Course Handbook: Psychoanalytic and Jungian Theory for Qualified Practitioners

Many attendees at our Open Days are qualified therapists who have not trained in psychoanalytic or Jungian practice. Some are considering future training in psychoanalytic or Jungian therapy and want an introduction before committing, while others wish to use these perspectives to enrich their existing clinical work.

We developed this course in response to this clear demand, offering qualified therapists a bridge to a deeper understanding of psychoanalytic and Jungian thinking.

While introductory courses are often aimed at those beginning their therapeutic training, this course is specifically designed for qualified practitioners who wish to integrate psychoanalytic and Jungian perspectives into their existing clinical practice.

The course is ideal for practitioners seeking to broaden their theoretical framework and enhance their clinical work through engagement with two of the most influential traditions in depth psychology.

The course is run by the bpf Short Courses Team, who are the first point of contact for any questions about attendance, Moodle, readings or administration.

Teaching is delivered by senior psychoanalytic and Jungian clinicians. See the Meet the Facilitators tab for details of who is teaching each study day.

Registration

Applicants are expected to hold current clinical registration or accredited membership with a recognised professional body, such as the Health and Care Professions Council (HCPC), British Association for Counselling and Psychotherapy (BACP), UK Council for Psychotherapy (UKCP), National Counselling and Psychotherapy Society (NCPS), British Psychoanalytic Council (BPC) or the Association of Child Psychotherapists (ACP). This requirement helps ensure that participants have an established clinical foundation and practise within an appropriate professional and ethical framework.

The course also attracts arts therapists, CBT practitioners and clinicians based outside the UK. International applicants are welcome where they can demonstrate registration, accreditation or membership with an equivalent recognised professional body in their country of practice.

Applications from practitioners whose professional background does not fit neatly within the categories above will also be considered, provided they can demonstrate appropriate clinical training, accountability and experience.

Each application is considered on its own merits, taking account of the applicant’s qualifications, professional registration, clinical experience and reasons for undertaking the course.

The programme takes a pluralistic and integrative approach. Its principal focus is contemporary psychoanalytic and Jungian theory, considered alongside relevant research and selected ideas from disciplines such as attachment studies, developmental psychology and neuroscience. Participants will be encouraged to explore both the distinctive contributions of these traditions and the areas in which they complement, challenge or extend one another.

The emphasis throughout is on thoughtful clinical integration rather than replacing a practitioner’s existing modality. Through theory, clinical examples and reflective discussion, participants will examine their own and others’ work through psychoanalytic and Jungian lenses.

The curriculum introduces the theoretical foundations and clinical sensibilities of psychoanalytic and Jungian practice. Key themes include the therapeutic relationship and frame; transference and countertransference; attachment and human development; unconscious conflict, defence and resistance; trauma; and the contribution of neuroscience and research to contemporary analytic thinking.

The programme also promotes respect for difference and otherness, recognising that participants bring varied identities, cultural contexts and therapeutic orientations. Teaching and discussion will consider how social location, power and assumptions about normality may shape the clinical encounter. Differences between modalities will be treated as a resource for dialogue, enabling participants to compare perspectives, question familiar ways of working and develop a more inclusive, critically reflective practice.

Psychoanalytic and Jungian theories anchor much of contemporary psychoanalytic and Jungian practice, offering insightful perspectives on the unconscious, personality development, and the process of psychological change. The certificate course is designed not only to enrich professional knowledge but also to strengthen therapeutic skills through rigorous exploration of theory, clinical application, and reflective practice.

The course consists of 10 monthly study days. Each of the 10 study days introduces the theme from both psychoanalytic and Jungian perspectives, before supporting students to consider its relevance to therapeutic practice.

Open each study day below for its learning objectives:

The course is held entirely online, between 10am and 5pm, and will take place one Saturday a month for 10 months (October – July). We have chosen to hold the course at weekends to allow you to continue your work as a therapist alongside the course. Students will be sent the relevant Zoom links in advance of each study day.

The mornings will consist of two theory seminars led by senior analysts from the psychoanalytic and Jungian traditions. You will learn from a diverse group of senior clinicians and thinkers, who are experts in their subject areas.

All students on the course attend the theory seminars together. In the afternoon, there will be facilitated discussion groups. Students will be divided into two smaller groups and will have the opportunity to engage and interact with each seminar leader from the morning.

After the discussion groups, there is a plenary where the psychoanalytic and Jungian practitioners jointly address students’ questions and draw together key themes from both perspectives.

Indicative Timetable

1. Lectures

To introduce and develop the study day theme from either a psychoanalytic or Jungian perspective, giving you a clinically alive, theoretically informed understanding of the subject.

What to expect:

• Each teacher brings their own style, clinical experience and theoretical orientation to the session.
• The study day theme is explained, including its historical origins, key concepts and relevance to contemporary practice.
• Recent developments, research or debates are included where they help clarify current thinking in the field.
• Clinical examples, anonymised case material or composite vignettes connect theory with practice.
• Some sessions may include experiential elements, reflecting different ways of learning.
• The 90 minutes may be structured flexibly, for example, presentation plus questions, or a shorter presentation followed by later discussion.
• At the start, the teacher will clarify how the session will run, including whether to ask questions during the lecture or save them for the discussion group.
• All clinical material is anonymised and confidentiality fully protected.

2. Discussion Groups

To help you explore how the lecture’s theories can inform your own therapeutic thinking and clinical practice.

What to expect:

• Discussion groups are not simply a theory Q&A or an extension of the lecture. You’re encouraged to think about how the day’s theme applies to your own clinical work.
• You may be invited to prepare relevant clinical examples, questions or dilemmas in advance.
• The group offers a respectful space to explore similarities, differences and tensions between theoretical approaches. Questions, debate and constructive challenge are welcomed.
• The group aims to be cooperative rather than competitive.
• There’s room to play with ideas and build confidence applying theory clinically, while preserving confidentiality and anonymising any case material you discuss.

3. Plenary

To bring the day together, comparing perspectives, asking final questions and reflecting on clinical implications.

What to expect:

• Key themes from both the psychoanalytic and Jungian sessions are drawn together.
• You’ll notice points of convergence, difference and productive tension between the approaches.
• There’s space for final questions from the lectures and discussion groups.
• You’re encouraged to consider how the day’s material informs your own practice.

4. Optional Debrief

A short reflective space to process any emotional or clinical impact from the day before you leave, if you wish.

What to expect:

• Even as a qualified practitioner, some material may still evoke strong feelings or unresolved questions; this is normal.
• You can raise concerns, reflect on emotional impact, or ask for clarification.
• The space is held calmly and supportively, bounded to the time available.
• Where needed, you’ll be signposted to further support if something cannot be resolved in this space.

Active participation is an important aspect of learning on this course. Students are expected to contribute to seminars and discussion groups by completing the required reading for each month and, where time permits, engaging with any recommended or optional texts.

The readings have been carefully selected by seminar leaders to stimulate reflection, support critical engagement with the material, and encourage independent thinking before each teaching session. Arriving prepared to discuss the readings will help you gain the greatest benefit from the seminars and from the collective learning that emerges through dialogue with fellow participants.

Approaching the readings

Throughout the course, you will encounter a variety of theoretical, clinical and research papers. It is important to recognise that some of this material may initially feel complex, unfamiliar or difficult to follow.

Psychoanalytic and Jungian writing often grapples with subtle and unconscious aspects of human experience that can be challenging to convey through language alone and are frequently understood more deeply through clinical practice and personal reflection. Consequently, we do not expect learners to fully understand every concept, argument or clinical illustration on first reading.

Rather than striving for complete mastery of the material, we encourage you to approach the readings with curiosity and openness. Focus on identifying the central themes and following the general direction of the author’s thinking.

You may find it helpful to highlight passages that feel particularly meaningful, intriguing, resonant, confusing or even frustrating. These responses are often valuable learning opportunities in their own right and can provide rich material for discussion within seminars and small-group sessions. By bringing your questions, reflections and observations to these discussions, you will contribute to a richer and more collaborative learning experience for the whole cohort.

In your welcome email, you will also have received pre-reading lists for Jungian theory and psychoanalytic theory, together with a resource guide containing podcasts, videos, papers, and articles that provide an introduction to these approaches.

Confidentiality and privacy

As the course involves discussion of clinical practice, participants must join each study day from a private, non-shared space where conversations cannot be overheard. Cameras should remain on wherever possible to support a secure and engaged learning environment. All clinical material must be fully anonymised, and anything shared by participants must be treated as confidential.

Reflective learning

The course is educational rather than therapeutic, although its subject matter may invite personal and professional reflection. Participants are encouraged to consider their own clinical responses and assumptions while maintaining appropriate boundaries and sharing only material that is relevant to the learning task.

Respectful professional dialogue

The cohort will include qualified practitioners from varied therapeutic modalities, professional contexts, cultures and identities. Participants are expected to engage thoughtfully with difference, remain open to unfamiliar perspectives and contribute to discussion in ways that are respectful, curious and constructively critical.

Participation and preparation

Active participation is central to the course. Participants should complete the required reading, attend prepared to discuss the study-day theme and contribute relevant, anonymised clinical reflections. The aim is to test psychoanalytic and Jungian ideas against established practice rather than simply acquire theoretical knowledge.

Moodle will serve as the central hub for the course. It will contain key resources, including session outlines, the course handbook, reading lists, lecture recordings, announcements and discussion forums.

You will have been enrolled on Moodle before the course and will have received an email containing your login details and instructions for accessing the course page. Once you receive these details, please take a few moments to log in and check that everything is working correctly. This will give us plenty of time to resolve any issues before the course begins.

Once you have access, please feel free to explore the site. The course page is still being developed, and we will continue adding resources and information throughout the year. As Moodle is being introduced to the bpf for the first time this autumn, there may be a few initial teething problems while we get everything up and running.

One of the benefits of studying on this programme is the opportunity to learn alongside other qualified practitioners who bring a wide range of professional backgrounds, clinical experience and perspectives. To help foster this learning community, all participants are asked to provide a short professional biography at the start of the course.

The programme is taught by a number of different seminar leaders, many of whom contribute to just one study day during the year. While the opening of the programme provides an opportunity for participants to meet one another, introduce themselves and begin establishing connections within the cohort, it would not be practical or an effective use of teaching time to repeat individual introductions at the start of every study day. As a result, we ask students to submit a written biography that can be shared with seminar leaders in advance of their sessions.

These biographies allow seminar leaders to gain an understanding of the cohort before they teach, including participants’ professional backgrounds, levels of clinical experience and areas of interest. This helps them tailor examples, discussions and teaching content to the needs and experience of the group. Your biography might include information about your current role, professional qualifications, clinical experience, particular interests within psychotherapy, and what has motivated you to join the course.

You will have been asked to submit a biography to the Course Team before the programme begins. If you would find it helpful, we can provide a copy of your original application form to assist you in preparing or updating your biography.

Peer learning groups

Many participants also find it valuable to establish informal peer learning groups during the programme. Such groups can provide opportunities to discuss readings, reflect on seminar themes, explore links with clinical practice and develop supportive professional relationships beyond the monthly study days. Given that participants only meet as a full cohort once a month, peer groups can be an important way of maintaining momentum, deepening understanding of the material and sharing perspectives between study days.

After each study day, you will receive a short online feedback form. Your comments will help us evaluate the relevance, clarity and balance of the programme, including the study-day themes, seminar content, discussion groups and supporting materials.

We particularly welcome feedback on what supported your learning, how effectively psychoanalytic and Jungian perspectives were integrated, and any areas that could be strengthened in future programme delivery. With your consent, we may also use positive feedback as a testimonial on the bpf website or in future course publicity.

As part of your course fees, you automatically become a bpf trainee member. Details of trainee membership benefits can be found on the bpf website: Membership Benefits.

We recognise that professional, personal and health-related circumstances can occasionally prevent attendance. The attendance requirement is not intended to penalise students for unforeseen events beyond their control.

Where a participant’s attendance falls below 80% due to exceptional circumstances, the Course Team may, at its discretion, offer an alternative means of demonstrating engagement with missed material.

Where a student’s attendance falls below the required level, they may be asked to complete a short written piece based on the study day recording. Typically, this will consist of a 200-word reflective summary outlining the key learning points, concepts or insights gained from viewing the recording.

Successful completion of this additional work will normally allow the missed study day to be treated as having been satisfactorily completed for the purposes of certificate eligibility.

Recordings of lectures and presentations are made available to support learning and revision and to assist students who are unable to attend a particular session due to exceptional circumstances. Recordings should be regarded as a supplementary learning resource rather than a substitute for attendance.

Because the course places a strong emphasis on discussion, reflection, experiential learning and engagement with fellow participants, viewing a recording cannot fully replicate the experience of attending a study day in person. Students are therefore expected to attend scheduled teaching sessions whenever possible.

Students are encouraged to notify the Course Team if they know in advance that they will be unable to attend a study day, or as soon as possible afterwards where absence is unexpected. Early communication allows appropriate support and arrangements to be considered where necessary.

The Course Team is committed to balancing academic standards with fairness and will seek to support learners in meeting the course requirements wherever reasonably possible.