Course Handbook: Infant Observation

The bpf Infant Observation Course welcomes people from a wide range of professional and personal backgrounds, each with their own reasons for undertaking an infant observation. Whether students are looking to enhance their current practice, deepen their understanding of early development, or prepare for further psychotherapy training, the course offers a rich and supportive learning experience.

Many participants join the course as part of their continuing professional development (CPD). It is particularly valuable for those working in mental health, counselling, psychotherapy, education, and related fields who wish to strengthen their understanding of infant development and observation within their professional practice.

Others undertake the course out of a personal interest in infancy and human development. No previous experience in a related profession is required, and the course provides a unique opportunity to explore early emotional and psychological development through observation and reflection.

For some, the course serves as a valuable stepping stone towards psychotherapy training. Many prospective trainees choose to complete an infant observation before applying for one of the bpf’s clinical training programmes, using the experience to deepen their understanding and inform their future professional development.

The course is also an integral component of some current bpf adult clinical trainings, including those offered by the British Jungian Analytic Association (BJAA) and the Psychoanalytic Psychotherapy Association (PPA). Students undertaking infant observation as part of these programmes should be aware that the specific requirements of the observation may vary depending on their training pathway.

All participants join a small seminar group of no more than five students, creating a supportive environment for discussion, reflection, and learning. Students completing the course as part of a bpf training programme must have an identified training representative, who liaises with the student’s Infant Observation seminar leader and the Course Directors. This liaison normally takes the form of brief communication each term, either written or verbal, and is regarded by the Infant Observation team as an important aspect of supporting students’ progress and wellbeing. For this reason, students undertaking infant observation as part of a training programme can only be accepted where this arrangement is in place.

The Infant Observation Course is administered by a dedicated Training Manager, who serves as the primary point of contact for all student enquiries.

Teaching Staff

Seminars are run by experienced psychotherapists with a special interest and expertise in development in infancy. Seminar leaders include child- and adult-trained Jungian Analysts, Child and Adolescent Psychotherapists, and Adult Psychoanalytic Psychotherapists.

Course Structure Overview

Decisions about the Infant Observation Course are made by the Course Director(s), who consult with the Infant Observation (IO) team, made up of current and past IO seminar leaders. Each bpf training (IPCAPA, PPA, BJAA) has a designated Infant Observation team member who liaises between the relevant training and the Infant Observation Course.

Personal Psychotherapy or Analysis

All students undertaking an infant observation are required to be in individual Psychoanalytic or Jungian psychotherapy or analysis for a minimum of one session per week before commencing an observation and for the entire duration of the course. Observing a newborn and their family can evoke a wide range of powerful and deeply rooted emotions; personal psychotherapy provides a confidential space in which these experiences can be processed and contained, helping to maintain the safety and integrity of the observation for both students and participating families.

Applicants will be asked to confirm at interview that they are in personal psychotherapy. Students must not begin an infant observation until therapy has commenced and must remain in therapy throughout the course. Any changes to therapy arrangements must be discussed with the seminar leader. Failure to meet this requirement may result in withdrawal from the course.

Interview

All applicants will be interviewed to assess their suitability for the course.

Disclosure and Barring Service (DBS)

All applicants who accept an offer of a place are required to obtain an Enhanced Disclosure and Barring Service (DBS) certificate through the British Psychotherapy Foundation (bpf). Students will not be permitted to begin an infant observation until satisfactory DBS clearance has been received. Upon acceptance to the course, students are required to contact [email protected] to arrange this.

Following the offer of a place, applicants proceed through registration and enrolment as follows.

Successful applicants will receive a Welcome Letter outlining their responsibilities as a student on the Infant Observation Course.

The Infant Observation Course offers a rolling intake, enabling applicants to join throughout the year, subject to successful interview, completion of entry requirements, and the availability of suitable seminar slots.

Course Objectives

Maintaining confidentiality is a fundamental requirement of the Infant Observation Course and applies throughout the course and after its completion. Students are expected to treat as confidential all information relating to the family they are observing, discussions of families that take place within the seminar group, and any personal information shared by fellow students during the course. In practice, this means that students must not discuss seminar or group material with anyone outside their seminar group or student cohort. The only exception is discussion within the student’s own individual psychoanalytic or Jungian psychotherapy, where observations and related reflections may be explored in confidence.

Core Competencies

The course aims to help the student develop a set of core competencies — the ability to:

Learning Outcomes

On successful completion of the course, students will have developed the ability to:

The course runs 10 seminars per term, 3 terms a year, with a maximum of 5 participants in each group. It will typically take longer than two years to complete the course, as it takes time to find an infant to observe, and students must have begun attending seminars and have their DBS checks approved prior to initiating the observation. Additional terms are charged separately; information is available on the bpf fees page and within the Credit Control Policy.

New students may join a seminar group at any point during the term, subject to vacancies and the agreement of the seminar leader. Seminar groups normally comprise a maximum of five students and meet for 30 weeks each year, with breaks over Christmas, Easter, and the summer. Observations last one hour a week throughout the year, allowing for everyone’s holiday commitments and occasional illnesses. After each visit, students write up detailed notes of what has been observed. The minimum time commitment for attending the observation, the seminar, and writing up notes is half a day a week. A number of seminar groups run at a variety of times on different days of the week, in-person and online.

With guidance from the seminar leader, students identify a family with a baby to observe on a weekly basis for the duration of the infant observation. Unless students are undertaking the observation as part of a bpf PPA training, students are required to complete a two-year observation. Once a student is ready to begin, the bpf can provide an introductory letter to present to a prospective family, confirming that they are a student on the Infant Observation Course. After a family has agreed to take part in the observation, they must complete a bpf consent form, which includes their name and address. The completed consent form is returned to the bpf Training Manager and held in confidence; it will only be accessed if a student is unable to continue their observation and the bpf needs to contact the family on their behalf.

If a student has not found a baby to observe within a year of starting the course, a meeting will be called with the Course Directors to review the student’s situation and discuss possible next steps.

Seminar groups meet for 30 weeks each year, with breaks over Christmas, Easter, and the summer; 80% attendance is required. Visits to the family last one hour a week throughout the year, allowing for everyone’s holiday commitments and occasional illnesses. Students are expected to prepare the family well for planned breaks and the ending of the observation.

A number of seminar groups run at a variety of times on different days of the week, in-person and online. Observation of the infant must, however, be done in person.

Before Beginning the Search

Students are expected to attend their seminar group for several weeks before making contact with a prospective family. This allows time to become familiar with the seminar process, understand the observer role, and consider how to approach a family appropriately. During this period, students will explore how to arrange an initial meeting, what information to provide, and the qualities to look for in a suitable family.

The seminar leader should be involved throughout the process of arranging the observation. Before the observation begins, students are expected to present their initial meeting with the prospective family to the seminar group, allowing time for discussion and reflection. This helps ensure that the proposed observation is appropriate and provides the best possible foundation for a successful two-year observation.

As continuity is an important part of the learning experience, students should be aware that if an observation ends prematurely, they may be required to begin a new observation with another newborn baby.

Choosing a Suitable Family

The aim of the Infant Observation is to observe the development of a baby within the context of everyday family life, where parenting is broadly good enough and the primary caregiver is reasonably secure and well supported. Students are advised not to observe the baby of a close friend or family member; although this may appear convenient, existing personal relationships can make it more difficult to maintain the observer role and may place unnecessary strain on both the observation and the relationship.

Personal recommendations often provide the best introductions. Friends, relatives, or colleagues may be able to introduce a student to a family who is expecting a baby.

The bpf can provide an introductory letter confirming the student’s enrolment on the Infant Observation Course, which may assist when approaching prospective families. If, during the observation, the primary caregiver returns to work and the baby is cared for by a nanny, childminder or at nursery the observation may continue where appropriate. Students should discuss possible changes to the observation setting in the seminar group. Students should write their observation notes from memory after each visit — notes must not be made while in the family’s home.

Introducing the Observer Role to the Family

When first meeting a prospective family, students should explain the purpose of the Infant Observation in a clear, straightforward, and reassuring way. The following points should be covered where appropriate:

Throughout the observation, students should maintain a warm, respectful, and professional relationship with the family. While it is important to be friendly and approachable, students should share only limited personal information, ensuring that appropriate professional boundaries are maintained. If asked about note-taking, students should explain that observation notes are written after each visit rather than during the observation; if families enquire about the course, students may explain that observations are discussed confidentially within a seminar group alongside observations of other babies. It is advisable to respond to the family’s questions factually without overwhelming them with unnecessary information.

Students must arrange a preliminary visit, ideally with both parents or primary caregivers present, if possible before the baby is born. Following this meeting, both the family and the student should be given time to reflect before confirming the arrangement. Students are encouraged to discuss the proposed observation with their seminar leader and seminar group before proceeding.

The Infant Observation Course is designed to meet the needs of students undertaking the course for professional development, personal interest, or as part of a bpf clinical training. Requirements vary according to the student’s pathway.

External Candidates

External candidates are required to complete a two-year Infant Observation. The observation should begin when the baby is no more than six weeks old, ideally as close to birth as possible, and continue until the child reaches two years of age. At the end of the observation, external candidates may choose whether or not to submit a final paper. Students who complete all course requirements, including demonstrating the Core Competencies, will be awarded a Certificate of Attendance from the bpf. Candidates who choose to submit a final paper and successfully meet the assessment requirements will be awarded a Certificate of Completion.

BJAA Trainees

Students undertaking the course as part of the British Jungian Analytic Association (BJAA) training are required to complete a two-year Infant Observation. The observation must begin before the trainee takes on their first training patient. A final paper must be submitted within six months of the child’s second birthday. The paper is assessed jointly by the Infant Observation Committee and a designated member of the BJAA.

PPA Trainees

Students on the Psychoanalytic Psychotherapy Association (PPA) training are required to complete a one-year Infant Observation before obtaining permission to take their first training patient. They may choose to undertake either a one-year or a two-year observation. Students who have already begun a two-year observation before starting the PPA training are expected to honour the original two-year commitment made to the observed family.

PPA trainees are required to submit a 5,000–8,000 word paper following the first year of observation. Those who continue into a second year must also submit a 2,000–3,000 word reflective summary, exploring their experience of the second year and the developmental links between the baby’s first and second years of life.

The Infant Observation Course is primarily experiential, and students are discouraged from reading theory, especially in the early stages of their observation. However, when thinking about writing the final paper, students will need to bring in relevant theoretical concepts to link with their firsthand observations. At this point, students may want to request the reading list from their seminar leader, who will also be able to point them in particular theoretical directions connected to their observation. If there is a further need to connect to theory associated with their particular training at the bpf, a specialist from the relevant association will be available for discussion.

Below is a selection of reading students could look at regarding observing and the observer’s experience:

Infant Observation Paper

Students submitting an Infant Observation paper should produce a piece of work between 5,000 and 8,000 words, to be submitted within six months of the end of the observation. The paper should be clearly structured, using appropriate headings and sections, and written in a clear, concise narrative style. A high standard of written English, including grammar, spelling, and punctuation, is expected. Students who may require additional support, for example where English is not their first language, are encouraged to discuss this with the Course Directors.

Content & the Observational Account

• The paper should explore the baby’s development within the context of their family relationships, with particular attention to the development of the baby’s internal world through their experiences and interactions with others. The writing should enable the reader to develop a vivid sense of the baby, their family, and the emotional atmosphere of the observation.
• Selected extracts from the original observation notes should be incorporated to illustrate key observations. These quotations should be presented as direct extracts from the observation record, clearly distinguished in the text through indentation and italics. The observational material should be accompanied by thoughtful reflection, demonstrating the student’s capacity to consider the meaning and emotional impact of the observations, including both the baby’s internal and external development and the possible significance of the verbal and non-verbal communications observed.
• The paper should identify and develop the key themes that emerged over the course of the observation, tracing them across the baby’s developmental stages where appropriate. Students are encouraged to develop a coherent line of enquiry or argument supported by observational material, while remaining open to uncertainty; the capacity to tolerate not knowing, often described within psychoanalytic thinking as negative capability, is recognised as an important aspect of reflective practice.
• Relevant psychoanalytic and developmental theory should be used to illuminate the observational material rather than dominate it. Students should select theoretical concepts carefully, drawing only on ideas they understand and can integrate meaningfully into their discussion. All sources must be accurately referenced, and all work must be the student’s own; plagiarism is not permitted.

The Observer Role, Confidentiality & Seminar Contribution

• Students should demonstrate an understanding of the observer role, reflecting on how it was established and maintained throughout the observation. The paper should acknowledge any challenges encountered in sustaining this role and consider both the internal and external factors that may have influenced the observational process. Reflection on the student’s emotional responses, including anxieties and other feelings evoked during the observation, is essential, alongside consideration of how the student’s presence may have influenced the family during the observational hour.
• The contribution of the seminar group should also be discussed, demonstrating how seminar reflections informed the student’s understanding of the observational material. Markers will look for evidence that the student was able to establish and maintain appropriate professional boundaries throughout the observation, including managing the ending of the relationship with the family. Where difficulties arose, students are expected to demonstrate thoughtful reflection on the factors involved.
• To protect confidentiality, all members of the observed family must be fully anonymised. Before submission, students should discuss their paper with their seminar leader.

From time to time, we organise an Infant Observation Conference, based around one or two outstanding student infant observation final papers.

It is hoped that all current Infant Observation students will attend the conference, and the cost of attendance is included in their course fee.

We hope students will find the Infant Observation Course both stimulating and rewarding. As with any reflective learning experience, there may be times when challenges arise. If any difficulties occur during the course, students are expected to discuss them with the seminar leader, who will work with the student to understand the issues and provide appropriate support.

If students are considering withdrawing from or deferring the course, they should speak with the seminar leader in the first instance, who can help them explore their options and discuss the most appropriate next steps.

Occasionally, a seminar leader may have concerns about a student’s progress or engagement with the course. In these circumstances, they will arrange an individual meeting to discuss the concerns, and a Course Director may attend where appropriate. In the rare event that these concerns cannot be resolved, a student may be asked to leave the course; any such decision will be discussed fully with the student and considered in reference to the Core Competencies.

Please note that, if a student’s place on the course is terminated, course fees paid up to that point are non-refundable.