bbk.ac.uk or 020 7631 6315 to discuss any special needs. 5.2: Libraries 5.2.1: The Institute The Library at Daleham Gardens is funded jointly by the IGA and the Group Analytic Society and is available to all IGA members and staff, Qualifying Course students and to members of GASi. Although the emphasis is on group analysis and group psychotherapy, the collection of books, journals and reprints cover the whole spectrum of psychology, psychotherapy and related areas. Most books can be borrowed for up to three months but frequently used Qualifying Course books are available on a one month loan only during the period of the module. All items are subject to return if requested by another user. Issues of Group Analysis, only, can also be borrowed for a period of one month. Other journals can be consulted in the Library, or copies of articles can be requested, subject to copyright law. The Library also keeps a set of Dissertations, Theory Papers and Clinical Papers by previous students. Dissertations and Theory Papers can be borrowed, but students should note that Clinical Papers are only available for loan subject to approval by the author, which will be sought by the Librarian. The Library database, covering all library holdings, including books, theory papers and dissertations, clinical papers, reading list papers, other papers and audio tapes, can be consulted online. The link to the database, and guidance on its usage, can be found in the Student area of the IGA website. IGA journal holdings will be added to the database, but for the time being a list of journals, along with journals held by the Society of Analytical Psychology Library and the Tavistock Library, can be consulted in the IGA Library. The Library has access to the facilities of the Tavistock Library, but only through the IGA/GAS Librarian. Our membership enables us to carry out literature searches and to supply copies of journal articles and book chapters, subject to a charge for photocopying (currently 10p per A4 sheet). The Page 11 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 Library also offers inter-library loan facilities via the British Library Document Supply Centre (BLDSC) but this service can be very expensive. The Librarian, Elizabeth Nokes, is available on Tuesdays and Wednesdays from 10:45am to 5:15pm at elizabeth@igalondon.org.uk. It is always advisable to make an appointment if you need to discuss specific requirements. 5.2.2: Birkbeck Library The Birkbeck Library contains some 250,000 books (excluding journals, pamphlets, theses etc.) and about 850 current journal subscriptions. The library is open 7 days a week in term-time and closes at 10:30pm on weekday nights; it is open 24 hours at weekends over the examination period. In the vacation the library stays open until 8:00pm. Most books are available for loan; journals are for reference only. The library provides a modern study environment with access to PCs for searching and use of MS Office software; remote access to the catalogue if you have a PC with modem at home, so you can check what is in stock, or which books you have borrowed, and renew or reserve your books; Library Web pages, which tell you all you need to know about the library, and provide a gateway to a large array of electronic journals and databases you can search from home or work. The Psychosocial Studies subject librarian is able, on request, to offer group sessions on how to use electronic resources. She can be contacted directly on 020 7631 6062, or by email via the administrator a.kalogirou@bbk.ac.uk. 5.3: Group Analytic Society International (GASi) Students of the Qualifying Course can apply for student membership. Graduate members of the Institute are entitled to full membership of the Society, and must apply for this personally after qualification. Information about the Group Analytic Society International can be obtained from the GAS website: www.groupanalyticsociety.co.uk. Ms Julia Porturas-Forrest is the administrator and can be contacted at groupanalytic.society@virgin.net. 5.4: Publications Group Analysis: The Journal of Group-Analytic Psychotherapy, edited by Tom Ormay, is published quarterly by the Group-Analytic Society and is available online to student members of GASi. Dialogue, the newsletter of the Institute of Group Analysis, edited by Annie Hoyle and Bob Cutler, is available to student members of the Institute. Editors of these publications will be pleased to receive contributions from students. 5.5: Fees Course fees cover theory seminars and supervision of the first and second training groups where applicable. Fees for supervision beyond the taught part of the course, when necessary, will be separate. The fees for supervision of individual psychotherapy, where necessary, are also separate. For 2012/13 these are £270 per term. The IGA Finance Officer will send out invoices for supervisory fees that are due, at the beginning of each term. If fees are not paid by the end of each term, a surcharge will have to be levied. If there are exceptional circumstances, these have to be put in writing and addressed to the Director of Membership and Administration, who in turn will inform the appropriate committees. Course fees are paid directly to Birkbeck. A fee increase is made annually, usually in line with inflation and are published on the Birkbeck website. There may be other fees, like costs of books, weekend workshops, etc, which are not included in the overall course fees Birkbeck offers information on funding for students. This information can be found on the Student Financial Support Office Students (the Registry) web site. www.bbk.ac.uk/mybirkbeck/services/facilities/studentfinance. Students are asked to telephone the office and make an appointment, as they may be able to assist. Page 12 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 6: A GUIDE TO THE TRAINING 6.1: Training Office The Course Director, Linde Wotton, is supported by the London Course Committee in organising the training and liaising between students, training staff and committees. She is available for consultation and advice and will assist if problems arise that cannot be resolved in supervision or in other contexts including therapy. Appointments to see her should be made through the Training Administrator. Each student has the opportunity to discuss his or her progress with the course Director in a Midcourse Assessment, which takes place early in the second year of the course. The Training Administrator co-ordinates all administrative aspects of the Qualifying Course. All administrative enquiries re: timetabling, mentors, supervision groups, student meetings, etc., should be addressed to the Samantha Evans, Training Administrator who can be contacted on 020 7431 2693, or by email, sam@igalondon.org.uk Prof. Stephen Frosh (s.frosh@bbk.ac.uk) is responsible for the MSc at Birkbeck. The administrator at Birkbeck can be contacted at a.kalogirou@bbk.ac.uk 6.2: Tutors 6.2.1: Mentors All students are assigned a mentor in the autumn term of their first year. The role of the mentor is differentiated from the rest of the qualifying course in being independent of the assessment process. Student progress is not reported on by mentors unless serious problems arise where both student and tutor agree that it would be in the best interests of the student for these problems to be brought to the attention of the Course Director or London Courses Committee. Mentors initiate the first contact with the student and thereafter meetings are by mutual arrangement with a minimum frequency of twice a year. The mentor coordinator can be contacted in case of difficulty with the arrangements. Mentors make their contributions on a voluntary basis. The role of the mentor is twofold: one is a pastoral role and the other for supervising written work. [See Appendix J: Mentor Job Description below] 6.2.2: Year Group Coordinator Each year group has a year group co-ordinator who meets termly with the year group to ensure that students are clear about what is expected of them in relation to the written work and to offer guidance on academic writing. 6.3: Student Representation, Feedback and Regulation 6.3.1: Student Representation The Student-staff exchange committee is incorporated into the Local Courses Committee. Each yeargroup is invited to elect a representative to act as a link between the student group and the Institute and its structures. The student representatives attend termly meetings of the London Course Committee, which includes dialogue between students and teaching staff and enables students to contribute to innovations and developments. It is the responsibility of the student representatives to gather views from the cohort as a whole in order to inform their reports. The agreed minutes are forwarded to student representatives and are discussed amongst the core staff group of the MSc. The outcome of these discussions is fed back via the student representatives and through direct communication with students where relevant and appropriate. For guidance, student representatives should encourage their colleagues to identify areas of concern as well as strengths of the courses. The following webpage gives information about Student-Staff Exchange Committees: http://www.bbk.ac.uk/su/classrep/. Student reps should either set up a meeting with the group prior to each student-staff exchange committee, or contact group members individually via email so that everyone has a chance to raise matters pertaining to the course. The student representatives also attend the AGM of the Institute, but are not allowed to vote. Some year groups elect two students to ensure they are always represented. A job description for the student representative can be found in the Appendices. Page 13 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 6.3.2: Student Feedback Feedback forms Feedback forms are distributed regularly throughout the course to enable us to hear from you how you found the presentations and whether you feel that there are any changes that could be made to improve your learning experience. These forms are compiled by the Course Director and considered at the LCC. At this meeting the content and process of seminars and work reflection groups are kept under review. An example of the feedback forms for students and seminar leaders is included in the appendices. Feedback regarding Supervised Practice is discussed with the supervisor and recorded on the relevant form, which is returned to LCC. 3. Discussion with the IGA Course Director The Course Director will offer termly meetings to discuss your experience of the course. As stated above the mid course appraisal offers an opportunity for students to review their progress on the course on an individual basis with the Course Director. Student feedback is also invited in a more informal way at the Course Appraisal meeting (see 9.2). 6.3.3: Student Complaints Both the IGA and Birkbeck have formal complaints procedures. The website for complaints at Birkbeck may be found at www.bbk.ac.uk/reg/regs. The complaints procedure for the IGA is illustrated below. Student complaint Student contacts Course Director If not resolved student contacts local Course Chair If not resolved student contacts Director of Training 6.3.4: Student Disciplinary Code Birkbeck has regulations regarding the procedures and codes of practice including the code of student discipline. These may be accessed at www.bbk.ac.uk.reg/regs. As trainees on the IGA Qualifying Course, the students are expected to comply with the codes of ethics and practice of the Institute of Group Analysis. These are set out in Appendix B. 6.4: Structure of the MSc in Group Analysis The MSc has a modular structure but cannot be broken into component parts due to the continuous nature of the clinical part of the training. Each academic component is categorised as at Level 7, (Masters level) and has a certain number of ‘credits’ attached to it, with the MSc comprising 180 credits in total. Page 14 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 The structure of the programme in year 2 is as follows: Year II II II Module Aspects of Human and Relational development and Advanced Clinical Applications (2) Number of credits 30 PSSL006S7 Dissertation PSSL001D7 60 30 Supervised group analytic work PSSL023S7 II Personal group psychotherapy n/a Assessment 4000 word essay 10-12000 word dissertation Supervisors’ reports 1000 word report on Adding Evidence to Experience Course requirement 6.4.1. Dates of seminars and other events in 2013-14 Seminars and supervision groups are held on Thursday afternoons and large groups take place on Monday evenings three times a term at Daleham Gardens, 8.15-9.45 pm Autumn term: Seminars and supervision groups Large Groups 19.09.2013 – 05.12.2013 30.09.2013, 28.10.2013 & 25.11.2013 Spring term: Seminars and supervision groups Large Groups Psychopathology weekend Foulkes Lecture 16.01.2014 – 27.03.2014 27.01.2014, 24.02.2014 & 24.03.2014 25/26.01.2014 16.05.2014 Summer Term: Seminars and supervision groups Large Groups 01.05.2014 – 17.07.2014 19.05.2014, 16.06.2014 & 14.07.2014 Assessment deadlines: Dissertation Proposal Year II essay Dissertation 05.12.2013 06.03.2014 05.06.2014 Supervisors’ Reports to Course Director by Evidence report 03.02.2013 14.06.2014 23.05.2014 Exam board: 17.07.2014 Essay Resubmission date: Dissertation resubmission date: 01.09.2014 05.06.2015 LCC 29.11.2013, 28.03.2014 and 04.07.2013 1.30pm National Course Review Day 16.05.2014 Page 15 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 6.4.2. Learning Outcomes for MSc in Group Analysis Subject specific 1. Knowledge of group analytic and psychoanalytic theory, their history and applications. 2. Advanced knowledge of human and relational development from a psychoanalytic and psychosocial perspective. 3. Knowledge of the clinical applications of Group Analysis. Intellectual 1. Capacity to understand, reproduce and critically evaluate group analytic and psychoanalytic theory. 2. Capacity to consider the clinical applications of group analytic theory in the light of evidence. 3. Capacity to use theory and scholarship to enhance the student’s clinical work. Practical 1. Capacity to assess individual suitability for group analytic or other forms of psychotherapy. 2. Ability to provide group analytic psychotherapy to a professionally appropriate standard. 3. Students are oriented to all aspects of professional practice in the public and/or private sector. They will have developed an understanding of the core areas of Group Analysis and its application to other fields. Personal and Social 10. Development of personal abilities in group settings. 11. Demonstrate personal and communication skills both spoken and written. 12. Increased awareness of ethical practice Page 16 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 6.4.3. Curriculum outline Authors whose works might be drawn on in the seminar series are listed in italics. Autumn Power of Difference (12) (Culture, ethnicity, gender, sexuality and class) Race and social Ucs, political social, gender analysis, maternal subjectivity, group perspective of sexuality, gender and class in groups; members and conductor IGA/BBK Dalal, Stobo, Clerkin Butler, Nitsun, Conlon, Baraitser & Noack, Elliot, Blackwell Year II Aspects of Human & Relational Development and Advanced Clinical Applications Spring Victims and perpetrators (6) Genocide & mass violence, forensic settings, women perpetrators, institutionalised bullying Waller, Woods, Welldon, Adshead, Tucker Summer Contemporary issues in Group Analysis (10) eg: research, sibling rivalry, therapeutic failure, shame, therapist anger, hate & illness, beyond basic assumptions, premature termination of therapy, silence, writing a paper, pure/applied GA Private Study (4) Dissertation drafting Meetings (1) Meetings (2) meetings (2) Dissertation proposals (8) Exploring questions for dissertations, including research, and preparing the initial proposal Adding Evidence to Experience (1) Dissertation presentations (8) Group Analytic view of Organisational processes (10) Discussions of student’s work in progress including research 5 seminars and 5 WRGs where students present their own organinsational contexts Adding Evidence to Experience (1) Stacey, Mosse, Sarra, Rance, Dalal, Menzies Lythe, Nitsun, Wilke meetings (3) meetings (2) meetings (1) Course Appraisal (1) Notes meetings: Meeting with course Director Meeting with year group conductor Peer group meeting Adding Evidence to Experience: Students are required to demonstrate the ability to engage in clinical practice based evidence collection as part of their supervised group analytic work. This is an essential Page 17 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 skill for any clinician. Students will be helped to consider what kind of evidence might be collected and how to evaluate it through a short series of seminars scheduled across the two years. Psychopathology will be offered biennially as a compulsory weekend workshop. Reflective Journal Students will be required to keep a journal throughout the length of the course. Guidelines for your Reflective Journal While the Reflective Journal will not be assessed, it is an important that you use it to consider the learning you have gained from the seminars, supervision groups, large groups and the experience of conducting your training group(s) as well as being a member of your own therapy group. The primary aim of the Journal is to facilitate your reflection upon a developing understanding of how group dynamics affect the individual in relation to the group and the group in relation to other groups (the matrix). It is also provides a means of reflecting on your own development as a group analyst and as such will be a useful resource upon which to draw when writing the clinical paper Things you might wish to consider include: The range of feelings you experienced in relation to the different groups on the course e.g. seminar group, supervision group, large group, therapy group How you might relate to different people in the group according to their difference from you in relation to; authority, age, gender, race, ethnicity, sexuality for example How the role you hold in a group affects your experience e.g. as group member, group leader, presenter, witness etc Your response to different emotional states that emerge in the group Issues that particularly challenge your world view How dynamics in the group might reflect broader contemporary issues, familial or sociocultural historical patterns. This will allow you to consider the theory you have learned and how it might be reflected in your personal experience of the group(s) you are presenting in supervision. Keeping the diary will be helpful when you come to write your essays, dissertation and clinical paper. You should begin writing work on your journal at the start of the course, and maintain it throughout the course. Other Course Activities Large Groups Large groups are an integral part of the training. They are scheduled to take place on three Monday evenings each term and provide an important opportunity for experiential learning. They are led by an appointed Conductor, currently Jale Punter, and are attended by all MSc and diploma students. Designated staff members from the training community also attend the large groups. Course Appraisal Meetings Page 18 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 This meeting takes place at the end of the summer term to provide a forum for appraisal and evaluation of the training. It is attended by students in both training years and the Course Director and is open to attendance by supervisors, core teachers and members of the London Courses Committee. It provides an opportunity for students' experience of the training to be shared with staff, and vice versa, for the purpose of open and constructive appraisal. 6.4.5: Assessed Work Assessed work is as follows. All assessments must be passed. Aspects of Human and Relational Development and Advanced Clinical Applications One 4,000 word essay submitted in March of the second year. Essay title: Reflecting on the nature of groups, Foulkes suggested that ‘the concept of science might have to be changed, so as to do justice to a dynamic psychology which is based on the social nature of man, on the inter-personal nature of the data, on the fact that the human observer and the observed –interacting – provide the elementary data for our theory.’ Discuss in the light of conducting your group analytic group and the literature. Dissertation A dissertation of 10,000-12,000 words submitted in June of the second year. Supervised Group Analytic Work Assessment is based on supervisors’ reports, which are reviewed by LCC and One 1000 word report on Adding Evidence to Experience submitted in May of the second year. Procedure for Assessment Essays are submitted electronically via Turnitin whilst electronic copies of the dissertation are submitted to BBK and the IGA by the due dates. They are marked and moderated according to the Birkbeck scheme (Distinction, Merit, Pass, Fail). Each essay and the dissertation is marked independently by a member of the Birkbeck academic staff, and a member of the IGA teaching staff, with a final mark agreed between the two markers. Marks are subject to moderation by the External Examiner at the time of the final Board of Examiners. Students are informed of their marks as soon as possible after the Examination Board. Feedback on essays is provided in written form. Detailed criteria for marking of essays and dissertation are printed in the Course Handbook and made available to students and to staff. Essays with a provisional mark of Fail may be resubmitted by the resubmission date immediately following. Students whose essays have failed may approach their tutors for feedback and advice prior to resubmission. The essay at the end of Year I must receive at least a pass mark if students are to be allowed to proceed to the next year of the MSc programme. In exceptional circumstances and at the discretion of the Examination Board, failure in an essay could be carried or referred. Dissertations that receive a mark of Fail may be resubmitted in July of the following year. The dissertation must receive at least a pass mark for the award of the MSc degree. Failure to pass the MSc may result in the award of a PG Diploma, which will still allow a graduate to practice as a Group Analyst with professional registration by writing a theory paper instead. The final grade awarded for the MSc (Distinction, Merit, Pass) is weighted 60:20:20% according to the Page 19 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 marks for the dissertation and the year I and year II essays. The clinical module must be passed but does not receive a quantitative mark and does not contribute to the final grade of the award. It should be noted that as well as the academic requirements for the MSc there are rigorous clinical requirements. Students on this programme are seeking not only an MSc, but also qualification as Group Analysts; this latter is at the discretion of the Board of Trustees of the IGA, which receives recommendations from its London Course Committee and Panel of Readers. It is dependent upon satisfactory performance in, and integration of, the different elements of the training - personal therapy, supervised practice, other course activities (including large groups, business meetings and workshops) theoretical work and dissertation. Students will need to submit a Clinical Paper of 8,000 – 10,000 words that will demonstrate an integration of these aspects of the course. Membership of the IGA will be dependent upon acceptance of this paper. All essays should be typed with double spacing using referencing system as in Appendix 1 and submitted electronically and anonymously (with student number1) by the submission date (see Dates – Overview section) via Turnitin. Confidentiality of any clinical material must also be observed. Word count Your essay must fall within +/- 10% of the specified word limit. Any paper that does not fall within this range will be penalised: markers will stop reading at the point at which the word limit is exceeded and you will receive 0% for the presentation section. If the word count for your essay is more than 10 percent below the target, the mark for the assignment is likely to be negatively affected because of a lack of substance. All text in the main body of the essay including long quotations, abbreviated references (author, year, page number), footnotes, endnotes, captions, etc, are included in the word count but the reference list, figures, tables or appendices are not. (NB. Footnotes and endnotes are explanatory notes to the main body of text and reference list is the full list of references at the end of your essay). Meeting the word counts for each assignment is considered an important part of academic practice and will be a factor in assessment. It requires planning ahead, designing a structure, prioritising between arguments and evidence, and being concise. Standard word processing software offers tools for doing word-counts (in MS Word under Tools). PLEASE NOTE that appendices are not accepted, any appendices included will -not- be read. Essay layout 1. Typed (using a mainstream font such as Times or Arial) 2. Double spaced 3. Pages numbered 4. Include a title page, proforma given below 5. Student number must appear on EVERY page 6. Your name and identifying information much not appear anywhere on the assignment 7. You must use the Harvard style of referencing, this should begin on a separate page Student number: (as heade Title Student number Essay submitted as partial fulfilment for the (enter course name here) 1 Anonymous student numbers will be allocated directly to students by Birkbeck at the start of the course Page 20 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 ASSIGNMENT (ENTER ASSIGNMENT NUMBER HERE) INSTITUTE OF GROUP ANALYSIS & BIRKBECK, UNIVERSITY OF LONDON Word count: Page x of y Anonymity for blind marking Your assignments are supposed to be anonymous, so please do not put your name anywhere on your essay (including headers and footers); we will identify you by your student number. You will be asked to give your name when you submit your assignment through Turnitin – this will be automatically anonymised. Submission In order for a submission to be complete you must upload an electronic copy on Moodle via Turnitin before or by the deadline. The electronic version MUST BE submitted in portrait style. Your work will be checked for plagiarism and word count. For online submission, go to the relevant module on Moodle. Under “Assignments” you will find information about plagiarism and how to submit via Turnitin. Scroll all the way down to find the Turnitin Assignment. You will be asked to give your name when you submit your assignment on Turnitin – this is fine as it will be automatically anonymised. Wherever you are asked to enter the title of your essay, please fill in your student number instead (usually starting with 12....). This ensures the blind marking process as well as making it possible for us to check who has submitted. If we get 15 submissions called “Reflective Practice Essay” (or the actual title of your essay) it is extremely difficult and time consuming to distinguish between them all! When you have uploaded your assignment, you will see a preview box showing only the text of your document. This is just so you can confirm that it is the correct file. The formatting of your document will not be affected. You will receive a confirmation receipt when you have successfully submitted your essay. Please note that computer failure is not considered a mitigating circumstance, so we would urge you not to leave submission to the last minute. Turnitin has been set up to close at 23.59pm. Since uploading will take a few minutes, we strongly urge you to start at 23.00pm at the latest (better still not to be writing in to the night). After the deadline you will have to submit in the Late Submissions folder. Late submission/mitigating circumstances requests Lecturers and/or administrators are no longer allowed to agree extensions with their students. If you are unable to fully submit by the deadline you will need to submit a request for mitigating circumstances (form attached) with your course administrator. If you have drawn up an ISSA with the Disability Office, you will still need to submit the mitigating circumstances form for administrative purposes. Your essay will be given two marks: a penalty mark of 50%, assuming it is of a pass standard, and the ‘real’ mark that would have been awarded if the work had not been late. All mitigating circumstances requests will be considered by the appropriate sub-board or delegated panel at the end of the academic year, after which you will be notified in writing of the outcome. If your request is accepted then the examination board may allow the ‘real’ mark to stand, allow deferral or resubmission without penalty; if your request is not accepted, your essay will receive the penalty mark of 50%. Please see the course handbook and Birkbeck website (http://www.bbk.ac.uk/mybirkbeck/services/administration/assessment/coursework/mitigatingcircumstances) for full details. Marks and feedback Page 21 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 All marks are ratified at the Examination Board in July. You will, receive your results (marks and feedback) after this. Essays and dissertations will be marked and moderated according to the scheme laid out below. The External Examiner is a professional in an academic position and preferably also a Group Analyst. Chris Evans is the external examiner from 2011. An electronic copy of the dissertation should be sent to the IGA office. 6.4.6: Assessment Criteria for Essays The essay should demonstrate linking of theory to clinical practice. It should: contain evidence of knowledge of the area outlined in the question - key issues and concepts and, where appropriate, research or clinical evidence be well planned with a coherent structure and argument backed up by evidence and answering all aspects of the question set present the ideas and arguments clearly and explain terms explicitly demonstrate evidence of understanding the issues discussed rather than a list of facts or other people’s explanations demonstrate relevance for practice. It is important to focus the writing on group analytic perspectives. Essays will be marked in accordance with content, structure, clarity and quality of analysis. Case material should be identified as such and indented. Source of quotations should be indicated. A list of all references should be included at the end of the essay. The number of words in the essay should be stated. Essays significantly over length will incur a penalty. NB An essay at this level should be more than a list of facts or a description of relevant writers’ theories; it should develop an argument in response to the title, based on the student’s engagement with these ideas both theoretically and in practice. While it is important to refer to the writing of major contributors in the field under discussion (and to reference this correctly as described below) it is not sufficient merely to quote from their work but rather to discuss how far a particular idea does or does not contribute to the student’s argument and/or illuminate the student’s experience. Similarly clinical material should not just be quoted as an example but should be explored thoroughly and related in detail to the argument. It therefore needs to be described in sufficient detail to allow the reader to follow the exploration. Assessment Grades There are four grades: Distinction (70-100%), Merit (60-69%), Pass (50-59%) and Fail (0-49%). Distinction - A very good essay in terms of the above four criteria, which clearly answers the question in all its aspects, with some originality of thought. It should have a strong structure and argument and a sense of ‘drive’ or mastery. Merit - This is a good answer, with good structure/argument and content but not quite the excellence/originality of a distinction. All aspects of the question have been addressed in a clear wellstructured essay, with adequate critical evaluation. Pass - The essay fulfils the minimum of what is required. There may be issues with one aspect of the criteria, but in general the question has been adequately answered. Fail - An inadequate answer, where the criteria have not been met, and some aspects of the question have either not been answered, or inaccurately presented. In the case of mitigating circumstances, students are encouraged to officially inform the Birkbeck Programme Director because a borderline grade may be graded up in that situation. Page 22 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 6.4.7: The Dissertation The dissertation is due for submission in June of the final year and should reflect the contents of the academic programme. The dissertation may be empirical, clinical, organisational or theoretical. Selecting a Dissertation Topic Initial discussions relating to the selection and design of topics for the MSc dissertations will take place during term 4 (year II) and will eventuate in an initial dissertation proposal of 1500 words submitted by the end of term 4 (see below). The selected topic for the dissertation should reflect the subject matter of the course; i.e. it should focus on some aspect of group analytic theory or practice. Within this general constraint, the topic can be drawn from a very broad field. The libraries at Birkbeck and the IGA are important resources for exploring the literature available on possible topics of study. Computerised literature search facilities are available in the Library at Birkbeck. Guidelines for the Dissertation Proposal An electronic copy of the Dissertation Proposal (approximately 1,500 words) should be submitted to the Birkbeck office by the end of the autumn term of the final year. Dissertation supervisors will be allocated in the week following this. The aim of the proposal is to provide sufficient information to ensure that plans for the dissertation are appropriate, properly developed and feasible, and to allow allocation for supervision. The proposal should include the following components: 1. A brief description of the study, which the student plans to undertake. 2. A focused introduction, which locates the proposal in the context of relevant literature and sets out the student’s reasons for choosing this topic. 3. An account of the proposed methodology (ie Theoretical, Clinical, Empirical, Organisational - see table overleaf) for the study. 4. A timetable for undertaking the study and completing the dissertation. Dissertation Guidelines Students are required to prepare a dissertation in any one of four academic domains: – theoretical; a clinical study in the practice of group analytic psychotherapy, based on the author’s own work; empirical, of a non-clinical nature; or organisational. The assessment criteria for each of these four domains will be somewhat different. Students are encouraged to discuss their proposals in some detail with their allocated supervisor and to work as closely as they can to these guidelines. The requirements vary between these four modalities and your supervisor will help you ensure that you meet them. Students often write dissertations that work across these domains and they should discuss their plans in some detail with their supervisor. The guidelines are used to generate assessment criteria and a copy of the mark-sheet and its assessment criteria is included. The dissertation should be given structures relating to the guidelines given below, which should include the following, though depending on the study their order may vary. 1. Abstract 2. List of ten key words 3. Preface (Optional) 4. Introduction 5. Literature Review 6. Methodology (not required for theoretical) 7. Main exposition Page 23 Institute of Group Analysis/Birkbeck Training Handbook Qualifying Course/2yr MSc 2012 8. Clinical study/findings (not required for theoretical) 9. Discussion 10. Conclusion 11 References 12. Appendices The dissertation should be between 10,000 and 12,000 words in length, not including the references, figures and tables, or any appendices. Papers longer than this will be marked up to the required length and not beyond. Papers that are submitted below the required length will be accepted, but submitting shorter papers is harmful to the overall mark and is not advisable. Page 24 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 Dissertation Guidelines ABSTRACT AND PREFACE 1A. INTRODUCTION 1B. LITERATURE REVIEW 2. METHODOLOGY AND CHOICE OF MATERIAL THEORETICAL CLINICAL EMPIRICAL ORGANISATIONAL The Abstract is an assessed requirement providing a summary of the dissertation in 300 words or less. It should include a short list of Ten key words to enable easy tracing in a search. The Preface is a non-assessed option allowing students to open the dissertation by giving a rationale for their choice of study that can include personal material. It can provide a foundation for students’ later clinical paper submitted for membership of the IGA. A clear set of theoretical aims supporting a subject, argument or line of enquiry drawn from or related to the theory and/or practice of group analysis. The Abstract is an assessed requirement providing a summary of the dissertation in 300 words or less. It should include short list of key words to enable easy tracing in a search. The Preface is a non-assessed option allowing students to open the dissertation by giving a rationale for their choice of study that can include personal material. It can provide a foundation for students’ later clinical paper submitted for membership of the IGA. The Abstract is an assessed requirement providing a summary of the dissertation in 300 words or less. It should include short list of key words to enable easy tracing in a search. The Preface is a nonassessed option allowing students to open the dissertation by giving a rationale for their choice of study that can include personal material. It can provide a foundation for students’ later clinical paper submitted for membership of the IGA. A clear statement of aims and research hypotheses about a subject drawn from or related to the curriculum, in any application of group analysis. The Abstract is an assessed requirement providing a summary of the dissertation in 300 words or less. It should include short list of key words to enable easy tracing in a search. The Preface is a nonassessed option allowing students to open the dissertation by giving a rationale for their choice of study that can include personal material. It can provide a foundation for students’ later clinical paper submitted for membership of the IGA. A clear statement of aims and research hypotheses drawn from or related to the curriculum, in any organisational application of group analysis. Provides a comprehensive and scholarly review of the literature relevant to the project. A well-formulated methodology or line of enquiry to be explored in the dissertation supported by its findings and appropriate to the research aims and theoretical framework. Provides a comprehensive and scholarly review of the literature relevant to the project. A well-formulated methodology or line of enquiry to be explored in the dissertation supported by its findings and appropriate to the research aims and theoretical framework. Provides a comprehensive and scholarly review of the literature relevant to the project. A coherent argument or line of enquiry to be explored in the dissertation and supported by its findings. A clear statement of aims for an academic study in the practice of group-analytic psychotherapy. It should be based on the practitioner’s own clinical work and be clearly differentiated from the later clinical paper for IGA membership. Provides a comprehensive and scholarly review of the literature relevant to the project. A coherent argument or line of clinical enquiry to be explored in the dissertation and supported by its findings. Page 25 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 Dissertation Guidelines, continued 3A. THEORETICAL ARGUMENT/ 3B. DISCUSSION The standard of the presentation, the quality of the arguments and the extent to which the author demonstrates independent thinking in their chosen line of enquiry. The use to which the argument or line of enquiry is put; and the quality of its formulation in studying the theory and/or practice of group analysis The standard of the presentation, analysis and discussion of clinical or case material, and the extent to which the author demonstrates independent thinking in the study of their own work. The use to which the clinical or case material is put in a line of enquiry or analysis; and the quality its formulation in studying the clinical practice of group analytic psychotherapy. The standard of the presentation, analysis and discussion of empirical material (qualitative/quantitative); and the extent to which the author demonstrates independent thinking in an empirical study. The use to which data/findings are put in a critical argument or analysis; and the quality its formulation in an empirical study of group analysis in any application. The extent to which the author has shown an awareness of ethical issues (including confidentiality) in the conduct of the study. Empirical projects will require formal ethical approval from the Birkbeck School of Social sciences, History and Philosophy. Writing to a satisfactory standard within the academic conventions of the psychotherapy profession including the clarity of the abstract, use of footnotes, references, bibliography and appendices where appropriate. 4. ETHICAL ISSUES The extent to which the author has shown an awareness of ethical issues (including confidentiality) in the conduct of the study. The extent to which the author has shown an awareness of ethical issues (including confidentiality) in the conduct of the study. 5. LITERARY QUALITY AND OVERALL IMPRESSION Writing to a satisfactory standard within the academic conventions of the psychotherapy profession including the clarity of the abstract, use of footnotes, references, bibliography and appendices where appropriate. Writing to a satisfactory standard within the academic conventions of the psychotherapy profession including the clarity of the abstract, use of footnotes, references, bibliography and appendices where appropriate. The standard of the presentation, analysis and discussion of theoretical or empirical material; and the extent to which the author demonstrates independent thinking in an organisational study. The use to which data, clinical material, or an argument or line of enquiry are put in a critical argument or analysis; and the quality of its formulation in a study of group analysis in any organisational application. The extent to which the author has shown an awareness of ethical issues (including confidentiality) in the conduct of the study. Writing to a satisfactory standard within the academic conventions of the psychotherapy profession including the clarity of the abstract, use of footnotes, references, bibliography and appendices where appropriate. Page 26 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 Arrangements for submission and supervision of dissertation The dissertation should be submitted electronically to the administrators at Birkbeck and the IGA by the due date. In the period from January of the final year to the submission date students will have four supervision sessions with their dissertation supervisors. Typically two of these meetings will take place in the spring term and the final two during the Easter break and summer term. If students require supervision beyond the four sessions provided, this may be given at the discretion of the supervisor. Usually, no more than four additional supervision sessions should be given. The MSc Dissertation is presented as work in progress to the student’s year group and seminar leader during the Spring Term of year II. At the time of presentation the paper should be at an advanced stage and some 2-5,000 words in length. Proposed titles and their order of presentation should be submitted to the Year Coordinator, John Schlapobersky at the beginning of the spring term. Copies of the paper/dissertation should be made available to the seminar leader and to members of the year group at least a fortnight before presentation. Half of each seminar’s time will be available for the student’s presentation and the remaining half for group discussion. Students are advised to approach their mentors in addition to their dissertation supervisors for support with the writing of the dissertation. Please note that dissertation supervisors cannot comment on a dissertation in its final form, before submission, as they will be involved in the marking process. MSc Dissertations will be assessed by the Examinations Board. If the dissertation is not passed it is possible to qualify as a group analyst by writing a theory paper that is acceptable to the IGA. Theory Papers will be assessed by a panel made up of a seminar-leader and one additional reader, plus the External Examiner if close agreement is not reached. Reports on theory papers will be made to the London Courses Committee. Once the dissertation or theory paper is accepted a copy will be held in the library where it will be available for reference. The student holds copyright for the paper and may apply to submit it at a Scientific Meeting of the Group-Analytic Society and/or to the Journal, Group Analysis; or elsewhere. Presentation Guidelines for the Dissertation Dissertations must be typed with double line spacing throughout on A4 size pages. There should be a margin of 1.5 inches on the left hand side of each page. Pages should be numbered consecutively, including all tables, figures, bibliography and appendices. Page 1 should show the title in capital letters, the candidate's name and the degree for which the dissertation is submitted. For example: GROUP PROCESSES IN ACADEMIC PSYCHOLOGY DEPARTMENTS AN OTHER Dissertation submitted in partial fulfilment of the degree of MSc in Group Analysis, Birkbeck, University of London, in collaboration with Institute of Group Analysis. An Abstract providing a summary of the dissertation in not more than 300 words should appear on page two and a list of ten key words that would identify relevant material covered in the text on a literature search. All publications referred to in the dissertation should give the surname(s) of the author(s) followed by the date of publication in brackets. All references should then be listed in alphabetical order in the Page 27 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 bibliography at the end, giving full publication details. A consistent style of referencing should be adopted (see below). Resubmission of Dissertation The normal time for re-submission of a failed dissertation or the submission of a deferred dissertation is June of the following year. A dissertation in support of an MSc can only be submitted a maximum of two times. After this a Postgraduate diploma will be awarded to recognise successful completion of the taught component of the course. 6.4.8: Theory Paper The guidelines and requirements for Theory Papers are as follows. The Theory Paper should include: A theoretical subject drawn from or related to the curriculum A review of relevant literature A coherent account of the subject or an argument for a point of view Illustrations drawn from clinical material or personal observation Writing to a satisfactory standard within the conventions of the profession. Evidence of the student’s own independent thinking. The paper should be some 5,000 words in length and typed on one side of A4 paper. It should be clearly structured and coherently written, introduced with a table of contents. Sources should be properly quoted and a relevant bibliography provided. Papers will be assessed to determine whether students can: Assimilate material from the curriculum and apply it to an area of interest Make use of discussion in the seminar group and, if necessary, make improvements in the paper's final draft on this basis Review relevant literature and provide a bibliography Make a coherent argument or support a line of enquiry Substantiate the account with clinical or other empirical material Write to a satisfactory standard within the conventions of the profession Demonstrate independent thinking One electronic and three paper copies of the paper should be submitted in final form to the IGA office. 6.4.9: Guidelines for References It is important to include the following details in your list of references, and it may save time if you get into the habit of recording all these details as you do your reading rather than have to hunt them out at the end. The Harvard Referencing System Please use the following guidelines for referencing your work. In the text references are referred to by the author’s surname and year of publication. For example: One of the first people to discuss quality of life in relation to mental health was James (1974) who pointed out that it was multi-factorial. Later researchers attempted to develop quantitative assessment tools (Smyth, 1982: Pringle & Cobb, 1986), but such approaches have been criticised by more recent writers, including Thompson et al (1991). Page 28 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 Please note that when a reference is used in this way the title of the book or article in the text are not referred to. They are listed separately at the back of the assignment. If there are two authors they should both be named in the text, but if there are more than two, the name of the first author should be given, followed by et al., If a reference is quoted from directly and only a few words are quoted, the following applies: A model has been defined as a ‘descriptive picture of practice which adequately represents the real thing.’ (Pearson & Vaughan, 1986:p36). If a reference is quoted from directly and a slightly longer section is to be quoted, it should be laid out as follows (indented and set off from the main text): Empathy is the intimate process of coming to view the world as the other person views it: to enter into the other person’s frame of reference. (Black, 1986:p22) There are certain specific points to be made about using direct quotations. Only use quotes that add significantly to the work; Use quotes to emphasise or illustrate a point; do not use a quote to stand in for personal commentary; When a direct quote is used, keep it short. If it is longer than a line or two, indent the paragraph at both sides (as above); After the quotation and in brackets, identify the author, year of publication and page number(s). If a quotation or idea or theory which is referred to in another book or article is to be quoted, it should be quoted as follows: It has been suggested that empathy can only be learned through direct personal experience (Brown, cited by White, 1987). In the list of references White’s book is then listed, which is the one which has been read. Wherever possible, secondary sources should be avoided. If possible, go back to the original publication. To quote from a chapter by one author, that is contained in a book edited by another: Stress may arise in various settings. As one writer points out, the concept has particular importance for health visitors, since one of their functions is to provide support during periods of stress. (Goodwin, 1987:p36) In the reference list, the chapter is entered as follows: Goodwin, S. (1987) Stress in health visiting, in J. Littlewood(ed.)Community Nursing, Churchill Livingstone: Edinburgh. The reference format for books and journals is slightly different. A book is referenced as follows: Strauss, A. & Corbin, J.(1990) Basics of Qualitative Research. London: Sage. Author(s) (Year) Title. Edition – if not the 1st. Place of publication: Publisher A book is identified by the following details: the authors surname and initials (all authors should be included); the date of publication; the title (underlined or in italics); the publisher; the place/country of publication. Page 29 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 If a journal article is referenced, it should appear as follows: Berkowitz, R., & Heinl, P. (1984) The management of schizophrenia patients: the nurses’ view. Journal of Advanced Nursing Vol 9(1):22-33. Author(s) (Year) Title of article. Title of journal, Vol. No. (Part no./Issue/Month), Pages (first to last) A journal article is identified by the following details: the authors surname and initials (you should include all authors); the date of publication; the title of the article; the name of the journal (underlined or in italics); the volume number; the edition or part number; the page numbers (first to last). Note these important differences between referencing books and articles. In the case of a book, the title is underlined or put in italics. In the case of an article, the name of the journal is underlined or put in italics. References taken from the internet are referenced as follows: Reference to a book located in a database Author's /Editor's Surname, INITIALS., Year. Title. (Edition). Place of publication: Publisher (if ascertainable). Available from: URL [Accessed Date]. e.g. Moloney, K., 2000. Rethinking public relations: the spin and the substance. London: Routledge. Available from: http://site.ebrary.com/lib/bournemouth [Accessed 22 May 2006]. Reference to an online journal article If you are certain that the copy you find on a database is identical to the printed version you may omit the URL and reference as a printed journal. If you are in any doubt you should use one of the options below. If the article has been located on a bibliographic database, e.g. Business Source Complete, or a publisher's archive, e.g. Emerald, then also give ‘core’ URL, e.g. www.sciencedirect.com, so: Author's Surname, INITIALS., Year. Title. Journal Title, volume (issue), page numbers (if available). Available from: ‘core’ URL [Accessed Date]. e.g. Mcfall, R., 2005. Electronic textbooks that transform how textbooks are used. Electronic Library, 23 (1), 72-81. Available from: http://www.emeraldinsight.com [Accessed 20 May 2006]. In all other cases, give full URL, so: Author's Surname, INITIALS., Year. Title. Journal Title, volume (issue), page numbers (if available). Available from: URL [Accessed Date]. e.g. Korb, K.B., 1995. Persons and things: book review of Bringsjord on Robot-Consciousness. Psycoloquy, 6 (15). Available from: http://psycprints.ecs.soton.ac.uk/archive/00000462/ [Accessed 20 May 2004]. Reference to web pages and e-books Author's /Editor's Surname, INITIALS., Year. Title. (Edition). Place of publication: Publisher (if ascertainable). Available from: URL [Accessed Date]. e.g. National Centre for Social Research, 2006. Qualitative research. London: National Centre for Social Research. Available from: http://www.natcen.ac.uk/natcen/pages/hw_qualitative.htm [Accessed 14 August 2006]. Reference to a conference paper from the Internet Contributing author’s Surname, INITIALS., Year of publication. Title of contribution. Followed by In: Surname, INITIALS., of editor of proceedings (if applicable) followed by ed or eds if relevant. Title of conference including date and place of conference. Place of publication: Publisher (if ascertainable). Available from: URL [Accessed Date]. Page 30 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 e.g. Wilde, E., 2006. Merging trees: file system and content integration. In: 15th international conference on World Wide Web, WWW 2006, May 23-26, 2006, Edinburgh, Scotland, UK. Available from: http://dret.net/netdret/docs/wilde-www2006-fsx.pdf [Accessed 29 June 2007]. Reference to a Blog Author's Surname, INITIALS., Day Month Year. Subject of message. Blog Title. Available from: list e-mail address [Accessed Date]. e.g. Schofield, J., 20 May 2006. Yahoo is winning in the portal wars. GU technologyblog. Available from: http://blogs.guardian.co.uk/ technology/ [Accessed 22 May 2006]. Reference lists differ from bibliographies. Bibliographies provide a further list of books and journals that the writer has found of interest and which have informed the work, but to which there have been no direct reference. You may find it important to keep a note of these items and to compile a list in order that this background work is accounted for as a foundation to your work. However, bibliographies are not required for your written work at Graduate Certificate and Post Graduate Certificate level (unless stated otherwise in the assignment description. (Adapted from Burnard, P., and Morrison,P. (1990)Nursing Research in Action, Macmillan, London.) There is an online course available on Moodle for more guidance on how to reference your work. To access this please click on ‘Birkbeck self enrolled courses’ in the Course Catalogue box on your Moodle homepage (available at www.ble.ac.uk). 6.4.10: Confidentiality When citing clinical material of any kind, including all group material, students should ensure that there is no possibility of a reader being able to identify the individuals, groups, organisations or settings involved. This may necescitate disguising material appropriately. 6.4.11: Plagiarism You must ensure that all work you submit is entirely your own, unless you declare otherwise. Remember that plagiarism will incur severe penalties, which may include exclusion from your degree programme. There are two situations in which plagiarism commonly occurs: 1. Fraud. This applies when a student submits the written work of another person (who might be a fellow student), in whole or part, as his/her own. Such fraud may occur with or without the author’s consent, but having obtained the author’s consent does not excuse the crime. Deception of this kind devalues the coursework of the perpetrator and is grossly unfair to his/her peers. 2. Pirated Text. This refers to copying (sometimes word for word) from a publication. Pirated text is not difficult to detect, for even if the marker does not know the source of the text (but if often he/she will) the style of the plagiarised text betrays the fraud. The cohesiveness of argument, the structure of the text and English usage, usually differ substantially from the usual output of the plagiariser. NB Please remember that it is possible to plagarise your own work – if referring to work that you have already submitted during the MSc (or other) course, please make this clear and rework the material in the light of your current argument rather than lifting sections verbatim from a previous submission. 6.4.12: Appeals and Complaints procedures Page 31 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 Both Birkbeck and the Institute have formal appeals procedures in cases where students believe themselves to have been unfairly treated. The Birkbeck appeals procedure is on www.bbk.ac.uk/reg/central_pages/degree_appeals, and its complaints procedure is on www.bbk.ac.uk/mybirkbeck/services/rules. Any appeals in relation to assessed written work should be made within two weeks after results are notified. 6.4.13: Extensions, Deferments and Mitigating Circumstances It is a requirement of the course that all work is submitted by the due date. Extensions will not be granted in advance. For work submitted after the due date but within the next month, students may submit a letter of explanation with the late work and this will be considered by the Exam Board members. If it is decided that the mitigating circumstances warrant the lateness the mark will be awarded. If the Board decides that the mitigating circumstances are not applicable then (assuming the essay reached a Pass standard) a capped mark of 50% will be awarded. More details of Birkbeck’s mitigating circumstances policy is given in Appendix M. Deferred assignments can only be submitted at the resubmission date and should be discussed with the Course Director and Programme Director. In some circumstances this may have the consequence that progression to the next year of the MSc will be delayed by a year. In accordance with Birkbeck regulations, applications for deferral must be made in writing at least 14 days in advance of the submission date. The Course Committee has discretion to grant or refuse such an application and may consult as necessary before doing so and may require the submission of documentary evidence in support of the application. Students are advised that deferments are viewed as exceptional. If a student wishes to defer the submission of their MSc and continue to use Birkbeck facilities, then a fee of one fifth of the normal annual course fee is chargeable. For students who do not require use of these facilities an exam entry fee and the time meeting with supervisors is chargeable. The same procedures as outlined above (6.4.1 – 6.4.3) also apply to essays submitted from non-MSc students. 6.4.13: Assessment of supervised group analytic work Clinical competence in carrying out group analytic work is assessed through the Institute of Group Analysis’ London Courses Committee (LCC). This receives biannual reports from supervisors of students’ training group(s), and where appropriate from supervisors of students’ individual psychotherapy cases as well as the mark (pass/fail) for the report on clinical practice based evidence collection. These reports are considered and recommendations are sent to the BBK Examination Board and the IGA’s Student Progression Committee. Recommendations from LCC record the nature of the information available to the LCC and the LCC’s decision (e.g. to approve a student’s work; to require more supervised practice, to require a student to discontinue training). For the MSc, the approval of a student's clinical work by the LCC at the end of the final year is the requirement for passing the clinical module. For the IGA's London Qualifying Course, completion of work with individuals and both training groups is a further requirement. Appraisals are carried out in the supervision group twice a year, usually in January and June, so that all members of the group can contribute to the process. In the light of this discussion the supervisor draws up a report in which his/her view is final, but to which the student may add his/her own comment before it is submitted to LCC. A sample form is included in the appendices. Students are required to demonstrate the ability to engage in clinical practice based evidence collection as part of their supervised group analytic work. This is an essential skill for any clinician. Students will have been helped to consider what kind of evidence might be collected and how to evaluate it through a short series of Adding Evidence to Experience seminars scheduled across the two years. This aspect of their work will be assessed on the basis of a written report of 1000 words submitted to their supervisors in May of the second year, which will be marked by experienced clinicians on a pass/fail basis. Page 32 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 A student would be deemed to have made satisfactory progress in supervised group analytic work on the basis of supervisors’ reports and on achieving a pass in the written report of the clinical practice based evidence collection. If the written report does not reach a satisfactory standard, the student may resubmit before the next exam board. This would not require the student to repeat the supervised group analytic work provided all other aspects of the supervisors’ reports were satisfactory. A student whose clinical work is not approved by the LCC and subsequently by the Exam Board as being of the necessary standard for the year of training will be deemed to have failed the ‘Supervised group analytic work’ module. One further attempt at the module, which in practice means a repeat of the year’s clinical work, is allowed. See 8.3.H for guidelines on fulfilling the Qualifying Course requirements. 6.5: Qualifying Course Clinical Paper The final process of assessment requires all students to write a clinical paper based on their experience of running a group as the concluding step in the training. In the two years following the completion (submission and passing) of the course requirements (i.e. 1. and 2. Training Group, Individual work, essays, dissertation or theory paper), a clinical paper of approximately 8 - 10,000 words should be submitted to the IGA Panel of Readers. This should include a word count and appendices and reference list, which are not included in the word count. Papers of over 10,000 words will be routinely returned. This paper must be accepted before the student can be recommended to the Board of Trustees for membership of the Institute. The paper should be illustrated by clinical material drawn from the training group and should focus on some aspect of the training group which the student has presented for supervision. The purpose of the paper is to demonstrate how the student has internalised and integrated the training in their clinical work. It should demonstrate how the student has used all aspects of the training (theory, supervision and personal therapy) in developing a group analytic way of working. It should indicate something about the student as a group analyst, how (s) he thinks, acts and reflects. Theory should be integrated with clinical and personal observation. The paper should not aim to demonstrate solely a grasp of theoretical ideas, but how they are applied. For this paper, students are invited to include subjective material about their development as a group conductor during the training. Students are encouraged to make use of their reflective journals and their supervision to begin to select a theme that is relevant to their own development. They should have early discussions with their mentors to clarify any ambiguities or uncertainties and to begin bringing their ideas into focus. Where a paper does not reach the required standard the student will be given every help in modifying and improving it by his or her mentor or, if necessary, by a member of the Panel of Readers. The paper will be assessed on presentation and content. An Introduction and Summary provide a useful framework. The use of headings and sub-sections is encouraged. Other authors work should be correctly referenced in the text and a reference list should be included. The paper should be, doublespaced. An appendix/brief account of the group members can be useful with care taken to protect patient’s confidentiality. Each individual will need to be described in terms of ethnicity, class, sexual orientation, etc, to avoid any discrimination of minorities. Clinical Papers must be submitted no later than two years after completion of all course components. Students are required to remain in their therapy group until the acceptance of their clinical papers. Students who find themselves unable to submit their papers within the specified time requirement should apply to the Course Director for an extension. In the event that a student chooses not to submit their clinical paper within the time period, but subsequently wishes to submit a paper, a formal application must be made in writing to the Chair of the appropriate local Course Committee. The letter must state the reasons for delaying the initial Page 33 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 completion of the training, the dates of first group beginning and ending, the details of that placement and the name of the IGA first group supervisor. The local course committee will consider the application and if it is agreed to be appropriate, a period of supervised clinical practice for a minimum of one year will be permitted, during which time the student will attend an IGA supervision Group. A clinical paper may then be written on this piece of work and a tutor will be appointed to support this process. An electronic version of the paper should be submitted anonymously, using the IGA student number, to Dr Anne-Marie Salm, Chair of the Panel of Readers, via sam@igalondon.org.uk. The panel of readers will meet twice a year when papers are passed or a re-write may be requested. The submission dates for clinical papers are 1. February and 31. August. The recommendation from the panel of readers is passed to the Student Progression Committee for ratification and the names of successful candidates passed to the Board of Trustees, who will invite the student to take up his/her membership of the IGA. A copy of the paper will be held in the IGA library at 1 Daleham Gardens. The Institute retains it as a confidential document. The student holds copyright for the paper, it remains their confidential property and any request for access is at the student's discretion. Guidelines for Writing A Clinical Paper A Good Paper: Is organised around a relevant theme shows integration of learning from supervision, theory and the candidate’s own therapy in the thinking and writing about the clinical work in the training group. conveys a picture of the student in their group demonstrates care for the group and the individual members on it. shows the candidate’s struggle with and pleasure in the work. is engagingly written. gives appropriate details of the candidate’s personal life that resonate with the theme of the paper and shows how these issues have been worked within personal therapy. indicates that as a group conductor the candidate is aware of and working with figure and ground, the individual members and the group as a whole. demonstrates the candidate’s grasp of group analytic concepts. demonstrates the candidate’s accurate understanding of, for example, psychoanalytic theory, object relations, attachment theory relating to the theme of the paper. It is not recommended that the candidate give a synopsis of the theory, only that he/she shows how it underpins his/her understanding. is properly referenced and includes a full reference list at the end of the paper. offers an appendix that gives biographical details of each group member. Takes care in that respect to describe each individual in terms of their gender, sexual orientation, class and race, to avoid discrimination of minorities. keeps within the 10,000-word limit. is properly proofread and edited, without grammatical errors and spelling mistakes. 6.6: Qualification Qualification is at the discretion of the Board of Trustees of the Institute, which receives recommendations from the Student Progression Committee. It is dependent upon satisfactory performance in, and integration of, the different elements of the training - personal therapy; supervised practice; other course activities including large groups, business meetings and workshops; theoretical work; and dissertations. The minimum duration of the training is four and a half years from the time of commencement of personal group analysis until graduation with the IGA and is usually longer. The training is under continuous review and may be changed. Membership of the Institute allows Page 34 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 registration in the Psychoanalytic Psychotherapy Section of the United Kingdom Council for Psychotherapy (UKCP) 6.7: Graduation and admission to the Institute There is an annual Graduation Ceremony for new members of the Institute in the winter. On qualification members are entitled to: Use of the qualifications, Group Analyst, and Member, Institute of Group Analysis (Mem. Inst. G.A.) Receive a copy of the Institute's newsletter, Dialogue Receive a copy of the Institute's Member’s Handbook Attend the Annual General Meeting of the Institute as a voting member Attendance at the Institute's post-graduate events Members are eligible for: Membership of the Institute's Board of Trustees and Committees Staff responsibilities in the Institute's Introductory, Regional, Overseas and Qualifying Courses Registration as a Group Analyst with the United Kingdom Council for Psychotherapy Full membership of the Group Analytic Society A roster of the Institute's membership is produced annually. To maintain their membership, Group Analysts must pay an annual subscription, maintain professional indemnity insurance and abide by the Institute's Code of Ethical Practice. [See Appendices] A copy of the Institute's Constitution is available from the office. There is also an annual graduation ceremony for those who complete the MSc at Birkbeck, usually in March or April. Page 35 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 7: PERSONAL GROUP ANALYSIS 7.1: Group Analysis as a Personal Therapy Students undertake a twice-weekly group analysis in a patient group with a Training Group Analyst, throughout their training. They are personally responsible for arranging their own therapy, for managing their fees and all other aspects of their therapeutic experience. Training Group Analysts are appointed by Board of Trustees and a list of the Institute's recognised Training Group Analysts, with details of the location of their groups, is available from the Institute office. 7.2: Group Analysis as a Course Requirement Students are required to have spent at least one year in their therapy group prior to the commencement of formal training, though this pre-training period in therapy is usually longer. Although the length of the group analysis is not fixed - it is a matter for the student, the group and the group analyst - it must continue at least until their clinical paper has been accepted 7.3: The Rationale for a Personal Group Analysis Personal group analysis is the cornerstone of group-analytic training, underpinning both supervised practice and theoretical learning. A training analysis was made obligatory for all candidates in psychoanalytic training in 1922. Following this tradition the professional training of a group analyst which originates with the formation of the Institute of Group Analysis in 1971 - requires students to undertake a personal group analysis. By undergoing group analytic psychotherapy as a patient, the student acquires first-hand experience of the therapeutic potential of group analysis. A personal group analysis helps the student to understand and tolerate the different levels of communication, conscious and unconscious, which emerge in the therapeutic situation. The self-knowledge gained is the foundation for the student’s developing clinical resources. 8: THE SUPERVISION OF CLINICAL PRACTICE Students are required to conduct a once-weekly clinical group for adults under supervision. This is set up early in the training and continues for a minimum of six full terms, (see 4.3 for understanding and clarification of the remit). Students who do not have GWP status are additionally required to conduct a second group in the final training year, this is of shorter duration and in many cases may accommodate students' own special areas of interest. 8.1: Student status in Clinical Practice It is important that students do not mislead patients or other professionals about their training, experience or qualifications. It is the responsibility of each student to make clear their status as student, in their clinical work and in their therapy group. Many students may have considerable experience, seniority and competence within their profession but they are currently trainees in one aspect of their professional life and while conducting their clinical work as part of their training they should be clear they are training in group analysis. Often in clinical placements which are part of their training there will be a title agreed with the organisation reflecting the contract, which people use to describe themselves: ’honorary therapist’, ‘visiting therapist’, ‘clinic member’ etc. If asked to explain this title students should clarify their role; they may not call themselves group analysts. All students are expected to make arrangements to meet with their placement supervisor, in order to cover issues of clinical risk and responsibility regarding their group members. The minimum frequency for this should be once per term. 8.2: Recording and Holding of Clinical Data Students are reminded that any clinical data held on patients, including notes for supervision purposes, are subject to the local policies of their placement and also national legal framework such as the Data Protection Act. Students are reminded that all data held on patients must be “the minimum data Page 36 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 necessary for the purpose”. In the case of supervision notes, it is recommended that first names and initials only are used and that other identifying details such as surnames and dates of birth are not held in personal process notes. 8.3: The Training Group A. Commencement: Students will be expected to assemble this group during the first and second terms and to start before or immediately after the Easter break in their first year of training. They should not contact patients until they have been discussed and agreed with the IGA supervisor. B. Preparation: the theoretical considerations pertinent to setting up and running an analytic group under supervision have been covered on the PGC. C. Supervision: At the beginning of the course students join small weekly supervision groups, typically with a mixed population of trainees from different year-groups, where initially they discuss the selection of patients for their group and the developing relationship with the context in which they will be working. They will attend supervision during the academic term for the rest of the training or for as long as required by London Courses Committee. D. Duration: The training group is not a time-limited group. It is expected that this group will be conducted under supervision for a minimum of 80 sessions from the commencement of the training group, but it may continue for considerably longer than this. There is no obligation to terminate this group at the end of training. Students must fully discuss with their supervisors the remit of the training group before assembling the group. Students are also required to prepare their patients at least six months in advance that the group will be closing. E. Context and Composition: This first training group is a once-weekly, mixed, clinical stranger group for adults. Arrangements for these groups may be made at students' own place of work but the change in status is often difficult to manage and we recommend an alternative placement be sought. Arrangements must be approved by the Institute. If there are difficulties in establishing groups, the Course Director will be able to assist. F. Conductor: Students are required to establish this group on their own and to conduct it without a cotherapist for the duration of their time in supervision. G. Placement Supervisor: All students must arrange to have a clinical placement supervisor at their placement where they run their training group. The role of the placement supervisor is to monitor and support your progress; provide clinical oversight of your training group, to arrange continuity of cover over break periods where appropriate and liaise with other agencies where necessary. The frequency of supervision sessions may be negotiated with your placement supervisor, but the minimum is once per term. Your placement supervisor will be invited to contact the course Director if there are any concerns or queries about your training placement. H. Termination of Supervision: It is a course requirement that the student completes at least 80 sessions of the training group. Biannual supervisor's reports are submitted to LCC in order to monitor student progress. Once a student has completed 70 sessions of the training group he/she may discuss whether the supervisor feels in a position to state that the student is likely to have satisfied the course requirement in respect of the first training group on reaching the 80th session. If so the supervisor will submit a brief report to that effect to the next meeting of LCC, recommending that the student be given permission (barring any unforeseen circumstances) to leave the supervision group, usually at the end of the term. If the supervisor has concerns about the degree of progress made in supervised practice he/she might require the student to complete 80 or more sessions before submitting the final report but will always discuss the concerns with the student. Once LCC has approved the decision, the student will be informed and should then discuss with the supervisor Page 37 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 any plans about continuing or terminating the group she/he is running, and if the latter how and when to inform the patients, so that they have at least 6 months notice of the end date. Students may request to remain in the supervision group for an additional term and this will be accommodated where possible – depending on student numbers – and a charge is made. 8.4: The Second Training Group – where required (ie those students who do not have GWP status) A. Commencement: These students will be expected to assemble the second training group during the third term of training and aim to start this group early in their final year. Before proceeding with these arrangements, students will be required to present a proposal for this group to the London Courses Committee via the Course Director. Advice for the proposal and for setting up the Second Training Group can be found in the Appendices. In exceptional circumstances and with the permission of London Courses Committee, a student might defer commencement of the second group until after completion of the academic curriculum thereby extending the training by a further year. Please note that in such circumstances students may not meet the clinical requirement of passing the MSc module for the end of the second year. B. Preparation: Students will be expected to submit a proposal for the second training group to London Courses Committee early in the third term of training. There will be preparatory meetings with the course director to help the students with their proposal to LCC. C. Supervision: Students will start to report on their second group and its preparation in their supervision group (where they already report their training group) once the proposal has been accepted. D. Duration: These may be time-limited groups and would thus terminate at the end of the course. Groups should last for one year or, alternatively, students might work with up to three consecutive shorter-term groups of the same type in the same setting. For example they may conduct three one-term student groups; or a series of closed groups in a day-centre or hospital. Alternatively it is acceptable to bring to second group supervision a group that you may already be conducting, or you may wish to convene a second slow-open group in either a private or agency setting. The course requirement is 30 sessions conducted under IGA supervision but duration of the group should be negotiated with the placement. [For further information see Appendices]. E. Context and composition: Arrangements for these groups may be made at students' own place of work or elsewhere, and must be approved by the Institute. If there are difficulties in establishing groups, the Course Director may be able to assist. All groups should offer therapy to a patient population on at least a once-weekly basis, and it is hoped that a wide variety of such groups will be established reflecting the different interests and work experiences of students. Examples might include: in-patient groups; groups for different generations including children, adolescents and the elderly; homogeneous groups of a single sex or with special problems; staff groups. F. Conductor: Students may elect to conduct their second training group with a co-therapist in which case it is required for the student to assume responsibility for the group. It is not sufficient to work as a junior partner in another colleagues' project. Co-therapy supervision must be arranged additionally by the student. 8.5: Individual Psychotherapy Supervision Students will need to show competence in therapeutic work with individuals. Those with insufficient individual experience will be required to treat patients for individual psychotherapy and attend a weekly supervision seminar for this. There is a fee for this in addition to normal course fees. Each patient is required to be seen for a minimum of 40 sessions. You may be requested to see none, one or two Page 38 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 patients, according to the level of your previous clinical and supervision experience. Patients may be seen concurrently or consecutively. Students are advised that wherever possible, the Individual Psychotherapy work should be finished by the end of the autumn term of year two. A. Number of patients and duration of therapy: Each student required to take on individual patients will present two patients for supervision, each seen once weekly for a minimum of forty sessions during the year with a rhythm of appropriate breaks. The patient brought to this supervision is expected to be a new patient for the student and should not be contacted until suitability has been agreed with the IGA supervisor. This is time-limited therapy and the ending should be born in mind from the beginning. B. Termination: Should a patient drop out or terminate prematurely, the student will be required to take on another patient who will be seen for not less than forty weekly sessions with supervision throughout. C. Assessment: In order to ensure the suitability of proposed patients, students should arrange for them to be assessed by a qualified psychotherapist. Should this not be possible, students' own assessment should be confirmed by their supervisor. 8.6: Insurance, clinical responsibility and medical cover A. Insurance: Students are required to take out professional indemnity insurance unless already adequately covered. B. Clinical responsibility: It is the responsibility of individual students to ensure that there is good communication between themselves and those who carry clinical responsibility for their patients. The Course Director makes contact at the start of training with the placement of each student in writing, and may ask later for feedback in case of concern about the student’s performance. C. Medical cover: Those students who require medical cover for their work should ensure this is provided and they are responsible for making their own arrangements. 8.7: Feedback and Evaluation A. Group-analytic supervision: Each supervisor draws upon and works with the process of the supervision group so that feedback, appraisal and evaluation take place in the group on a reciprocal and continuous basis. B. Reporting and evaluation: Supervisors report to the London Courses Committee on the progress of group members twice a year. Prior to submitting, the reports are discussed with each trainee, who has the option to add their own comments. Decisions about standards of practice and ultimately about qualification are taken in the London Courses Committee and the Student Progression Committee, which is also the responsible body if serious concerns arise about the progress and development of individual students. Should students express discontent it should be possible to address their concerns in the supervision groups, but they always have access to the Course Director and, where necessary, to the London Courses Committee. Page 39 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 9: APPENDICES CODES OF ETHICS AND PRACTICE OF THE INSTITUTE OF GROUP ANALYSIS Members of the Institute of Group Analysis (the IGA) must read the Code of Ethics, the Code of Practice, and the Disciplinary Processes of the Institute. They are required to abide by the rules contained in these documents. In these documents the word “Member” means Member, Honorary Member, or Student Member of the IGA. The Codes of Ethics and Practice are complementary and should be used together. The rules apply in private and employed practice, and to psychotherapy with groups, individuals, couples, or families. Breach of the Code of Ethics or the Code of Practice may lead (whether or not as a result of a complaint by a patient or a member of the public) to the initiation of disciplinary proceedings by the IGA. Proceedings may be taken against a Member whose behaviour could be considered unethical whether or not that behaviour is forbidden in these Codes. 1st June 2004 Page 40 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 CODE OF ETHICS 1. Qualifications Members must not claim to possess qualifications which they do not have. On request Members should disclose their qualifications and explain their methods of practice clearly to prospective patients. (See also para. 13 and Code of Practice para.8) Members are required to maintain their ability to perform competently. (Code of Practice para. 1) 2. Selection of Patients Therapists must not exclude anyone from treatment solely on the grounds of gender, sexual orientation, age, race, religion, nationality, or physical disability. (See, however, Code of Practice para. 2) 3. Setting up a Contract a) There must be a clear and unambiguous agreement between patient and therapist regarding the work. (See Code of Practice para. 4) b) Therapists should be aware of their limitations and not attempt to work beyond their competence. 4. Relationships with Patients a) Sexual contacts between therapist and patient are forbidden. (See Code of Practice para 5) b) Members are required to maintain appropriate boundaries with their patients. They must take care not to exploit patients, current or past, in any way, financially, sexually, or emotionally. 5. Use of Violence The use of violence against a patient is forbidden. Physical restraint may be justifiable if the safety of any person present is threatened. 6. Financial Transactions Financial transactions between therapist and patient, other then those relating to fees, are forbidden. 7. Confidentiality a) All material and information passing between patient and therapist is confidential. There will, however, be occasions when it is necessary to break confidentiality with or without the patient’s consent. (See Code of Practice paras. 6a and 6c) b) All information about a patient held on a computer must be secure. Computerised information must conform to the requirements of the Data Protection Act 1998 and its revisions. (See Code of Practice para. 6e) 8. Publication of Clinical Material This paragraph covers lectures and seminars as well as printed material. Prior to publication of material from individual or group psychotherapy permission for publication must be obtained in writing and the patient’s wishes regarding this must be respected. The patient should be offered the opportunity to influence the publication before printing. Publication of clinical material without permission is permitted provided that the identity of the patient is so disguised that neither the patient nor others can recognise him or her. 9. Research a) Members are required to clarify with patients the nature, purpose, and conditions of any research in which the patient is to be involved and to ensure that informed and written consent is given before the start of the project. b) Consent must be gained before any video or audio recording of a patient takes place. Page 41 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 10. Fitness to Practise a) Members shall not work professionally when under the influence of alcohol, or drugs likely to affect their judgement, or when incapacitated by infirmity or illness. b) Members are required to refrain from any behaviour which might be detrimental to the profession, to patients, to colleagues, or trainees. (See Code of Practice para.7) c) Members shall inform the Chair of the Ethics Committee if a colleague’s behaviour or fitness to practise could be called into question. 11. Professional Indemnity Insurance Members must ensure that their work is covered by indemnity arrangements against possible claims for damages for negligence, malpractice, or accidental injury whether in private practice or in work undertaken for an employer. The Group Analyst must never assume that someone else is holding this responsibility. 12. Litigation in other Contexts a) Members are required to inform the Chair of the Ethics Committee immediately if they are faced with criminal prosecution, or with civil litigation relevant to professional practice in a civil court. b) Members are also required to inform the Chair of the Ethics Committee on the commencement of an investigation or disciplinary proceedings by an employer, or another professional body, in relation to their work as psychotherapists. 13. Advertising Members must not make false claims as to competence or qualification, nor use personal testimonials for advertising purposes. (See Code of Practice para. 8) 14. Suspension from Membership A Member shall not work as a psychotherapist during any period of suspension from membership arising from the Disciplinary Processes of the IGA or from a criminal conviction bearing relevance to the practice of psychotherapy. 1st June 2004 Page 42 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 CODE OF PRACTICE 1. Professional Competence Membership of the IGA affirms competence for independent practice. Members are, however, required to attend to their continuing personal and professional development. Members are urged to seek supervision as soon as they become aware of a problem within a therapy group, or with an individual patient. 2. Selection and Discrimination Patients may be selected for specific criteria. Selection criteria must be clear and explicit. (See Code of Ethics para. 2) 3. Psychiatric Assessment Members should arrange for a psychiatric assessment of a patient, before or during treatment, whenever necessary. 4. Contract a) This must be agreed before the start of therapy and should include place, time, and frequency of sessions; setting and payment of fees; and holiday arrangements. Due notice of changes in arrangements must where possible be given. b) Members must provide a proper setting for the therapy, whether for a group or for an individual. c) Financial arrangements must be discussed with the patient before treatment begins. This includes details of fees to be paid to an agency or to the Member, payment for missed sessions, and payment during holidays. d) No fees may be paid to a referring colleague but where costs are incurred by using a referrer a single payment is permitted. 5. Sexual Contact Sexual contact with current patients is not allowed. Past patients must not be exploited sexually or emotionally. (See Code of Ethics para. 4) 6. Confidentiality a) Confidential material may be disclosed to colleagues without the patient’s consent where those colleagues are bound by rules of confidentiality. Allocation meetings, case discussions, referral letters, supervision, and the therapist’s own therapy are examples of such contexts. b) The patient’s consent must be obtained before contacting other professionals such as a general practitioner or another therapist. Under exceptional circumstances other professionals may be contacted without permission, but the patient should be informed of this. (See para. 6c below) c) A Member may find on occasion that it is a matter of public or professional duty to break confidentiality. Members should always consult a colleague before doing this and, if possible, advise the patient of the proposed action. d) A Training Group Analyst shall not break the confidentiality of a student’s personal therapy with regard to the student’s history or inner world. However, the Training Analyst may give an opinion on the readiness of a student to begin, to continue, or to complete and qualify from the formal part of the training course; in doing so the Training Analyst may comment on the student’s involvement in his or her therapy, the student’s progress in the therapy, and the suitability of his or her personality for training as a therapist. Page 43 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 e) The Data Protection Act 1998 enshrines in law a patient’s right to have personal information protected. Members must not obtain, record, hold, use, or transmit such information without the explicit consent of the patient, except in the situations described above in this paragraph, or in other situations for which the Act gives express permission. 7. Relationships with Colleagues A Member shall do nothing unfairly to damage the reputation, personal or professional, of a colleague (but see Code of Ethics para. 10c). 8. Advertising Advertisements should not make false claims and should describe only training undertaken, qualifications held, and services offered by the Member. (See Code of Ethics para. 13) 9. Professional Will Members shall make provision for the appropriate care of their patients in the event of the Member’s sudden illness or death by naming a colleague or colleagues who should be kept up to date with the names and addresses of current patients. 1st June 2004 Page 44 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 LIST OF QUALIFYING COURSE KEY TEXTS Below is a list of the twenty most frequently cited texts in the reading lists for the London Qualifying Course. Please note: items are listed with full author/s / editor/s, date of available edition, title, publisher, full ISBN, and the IGA/GAS Library classification code. Author Title, bibliographic detail, ISBN, IGA/GAS Library classification [Bliss] Barnes, B, Ernst, S. & Hyde, L. (1999) An introduction to groupwork: a group analytic perspective, Macmillan, ISBN: 9780333632246, Classification: ISW U Behr, H. & Hearst, L. (2005) Group-Analytic psychotherapy: a meeting of minds, Whurr, ISBN: 9781861564757. Classification: ISW U Brown, D. & Zinkin, L. (Eds) (2000) The Psyche and the Social World: Developments in Group-Analytic Theory. Jessica Kingsley, ISBN: 9781853029288. Classification: ISW U Burkitt, I. (1991) Social selves: theories of the social formation of personality, Sage, ISBN: 9780803983854, Classification: IKA Dalal, F. (1998) Taking the Group Seriously: Towards a Post-Foulkesian Group Analytic Theory, Jessica Kingsley, ISBN: 9781853026423. Classification: ISW Foulkes, S. H. (1983) Introduction to Group-Analytic Psychotherapy: Studies in the social integration of individuals and groups. Karnac, ISBN: 9780946439003. Classification: ISW U Foulkes, S. H. (1990) Selected Papers: Psychoanalysis and Group Analysis. Karnac, ISBN: 9780946439560. Classification: ISW UAK 3LS Foulkes, S. H. (1984) Therapeutic Group Analysis. Karnac, ISBN: 9780946439096 Classification: ISW U Foulkes, S. H. & Anthony, E. J. (1965) Group Psychotherapy: the psychoanalytic approach. Karnac, ISBN: 9780946439102. Classification: ISW U Frosh, S. (2012) A Brief Introduction to Psychoanalytic Theory. Karnac, ISBN 9780230369306 Greenberg J. & Mitchell, S. (1983) Object relations in psychoanalytic theory, Harvard University Press ISBN: 9780674629752, Classification: IAM OB Klein, Melanie (1997) Envy and gratitude, Vintage, ISBN: 9780099752011, Classification: IAP KL3 LY (2002) Building on Bion: branches: contemporary developments and applications of Bion's Contributions to Theory and Practice, Jessica Kingsley, ISBN: 9781843107118 Classification: IAP BI Lipgar, R. & Pines, M. (Eds.) Mace, C. (Ed.) Nitsun, M. Pines, M. (1995) The art and science of assessment in psychotherapy, Routledge ISBN: 9780415105392, Classification: IRH VSP (1996) The Anti-Group: Destructive forces in the group and their creative potential. Routledge, ISBN: 9780415102117. Classification: ISW UQR NSV (2000) The evolution of group analysis, Jessica Kingsley, ISBN: 9781853029257 Classification: ISW U7 Page 45 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 Rayner, E. (1991) The independent mind in British psychoanalysis, Free Association Books, ISBN: 9781853431609, Classification: IAM KJ Roberts, J. & Pines, M. (Eds.) (1991) Practice of group analysis, Taylor and Francis, ISBN: 0415044847, Classification: ISW U5J S Rogers, C. (2004) Psychotherapy and counselling: a professional business, Whurr, ISBN: 9781861563736, Classification: ISP 4C Sandler, J., Dare, C., & Holder, A. (1992) The patient and the analyst: the basis of the psychoanalytic process, Karnac, ISBN: 9781855750081, Classification: IAK J Schermer, V. & Pines, M. (1994) Ring of Fire: Primitive Affects and Object Relations in Group Psychotherapy. Routledge, ISBN: 9780415066822, Classification: ISW UAM OB Segal, H. Symington, J. & Symington, N. Winnicott, D. (1988) Introduction to the work of Melanie Klein, Karnac, ISBN: 9780946439508, Classification: IAP KL (1996) The clinical thinking of Wilfred Bion, Routledge, ISBN: 9780415093538 Classification¨ IAP BI (1990) The Maturational processes and the facilitating environment: studies in the theory of emotional development, Karnac/Institute of Psycho-analysis ISBN: 9780946439843, Classification: IAP W Winnicott, D. (1982) Playing and reality, Routledge, ISBN: 9780415345460, Classification: IAP WN Yalom, I. (2005) Theory and Practice of Group Psychotherapy. [5th edition] Basic Books, ISBN: 9780465092840. Classification: ISW Prices as quoted on the Karnac Bookshop website, 27 th July, 2011 Students might want to check www.amazon.co.uk The following is a recommendation from students: Northedge, A. (2005) The Good Study Guide, Open University Press, 2 nd revised edition ISBN 9780749200442 NB Karnac offers: 5% DISCOUNT FOR STUDENTS AND TRAINEES To qualify please list your course and the name and address of your teaching establishment in the comments box each time you order. Page 46 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 SOME ADVICE AND CAUTIONS ON SETTING UP THE SECOND TRAINING GROUP First, some clarifications You are expected to attend the supervision group for the whole year, even if you have completed the minimum number of required sessions (30) before then. The second training group may be a slow open or time limited group; it may contain ‘homogenous’ populations (say, women’s groups, or a group of addicts etc.); it may also be a staff-support group. The fundamental conditions are 1. That it should meet regularly – preferably weekly – and preferably for an hour and a half each time. 2. The group should be group-analytic rather than (say) a Gestalt, or psychodrama group. 3. The group should have some therapeutic element, with the focus being on the participants and the group process. It would be helpful to run a different kind of group from the first one to broaden your range of experience; or/and think of running the kind of group that will be useful to you in your future career as a group analyst. Think about your weakness and strengths; discuss the pros and cons of the different possibilities with your peers, supervisor, tutor, and course Director… Students are strongly advised to be limited in their ambitions to what is feasible to set up within a short number of weeks. Attention needs to be paid to identify a ready supply of referrals and not trying to set up a new service, where none existed previously, as this is unlikely to be achieved within the time constraints of the training. The simplest types of groups are single issue groups, such as all men/all women, groups for a single diagnosis (depression, easting disorders, etc), or a single situation (parent groups, staff supervision groups etc). These groups can usually be recruited from with preexisting waiting lists in departments and therefore are usually the most practical for training purposes. Types of groups not acceptable as training groups. Supervision groups At this stage of the training we think that a supervision group would not constitute an appropriate training experience. ‘Block’ groups Whilst these are important, they are complicated for training purposes, as they cannot be supervised sufficiently closely. (you might end up running say five sessions over a weekend, and would have one supervision for it). Simultaneous groups Two or more groups (say each for 15 sessions) being run concurrently in the same week are not acceptable for training purposes. Once again this is because they would both need to be supervised separately each week. Types of groups that are acceptable but can be problematic Make things as straightforward as possible and avoid running groups that compound the complexities. Be clear on the aim of your group. Once you have decided what that is, then try to keep every thing else as simple as possible. For example, if you have decided that your group is about say, ‘relationships’, then avoid complicating the situation by, say, co-conducting. Things are difficult enough to see without adding too many new variables. Some additional thoughts that you might find helpful are set down below. It is advisable to try to avoid the following elements in the structure of the second group. These are not to be taken as definitive instructions as to what you are allowed or not allowed to do. Page 47 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 These are some thoughts for your guidance; after all, you might positively welcome some of these complications. Very short term groups (10/15 weeks) 1. Time: The amount of time required to set up groups is more or less the same whether you do a 30week group or whether you do a 10-week group. You will still have to interview each person at least twice, and maybe more. That’s 16 to 25 hours and this does not include writing letters, gathering referrals, meeting with referrers etc. If you run two or three such groups in the year, then you will double or triple the time spent, and double and triple your anxiety. 2. Mistakes in assessment: If you find that you have put inappropriate people into your group, and there are dropouts (not unusual), there is less time to rescue the situation. In a long term openended group there are possibilities of introducing new people. Strictly speaking in a closed, shortterm group, this possibility is not available to you. Once again if your group is of 10 or 15 weeks duration then you cut down your flexibility to accommodate difficulties. In a 30-week group, there is enough time to add someone new in the first two to four weeks. Private Groups Only think about doing a private group if you are extremely sure of your personal referral network. It is not unusual for a qualified and experienced group-analyst to take up to two years to set up a reasonably functioning group in the world of private practice. It requires a lot of networking, assessing, and holding potential group members. If you are considering this option nevertheless, then begin preparations at least a year before you hope to start the group. Co-Conducting 1. As soon as you start co-conducting, you have immediately complicated the responsibilities and the dynamic administration. For example, you have to spend considerable time with your co-conductor to ensure that you will be speaking the same language (i.e. group-analytic). 2. You have to ensure that you are the ‘one in charge’. (A training requirement). 3. If the co-conductor is a novice in terms of groups, you will effectively be teaching them as well as running the group. 4. You will need to arrange for additional supervisions with the co-conductor as well. (A training requirement). Novel populations and themes Avoid populations (say adolescents) and themes (say alcohol abuse) that you are very unfamiliar with – unless you are particularly interested in gaining knowledge in that area. If you do decide to do it then ensure that you have considerable support and help from someone who does know the particular area well. New contexts Several trainees have changed jobs whilst in the training, and have hoped to start their second group in the new context. This has always taken longer than expected, because there are always new dynamics, rivalries etc. to contend with. It might be worth staying with the familiar. Community groups Once again, whilst these are valuable groups, there is a difficulty in supervising these, as often there is several staff present, and this makes for lack of clarity regarding who is ‘in charge’. Groups with changing populations Avoid running groups with changing populations (e.g. staff groups where there is a rotating shift system, or community groups where the patient and staff population can fluctuate) as this complicates the conducting process enormously. Page 48 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 APPROACHES TO ACADEMIC WRITING This an outline of the written components of the training, with the aim to help students identify how to do the type of writing they are being asked to do Support Students should inform mentors of submission dates in order to plan meeting dates. Mentors have a twofold role, which includes supervision of written work. Students can reasonably expect mentors to read and comment on working progress, to comment on improvements and to give ideas on other sources of help, e.g. literature or people with particular expertise. The purpose of the meetings/telephone discussions is to help students to organise their work, to make suggestions and to monitor and help with progress. It is useful for students to share feedback from previous marked work with their mentors. Mentors are not expected to correct or mark work before submission. Written work is an independent piece of work. Each year group will have a Year Group Coordinator, who is also an allocated member of the LCC and who will work closely with the IGA Course Director and the Birkbeck Programme manager to ensure that students are clear about what is being expected of them in relation to the academic component of the course. Teaching staff will also be aware of the written requirements and the expected learning outcomes. Students doing a dissertation in the final year will be allocated a dissertation supervisor. Notes on Academic Writing NB An essay at this level should be more than a list of facts or a description of relevant writers’ theories; it should develop an argument in response to the title, based on the student’s engagement with these ideas both theoretically and in practice. While it is important to refer to the writing of major contributors in the field under discussion (and to reference this correctly as described below) it is not sufficient merely to quote from their work but rather to discuss how far a particular idea does or does not contribute to the student’s argument and/or illuminate the student’s experience. Similarly clinical material should not just be quoted as an example but should be explored thoroughly and related in detail to the argument. It therefore needs to be described in sufficient detail to allow the reader to follow the exploration. write to specified length submit on time include references and bibliography give a word count number all pages no mention of real names or placements – refer to descriptively Display the following theoretical knowledge understood – familiar with source material address and answer the question present arguments clearly with logical sequence and keep focussed without repetition. Keep it simple and be sure you know what you mean by the terms you are using. acceptable presentation critical judgement including your own viewpoint – but substantiate it independent thinking Preparation: Getting Started Page 49 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 1. Analyse titles and question; if relevant choose a topic or focus check instructions check on relevant material: use the library what views do I want to put forward – how do I substantiate? timetable reading, drafting brainstorming 2. Do initial structure and collect material use sources and evidence use tutor to assist with structuring reading for a purpose: draw up notes to answer the question 3. Organise material and produce an outline focus on one or two issues or give short overview and concentrate on one issue in depth have introduction and conclusion decide on main points and order them and select sub-points – be cohesive writing in paragraphs is a way of thinking 4. Checking have you addressed the question? be convincing and clear – show that you know where you are going in your introduction Focussed conclusion– sense of completion 5. Produce a draft use as basis for tutorial discussion/peer response bear outline in mind, think where each paragraph is leading and what central message is check length and make sure material is relevant without needless repetition check spelling and punctuation acknowledge sources, avoid plagiarism focus and develop an analysis acknowledge and accommodate alternatives compare and contrast first draft, peer/tutor response, revised version ASSESSMENT CRITERIA The essay can link theoretical learning to clinical practice. It should: contain evidence of knowledge of the area outlined in the question - key issues and concepts and where appropriate research or clinical evidence be well planned with a coherent structure and argument backed up by evidence and answering all aspects of the question set present the ideas and arguments clearly and explain terms explicitly demonstrate evidence of your understanding the issues discussed rather than a list of facts or other people’s explanations demonstrate sensitivity to the emotional meanings of what is being written about, i.e. essays will be marked in accordance with content, structure, clarity and quality of analysis. If you include quotations, use quotation marks and indicate the source of your quotation. Please include a list of all your references at the end of your essay marks may be deducted for keeping to the word count. Please include the number of words Page 50 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 Essay Assessment – Mark Sheet Year 2 Assessment Grades There are four grades: Distinction (70-100%), Merit (60-69%), Pass (50-59%) and Fail (0-49%). PLEASE ALSO NOTE THAT THE % MARKING SCHEME IS FOR GUIDANCE ONLY. Essays should demonstrate linking of theory to clinical practice CANDIDATE’S NAME/STUDENT NUMBER: CRITERIA Content: COMMENTS Should account for approximately 25% of the marks Does the essay contain evidence of knowledge of the area outlined in the question – key issues and concepts and where appropriate, research or clinical evidence? Structure: Should account for approximately 10% of the marks Is the essay well-planned with a coherent structure and argument backed up by evidence and answering all aspects of the question set? Clarity: Should account for approximately 20% of the marks Are the ideas and arguments presented clearly and terms explained explicitly? Quality of Analysis: Relevance: Should account for approximately 25% of the marks Should account for approximately 20% of the marks Does the essay demonstrate relevance for clinical practice? Essays should be marked separately by first and second examiners who should then agree a joint mark. This should be included below. Mark sheets from all examiners and the essay should be returned to School of Psychosocial Studies, , psychosocial-studies@bbk.ac.uk by the agreed date. First examiner’s name: Second examiner’s name Agreed grade Adjudicated grade (where needed) Mark: % Mark: % Distinction/Merit/Pass/Fail Distinction/Merit/Pass/Fail Page 51 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2011 IGA STUDENT REPRESENTATIVE JOB DESCRIPTION General Responsibilities Work at the boundary of the year group Conduit for information Sounding board Petitioner for student interests Specific Duties To keep the year group informed of the activities of the representative To initiate and facilitate discussions with year group on relevant issues To convey information from the Course Director to the year group and vice versa To present a written report to LCC once a term and facilitate representation at other relevant events. To attend AGM To lead year group contribution at Course Appraisal Meetings. Eligibility Any year group student Appointment Election by year group Review Annual reselection Suggestions – need for structure to support the role of the representative Peer group meeting once each term, preferably mid way through each term Possibility of occasional 10-minute group business discussion at the beginning or end of a seminar, by arrangement with the seminar tutor. Page 52 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ MENTOR: JOB DESCRIPTION Responsibilities IGA mentors work alongside IGA teaching staff and supervisors to ensure that students are developing confidence in their clinical skills and are building a firm identity as a group analyst. IGA mentors, in terms of their own experience as group analysts, are able to contribute to the skills expected of a graduate, i.e. the acquisition of a general understanding of the dynamics of groups and organisations, and treatment of people with problems and symptoms within analytic therapy groups. Mentors also have a developing role in the context of new academic requirements, Masters and nonMasters students and as part of an overall tutorial support system. The role of the IGA mentors is two-fold: Tasks Pastoral: When a student may wish to raise issues about their training independent of the assessment process. Students may wish to process some of the dynamics of relationship with and capacity to participate in training structures and teaching experience. It is important to recognise that mentors are independent in the sense that student progress is not reported on by mentors unless serious problems arise, when both student and mentor agree that it would be in the best interest of the student for these problems to be brought to the attention of the Course Director and the London Courses Committee. Supervision of Written Work: To offer guidance and support in relation to the written requirements starting from essays in the first year and second year, theory papers or dissertations in the second year, and culminating in the Clinical Paper. Mentors initiate the first contact with the student, and thereafter the meetings are by mutual agreement with a minimum frequency of twice a year. Mentors have a responsibility to contact the Mentor Coordinator if they are unable to meet with their mentee, especially in the first year of training. Students reasonably expect mentors to read and comment on work in progress, to comment on improvements, and to give ideas on other sources of help, e.g. literature or people with particular expertise. The purpose of the meetings is to help students organise their work, to make suggestions and to monitor and help with progress. Mentors are not expected to correct or mark work before submission. Essays are independent pieces of work. Appointment Allocations of mentors are made in the Autumn Term of the first year of training and should last for the duration of the training. In the event of disharmony between a tutor and student, then help can be sought from the Mentor Co-ordinator and the London Qualifying Course Director. Note: Tutorial assistance for their academic work is also given to students is via: Birkbeck Programme Manager: Professor Stephen Frosh IGA Year Group Coordinator: Frances Griffiths, Year One John Schlapobersky, Year Two See Job Description for clarification of role. Mentors should familiarise themselves with information on what is being asked of students: for further information please contact Linde Wotton, Director, London Qualifying Course. Page 53 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ STUDENT FEEDBACK FORM RESPONSES Year: Term: Seminar Series: Seminar/Module Leader: Content of the seminars Overall Score ___________ (Poor Adequate Good Very Good Excellent) Adequate Good Very Good Excellent) Adequate Good Very Good Excellent) Additional comments: Style of presentation and teaching Overall Score ___________ (Poor Additional comments: Relevance of reading material Overall Score ___________ (Poor Additional comments: Were the learning objectives of this seminar series clear? Yes_______ No_______ Do you consider that you have met theses learning objectives? Yes_______ No_______ Additional comments: e.g. comments on specific seminars Page 54 Please write overleaf if necessary Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ FEEDBACK FORMS – SEMINAR LEADER GENERAL SEMINAR REPORT Title of Seminar: Seminar Leader: Weeks 1 – 8 Student: Term: Week 1 16.9.10 Week 2 23.9.10 Week 3 30.9.10 Year Group: Week 4 7.10.10 Week 5 14.10.10 Week 6 21.10.10 Week 7 28.10.10 Week 8 4.11.10 [Please note: You are required to monitor student attendance. Please fill in form after each seminar and return it to the IGA office after your last seminar] General Seminar Report pg 2 General comments on group (participation/discussion level/process etc.) Any students that particularly stood out to you, and reasons: Please return this form to the IGA Training Office at Institute of Group Analysis, 1 Daleham Gardens, London NW3 5BY. Tel: 020 7431 2693 Fax: 020 7431 7246 Page 55 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ Supervised Group Analytic Work Student Evaluation Form (Completed by Student) Self evaluation Form Student Name: Year of QC I / II 1:1 work Number of supervision Sessions Attended: Appraisal 1 - January 1 st training group Appraisal 2 - June (indicate as appropriate) 2 nd training group (indicate as appropriate) No. sessions completed: Make a note below of your strengths and weaknesses for further discussion in your supervision group My analytic work (Relationship to the context – patients and placement, dynamic administration etc. Understanding of interpersonal and group processes. Understanding of transference and countertransference in context): 2) My use of the supervision group (ability to contribute, ability to present case material clearly, ability to establish a working relationship with supervisor, ability to reflect on own contribution to group process): My experience of the supervision group (feeling supported, safe, group interaction, time allocation, contribution of other group members to my learning): My experience of the supervisor (relevance of comments, clarity of explanation, support, structure and boundaries, frank feedback, facilitation of group/dealing with group dynamics): Page 56 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ Group Supervisor’s Report Student: Year: Attended ___ out of ___ Supervisor: Please make comments on some or all of the following: a) Relationship of trainee to context (placement and patients), dynamic administration etc.; b) Presentation of work (note taking, issues, way of presenting to supervision group); c) Ability to use transference, countertransference and therapeutic process; d) Use of supervision group, including supervisor; e) Conclusion: (strength and weakness, directions and recommendations for further development; f) Any other comments. Continue overleaf if required. First/Second training group (please circle) Date of Report: __________________________ Number of group sessions: ____________ ………………………… Signature of Supervisor ……………………….. Signature of Supervisee Supervisee’s comments (not mandatory): Page 57 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ Individual Supervisor’s Report Student: Year: Attended _____ out of _____ Supervisor: Please make comments on some or all of the following: a) Relationship of trainee to context (placement and patients), dynamic administration etc.; b) Presentation of work (note taking, issues, way of presenting to supervision group); c) Ability to use transference, countertransference and therapeutic process; d) Use of supervision group, including supervisor; e) Conclusion: (strength and weakness, directions and recommendations for further development; f) Any other comments Date of Report: ______________________________ Session number (Patient 1) __________ ………………………… Signature of Supervisor Session number (Patient 2) __________ ……………………….. Signature of Supervisee Supervisee’s comments (not mandatory): Page 58 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ MITIGATING CIRCUMSTANCES: BIRKBECK POLICY Deferral of Examinations Permission to defer any part of the examination, including submission of the dissertation, may be granted for reasons judged adequate in the particular case by the Examination Board and Birkbeck. Subject to such exemption being granted, candidates will be informed of the marks they obtained in those elements in which they have been examined and the examiners may determine the exemptions which will be allowed on re-entry. Successful completion of the course involves attaining a pass in all elements of the examination. Normally, candidates who have been granted a deferment of entry to one or more elements of the examination will be expected to complete the course in the next academic year. In order to obtain permission for a deferral, you must make an application to the Programme Director. A copy of this application should go to the Course Administrator. Where appropriate, you should supply documentary evidence supporting your application for deferral. Candidates who do not attend an examination or who do not submit written work without being granted permission to defer or withdraw their examination entry shall be deemed to have failed the examination on that occasion. Late Submission of Work for Assessment and Resubmission of Failed Work Work to be considered for formal assessment that is submitted late is given two marks: a penalty mark of 50%, assuming it is of a pass standard, and the ‘real’ mark that would have been awarded if the work had not been late. Students may request mitigating circumstances by providing written evidence, medical or otherwise, as to why their work was submitted late. This should be made on the standard pro forma and submitted to the Course Director and the Course Administrator. The case will then be considered by the appropriate sub-board or delegated panel. If no such documentation is received prior to the meeting of the Exam Board, the ‘real’ mark will not be considered and the penalty mark will stand. If the case is made and accepted then the examination board may allow the ‘real” mark to stand. If you have failed a piece of work you will be given one opportunity to resubmit your work in order to try to pass the module. You will be given detailed written feedback from the module co-ordinator indicating what you need to do in order to pass the assignment. If the work is awarded a mark lower than 40% students must re-take the module. Mitigating Circumstances The Birkbeck Policy on Mitigating Circumstances determines how boards of examiners will treat assessment that has been affected by adverse circumstances. Mitigating Circumstances are defined as unforeseen, unpreventable circumstances that significantly disrupt your performance in assessment. This should not be confused with long term issues such as medical conditions, for which Birkbeck can make adjustments before assessment (for guidance on how arrangements can be made in these cases please see Birkbeck’s Procedures for Dealing with Special Examination Arrangements). A Mitigating Circumstances claim should be submitted if valid detrimental circumstances result in: a) the late or non-submission of assessment; b) non-attendance at examination(s); c) poor performance in assessment. For a claim to be accepted you must produce independent documentary evidence to show that the circumstances: have detrimentally affected your performance or will do so, with respect to a, b and c above; were unforeseen; were out of your control and could not have been prevented; relate directly to the timing of the assessment affected. Page 59 Institute of Group Analysis/Birkbeck College Training Handbook Qualifying Course/MSc 2010 ___________________________________________________________________________________ Documentation should be presented, wherever possible, on the official headed paper of the issuing body, and should normally include the dates of the period in which the circumstances applied. Copies of documentary evidence will not normally be accepted. If you need an original document for another purpose, you should bring the original into the Department Office so that a copy can be made by a member of Birkbeck staff. (Where a photocopy is made by a member of staff they should indicate on the copy that they have seen the original). Discussing your claim with a member of staff does not constitute a submission of a claim of mitigating circumstances. You are encouraged to submit your claim for mitigating circumstances in advance and at the earliest opportunity. The final deadline for submission of a claim is normally 1 week after the final examination unless otherwise stated by your School. Where possible, claims should be submitted using the standard Birkbeck Mitigating Circumstances claim form (available from your School office) which should be submitted in accordance with the procedure for submission published by your School. Claims should always be supported by appropriate documentary evidence. You should be aware that individual marks will almost never be changed in the light of mitigating circumstances. Assessment is designed to test your achievement rather than your potential; it is not normally possible to gauge what you would have achieved had mitigating circumstances not arisen. Where mitigating circumstances are accepted, and it is judged by an examination board that these circumstances were sufficiently severe to have affected your performance in assessment the usual response will be to offer you another opportunity for assessment without penalty, at the next available opportunity. Guidance on what may constitute acceptable mitigating circumstances is available as an appendix to the policy, available from http://www.bbk.ac.uk/reg/regs or your Department office; you should note that this is not an exhaustive list, and that each case will be treated on its merits by the relevant sub-board or delegated body. Page 60