Course Handbook: Foundation Course

The bpf’s Foundation Course serves as an ideal starting point for those embarking on the path to becoming a qualified psychotherapist or counsellor. Designed with flexibility at its core, the course is delivered through a blend of in-person and online learning, ensuring accessibility for a diverse student body. Trainees will be introduced to the fundamentals of psychoanalytic and Jungian theory, exploring these perspectives both academically and through reflecting on their personal experiences and the broader world.

A key feature of the Foundation Course is its integration of theory and practice. Trainees are encouraged to find a voluntary listening placement, and this, along with the structured clinical module, enables students to gain valuable practical experience — an essential foundation for progressing to advanced clinical training. This approach ensures that trainees not only build strong academic knowledge, but also start to develop the clinical skills required in future practice.

The curriculum is carefully crafted to foster critical thinking about human behaviour from a theoretical standpoint, promote self-reflection, encourage the exploration of difference and diversity in a supportive group setting, and nurture each student’s emerging professional identity. Throughout the course, trainees are encouraged to engage creatively and collaboratively, preparing them for the complexities of therapeutic work.

While completion of the Foundation Course provides essential grounding, it does not guarantee acceptance onto further clinical training. Each clinical training pathway has its own specific entry requirements, and students must meet these to progress. Personal tutors are available to help students understand and prepare for these next steps, offering guidance on fulfilling requirements and supporting their ongoing development.

Teaching on the Foundation Course is delivered by experienced psychoanalysts, psychotherapists and Jungian analysts from the bpf, alongside external clinicians and published authors, offering students a broad perspective on theory and practice.

The Course Director, Urvashi Chand, manages the course and is the primary contact for any questions or concerns regarding its content, structure, or delivery.

Teaching Staff

All seminar leaders, discussion facilitators, and tutors are highly qualified professionals, including psychoanalytic psychotherapists, Jungian analysts, child and adolescent psychotherapists, psychoanalysts, or psychodynamic psychotherapists. They bring expertise from private practice, the voluntary sector, and the NHS, ensuring that course staff are skilled and experienced in supporting both group and individual learning, as well as facilitating thoughtful engagement with course materials and emotional development.

Course Components

The Foundation Course is structured for flexibility and accessibility, making it suitable for those in full-time work or living outside London. The programme features 10 Saturday study days, alongside fortnightly clinical seminars. Students can attend the Saturday study days and clinical seminars either online or in person. A unique aspect of the course is the clinical module, where students are encouraged to find a voluntary listening placement, giving them the chance to gain practical experience, develop their professional identity, and benefit from ongoing placement support.

On completion of this course, graduates will have acquired the theoretical understanding and relevant voluntary or professional experience necessary to apply for one of the bpf’s qualifying clinical trainings, or for other clinical programmes in psychodynamic, Jungian, or psychoanalytic practice offered elsewhere.

Progression to clinical training is not guaranteed; students must meet the entry requirements of their chosen programme. Personal tutors are available to support students in preparing to fulfil these criteria.

Personal Therapy

While not compulsory, we strongly recommend that students are in therapy throughout the course. Engaging with this kind of material can sometimes bring up unexpected emotions, and it is highly beneficial to have a space in which to explore these feelings. Being in therapy is also a mandatory requirement for entry onto further qualifying training.

Selection

Applicants are selected based on an interview and submitting a complete application, expressing their interest in joining the course and studying psychotherapy. Additionally, applicants must demonstrate, both in their application form and at interview, that they can critically engage with nuanced and complex literature, reflect thoughtfully, and possess the commitment required to attend and complete the programme.

The induction and orientation process is designed to help students settle smoothly into the course and become familiar with the resources, staff, and expectations of the British Psychoanalytic Foundation (bpf) and the Foundation Course. The induction session takes place on the first Saturday of the course.

The Foundation Course programme commences annually in October. Application deadlines are announced early in the preceding year and can be found on the course webpage.

Course Objectives

The Foundation Course offers a flexible pathway tailored to a variety of academic and professional ambitions. It can be taken as a standalone certificate for those interested in psychoanalytic and Jungian thinking and practice, as preparation for clinical training in adult psychodynamic psychotherapy, psychoanalytic psychotherapy, Jungian analysis, Jungian psychotherapy, or child and adolescent psychoanalysis approved by the British Psychoanalytic Council (BPC) or the Association of Child Psychotherapists (ACP), or as a stepping stone toward further academic studies in the field.

Students are encouraged to use the course as an opportunity for personal enrichment, finding their own direction and applying psychoanalytic and Jungian thinking to deepen their understanding of themselves and the world around them. In the initial stages, the Foundation Course introduces a range of theories and models of mind, beginning with Freud and Jung and continuing through to present-day developments. Subsequent modules adopt a more applied approach, examining specific themes such as group dynamics, racism, and sexuality.

By the end of the Foundation Course, students will have a strong grounding in key concepts, practical skills for reflective practice, and a clear sense of possible next steps for further study or clinical training.

Learning outcomes

Personal and Professional Qualities & Competencies

1. Seminars, Discussion Groups & Terms

The Foundation Course is structured around five key components: seminars, discussion groups, tutoring, primary readings, and an experiential/reflective group. Each academic year is divided into three terms:

• Saturday Theory Study Days (x10 per year, once a month) from 10:15am to 6:15pm
• Clinical Seminars (Adult Pathway) — 15 sessions of 1.5 hours each
• Work Discussion Groups (Child and Adolescent Pathway) — 30 sessions of 1.5 hours each
• Clinical seminars take place at various times during the week depending on group allocation, most commonly on Monday and Thursday evenings from 6:30pm to 8:00pm

Students intending to pursue professional training after completing the Foundation Course are encouraged to begin their personal therapy at the appropriate frequency and, if required for the training they wish to apply for, to undertake an infant observation. To find out more about the entry requirements for each training, please visit the bpf Training page directly.

All seminar leaders, discussion facilitators, and tutors are highly qualified professionals — psychoanalytic psychotherapists, Jungian analysts, child and adolescent psychotherapists, psychoanalysts, or psychodynamic psychotherapists — bringing expertise from private practice, the voluntary sector, and the NHS.

Seminars

Each monthly Saturday session focuses on a distinct theme or topic, with two seminars delivered on that subject: one exploring the theme from a psychoanalytic viewpoint, the other from a Jungian perspective. The purpose of these seminars is to encourage reflection on how psychoanalytic and Jungian ideas can be applied to personal experiences, as well as to wider political and social issues. Over the course of the year, students consider 16 questions, including ‘What is a mind?’ and ‘How do we become who we are?’, alongside discussions of matters such as group dynamics, racism, and homophobia.

Each seminar presentation lasts for one hour, during which the seminar leader explains and exemplifies key concepts related to the monthly theme; essential reading is set in advance and should be completed prior to the seminar. Following the presentation, there is 30 minutes allocated for questions, interaction, and engagement with the seminar leader. Seminar leaders employ a variety of teaching styles — some deliver a traditional lecture, others favour discussion, experiential exercises and roleplays, or group and paired activities.

Personal Tutor

Every student is placed within a tutor group, with their tutor playing a central role in supporting their development throughout the course. The tutor discusses the student’s experiences and offers guidance regarding future plans. To assist tutors in this role, the Course Director provides them with each student’s application form and any other relevant background information. The tutor’s primary responsibilities include:

• Supporting the student with their studies
• Discussing any intentions to progress to further training
• Ensuring the student is fully informed about opportunities and requirements for subsequent training stages within the bpf, where applicable
• Maintaining regular contact with the Course Director

Tutors are approachable, supportive and knowledgeable regarding various training routes at the bpf, and remain neutral, helping students explore and pursue whichever path feels most suitable. The tutor also acts as the main link between the student and the Course Director, relaying feedback about the programme’s quality, effectiveness and manageability, which is vital for ongoing course review.

The Course Director is responsible for allocating a tutor to each student. The tutoring relationship may be conducted face-to-face, by telephone, or online, depending on location and other factors. Tutors will contact their tutees to arrange a mutually convenient time and place for meetings. These meetings may take place either in a group or on a one-to-one basis. Trainees meet with their tutors once a term, with the possibility of an additional meeting each term if needed:

• Autumn Term: An initial meeting for the tutor to get to know the student and set the tone for their ongoing relationship. Students are encouraged to settle in and attend a few Saturday study sessions before their first tutorial.
• Spring Term: A chance for the tutor to hear the student’s reflections on the course so far, and to discuss options for further training, how to meet entry requirements, or how to prepare an application.
• Summer Term: The focus of the final term’s tutorial varies depending on individual needs, and may involve reflecting on the student’s progress and considering plans for the future.

If any issues or concerns arise within the tutoring relationship, students are encouraged to speak with the Course Director in the first instance, who will work with everyone involved to resolve any difficulties.

Personal Therapy

It is to be expected that an introductory course of this nature may evoke challenging or unsettling emotions and anxieties. Although structured seminars, discussion groups, and personal tutors offer support, students are strongly encouraged to consider personal therapy as an additional means of support. Personal psychotherapy is not compulsory for this course, but it becomes an essential component of preparation for any further clinical training, since all bpf clinical trainings require applicants to have had their own experience of adequate personal therapy before applying. If seeking therapy, the bpf holds an online directory of bpf psychotherapists of different orientations.

Curriculum & Content

The Foundation Course brings together the core areas of psychoanalytic and Jungian thought that underpin contemporary therapeutic practice. Across the year, students study the major theories of mind, unconscious process, development, trauma, psyche–soma, cultural experience, sexuality, and personality organisation. The programme blends conceptual teaching with clinical examples, symbolic material, and reflective discussion, offering a structured introduction to the models that shape depth psychotherapy today.

Course content will cover:

This modular structure gives students a comprehensive grounding across the central theoretical and clinical domains of depth psychology, preparing them for further professional training or offering a solid standalone year of study.

Mode of Study & Attendance

Students undertaking the Foundation Course may opt for online, in-person, or a blended approach combining both formats. Once a mode of attendance is selected, switching to another mode is generally not permitted, as such changes can disrupt group allocation and the development of group dynamics — both of which are vital components of the course. It is essential for students to review their schedules carefully before making their attendance choice, ensuring they are able to fulfil all course commitments. Understanding the importance of consistency and commitment is central to psychotherapeutic practice, and forms a key aspect of development on this programme.

Attendance and Participation Requirements

Students enrolled in the Foundation Course are required to attend all scheduled clinical seminars during the week, as well as both theory seminars and the discussion and experiential group sessions held on every Saturday Study Day. Consistent attendance is essential to benefit fully from the course and to meet completion requirements.

If a student is unable to attend any session, it is their responsibility to promptly inform the office, the Course Leader, and the relevant group leaders. This ensures that absences are properly documented and support can be provided as needed.

To be eligible for the course certificate, students must achieve a minimum attendance rate of 80%. This requirement applies to all discussion groups, clinical seminars, experiential groups, and theory seminars throughout the academic year. Attendance is formally recorded at each session using a register, and students are encouraged to maintain regular participation to meet this standard.

Personal Therapy

It is to be expected that an introductory course of this nature may evoke challenging or unsettling emotions and anxieties. Although structured seminars, discussion groups, and personal tutors offer support, students are strongly encouraged to consider personal therapy as an additional means of support. Engaging in personal psychotherapy is not a compulsory requirement for this course; however, it may be beneficial should the need for further assistance arise.

For those wishing to pursue further training, personal therapy will become an essential component of development and preparation. All bpf clinical trainings require that applicants have had their own experience of adequate personal therapy before applying. This experience is fundamental, as it enables prospective psychotherapists to reflect deeply and thoughtfully on their wishes and motivations to train, ensuring they approach the profession with a nuanced and reflexive understanding of themselves.

Discussion & Experiential Groups

Following the two theory seminars in the afternoon, students are organised into smaller groups for facilitated discussions. These groups provide a supportive environment for students to explore any thoughts or feelings that have emerged during the seminars or from both the required and optional readings. The discussion facilitators possess advanced skills in creating a safe and containing atmosphere, encouraging participants to examine their responses and reflections. Students are welcome to draw links between their own experiences and the seminar content, should they wish.

The day concludes with an experiential group, where students have the chance to observe and reflect on the group dynamics between themselves and other participants. This setting is designed to help students gain insight into unconscious processes and to explore how they relate to others, as well as how others relate to them. Participating in an experiential group is an effective way to deepen understanding of interpersonal interactions and the subtle influences that shape group behaviour and relationships.

Optional Reflective Paper

There is no formal assessment for this course. However, at its conclusion, students are invited to submit an optional reflective paper of 1,500 to 2,000 words, discussing the significance of the course for them personally.

This paper should be a personal reflection, either on the overall course experience or on a particular area of interest, and can take the form of a written piece, a poem, an artwork or a piece of music. Preparing the paper may assist students in consolidating their learning. It is not intended to be an academic paper and does not require references to the course curriculum.

Nonetheless, the paper should provide a clear, thoughtful, and coherent account of the student’s experience on the course, including how it has influenced their thinking and capacity for reflection. In addition — especially for those considering future clinical training — there should be some discussion of the core themes of the course, specifically the role and impact of unconscious thought and behaviour.

While the reflective paper may be valuable for students wishing to pursue further training, it does not currently confer any recognised academic or professional certification, although this is under consideration. The Course Director will read all submitted papers and provide written feedback. Two examples of reflective papers are available in Appendix B. The paper may be submitted during the final weeks of the course or in the summer following its completion.

Primary Reading

Students are expected to engage actively in seminars and discussion groups by reading the required texts each month and, if time allows, any recommended or optional papers. The seminar leaders choose these readings to stimulate thinking ahead of each seminar. Primary readings are provided via the BPF moodle, with an introductory list of background reading available in Appendix A.

Psychoanalytic and Jungian writing can be complex, often describing mental processes that are best understood through direct experience in psychotherapy. Students are not expected to fully comprehend every aspect of these papers, but are encouraged to follow the general ideas, highlighting any passages that stand out as interesting, meaningful, or particularly difficult or unsettling, and to bring these highlighted sections to seminars and discussion groups for further exploration.

Feedback Mechanisms

The Foundation Course is dedicated to ensuring that its programme remains relevant and meets the needs and expectations of its students. To this end, a formal evaluation and audit of the course is conducted annually, led by the Course Director. The purpose of ongoing monitoring, feedback, and evaluation is to identify which aspects of the course are effective, which areas may be less successful, and where improvements or further development might be required.

Students are encouraged to share their opinions freely, offering written feedback at the end of each term or informal comments — spoken or written — to the Course Director during the year. In addition, Discussion Group Facilitators, Seminar Leaders, and Tutors are routinely asked for input on course delivery. This thorough process gathers diverse perspectives about the programme, ensuring any changes needed are thoughtfully reviewed and applied where appropriate.

In addition to the submission of feedback forms, students are encouraged to provide feedback during workshops, seminars, and other interactive elements of the programme. These opportunities foster open communication and allow for immediate responses to concerns or suggestions, further enhancing the learning environment.