Working with Young People – Bringing in Soulfulness

A new postgraduate training using the Re-Vision approach

Nine Weekends from Spring to December 2024

£2,250

Exact dates will be finalised before autumn 2023.

Introduction

The aim of this training is to bring together a professional approach to young people’s therapeutic work with the depth and qualities of a transpersonal perspective that honours the soul’s journey from childhood towards adulthood. We will be looking at working with young people from around 11 years old through to young adulthood.

In a world of ever increasing pressure to address lengthening waiting lists and disturbing presentations with specifically targetted manualized evidence-based interventions in the name of effectiveness and accountability, opening to the subtle signals of what might be calling a young person towards themselves and  their future is often passed over. Symptoms of distress and discontent are seen as a problem to be solved or managed, rather than understood as Psyche’s messages and potential opportunities for steps along the journey towards becoming a person.

See below for descriptions of each training weekend, trainer biographies and how to apply for the course.

Who is it for?
This integrative training is open to qualified counsellors and psychotherapists interested in working with young people ethically and with an opening to depth. It is not suitable for trainee counsellors and psychotherapists. The course is intended to support counsellors and therapists, who are already qualified to work with adults, to explore some of the necessary additional skills and knowledge needed to work safely and ethically with young people. It offers a substantial CPD experience and successful completion of the course and its requirements will lead to the award of a certificate.

Successful completion of the taught course and some additional clinical requirements would entitle you to apply for inclusion on the NCS accredited register for work with young people, approved by the PSA (Professional Standards Authority for Health and Social Care).

Learning Style & Framework
Re-Vision’s unique integrative framework has a pluralistic openness to theoretical diversity and to the craft of therapy. The training team brings together different theoretical orientations and areas of experience. Re-Vision’s model of Inside-Out learning asks us to integrate what we’re exploring into our own experience, understanding and practice, offering a rich environment for developing new skills and thinking.

Although there will be no set essays, we will ask you to keep a learning journal throughout the course which will help consolidate your learning and build reflective practice. Along with the learning journal, successful completion of the year includes a self and peer review process.

Additionally, students have the option of working with an approved supervisor to develop their practice. Those wishing to work towards applying for individual accreditation with the NCS will need to complete 40 supervised hours and build a portfolio including a case study, in addition to requirements for the certificate.  Some guidance on this will be offered as part of the course.

Outlines of the weekend modules 2024

All weekend training will take place from 10am to 5pm on the Saturday and the Sunday at an accessible central London venue, to be confirmed.  Please note that some weekends cover more than one module. Under exceptional circumstances we may need to run some training online.

Module 1
Adolescence, Adolescents and the Re-Vision Approach
Rasha Hammami
In this module we’ll explore experiences and understandings of adolescence, and introduce Re-Vision’s approach to integrative counselling and psychotherapy. We will work with participants’ experience and client vignettes. The weekend’s learning will include explorations of contracting to build safety, trauma informed interventions and creative approaches in working with young people.

We will also consider the National Counselling and Psychotherapy Society Children & Young People competency framework & Therapist’s Accredited Register, how to build a portfolio and the requirements for supervision of young people’s work related to the certificate and diploma levels of the course.

Module 2
Working with Organisational Contexts
Jo-Ann Roden 
In this module we will explore the benefits and struggles of working within an organisational context. Through creative connection with personal and clinical experience we will look at team working and the benefits and pitfalls of collective responsibility and confidentiality. Through case studies and participant experience we will explore how and when to refer on and look at potential blocks and challenges to this, locating this is in part as possible countertransference and field affects.

Module 3
Half day 
Peter Jenkins

Legal Issues in Therapeutic Work with Children & Young People with Peter Jenkins:
This workshop will explore the complex legal issues facing practitioners working therapeutically with children and young people in a range of settings in England and Wales. The workshop is based on a model of children and young persons’ rights. The topics to be addressed will include:

• • Perspectives on confidentiality
  • Child protection issues and legal proceedings to protect children
  • The Gillick principle in therapeutic work

This workshop  looks at broad principles of welfare, participation and autonomy in therapy with CYP.

Module 4
A systemic Approach to working with Young People and the Wider Context 
Claudine Maguire

In this module we will explore systemic ideas and practice  as they impact on young people.   Professionals are often called upon to work with young people who have become burdened with problem saturated stories.  Systemic practice takes into account the various systems that impact on young people [e.g. family, community, culture].  We will take some time to explore the challenges and difficulties that young people face in this wider context as no young person can be understood in isolation.  We will also have time to practice some systemic techniques relating to both approach and practice.

Module 5
Gender / Sexual Identities and Intersectionality
Giel Luichjes
We will focus on various elements of the broad landscape of gender and sexual identities of young persons, including:

• reflecting on how this diversity can be reflected on, on a symbolic level
• the widening landscape of current identities
• how an intersectionality perspective might support reflecting on the individual’s interaction with the bigger context of peers, society and still existing constructs, myths and stereotypes on gender and sexual identities
• how identities work out on a neurobiological level

You’ll be invited into an exploration of where your own history on these topics lies, its influence on your attitude, beliefs and constructs – and how that potentially might influence your work.

Module 6
Re-visioning Adolescent Psychopathology
Jo-Ann Roden
In this module we will creatively re-vision adolescent psychopathology by introducing ideas from archetypal psychology, alchemy and the Power, Threat, Meaning Framework (BPS). Drawing on their own experience and that of their adolescent clients, participants will explore soulful pathways to hypothesis and diagnosis. We will move psychopathology away from categorical thinking towards continuum or spectrum approaches, encouraging the question ‘what happened to you?’ By inviting this question as a way of story-telling we will shift diagnosis beyond the medical model and beyond the feeling of something being ‘wrong’ with the young person.

Module 7
Counselling in Schools – including the Re-Vision inspired Therapeutic Circle Time model
Rasha Hammami 
This module explores approaches to the role of ‘School Counsellor’ including working with the educational framing of concerns about young people and the tensions between being part of the life of a school and a therapeutic practitioner. The weekend will also look at the opportunities of working with groups of young people within the school context including supporting the primary-secondary transition, bereavement groups, students perceived to be underachieving, disaffected or otherwise disengaged.
This is the last weekend of the course, and attention will be given to closing the group and integration of the course elements.

Module 8
Working Creatively- Using Story, Embodiment and Imagination
Müge Erdogmus
This module will explore creative ways of working with young people, stepping into the landscape of imagination, story and movement. Together we will investigate how the ‘art form’ can give a safe expression to what cannot be spoken and what remains hidden and unseen.
We will also look at how creativity can be a gateway towards a soulful connection with the young people we are working with. We will make compassionate contact with our own “wounded creativity” and listen to the inner young person’s guidance to lead us to our own creative resources as therapists.
The module will be looking at several theoretical approaches to creative therapies underpinned by the Jungian approach. At the end of the weekend participants will have the tools to start building their “creative therapy kit” and begin incorporating new ways of working into their clinical practice.

Module 9
PACE working with young people and their families
Anthea Benjamin

During this weekend we will explore PACE – Playful, Accepting, Curiosity and Empathy – as a core skill with Dyadic Developmental Psychotherapy as a helpful model in working with young people with defensive strategies to keep safe. Through exploration of Attachment, Ego states and Developmental stages, we will consider in more depth what leads to emotional shielding in children from backgrounds of neglect and abuse.

We will then explore how to incorporate PACE with parents, within family sessions and with teenagers. The core focus will be you and the relationship as a healing agent for change. This weekend we will use the arts and a range of inside out processes to open up creativity in using PACE.

Module 11
Power at the Heart of Therapeutic Work
Rasha Hammami

In this module we will explore how to remain open to our own blind spots while opening towards building client relationships across differences in class, race, gender, culture & age

Module 12
Self and peer assessment
Rasha Hammami

Trainer Biographies

Anthea Benjamin
Anthea is a UKCP registered integrative arts psychotherapist who has worked in the NHS, residential, private and community settings for over 15 years. Anthea trained at the Institute for Arts and Therapy in Education (IATE) where she has also worked since 2010 as Group Process Facilitator and trainer in diversity, among other topics. Anthea has a Diploma in Groupwork Practice from the Institute of Group Analysis where she is currently completing her training as a group analyst. She also runs groups for couples at the Tavistock Centre for Couple Relationships.  Anthea is the interpersonal group facilitator on stage 1 of the counselling diploma.

Müge Erdogmus-Turnbull
Müge is a Re-Vision trained psychotherapist and supervisor and is on the psychotherapy training team as a tutor. She is a Drama and Movement Therapist trained in the Sesame Approach and holds an MA in Counselling Children and Young People.
She has many years of experience in working with young people; founding and leading the Dramatherapy department in a mental health charity. Her therapeutic interests include post Jungian studies, trauma and the body, stories and dreamwork.

Rasha Hammami
Rasha Hammami is a UKCP accredited psychotherapist & supervisor for adults & young people aged 11+.
With a background in teaching and education, her turn towards therapeutic work with young people developed alongside training to work with adults. She ran a school counselling service – used by staff and parents as well as students – for over a decade.
Rasha trained at The Minster Centre before coming to Re-Vison for the psychotherapy diploma, and has been a member of the team offering introductory events at Re-Vision for many years. She works primarily in private practice now, but still hasn’t left school!

Peter Jenkins
Peter Jenkins has extensive experience of training counselling practitioners and organisations on legal aspects of therapy, and has published widely on this topic. He has been a member of the BACP Professional Conduct Committee and the UKCP Ethics Committee. His publications with a particular focus on work with children and young people include:
A model for understanding children and young people’s rights within therapy:
“The rights of the child”, (2020) Children, Young People and Families, September, pp. 6-10. https://www.bacp.co.uk/bacp-journals/bacp-children-young-people-and-families-journal/september-2020/the-rights-of-the-child/ (access for BACP members)
Therapy With Children: Children’s Rights, Confidentiality and the Law. (Co-authored with Debbie Daniels, Second edition, Sage, 2010)
Children’s Rights: A Participative Exercise To Introduce The Issues Around Children’s Rights In England And Wales. (Pavilion, Second edition, 2013)
Children’s Rights and Counselling. (Pavilion, 2013)
A Confidential Space: Ethical Considerations When Counselling Children and Young People. (2011) Peter Jenkins in conversation with Judith Mulcahy (DVD and workbook, School of Health and Social Sciences, University of Wales, 2012: for link, go to https://sites.google.com/site/counsellingdvds/a-confidential-space)
Professional Practice in Counselling and Psychotherapy: Ethics and the Law. Sage, 2017).

Giel Luichjes
Starting from his training in the transpersonal philosophy of psychosynthesis 20 years ago, Giel continues to study until today. He is particularly interested in identity and has specialized in working with identity, including gender, romantic and sexual identities and (early childhood) trauma. In addition, Giel has a special interest in existential psychotherapy and social constructivism in trying to understand complex social phenomena and the dynamics in human relations. Giel is a trainer of students and graduates in Psychosynthesis in Sweden, the UK, the Netherlands and Belgium. In Giel’s private psychotherapy practice, his clients are predominantly adolescents and young adults. Website: www.sinteze.nl

Claudine Maguire is a Re-Vision Psychotherapy graduate and is also a qualified Family and Systemic Psychotherapist. Claudine has worked in private practice, in the NHS and in Local Authorities for both children and families services and for youth offending services.

Jo-Ann Roden
Jo-Ann Roden is a UKCP registered psychotherapist and supervisor. She originally studied experimental psychology and philosophy and retains an interest in the problem of dualistic thinking in theory and method. For ten years Jo-Ann worked as a therapist in a local authority young persons’ substance misuse team where she co-established a schools counselling service, designed and delivered professional trainings and was commissioned by the local safeguarding board to research and report back on the ‘Hidden Harm’ specifically in relation to children affected by parental substance misuse and abuse. Following this Jo-Ann worked as a freelance schools counsellor alongside an ongoing private practice. Jo-Ann trained at Re-Vision and now coordinates stages 4 and 5 of the psychotherapy training where she is also a trainer and supervisor.

How to apply:

Applicants are expected to be qualified counsellors to diploma level from a recognised course comparable with that of Re-Vision. They will be expected to have at least two years post-qualification experience.

Please email tara@re-vision.org.uk with your contact details and answers to the following questions:

Why do you want to do this training?;
How do you intend to use it?;
What experience have you had of working with young people?;
Please detail your counselling training, relevant qualifications and field of experience.
We also ask for an application fee of £50 (to be set against your full fee if you are accepted)
Transfer to: Co-operative Bank, 08-92-99, Account name: Revision Ltd; a/c no: 65301472; Ref: WYP/ your name

See a printable flyer for the course here: Re-Vision Working with Young People Flyer 2023

Last updated 19/07/2023