bpf Student Handbook

The bpf Student Handbook outlines the regulations, policies and procedures applicable to all bpf students.

Who are we

The British Psychotherapy Foundation (bpf) is a national membership and training organisation for psychoanalytic and Jungian psychotherapists. We train psychotherapists to work with adults, children and adolescents, couples and parents with infants.

Through our qualified members and trainees, we provide low-fee, intensive psychotherapy to the public, especially to people that would not normally access long-term psychotherapy. We provide continuing professional development (CPD) to our members and to the wider psychotherapeutic community and we hold events that are open to the public as part of our mission to disseminate applied psychoanalytic thinking to society.

Much of our administration is performed in our London base in Mapesbury Road, Kilburn. Some of our teaching is provided in person at our London base, but we have invested in digital upgrades and are working towards providing enhanced online teaching so that people can attend lectures from all areas of the country. We are delighted to announce that we are continuing the work of one of our sister organisations in Newcastle, which means we can now provide a qualifying training programme in the North of England.

Our Mission

To provide academically and clinically rigorous psychotherapy trainings in the psychoanalytic and Jungian traditions.
To provide excellence in topical continuing professional development for our members and the wider psychotherapy community.
To offer a low-fee psychotherapy service to members of the public, enhancing and enabling access to intensive psychotherapy.
To continue to add to and develop the research and academic literature base in psychoanalytically informed theories and clinical approaches.
To encourage an environment of inclusivity and interest in integrating diverse voices to our teaching, research activities and professional membership.

What we stand for

The importance of the unconscious mind

We understand that people’s distress is often a result of the unconscious mental efforts we make to cope with painful feelings, experiences and conflicts. We understand that peoples’ behaviour is sometimes driven by unconscious processes and that an opportunity to be able to understand our inner world can be transformational.

Reflectivity

Psychoanalysis is embedded in the idea that thinking and reflection can offer space for creativity and work. We aim to hold a space for reflection especially in the face of stress, fear or disagreement.

Equity

People from different backgrounds, races, ethnicities, faiths, sexualities, socio-economic structures, neuro-diversities are welcomed, and difference is acknowledged and celebrated.

Accessibility

Barriers to joining our trainings and membership will be acknowledged and work will be done to minimise barriers as they arise.

Integrity

Our trainings are informed by rigorous academic application and evidenced-based clinical experience. We act with honesty, will self-reflect, acknowledge when we have got things wrong and encourage each other to speak up when things need saying.

Inclusivity

We aim to include all our stakeholders in our future plans, including potential service users, members, trainees, our members of staff, our volunteers, our academic and clinical partners and wider social institutions.

The Analytical and Ethical Stance of a bpf Trainee

The Analytical and Ethical Stance of a bpf Trainee

The British Psychotherapy Foundation outlines the ethical values and professional standards expected of trainees in psychoanalytic, psychodynamic, and Jungian training programs. This framework supports trainees’ personal and professional development through rigorous self-reflection and accountable practice.

Breaches of these standards may lead to disciplinary actions including review or termination of training, ensuring commitment to ethical psychotherapy practice.

Trainees must uphold core values including respect, integrity, confidentiality, and social justice throughout their training.

Required behaviors encompass professional conduct, patient focus, competence, boundary maintenance, confidentiality, well-being, diversity awareness, teamwork, and openness to feedback.

Analytical and Ethical Stance of a bpf Trainee (full document)

Public image of a bpf student in training

Public image of a bpf student in training

Students enrolled on a qualifying training at the bpf are expected to represent their training status accurately in all written, verbal and online communications.

Until qualification is awarded, bpf students must identify themselves as a trainee psychotherapist and must not use the title psychotherapist, unless they hold a current registration with an accredited UK professional body and a prior recognised clinical qualification in psychotherapy.

A student’s public presence, including all written, verbal and online communications, must accurately reflect their level of training, experience and competence and must not misrepresent, imply or exaggerate their professional status, qualifications or scope of practice.

Breaches of these standards may lead to disciplinary actions including review or termination of training, ensuring commitment to ethical psychotherapy practice.

Fees

The bpf charges fees for its courses, training programmes and membership. Our fees are reviewed and updated each year to reflect increases in line with inflation. If changes are made, current trainees and students will receive written notice before the start of the academic year in which the new fee applies.

Fees cover all aspects of our courses and training programmes, including teaching provision, learning equipment and resources, administrative support and contribute towards the maintenance of our premises.

All information regarding fees can be found on our Fees page.

Student Terms & Conditions

Our Student Terms & Conditions are reviewed and updated annually. This document establishes the contractual relationship between students (also referred to as trainees) and the bpf, detailing rights, responsibilities, and policies relevant to study and training at the bpf for each academic year. Both current and previous versions of this document can be found on our Student Policies and Regulations page.

Credit Control Policy

Our Credit Control Policy is reviewed and updated annually. This document outlines the terms for payment of fees to the bpf for students and trainees. Both current and previous versions of this document can be found on our Student Policies and Regulations page.

Scholarships & Bursaries

The child and adolescent doctorate co-ordinates the Ruth Schiff Fund (see under the tab ‘Pre-training Financial Assistance’), which supports applicants facing financial hardship, and in particular underrepresented groups, including Black, Multi-Ethnic Refugee (BMER) communities.

We continue to offer bursaries to MSc students (see under the tab ‘Pre-training Financial Assistance’) completing the preclinical requirements for our child & adolescent psychotherapy doctorate. These bursaries aim to improve access and inclusion for Black, Asian, minority ethnic, and financially disadvantaged candidates.

The Gwen Kirkwood Fund supports trainees on our parent-infant training and/or those in the final-year of our child and adolescent doctorate who intend to work in public sector parent-infant roles after graduation. The fund especially aims to increase access for trainees from global majority backgrounds by removing financial barriers.

The Ilse Seglow Bursary Fund offers financial help to students enrolled on or who have accepted an offer for entry into the first year of the Psychoanalytic Psychotherapy Training (PPA) or the Psychoanalytic Psychotherapy Training (bpf North). This bursary aims to assist first-year trainees, acknowledging the extra financial responsibilities they may face, such as completing an Infant Observation course, a Clinical Placement, or a Psychiatric Placement.

Financial Support

The bpf’s Financial Guidance offers advice and signposting to prospective students looking for information about how to fund their studies.

Academic Policies & Procedures

The bpf is committed to continuously reviewing and updating our Academic Policies & Procedures. All policies are published on our Student Policies and Regulations page.

General Competency Framework

The General Competency Framework sets out the key areas of development expected of trainees undertaking psychotherapy training at the bpf. It is intended to support developmental learning, supervision, assessment, progression reviews and the identification of support needs, rather than to operate as a rigid checklist.

The framework is built around four interrelated pillars of training: academic progress, clinical progress, personal therapy and professional behaviours. It recognises that competence develops gradually and unevenly over time, through the integration of theoretical learning, supervised clinical practice, personal therapy, reflective capacity and professional conduct.

The document outlines core competency areas including the therapeutic relationship, psychoanalytic and psychodynamic understanding, clinical technique, reflective capacity, academic and theoretical development, and professional and ethical practice. It also provides examples of the kinds of evidence that may demonstrate development across these areas, while emphasising that difficulties in one pillar may affect progress in another.

Analytical and Ethical Stance of a bpf Student

The Analytical and Ethical Stance for a bpf Trainee guides students in upholding ethical standards and fairness in their practice and academic conduct.

Change or Termination of a Training Analysis

The Change or Termination of a Training Analysis guidance sets out how the bpf will respond when there is a change, interruption, breakdown or termination of a student’s training analysis. It applies where training analysis is a course requirement and recognises that changes may sometimes be unavoidable, for example where a training analyst retires, becomes unwell, relocates, or where a student requests a change. However, it also makes clear that stopping, changing or terminating training analysis without informing the bpf may raise ethical, training and fitness to practise concerns.

Our guidance confirms that, in such circumstances, the bpf will seek to understand the situation, meet with the student where appropriate, and consider the implications for the student’s programme of study, training pathway, clinical work, professional placement and/or infant observation. The usual response will include agreeing an action plan, setting review timescales, and carrying out a risk assessment, particularly where the student is undertaking clinical work or other practice-based elements of training. Depending on the circumstances, the student may be required to pause or intermit from their programme, pause clinical work or infant observation, demonstrate readiness to return to training, or be referred under the Student Fitness to Practise Policy.

Student Code of Conduct

The bpf’s Code of Conduct sets clear behavioural expectations, fostering a respectful and safe environment for all students.

Student Complaints Policy

The bpf’s Student Complaints Policy enables students to raise concerns and have them addressed impartially, supporting their welfare and rights.

Academic Appeal Policy

The bpf’s Academic Appeals Policy ensures students can challenge academic decisions transparently and equitably, safeguarding their right to a fair review.

Use of AI and Plagiarism Policy

Generative AI tools can be a useful support for learning, helping students to understand theory, structure their thinking, or check their own writing. However, these tools do not replace the critical thinking, reflective capacity and independent clinical judgement that our trainings are designed to develop, and their use must never come at the expense of a student’s own reflective and analytic work.

Confidentiality is paramount. Students must not enter any real, identifiable, or anonymised patient or clinical material into any AI tool, including case reports, session notes, observation notes, work discussion papers, or clinical reports. Standard AI platforms do not currently offer the safeguards we require for the processing of clinical material, regardless of anonymisation.

Submitting AI-generated content as one’s own original work, without disclosure and appropriate referencing where required, is treated as a form of plagiarism and, therefore, as academic misconduct, and will be considered under the bpf’s current policies. Requirements on permitted AI use may vary between assessments and seminar leaders, so trainees should always check with respective course directors or a bpf member of staff what the specific guidance for each piece of work may be.

The bpf is currently developing a comprehensive Use of AI and Plagiarism Policy, which will set out detailed guidance for different types of assessments. Once finalised, this policy will be published on our Student Policies and Regulations page, and this handbook section will be updated accordingly.

In the meantime, please refer to the following resources:

DBS Policy and related guidance

The bpf’s DBS Policy for Students protects vulnerable groups by ensuring all students meet safeguarding standards, while treating applicants consistently. We also provide a DBS Frequent Asked Questions (FAQ) document for students, and a Visual Guide to the ID verification process.

Requests for Additional Considerations Policy

The bpf’s Request for Additional Considerations Policy allows students to seek reasonable adjustments in response to unforeseen circumstances, ensuring fair treatment. This policy is accompanied by a Request for Additional Considerations Guidance Document and Form.

Fitness to Practise

The Fitness to Practise Policy ensures that students meet the necessary standards to practice safely and effectively in the psychotherapy profession.

Support to Study Policy

The Support to Study Policy ensures that students experiencing difficulties because of disability or significant ill health are provided with appropriate support to study at the correct level.

Learning Support Agreement

The bpf’s Learning Support Agreement provides tailored assistance for students with additional learning needs, promoting equal access to our training programmes. The Agreement is accompanied by a Learning Support Agreement Form.

Missing Student Guidance

The Missing Students Guidance provides a clear, step-by-step process to be used by the bpf when a student is unexpectedly absent for an extended period of time, or their absence from their programme of study is out of character. This supports the bpf to promote a student’s safety, welfare and wellbeing.

Admissions Complaints Procedure

The Admissions Complaints Procedure sets out how applicants can raise concerns about the admissions process in a fair, transparent and timely manner. It explains the types of issues that may be considered, the stages of the complaints process, and how complaints will be reviewed and resolved. The procedure applies to applicants before enrolment and aims to ensure that all admissions-related concerns are handled consistently, professionally and without disadvantage to the applicant.

Student Pregnancy, Parenthood and Family Care Policy

The Student Pregnancy, Parenthood and Family Care Policy offers support and flexibility to students with family responsibilities, helping them continue their studies without disadvantage. This policy is accompanied by Student Pregnancy, Parenthood and Family Care: Support Plan.

Student Support

The bpf is committed to supporting students and trainees throughout their journeys with us.

Equality, Diversity & Inclusion

Considerations of Equality, Diversity and Inclusion (EDI) underpin all that we do at the bpf.

Diversity Statement

At the bpf, we are a family of different psychotherapeutic specialties. We include child and adult trainings from both psychoanalytic and Jungian theoretical perspectives. We celebrate this breadth but recognise that we need to take steps to become a more diverse, inclusive and accessible organisation that better reflects the various communities we serve and represent.

Psychotherapeutic work explores the relationship between conscious and unconscious experience and allows us to examine the individual, familial and social processes that underpin our beliefs, feelings and experiences. We are aware of the need continually to challenge and reassess our biases, assumptions and prejudices and maintain a willingness to listen to others who challenge us. We are careful to acknowledge the realities, and trauma, caused by oppression and discrimination.

We welcome and value diversity in all its forms including, but not limited to: age, disability (including specific learning needs), ethnicity, gender identity, neurodiversity, political affiliations, race, relationship status, religious beliefs, sex, sexual preference or orientation/sexualities, social class or socio-economic status.

The bpf strives to ensure equity, non-discrimination and inclusivity and we aim to review our practices regularly, and work with members to carry responsibility for this. We acknowledge that human beliefs and feelings are difficult to change. We know we will not always get things right, but we are committed to trying to improve. We welcome your feedback and want to include your reflections, concerns and experiences to help us develop as an organisation. We aim to develop fair processes and procedures to address complaints when they arise, and to create a culture where it is safe to speak about personal and collective experiences.

bpf stance on psychoanalytic, psychodynamic, and Jungian theory

It is important for us to ensure all students and trainees are aware of the different contexts (historical, cultural, political, and personal) in which psychoanalytic, psychodynamic and Jungian thinking and theory developed, and we acknowledge the Eurocentric, sexist, racist, and heteronormative ideologies which can sometimes be present in classical writing and theories. Instead of denying this reality, we strive to create a safe, supportive learning environment where students and trainees can critically examine psychoanalytic, psychodynamic and Jungian theories.

Investors in Diversity (IiD)

In June 2026, the British Psychotherapy Foundation (bpf) retained its ‘Investors in Diversity – Silver’ status from the National Centre for Diversity (NCD). This means that between 2024 – 2026, the bpf has continued to embed FREDIE principles (Fairness, Respect, Equality, Diversity, Inclusion and Engagement) across all aspects of the charity’s work. In 2025, we ranked 43rd in the NCD’s UK’s Top 100 Most Inclusive Employers.

What we have done for trainees in relation to FREDIE 2024–2026

Comprehensive student policies: The bpf has developed and launched multiple policies ensuring fairness, respect, and inclusivity for students, covering areas like academic appeals, conduct, financial fairness, safeguarding, learning support, complaints, family support, fitness to practice and study support. Additional policies are planned for 2026-2027 to further strengthen student protections and inclusivity.
Financial support and widening access: Various funds and bursaries support students facing financial hardship, with special emphasis on underrepresented groups. These include the Ruth Schiff Fund, Gwen Kirkwood Fund, and Ilse Seglow Bursary Fund. The bpf is also working toward registration with the Office for Students (OfS) to enable student loan access and is developing an Access and Participation Statement.
Enhanced student engagement and resources: Students receive regular communications and mental health support, including a dedicated Mental Health and Wellbeing page. Library facilities have been improved for accessibility, and learning support from the library staff offers personalised sessions. The bpf is adopting Moodle as a digital learning platform and has upgraded hybrid conferencing capabilities and physical spaces to foster a supportive learning environment.
Community building and representation: The bpf holds Graduation Days, invites student participation in conferences, offers discounted CPD events, and encourages student representatives on courses. Plans include forming a bpf-wide Student-led Committee and establishing a student forum or union.
Standardising academic experience: The bpf provides thorough inductions, comprehensive handbooks, and is standardising and digitising these handbooks for consistent and accessible student information.
Supporting clinical placements and training quality: Some trainings have dedicated tutors to assist with psychotherapy placements, and the bpf allocates clients to trainees through the clinical services department.
Continuous curriculum improvements: Training Committees regularly review curricula to ensure inclusivity by diversifying reading lists, faculty, and teaching methods, incorporating diverse perspectives and learning styles. An Academic Board is being established to uphold academic standards and monitor quality.
Strategic academic development: The bpf is advancing academic projects and partnerships to become a nationwide centre of excellence in psychoanalytic and Jungian teaching, research, and clinical services.

What we have done for employees

Employee-friendly policies: The bpf introduced several new policies for staff promoting fairness, respect, and inclusion, such as Time Off in Lieu, Alternative TOIL Arrangement, Lone Working, Transgender and Other Gender Equality, Menopause, Mental Health and Wellbeing, Volunteering, Supervision and Review, Staff Performance Appraisal, Occasional Remote Working from Abroad, Safeguarding, Ethical, and Confidentiality. Part-time staff now receive pro-rata public holidays.
Disability Employer Level 2 goal: The bpf supports the Disability Confident scheme and is working towards Level 2 accreditation. Actions include inclusive recruitment practices, workplace adjustments, manager training, encouraging disability disclosure, promoting inclusion, equal training access, mentoring, and regular reviews. Monthly updates on disability are shared with staff.
Mental health and wellbeing support: The bpf provides mental health training for new managers and staff, regular communications on wellbeing, and activities like ‘Coffee and Talk’ and crafting groups. Holding events such as ‘World Mental Health Day Tea & Talk’ encourage open discussions about mental health. The platform, Perkbox, offers discounts and resources to staff, and an Employee Assistance Programme (EAP) provides 24/7 emotional support, legal and financial advice, counselling, and stress support.
Staff engagement and communication: ‘All Staff’ meetings are held bi-monthly with a participative format and rotating chairs. Annual Away Days involve strategic planning and team building, including FREDIE-related discussions. Annual Christmas lunches foster social inclusion.
Employee development and training: The bpf invests in mandatory and corporate training such as HR system use, mental health first aid, fire marshal, data protection, safeguarding, and health and safety. Individual training includes leadership programmes, risk management, clinical training, Excel, project management, neurodiversity, and safeguarding in higher education. Future training for staff includes training on being transgender and unconscious bias. Knowledge sharing occurs at staff meetings.
Staff progression and recognition: Since July 2024, eight staff have been promoted to key roles, including managers and directors. Job descriptions are reviewed annually. Though no formal pay policy exists, staff are paid above London Living Wage with inflation monitoring. A Remuneration Committee will oversee fair and transparent pay. Gender pay gaps are monitored, with women in senior and highest-earning roles. Staff benefits include competitive salaries, pension, generous leave, flexible work, and training budgets. Performance appraisals focus on goals and behaviours, integrating FREDIE principles across staff responsibilities.
Safer and greener workplace: The bpf refurbished offices, kitchens, garden, and toilets, including asbestos removal, creating a safer environment. Environmental efforts include a minimum waste policy, resource conservation, reduced printing, recycling, reusable items, energy-saving installations, hybrid working to reduce travel emissions, and a secure bike shed. Annual DSE assessments ensure good working conditions. Procurement policies prioritise sustainable suppliers, and ethical investment policies exclude fossil fuel industries without credible net-zero plans.

What we have done for members in relation to FREDIE 2024–2026

Membership growth and diversity: bpf membership has increased from 560 to 823, including launching bpf North to enhance geographic diversity and developing CPD offerings for northern members.
Inclusive membership pathways: A new equivalency process was introduced in 2024-25 to accept external candidates with diverse qualifications, including international members, with seven new members welcomed in the pilot round. Senior membership routes and new categories for psychodynamic, couples, and parent-infant psychotherapy members have been established.
Varied membership rates: Different membership fees reflect career stages and circumstances, including discounted rates for newly qualified, IPCAPA graduates, pre-retired, retired, and members experiencing financial hardship.
Recognition of member contributions: Members’ achievements are celebrated via newsletters and events, including awards and fellowships such as Lydia Tischler’s MBE and Serena Willmott’s fellowship. External awards like Helen Morgan’s BPC Lifetime Achievement Award are also promoted.
Member engagement and governance: At least 60% of the Board are members, and members participate in committees shaping organisational life. New panels related to academic standards and student issues are being developed. Member forums, an online discussion platform, and social gatherings facilitate ongoing member communication and feedback.
Communication and networking: Regular newsletters, direct communications, social media, and public annual reports keep members informed about bpf’s work. Local and regional events have expanded, including collaborations with networks outside London. A CPD needs survey for members resulted in a tailored CPD Action Plan and events.
Enhanced member benefits: The CPD/events programme was expanded with numerous events including masterclasses and workshops. Members are encouraged to become Trustees with targeted outreach for diversity. Support is provided for special members’ interest groups and paid employment opportunities are advertised to members.
Clinical services engagement: Members receive monthly updates on patients seeking therapy and can access reduced-fee assessment training to join clinical services. Plans include recruiting a member to promote clinical services in the North.
Governance and policy improvements: Articles of Association were updated in 2025 to empower member decision-making. Elections have strengthened democratic processes, and new policies developed by staff and members have improved organisational transparency and efficiency.

Disability committed employer

The bpf is a Disability Confident Committed (Level 1) employer. This is a Government kitemark that demonstrates that we have accessible and inclusive recruitment practices and a public commitment to supporting employees with a disability. As of 2026, we are working towards Level 2.

Creating a diverse and inclusive learning environment

As an organisation, the bpf will continue to:

Review our curriculum and reading lists to ensure that our teaching and the content of our programmes are inclusive of people’s differences including backgrounds, race, ethnicities, faiths, sexualities, socio-economic structures, and neuro-diversities.
Upskill our teaching staff with knowledge about cultural diversity that will enable them to teach and work effectively with difference.
Develop a learning environment that takes account of diverse learning needs of our students and trainees.
Develop the skills and knowledge of our staff and foster an inclusive, nurturing work environment.
Improve student support via the library for those trainees/students with additional learning needs e.g., dyslexia, autism and difficulty with concentration.
Develop a Student Access and Participation Plan setting out how we will improve access, equality of opportunity and progression for students from disadvantaged backgrounds.
Maintain our prayer room for students and trainees of all faiths to use.
Identify the mental health and wellbeing support students and trainees need.
Use student feedback from across all our trainings to improve the trainee experience, improving our communications and feedback routes, encouraging the co-creation of our curriculums, and ensuring that a diverse range of voices, experiences and learning styles are thought about and included in our plans.

Wellbeing & Mental Health

Our Mental Health First Aid (MHFA) Leads regularly conduct a mental health and well-being survey with our students. Based on recent feedback, we now have a phased programme of support in place. We have a Mental Health and Wellbeing page for students, providing practical support and signposting. This support is available to all bpf students, including those training with bpf North.

Disability & Accessibility Support

When you begin studying at bpf, you will be invited to let us know about any additional support needs through a short, confidential form. A formal diagnosis is not required.

Polly Mortimer, Learning Support Lead, is available to support both new and current students through an initial 30-minute meeting to discuss any adjustments or assistance that may be helpful. Support can include ongoing meetings, tailored adjustments, and liaison with tutors where appropriate.

Students can also complete a Learning Support Agreement (LSA), a collaborative document that formalises agreed adjustments and support. An LSA may be helpful for students with learning differences, mental or physical health conditions, sensory disabilities, caring responsibilities, long-term health conditions, or other circumstances that may affect their studies.

Support can be put in place at any stage of a student’s studies, although it is often useful to discuss needs when starting a programme.

The support outlined above, including our confidential support needs form, the initial meeting with our Learning Support Lead, and the Learning Support Agreement, is available to all bpf students, including those training with bpf North, regardless of location. As bpf North does not have fixed premises of its own, and uses an external venue for study days, please contact the bpf North Training & Events Coordinator, Hazel Reynolds, at [email protected] to discuss the venue and any specific access needs ahead of an in-person study day.

The bpf building in London includes accessible facilities, including step-free access to the ground floor, an accessible toilet, and step-free access to the garden by arrangement. Reasonable adjustments to teaching materials and presentations, such as subtitling or recordings where appropriate, can also be considered.

The Russell Library is located on the ground floor of our London premises. Library staff can provide book retrieval services and support accessing the collection. Library inductions are available throughout the year, both online and in person.

Learning Resources

The bpf is committed to providing its students and trainees with essential learning resources.

Library & Information Services

Our library facilities and support focuses on enhancing learning opportunities for students, and provides a range of books, journals and access to online library resources. Students and members are encouraged to contact the library team for help accessing learning and reading list materials. Students training with bpf North, and any other students studying away from our London premises, can access our library resources remotely. Please contact the library team at [email protected] to discuss remote access to reading list materials and online resources.

Digital Infrastructure

We are in the process of migrating to Moodle, the digital learning platform for students. Moodle provides a clear, accessible, and inclusive digital learning environment that supports flexibility, transparency, independent learning, and a consistent student experience. On Moodle you will find relevant course information including reading lists, forms and templates, as well as schedules and programmes.

The Wi-Fi at our main premises in North West London has been upgraded to cope with increased demand and guest Wi-Fi is available for visitors. If you require information about Wi-Fi at our bpf North external venue, please contact the bpf North Training & Events Coordinator at [email protected].

Academic Support Workshops

Our Learning Support Lead provides one-to-one sessions for all library users, offering assistance with coursework structure, research strategies, study skills, academic anxiety management, and adjustments.

They are qualified to support students with dyslexia, enabling access to RNIB Bookshare for e-books and alternative reading methods. With extensive experience supporting students, including those with learning differences, they advise on referencing, research using e-resources and Google Scholar, and help refine research topics.

Our Learning Support Lead is undertaking further training to support students with autism and shares practical strategies for improving concentration, drawn from personal experience.

For learning support, email: [email protected]

Building & Study Premises

The bpf provides a range of facilities to support teaching, learning and community activities. Our building includes several seminar and teaching rooms, a quiet room, a breakout space, and accessible toilets on both the ground and first floors. Guest Wi-Fi and staff Wi-Fi are available throughout the building.

There are two kitchen areas, located on the ground and first floors, where students, members and staff can make tea and coffee, prepare refreshments and warm food. The building also includes an outdoor garden space with tables and chairs, providing an area for breaks and informal conversation.

We continue to identify opportunities to improve our facilities and ensure that our spaces meet the needs of our students, members and staff.

Bringing infants to bpf premises in London

New parents may wish to bring their infant to the bpf to introduce them to fellow students and staff, visit the Russell Library, or meet with their Director of Training, Chair of Training Committee, or personal/course tutor. Parents are welcome to breastfeed on the premises, and it may be helpful to inform the bpf in advance so that an appropriate space can be arranged.

While we recognise that last-minute childcare difficulties can arise, students are encouraged not to bring newborn babies or infants into teaching spaces where sensitive or confidential information may be shared. In exceptional circumstances, and with the agreement of the Seminar Leader, a student may be permitted to bring an infant into a class. In such cases, the student remains solely responsible for the infant’s care and must ensure that teaching is not disrupted. Toddlers and older children are not permitted in teaching spaces.

Please note that we do not currently have baby changing facilities.

bpf North

bpf North delivers a psychoanalytic and psychodynamic psychotherapy training in Newcastle upon Tyne, combining monthly Saturday study days held in person with weekly seminars delivered online. This part-time structure is designed to fit around trainees’ existing work and personal commitments, while providing the same depth of theoretical and clinical training as our London-based courses.

The training was formerly run by NEAPP (the North of England Association of Analytical Psychotherapy), established in 1992, which was the first training outside London to be accredited by the British Psychoanalytic Council (BPC). In 2024, NEAPP joined the British Psychotherapy Foundation, forming bpf North and bringing this long-standing regional training within the bpf’s national training structure.

The bpf North does not have fixed premises. Study days are held at an external venue that is easily accessible from Newcastle train station. For more information about the venue, and to discuss any specific access needs, please contact the bpf North Training & Events Coordinator at [email protected].

Printing & Scanning Facilities

The bpf does not currently offer a printing facility for students.

Accessibility & Reasonable Adjustments

Our venues, including our London premises and the external venue used by bpf North in Newcastle upon Tyne, have varying levels of access. Please contact us and we can advise on access and make arrangements according to your needs. You can contact us by emailing [email protected] or phoning 020 8452 9823 (9.30am to 4pm, Monday to Friday).

For queries specific to bpf North’s venue, please email the bpf North Training & Events Coordinator at [email protected].

Recycling & Green Policies

In recent years, the bpf has renovated its office spaces, kitchen area, garden, and restrooms, including ensuring the spaces are safe and welcoming for everyone. These improvements have made the environment more inviting, safer, and better suited for a variety of activities that benefit students as well as staff.

The bpf operates a ‘minimum waste’ policy, encouraging everyone in the bpf community, including students, to think about conserving resources.

Every student at the bpf is encouraged to use services, materials, and utilities like lights, heating, and water thoughtfully. The bpf has reduced printing, installed a water meter and thermostats on radiators, added recycling bins, switched from plastic to paper cups, introduced reusable crockery and cutlery, and invested in measures like secondary glazing, better insulation, and a smart energy meter to create a more sustainable campus.

The bpf has also:

Updated procurement policies to favour sustainable suppliers.
Developed an ethical investment and donations policy excluding fossil fuel/extractive industries lacking credible net-zero plans.

Transportation & Parking

Our address is:

37 Mapesbury Road, London NW2 4HJ, United Kingdom

By tube

The nearest tube station to the bpf offices is Kilburn Tube Station and from here, it is a 7-10 minute walk (0.3 miles). We’re also a ten-minute walk from Brondesbury Overground Station.

To plan your journey, you can use Google Maps and/or the Transport for London (TfL) journey planner. We recommend checking the Transport for London (TfL) website before setting off on your journey, to avoid any delays.

By bus

There are a number of buses that stop near to our location. We recommend checking the Transport for London website for more information about this here.

By car

You can plan your journey using Google Maps here. We have limited on-site parking, which is reserved for disabled users and available by prior arrangement. Additional parking is available on the surrounding streets, subject to local parking restrictions and availability.

By bike

To reduce travel and emissions and to promote well-being, students are encouraged to cycle to campus, with a secure bike shed available for use.

Travelling to bpf North (Newcastle upon Tyne)

bpf North does not have fixed premises of its own; monthly in-person Saturday study days are held at an external venue that is easily accessible from Newcastle train station. For directions, accessibility information, and any specific access needs, please contact the bpf North Training & Events Coordinator at [email protected].

Safety & Emergency Procedures

All safety and emergency procedures are shared with students once they accept a place on a programme of studies at the bpf. These procedures can be found in our guidelines on the use of the bpf facilities and equipment, and include our fire and evacuation plans, as well as our health and safety guidelines.

Our bpf Course Administrators, Coordinators and Training Managers are the first points of contact for all bpf students. If you require detailed information regarding our safety and emergency procedures, please do not hesitate to contact a relevant member of staff. You can find all relevant bpf contacts here.

For bpf North students, the first point of contact for safety and emergency matters relating to the Newcastle study venue is the bpf North Training & Events Coordinator ([email protected]), alongside the general bpf contacts listed above.

If you have any safeguarding concerns, please visit our Safeguarding Guidance page for further information. You may contact the designated Safeguarding Lead via [email protected].

Student Life & Engagement

The bpf is committed to improving student engagement and participation in all its activities.

Student Representation

Student Representatives

Student Representatives play a key role in ensuring that the student voice is meaningfully represented within our governance and decision-making process.

Acting as a partner in educational enhancement, the Student Representative gathers and communicates the collective views of students, contributes to discussions on academic quality, professional training standards, student support and the overall student experience, and helps ensure that students are informed about actions and developments arising from committee discussions.

The role supports our commitment to student engagement, continuous improvement, professional standards, and good governance.

Student Representatives act on behalf of the student body as a whole and is not responsible for representing individual complaints, appeals, disciplinary matters, safeguarding concerns or Fitness to Practise cases.

If you are interested in being a student representative, please contact your course coordinator.

Student Management Committee

All Student Representatives are members of our Student Management Committee.

Our Student Management Committee is established to provide a formal mechanism for student engagement, consultation and partnership working within the British Psychotherapy Foundation (bpf).

The Student Management Committee serves as the primary forum for discussion of matters affecting the student experience, academic quality, professional training standards, student support, communication and community building, and aims to:

Ensure that student perspectives inform organisational decision-making.
Promote meaningful dialogue between students and staff.
Support continuous improvement in the quality of education and training.
Foster a culture of partnership, professionalism, inclusion and shared responsibility.
Monitor and review matters affecting the student experience across all bpf training programmes.
Provide assurance to the Training Committee regarding student experience, engagement and enhancement activities.

Student members can also attend and contribute to our Annual General Meetings (AGMs).

Surveys & Feedback

Students are invited to engage in all bpf consultations. In recent years, students were consulted on our ‘Investors in Diversity’ accreditation and on our plans for how we might better support student mental health.

Student Newsletter

Students receive regular emails and newsletters from the bpf, keeping them abreast of organisational life at the bpf as well as wider sector developments.

In the autumn term 2026 we’ll be launching our student-focused newsletter.

Other Forms of Engagement & Inclusion

We now hold Graduation Days for our students, providing recognition, celebrating success and creating a sense of belonging. Graduation Days strengthen how students feel about their achievement and their relationship with the bpf, even after completion (as many of our students become qualified bpf members).

We regularly invite students to attend, and in some cases, present at bpf conferences and webinars, and to participate on discussion panels. Students are offered generous discounts to attend appropriate CPD events and workshops.

Volunteering & Community Engagement

The Volunteering Policy ensures that both the bpf and its volunteers understand their roles, responsibilities, and expectations, promoting a positive and professional volunteering experience.

The bpf is committed to strengthening community engagement through partnerships with local organisations, and we have already established links with MAPRA – Mapesbury Residents Association and with One Kilburn – We Make Camden. We are currently scoping out plans for a community-based psychotherapy service in the Kilburn area, aiming to provide affordable, long-term psychoanalytic therapy and preventative mental health training to disadvantaged residents and community leaders. We are also partner with community venues as part of our expanding events programme including the Kiln Theatre and Lift Islington.

Mentorship Opportunities

The bpf is working towards offering mentorship opportunities to all students.

International Students

The bpf has important guidelines for international students.

English Language Requirements

All bpf courses are delivered in English at postgraduate level. Applicants must demonstrate a high standard of proficiency in spoken and written English.

Where English is not their first language, applicants may be asked to demonstrate that their use of spoken and written English is sufficient to participate in the academic and clinical components of the course.

Residence Requirements

Qualifying / Clinical Training Programmes

Most bpf qualifying clinical training programmes, including bpf North, require applicants to have an unrestricted right to live, work and study in the United Kingdom for the full duration of their training.

This requirement reflects the long-term, in-person clinical work that forms an integral part of our qualifying training programmes. Students (also referred to as trainees) must be able to meet the sustained clinical, professional and ethical requirements of the programme and maintain continuity of patient care throughout their training.

Clinical training programmes have a minimum duration; however, completion depends on trainees successfully meeting a range of academic, clinical and professional requirements. As a result, the overall period of training may extend beyond the minimum number of years stated. The bpf must therefore be satisfied, at the point of application and enrolment, that an applicant has the unrestricted right to remain, work and study in the UK for the full duration of their training, however long that may ultimately take.

Applicants may satisfy this requirement in a variety of ways, including through British or Irish citizenship, Indefinite Leave to Remain (ILR), settled status, or another immigration status that provides an unrestricted right to live, work and study in the UK.

Time-limited immigration permission that is dependent upon future extensions or renewals will not normally meet this requirement for qualifying clinical training programmes.

Applicants are responsible for ensuring that they meet the residence and immigration requirements applicable to their chosen programme before applying. Where required, applicants must provide appropriate documentation confirming their immigration and residence status in the United Kingdom. The bpf reserves the right to request personal identification and supporting documentation at any stage of the application and enrolment process.

Some of our programmes are delivered in partnership with higher education institutions. In such cases, the residence and immigration requirements of the partner institution will apply, and applicants must ensure that they meet any additional requirements set by that institution.

Short Courses

The residence requirements outlined above may not apply to programmes of shorter duration where long-term clinical work is not required. Similarly, non-clinical programmes delivered fully online by the bpf may be exempt from these requirements.

Certain programmes, although non-clinical or shorter in duration, may nevertheless extend over a number of years. For example, applicants to the Infant Observation course must be able to demonstrate that they have the right to reside and study in the UK for the full duration of the programme.

For specific eligibility requirements, applicants should refer to the relevant programme webpage or contact the Admissions Team.

Visa & Immigration Support

The bpf does not currently offer Visa & Immigration support.

Where a programme of study is delivered in partnership with a higher education institution, the residence visa and immigration guidelines of that institution will apply. Applicants to such programmes must ensure that they meet the relevant visa and immigration regulations set by the partner institution.

Careers & Employability

Careers & Employability

Training with the bpf prepares students for a range of professional pathways in psychotherapy, counselling, and related fields. Our trainings emphasise clinical depth, ethical practice, and reflective capacity, equipping graduates with skills that are transferable across clinical, organisational, academic, and community settings.

Professional outcomes

Graduates of bpf trainings commonly progress into roles such as:

Psychotherapist in private practice
Psychotherapist within the NHS, voluntary sector, or third-sector organisations
Child and Adolescent Psychotherapist (subject to specific training pathways)
Clinical roles within schools, universities, charities, and community mental health services
Supervisory roles (with appropriate post-qualification experience and additional training)
Teaching, training, or academic roles in psychotherapy and related disciplines
Consultancy and organisational roles, including reflective practice, staff support, and organisational consultancy

Many graduates develop portfolio careers, combining clinical practice with teaching, supervision, research, writing, or organisational work.

Employability skills developed

Across all trainings, students develop a wide range of professional and transferable skills valued across mental health and related sectors, including:

Advanced listening, formulation, and relational skills
Ethical decision-making and professional judgement
Capacity for reflective and critical thinking
Emotional literacy, self-awareness, and resilience
Working with complexity, uncertainty, and difference
Professional communication, report writing, and case presentation
Independent practice and self-directed professional development

These capabilities support employability not only in psychotherapy, but also in leadership, education, social care, and other people-focused professions.

Professional recognition and regulation

All bpf trainings are designed to meet the requirements of relevant professional and regulatory bodies, depending on the specific programme. Graduates may be eligible for registration or membership with organisations such as the British Psychoanalytic Council (BPC) or the Association of Child Psychotherapists (ACP), subject to meeting all criteria.

Students are responsible for familiarizing themselves with the requirements of professional bodies and employers, and for ensuring that their training pathway aligns with their intended career goals.

Career development during training

While psychotherapy is a profession that develops over time, students are supported during training to think realistically and proactively about their professional futures. This may include:

Guidance on building a professional identity and ethical practice
Exposure to a range of clinical settings and ways of working
Opportunities to engage with research, teaching, or service development
Advice on transitioning into qualified practice, including private practice and employment contexts

Employment landscape

Psychotherapy careers typically involve self-employment, part-time roles, or portfolio working, particularly in the early years following qualification. Building a sustainable practice or career often takes time and is influenced by factors such as location, previous experience, professional networks, and personal circumstances.

The bpf does not guarantee employment outcomes. However, our graduates are widely represented across clinical services, educational institutions, and professional organisations in the UK and internationally.

Continuing professional development (CPD)

Qualification marks the beginning of ongoing professional learning. Graduates are expected to engage in continuing professional development (CPD), supervision, and reflective practice throughout their careers. The bpf offers a range of post-qualification and CPD opportunities to support lifelong professional development.

Psychotherapy is a demanding and rewarding profession that requires commitment, ethical integrity, and ongoing self-reflection. Students considering training with the bpf are encouraged to reflect carefully on their motivations, expectations, and longer-term career aspirations.