Course Handbook: PPA Training

The Course Handbook provides a detailed outline of the programme, including its structure, objectives, learning outcomes, regulations, and procedures.

This page should be read in conjunction with the bpf Student Handbook.

bpf Student Handbook

Introduction
Entry Requirements, Admissions & Enrolment
Academic Programme & Course Structure
Key Course Elements
Assessment & Student Outcomes

Who we are

The Psychoanalytic Psychotherapy Association (PPA) is one of the founding associations of the British Psychotherapy Foundation (bpf). The PPA offers an intensive clinical training in psychoanalytic psychotherapy with adults lasting a minimum of four curricular years, including theory seminars and clinical practice. For those with prior clinical experience in psychoanalytic psychotherapy, the PPA offers a Modified Entry Scheme. The award of ‘Psychoanalytic Psychotherapist’ is given to those who successfully complete the training, who will be eligible for registration with the British Psychoanalytic Council (BPC) and to join full membership of the bpf.

All PPA trainees and members must abide by the BPC Code of Ethics and comply with all bpf policies, processes and regulations.

bpf Student Handbook

bpf Student Policies and Regulations

bpf Contacts

bpf Team

Training Overview and Background

The PPA prepares psychotherapists to practise with theoretical and technical rigour, combining personal experience of psychoanalysis or psychoanalytic psychotherapy, formal teaching, and supervised clinical work. This integrated approach forms the core of the training and establishes a foundation for future ethical and effective practice. Students are equipped to work intensively with a wide range of adult patients.

Progression in training depends upon individual development across three domains: personal growth, theoretical understanding, and clinical competence. The PPA Training Committee, together with each student’s personal tutor, supports and assesses readiness to advance and qualify, recognising that progression rates will vary. Due to the comprehensive training requirements, it often takes students more than four years to complete the programme.

Teaching is delivered through theoretical and clinical seminars led by experienced psychoanalysts and psychotherapists, providing expertise in theory, clinical practice, and research.

The curriculum introduces students to a broad range of psychoanalytic schools, focusing on Freudian, Kleinian, and British Object Relations theories. Emphasis is placed on developing a sound understanding of unconscious processes and the psychological treatment of mental and emotional disorders, underpinned by strong clinical technique.

The training and curriculum are regularly reviewed to ensure the best interests of students and their patients. The PPA reserves the right to amend the programme as necessary during the course of training.

Key Contact Information

The PPA Training Committee, comprised of members who belong to both the Psychoanalytic Psychotherapy Association (PPA) and the British Psychotherapy Foundation (bpf), is responsible for overseeing the training programme. This committee works collaboratively with several sub-committees, each focusing on key aspects of the training.

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

Administrative support is available from a dedicated staff member, who is the first point of contact for student queries at [email protected].

Information on Teaching Staff & Course Structures

Teaching Staff

The programme provides a comprehensive psychoanalytic psychotherapy curriculum through seminars led by experienced practitioners. Students receive feedback from the teaching staff and are encouraged to share their own feedback throughout the training, helping to continually improve the curriculum and overall learning experience. Support is also provided by personal tutors, the PPA Training Committee, guest clinicians, and dedicated administrative staff for any enquiries.

PPA Committees

The PPA Training Committee has overall responsibility for managing the training programme and ensuring both students’ and future patients’ best interests are safeguarded. This committee is formed from members of the British Psychotherapy Foundation (bpf) and works closely with a number of specialised sub-committees, each handling important aspects of the training.

The Curriculum Sub-Committee regularly reviews and organises the teaching content, making sure students benefit from up-to-date knowledge of psychoanalytic theories and methods. Training is delivered through seminars, led by experienced practitioners.
The Selection Sub-Committee oversees student admissions, including recruitment, applications, and interviews. It supports applicants from the initial enquiry stage all the way to final enrolment, ensuring every candidate is properly guided and assessed during the admissions process.
The Training Therapists and Supervisors Sub-Committee keeps the official list of approved PPA Training therapists and supervisors up to date. These professionals provide students with personal therapy and supervise their clinical work, ensuring that all trainees receive support from skilled and qualified clinicians throughout their training.
The Tutor Sub-Committee is comprised of all personal tutors who regularly review trainee progress and offer individual support.

The full clinical training begins with Year One: Freud: Advanced Studies, where students are introduced to key psychoanalytic theory and clinical practice. During this year, each student must complete certain requirements, such as a clinical placement, a psychiatric placement, and an infant observation, tailored to their individual needs. See the Freud: Advanced Studies page for full details of this year.

After Year One: Freud: Advanced Studies, students move on to a three-year Rolling Theory (Years 2-4) programme, building on the foundations gained earlier. After the four years, trainees achieve Post-Curricular status and continue attending clinical seminars until they qualify, further developing and integrating their clinical skills.

Entry Requirements, Admissions & Enrolment

This section outlines key information regarding admissions, registration, and enrolment procedures for the training program, including entry requirements, application steps, induction details, and important timelines.

Entry to the Full Training is now via Year One: Freud: Advanced Studies. Qualified Psychodynamic Psychotherapists meeting certain requirements may also be considered for direct entry into Year Two. See the Full Training entry requirements below, and the Freud: Advanced Studies page for that course’s own application process.

Entry Requirements: Full Training

Full Training

Applicants for the Full Training route are generally expected to hold a postgraduate degree in a relevant discipline, along with relevant clinical experience either professionally or in a voluntary capacity. An essential part of the preparation is a strong commitment to psychoanalytic principles and evidence of personal suitability for clinical work. Entry to the Full Training is via Year One: Freud: Advanced Studies.

Personal Therapy

Students must be established in personal psychoanalytic psychotherapy at a minimum frequency of three times weekly before commencing training and must maintain this until qualification. This therapy must be undertaken with an approved PPA Training Therapist to ensure alignment with the training model. Most applicants will already be in intensive personal psychotherapy prior to application; however, support can be provided to connect with a suitable training therapist if needed.

Infant Observation

All students are required to complete an infant observation course. This involves weekly, hour-long observations of a mother or primary caregiver and baby in the family setting, beginning at birth and continuing for one or two years as agreed with the family. Written reports are discussed in weekly seminars, and a written assignment must be completed before starting work with the first training patient. Students on Year One: Freud: Advanced Studies begin this process during that year. More details can be found on the Infant Observation course online.

Placements

All applicants are expected to have a good understanding of psychoanalytic concepts. Applicants lacking substantial clinical experience must complete a Clinical Placement in order to acquire relevant exposure and begin conceptualising clinical work from a psychoanalytic perspective. During Year One: Freud: Advanced Studies, all students are required to participate in one-to-one therapeutic work with adults, as this engagement is critical for meaningful participation in clinical seminars.

Additionally, individuals without prior experience in psychiatric settings must undertake a Psychiatric Placement for at least half a day per week over the course of six months.

Selection

Selection is determined by evaluating each applicant on qualities crucial to becoming a psychoanalytic psychotherapist. Candidates who succeed in the process generally possess experience providing one-to-one support to adults with emotional difficulties, gained through either professional roles or volunteer work. While an academic qualification is common among applicants, those without formal higher education may also be considered if they can demonstrate the ability to meet the academic demands of the course, which is delivered at postgraduate level.

Entry Requirements: Modified Entry Scheme (MES)

Modified Entry Scheme (MES)

The Modified Entry Scheme (MES) route is designed primarily for individuals who already possess a recognised qualification in psychoanalytic psychotherapy as an adult psychotherapist, child and adolescent psychotherapist, or couples therapist. In exceptional cases, applicants who are qualified as psychodynamic psychotherapists may also be considered for admission. This pathway is not intended for those without substantial prior training and experience in psychoanalytic or psychodynamic psychotherapy. MES entrants bypass Year One: Freud: Advanced Studies and join the training directly.

Personal Therapy

To be eligible for the MES route, applicants must have completed intensive personal psychoanalytic psychotherapy or psychoanalysis at a frequency of at least three times weekly for a minimum of five years. If this requirement has not been fully met prior to application, acceptance to the programme will be conditional upon continuing such therapy. The therapist must be approved by the PPA Training Therapists’ Committee. It should be noted that further personal therapy may be recommended or required during the course of training, at the discretion of the PPA Training Committee, to support the trainee’s development and clinical work.

Infant Observation

MES applicants are expected to have completed an Infant Observation course prior to entry. If this has not been undertaken, the trainee must complete the course during their training. The requirements for infant observation—including weekly observations, submission of written reports, and participation in seminars—are consistent with those for the full training route.

Psychiatric Experience

Prior psychiatric experience is strongly preferred for MES applicants. Trainees lacking substantial exposure to psychiatric settings will be required to undertake a psychiatric placement during their training, typically for at least half a day per week over a six-month period. This ensures that all trainees develop an understanding of psychiatric contexts and presentations relevant to psychoanalytic work.

Selection and Application Process

In addition to the above requirements, MES applicants are individually evaluated based on their professional experience, personal qualities, and readiness for advanced psychoanalytic training. All applicants must submit a formal application, attend an interview, and provide references. Further details about the application process and programme expectations are available online.

Step-by-step guide to Application and Enrolment

Following receipt of a preliminary questionnaire, we will contact the enquirer to arrange a call with a member of our Training Committee to discuss their circumstances in more detail. This process will include discussion of the enquirer’s rationale for applying and their readiness for training, confirmation that relevant preparatory requirements are met, and clarification of any questions regarding the training structure and intended learning outcomes. This includes ensuring that an appropriate personal therapy with an approved PPA Training Therapist is, or will be, in place at before the start of the training.

Enquirers may be at different stages in their preparation for training. Some may be at an early stage of considering an application, while others may already have taken steps such as securing a clinical placement or establishing an appropriate personal therapy. Others may already be practising clinicians who meet most of the entry requirements.

Applicants with prior qualifications in Psychoanalytic Psychotherapy, such as Child and Adolescent Psychotherapists, may be eligible to apply via the Modified Entry Scheme. The same enquiry process applies to these applicants.

Key dates

Year One: Freud: Advanced Studies runs annually from January to December; applications for this route follow that course’s own timetable. The Modified Entry Scheme begins annually in September, with applications opening in December and closing in April every year.

Application Stages

Download and complete a preliminary questionnaire, which can be found on the PPA webpage
Schedule an informal discussion with a member of the PPA Training Committee
Submission of a PPA Application Form (if recommended)
If the application meets essential requirements, undertaking two or more interviews with an experienced clinician
Outcome

Application fee

Applicants will be required to pay an application fee of £170. This fee covers a minimum of two interviews. Those applicants who are not invited to interview may be eligible for a refund.

If a third interview is required, the applicant will be required to cover any additional interview costs not covered by the application fee.

If you have any queries, please contact the PPA Training Manager at [email protected].

Induction and Orientation

The induction and orientation process is designed to help students settle smoothly into training and become familiar with the resources, staff, and expectations of the British Psychoanalytic Foundation (bpf) and the PPA.

All new students must attend an induction session before the term starts. This session introduces the bpf, covering its structure and main departments, including administrative and academic support. There will be a focus on the bpf library, with instructions on how to access its resources for study and research. Trainees will also receive guidance on using the bpf’s online platforms and communication tools.

Each student is assigned a personal tutor prior to the academic year, and details of their tutor are provided in the induction materials. Personal tutors are experienced professionals who support and advise students throughout their training.

Students should arrange to meet with their personal tutor at least once each term, either face-to-face or online. It is the student’s responsibility to organise these meetings. Meetings offer a chance to discuss academic progress, personal development, and any issues faced during training. Personal tutors are the main point of contact for academic, clinical, and administrative queries, giving advice and feedback, and helping students reflect on their experiences and progress as required by the programme.

Deadlines and Important Dates

Year One: Freud: Advanced Studies runs annually from January to December; see that course’s page for its own application timetable. The Modified Entry Scheme commences annually in September, with application deadlines announced in the preceding year and available on the PPA webpage here: Psychoanalytic Psychotherapy Training (PPA). MES applications are accepted on a rolling basis throughout the year.

Successful MES applicants may join a cohort at various points throughout the academic year. This flexible entry system allows students to begin their studies as soon as they meet the necessary prerequisites and are accepted onto the programme.

Academic Programme & Course Structure

Course Objectives

Course Objectives

The course objectives and expected learning outcomes of the PPA training programme are designed to develop psychoanalytic psychotherapists with rigorous theoretical and technical grounding, practical experience in clinical work, and a commitment to the highest ethical standards. Trainees are required to adhere to the BPC code of ethics, as well as all bpf policies and statutes, ensuring that their practice aligns with professional codes and institutional expectations.

The PPA psychoanalytic psychotherapy training is designed to provide clinicians with a solid theoretical and practical foundation. The course draws largely from the British Object Relations School, alongside other significant psychoanalytic traditions. Students will gain a clear understanding of essential concepts, such as object relations, unconscious mental processes, and the complexities of the therapeutic relationship. The programme strongly emphasises the application of theory to clinical practice, ensuring that trainees can use advanced theoretical ideas effectively and sensitively in a variety of clinical settings.

Build a robust theoretical and technical base: Students study the British Object Relations School and other psychoanalytic viewpoints, developing a comprehensive understanding of psychoanalytic thinking and its relevance for current clinical work. The curriculum covers a range of theoretical approaches.
Acquire key clinical skills: Trainees work with adult patients from diverse backgrounds, learning to connect theory with clinical practice. The course develops core psychoanalytic techniques, such as understanding and working with transference and countertransference, and maintaining long-term therapeutic relationships.
Adhere to high ethical standards: Ethics are central to the training. All students must undertake ongoing personal psychotherapy with an approved PPA therapist to support their self-awareness and sense of professional responsibility.
Gain comprehensive training experience: The programme includes seminars, supervised clinical practice, and essential placements in infant observation and psychiatric settings. Supervision helps trainees recognise and address difficulties in therapy and adapt their interventions to each patient’s needs.
Develop accurate clinical documentation: Students are taught to produce clear and precise clinical notes and reports, including a final clinical paper that demonstrates their ability to link theory with practice. They learn to make thoughtful interpretations that help patients gain insight and progress.
Commit to ongoing assessment and professional growth: Continuous self-reflection, supervision, tutorials, and peer collaboration are key parts of the training. Trainees are regularly assessed to ensure readiness for independent practice and are encouraged to contribute to the field through research and professional involvement.

Upon completion of the programme, graduates will be able to manage complex clinical cases, using their theoretical knowledge alongside advanced psychoanalytic skills. The training encourages lifelong reflective practice and professional development, preparing students to make a meaningful contribution to the psychoanalytic community.

Learning Outcomes

Learning outcomes

Cultivate a sophisticated clinical skillset and deep theoretical insight in psychoanalytic practice, drawing extensively on the British Object Relations School and other key psychoanalytic traditions.
Demonstrate the capacity to uphold ethical integrity and professional standards in challenging and nuanced clinical contexts, supported by ongoing personal psychotherapy and training.
Engage in critical reflection and actively contribute to the development of psychoanalytic theory and research, integrating contemporary perspectives and new knowledge into clinical work.
Commit to ongoing personal and professional development, using self-reflection, supervision, and peer collaboration to foster lifelong learning.
Play an active role within the psychoanalytic community—including the bpf and PPA—through research, future teaching, and collaborative engagement, advancing best practices.
Attain readiness for independent clinical practice, meeting rigorous standards and demonstrating adaptability, expertise, and commitment to the continuous advancement of psychoanalytic psychotherapy.

Personal and Professional Qualities & Competencies

Personal and Professional Qualities & Competencies

Refined clinical skills in psychoanalytic assessment and intervention.
Deep and evolving understanding of psychoanalytic theories.
Strong dedication to ethical values and professional standards.
Capacity for meaningful self-reflection.
Empathy and sensitivity in interactions with patients and colleagues.
Openness to supervision and feedback, and the ability to make constructive use of guidance from tutors and peers as part of ongoing development.
Willingness to collaborate and build supportive relationships.
Critical engagement with new research and contemporary perspectives, thoughtfully incorporating new knowledge into practice.
Active participation in the psychoanalytic community.
Commitment to continual personal and professional development, aspiring to readiness for independent clinical practice in accordance with UK standards.

Course Structure

1. Seminars

The course is organised into three academic terms each year. Each term consists of ten Tuesday evenings, with:

Clinical Seminars running from 18:30 to 20:00
Theory Seminars from 20:15 to 21:45
Saturday Theory Seminars (x2 per term) from 10:00 to 13:15
Two Plenary sessions per year, on Saturdays following the Theory Seminars , from 14:00 to 15:45

The schedule above applies from Year Two onwards. In Year One: Freud: Advanced Studies, trainees instead follow that course’s own timetable of a theory seminar, a Work Discussion Group, and a separate weekly Infant Observation seminar.

Clinical

These seminars take place weekly from Year Two until qualification. In Year One: Freud: Advanced Studies, trainees instead attend a weekly Work Discussion Group in which they present material from their own clinical or professional experience, whether in an honorary placement, a hospital or a counselling setting. Issues relating to working once weekly, or in a time-limited frame, will be introduced and discussed.

Later in the course, the seminars provide an opportunity to present and discuss the treatment of training patients in a small group with experienced seminar leaders of various psychoanalytic orientations. The clinical group will have usually no more than eight members. New members may be introduced from time to time as new students join the training, and as other students qualify.

Once the theory curriculum has been completed, a larger group clinical seminar is offered on a termly basis, to give students at varying stages of clinical work an opportunity to reflect on different ways of working, and to promote a collegiate atmosphere in the training. Attendance, as with other seminars, is mandatory and takes place in person.

Theory

Year One: Freud: Advanced Studies: Each new cohort begins with this year-long course, made up of a theory seminar focused on Freud’s writing, alongside a Work Discussion Group and the start of the Infant Observation seminar. It is attended usually only by that particular group. See the Freud: Advanced Studies page for full details.

The Rolling Theory programme: In years two to four, the year groups combine to study theory in a larger group.

When the four-year theory curriculum is completed, if trainees need to continue with clinical seminars while they complete the necessary time with training patients, there may be a reduction in fees. Some post-curricular trainees (those who have completed the first 4 years) may wish or be advised to attend further theory seminars that are offered as part of the rolling programme. This may be because they may have missed some of the seminars, or because they or their tutor are of the opinion that they would benefit from the opportunity for further development in a key area theory.

2. Personal Therapy

Personal psychotherapy or psychoanalysis is essential for every trainee’s development as a psychotherapist. Trainees must attend sessions with an approved Training Therapist or Psychoanalyst at least three times per week. This therapy should be in place before the course begins and must continue throughout the entire training until qualification.

If any unexpected interruptions or issues arise with the therapy, trainees should inform their Personal Tutor as soon as possible to seek advice and support. All aspects of personal therapy are strictly confidential and operate on a non-reporting basis. Every year, the Training Manager will reach out to each trainee’s therapist solely to verify that the trainee is attending the required number of sessions.

3. Personal Tutor

Each student is assigned a personal tutor for the duration of their training. Students should meet their tutor at least once per term, either in person or by telephone after the initial meeting. It is the student’s responsibility to arrange these meetings and to contact the tutor early each term to fix a suitable date and time. The personal tutor writes an annual progress report for the Training Committee, with a copy given to the student.

The personal tutor is the main contact for any training-related questions or concerns and acts as a link to the PPA Training Committee. The tutor provides ongoing support, guidance, and feedback, and coordinates comments on the student’s experience and participation in the course. The tutor shares reports from seminar leaders and supervisors with the student and discusses them as needed. At the end of each term, the tutor also gives the student a copy of their own report to the PPA Training Committee.

Personal tutors are available to help students with any questions or issues at any stage of the training, including guidance on taking on a training patient and choosing a supervisor. Sometimes, group tutorials may be arranged if the PPA Training Committee considers them helpful.

Curriculum & Content

Curriculum & Content

The PPA clinical training in Psychoanalytic Psychotherapy is built upon a robust theoretical base, drawing from the influential work of Freud, Klein, Bion, Winnicott, and the British Object Relations School. The programme also covers key ideas from other international psychoanalytic schools and explores how these theories are applied in modern clinical practice. Important professional topics, including matters of diversity relevant to current clinical work, are thoroughly addressed.

The full theoretical programme runs for four years. It begins with Year One: Freud: Advanced Studies, which introduces new trainees to Freud’s writing and prepares them for the subsequent three-year ‘Rolling Theory’ programme. In the Rolling Theory, trainees from different years study together, fostering a collaborative learning environment.

Each year includes a range of seminar modules focusing on clinical practice, metapsychology, psychopathology, and professional concerns. Clinical Seminars are held weekly in small groups, and are followed by Theory Seminars. Alongside these weekly meetings, trainees participate in two Saturday Theory Seminars per term

During Year One: Freud: Advanced Studies, new students participate in a small group for the theory seminar and Work Discussion Group; there are no Clinical Seminars in Year One, as students do not yet see training patients.

Modified Entry Scheme

MES (Modified Entry Scheme) trainees choose a minimum of 30 theory seminars with their tutor from the full range available from the Rolling Theory programme where they will join other PPA trainees. Some MES trainees will be required by the Training Committee to study particular theory seminars when this is considered necessary.

Trainees are not charged for extra seminars that they choose to attend after completing their theory requirements.

The Training Committee strongly encourages MES trainees to attend more than the minimum 30 seminars.

Mode of Study & Attendance

Mode of Study & Attendance

Trainees are expected to attend all seminars in person, including clinical sessions, theory seminars, Saturday seminars, and plenary sessions. Remote or hybrid attendance is only allowed in exceptional cases, such as ongoing illness or for those travelling from outside London, and must be agreed in advance with both the tutor and the Training Committee. Any request for online participation should be submitted beforehand and will be reviewed to avoid disrupting the classroom environment. At least 80% of seminars must be attended in person.

This programme requires a substantial weekly commitment. Students should expect to dedicate between 21 and 30 hours each week to their studies. This includes about three hours of seminar attendance, six to twelve hours of clinical work, six hours for report writing, and up to ten hours of personal study, not counting placements. The academic year lasts up to 36 weeks, and the full course usually takes at least four years to complete, though the exact duration may depend on individual progress.

Attendance and Participation Requirements

Each academic term includes ten scheduled Tuesday evening sessions, with Clinical Seminars taking place from 18:30 to 20:00, followed directly by Theory Seminars from 20:15 to 21:45. Alongside these weekly meetings, trainees participate in two Saturday Theory Seminars per term, scheduled from 10:00 to 13:15. This applies from Year Two onwards; in Year One: Freud: Advanced Studies, trainees follow that course’s own timetable instead.

The academic year also features two Saturday plenary sessions, which run from 14:00 to 15:45. Attendance at these seminars is expected to be in person, unless advance permission for online participation has been granted under exceptional circumstances, such as illness or travel from outside London.

Trainees must attend at least 80% of all scheduled clinical and theory seminars, including the in-person Saturday seminars held twice each term. Attendance is recorded at every session. If a trainee expects they may not be able to meet these requirements, they should inform the seminar leader beforehand. Repeated or significant absences must also be reported to the personal tutor. Holidays should only be taken outside term dates; if absence during term time is unavoidable, permission must be sought from the personal tutor.

Missing too many theory seminars usually means the trainee will need to repeat that module before qualifying. Any unexplained or extended absence will be followed by the personal tutor and the Training Committee. Trainees must also notify the Personal Tutor if their training therapist or supervisors will be away for more than two weeks outside the usual holiday period.

Online Attendance at Seminars

The Training Committee recognises that attending seminars in person may occasionally be difficult. However, in line with BPC accreditation requirements, the PPA Training provides an in‑person learning experience. Trainees are therefore required to attend all seminars in person—clinical and theory seminars, Saturday theory seminars, and plenary events—unless permission has been granted to attend online in advance.

Online attendance is permitted only in exceptional circumstances, such as ongoing illness or living outside London. In these cases, trainees must request approval in advance through their tutor. For trainees based outside London, the Training Committee may authorise a limited proportion of seminars to be attended online; however, except in rare and exceptional circumstances, at least 80% of all sessions must still be attended in person. Once an attendance plan has been agreed, it must be followed, as online participation can be disruptive to the group experience and may require additional preparation from seminar leaders.

The possibility of online attendance is discussed during the application process and monitored throughout the training. If difficulties arise—whether technical issues or challenges affecting group functioning—the Training Committee may require trainees to increase their in‑person attendance. Trainees are expected to take personal responsibility for the learning environment and to consider the impact of their attendance arrangements on peers and seminar leaders.

In some circumstances, seminar leaders with specialist expertise who are based outside London or who have unavoidable clinical commitments may deliver sessions online. In such cases, trainees will still be expected to attend in person unless alternative arrangements have been approved in advance.

Qualification

Qualification Requirements and Timelines for Completion

The PPA Training spans a minimum of four years, comprising Year One: Freud: Advanced Studies and three years of the Rolling Theory Programme. However, it is common for trainees to remain enrolled for a longer period in order to complete essential course requirements, such as clinical work with training patients, report writing, and submission of the final clinical paper.

Readiness to qualify will be assessed by the PPA Training Committee based on completion of all course requirements; supervisors’ reports on clinical work and their recommendation regarding independent practice; personal tutor reports; annual progress reviews; and the evaluation and critical review of the final clinical paper. Trainees’ readiness to qualify will also be evaluated in relation to their personal and professional qualities, core competencies, course objectives, and the expected learning outcomes.

The PPA Training Committee reserves the right to require trainees who do not meet the qualification criteria to remain enrolled in training until they have attained the competencies necessary to qualify as psychoanalytic psychotherapists.

Qualification Process

The final decision to qualify a trainee is made by the Chair of Training and the Training Committee. This decision is based on the trainee having satisfactorily completed all components of the training and having submitted their clinical paper. In making this decision, the Training Committee will request final reports from both supervisors, reports from the overall training (including those from the personal tutor), seminar leader reports where relevant, and the joint report from the clinical paper readers.

1. Permission to Write the Clinical Paper

During the trainee’s final anticipated year of training—typically once the second training patient has completed approximately fifteen months of therapy—the trainee should discuss with their personal tutor their readiness to seek permission to write the clinical paper.

The tutor will consider this request based on their knowledge of the trainee and relevant training reports. At this stage, both supervisors will also be asked to comment on the trainee’s readiness to qualify and practise independently once all components of training have been completed.

The Training Manager or the Personal Tutor will notify the trainee once permission has been granted.

2. Appointment of the Clinical Paper Tutor

The Training Committee will normally appoint the trainee’s six‑monthly report seminar tutor to act as the tutor for the clinical paper. Up to three tutorials may be arranged by mutual agreement.

The trainee, in discussion with the clinical paper tutor, selects which training patient to write about. The case will normally be ongoing, but if the treatment has ended, this must be discussed with the tutor, taking into account the time elapsed since the patient’s departure.

3. Submission of the Clinical Paper

The clinical paper should normally be submitted within three to four months of completing all clinical requirements. In exceptional circumstances, extensions may be granted following consultation with the personal tutor.

The paper may only be submitted once:

All theoretical and clinical requirements have been fulfilled for both training patients; and
All six‑monthly reports and clinical record forms are up to date.

The trainee submits the paper to the Training Manager with a front sheet signed by:

the supervisor of the case, confirming the paper is an accurate representation of the work; and
the clinical paper tutor, confirming the paper is ready for submission.

The Training Manager will then forward the paper to the Chair of the Training Committee, the personal tutor, the appointed readers, and will also request final supervisor reports.

4. Decision to Qualify

Once any outstanding fees have been paid, the trainee should join the bpf promptly in order to obtain BPC registration for independent practice. This registration formally transfers clinical responsibility for training patients away from bpf Clinical Services.

5. Reading‑In

The newly qualified member arranges a date with their personal tutor for a reading‑in. Although not mandatory, it is strongly recommended as a meaningful opportunity to mark the completion of training.

Guests may include clinical seminar colleagues, the six‑monthly report tutor, Training Committee members, other trainees and bpf members, and—subject to confidentiality considerations—family members.

The personal tutor chairs the event. The trainee reads their clinical paper, followed by discussion and celebration. Light refreshments may be provided.

Announcement of Membership

Newly qualified members of the bpf are traditionally announced and welcomed at the bpf Graduation Ceremony, which they are expected to attend if possible. This provides an opportunity to celebrate the considerable achievement of qualification with family, friends, colleagues, and Training Committee members.

The Psychoanalytic Psychotherapy Association (PPA) also holds events for newly qualified members and offers opportunities for mentoring as they begin independent professional practice.

6. Post‑Qualification Tutor Meeting

Discussion of the Readers’ Reports: This meeting allows reflection on the readers’ comments. If issues arise requiring revision, these may be discussed with the newly qualified member before the reading‑in celebration.

Discussion of Becoming a Qualified Practitioner: This is an important opportunity to reflect on the trainee’s overall development as a psychoanalytic psychotherapist. Topics may include:

thoughts and feelings about qualification;
considerations around continuing or ending supervision;
the transition into independent practice.

This meeting also reviews the future management of training cases and the transfer to private practice. Training treatments are open‑ended and should continue until therapist and patient mutually agree that ending is appropriate.

Supervision should be used to think carefully about the impact on the patient when they are informed that their therapist is now qualified and that the work is transferring into private practice.

Transfer of clinical responsibility can only occur after the BPC confirms registration. This follows:

receipt of the qualification letter from the Chairs of the Training Committee and the PPA;
successful application for bpf Membership;
evidence of appropriate professional insurance and clinical trustees.

The bpf will forward the new registrant’s name to the BPC, who will invoice separately. Only once registration is confirmed can clinical responsibility be formally transferred from bpf Clinical Services. The clinic will typically provide written confirmation at an agreed point.

A “Transfer to Private Practice” form must be completed for each patient. From this point forward, the trainee is considered an independent therapist receiving referrals from clinical services.

Fee adjustments should be approached sensitively and discussed with the supervisor, taking into account the patient’s circumstances and ethical considerations.

Reflection on Training and Future Development: This final meeting also marks the ending of the tutor–trainee relationship and celebrates the achievement of bpf Membership. It provides an opportunity to reflect on:

any queries relating to progression towards Senior Membership.
the trainee’s experience of the whole training;
future professional plans and areas of interest;
ongoing development as a clinician;
opportunities for involvement in the bpf;

7. Qualification Letter & Certificates

The trainee will receive a formal qualification letter from the Chair of the PPA Training Committee once it has been confirmed that all requirements and competencies have been met and that no fees are outstanding. This letter confirms eligibility to apply for full Membership of the bpf.

Certificates will be issued to all trainees who successfully qualify. The bpf will host an award ceremony at which certificates will be formally presented. Trainees who are unable to attend may request to receive their certificate by post.

Upon receipt of the Membership fee, the newly qualified therapist becomes a member of the bpf and becomes eligible for registration with the BPC.

Key Course Elements

The key course elements encompass all required components of our clinical training that each trainee must complete in order to qualify in psychoanalytic psychotherapy. These elements include psychiatric and clinical placements, clinical work with training patients, supervision and report writing.

Personal Therapy

Personal Therapy

The requirement to undertake personal psychoanalytic psychotherapy may be waived for trainees admitted via the Modified Entry Scheme (MES). This reflects the nature of the MES as an advanced entry route into the PPA training, with distinct entry requirements. However, any decision to waive the personal psychotherapy requirement rests solely with the Training Committee. Where a waiver is granted, this will be communicated to the trainee at the point at which an offer of a place on the programme is made.

Personal psychoanalytic psychotherapy remains a non-reporting therapy. In accordance with BPC regulations, the Training Committee does not receive reports concerning the content of a trainee’s personal psychotherapy. However, in order to verify that our personal psychotherapy requirements are being met, the Training Committee will, on an annual basis, seek confirmation from the trainee’s personal psychotherapist that the psychotherapy is being attended and that it is taking place at the frequency required by the programme.

Trainees are required to inform the Training Committee immediately of any changes to their personal psychotherapy arrangements.

Placements

Clinical & Psychiatric Placements

All applicants are expected to have a good understanding of psychoanalytic concepts. Applicants lacking substantial clinical experience must complete a Clinical Placement in order to acquire relevant exposure and begin conceptualising clinical work from a psychoanalytic perspective. During their first pre-clinical year, all students are required to participate in one-to-one therapeutic work with adults, as this engagement is critical for meaningful participation in clinical seminars.

Additionally, individuals without prior experience in psychiatric settings must undertake a Psychiatric Placement for at least half a day per week over the course of six months.

Psychiatric Placement Guidelines

These guidelines are intended to help trainees arrange a suitable placement. They may also be used to consider whether a trainee’s previous experience is sufficient for the purposes of the training, such that a further placement is not required. In such cases, discussion between the trainee and their tutor will be needed, and any agreement must be considered and approved by the Training Committee.

Purpose of a psychiatric placement

A suitable psychiatric placement provides trainees with the opportunity to:

Recognise mental illness and gain a basic understanding of differential diagnoses
Understand current psychiatric approaches to treatment
Consider how psychotherapists and psychiatrists work together when they share a patient
Gain an understanding of psychotropic medication
Experience the work and environment of a psychiatric department

The Training Committee recommends a placement of at least half a day per week for a minimum of six months.

Placement arrangements

We recognise that hospital departments are under significant resource pressures, and that offering time to psychotherapy trainees is a generous commitment. Trainees will need to negotiate the details of any placement with the department directly.

Activities that trainees have previously been invited to participate in include (though not all placements will offer all activities):

Attendance at ward rounds
Sitting in on outpatient clinic review appointments
Sitting in on assessments
Attending departmental academic meetings
Attending and observing case reviews
Observing staff handover meetings
Spending time on the wards and meeting patients
Occasional one‑to‑one time with a mentor for discussion and questions
Reviewing case files (where permitted)

Some departments offer psychiatric placements as part of a package that includes honorary work in psychotherapy departments. This may be particularly suitable for trainees with limited prior clinical experience. The Training Committee is happy to provide a formal letter of introduction. Trainees are encouraged to discuss placement arrangements with their personal tutor.

Training Patients

Training Patients & Six-Monthly Reports

During the training, students are required to work with two training patients on a long-term basis: one for a minimum period of two years, and another for a minimum of eighteen months.

Trainees must submit six-monthly reports for each training patient, completed every six months throughout the duration of the clinical work. Each training patient must be supervised by a different supervisor, who will submit two supervisory reports per year on the work with the trainee. All supervisors must be listed on the PPA list of approved training supervisors.

It is usual to begin finding training patients in the second year of the training. The student can apply to take a second training patient after the supervisor’s first report at six months has been received.

Please read the procedures and policies below with care:

Procedure for beginning work with Training Patients

1. first training patient

Readiness to proceed should be discussed with each personal tutor. Once the tutor is satisfied that the trainee is eligible and ready, they will establish that:

A suitable consulting room is in place;
Appropriate insurance is logged with the Training Manager. It is important to check that any pre-existing insurance will also cover this new clinical work as a trainee in individual psychoanalytic psychotherapy with adults.

At this point, informal permission will be agreed with the Training Committee allowing the trainee to let the Training Manager know they are in the process of looking for a training patient. The trainee will be put in touch with the Director of Clinical Services so that the vacancy can be advertised.

Simultaneously, the trainee will work with their tutor to identify and find an appropriate Training Supervisor, who must be approved by the Training Committee. Many trainees find it helpful to begin working with the supervisor, taking other work for supervision until a training patient has been found. Some supervisors might agree to hold a place for a trainee until they have been found a patient. This is a matter for individual negotiation between the two.

No potential patient can be offered to a trainee before a Training Supervision is in place and the Training Committee has formally given permission. Once an arrangement has been made with a Training Supervisor, the trainee must write via the Training Manager to the Training Committee, copying in the tutor, formally requesting permission to go ahead.

Formal permission from the PPA Training Committee must be received before the trainee can take on a first training patient. The trainee must alert the six-month report tutor when they take a patient.

forms & documents

There are a number of forms and reports that need to be completed during work with training patients as part of the trainees’ developing clinical professionalism. Completion of all these forms is the trainees’ responsibility, with the tutor’s support if necessary. Following the direction at the top of each form, they must be sent each in a timely fashion to the correct part of the bpf. All relevant documents and guidelines can be found on Moodle.

The Clinical Responsibility Contract for Clinical Services
The Commencement of Treatment Form for Clinical Services
The Start of Treatment Form for Tutor
End of Term Report, completed the end of each term for Clinical Services.
After six months of treatment, whenever the treatment started, submit a Six-Monthly Report
Report and every six months thereafter until qualification
If your patient finishes therapy whilst in training you will need to complete an ‘End of Treatment’ form for Clinical Services
On qualification you will need to complete the ‘Transfer of Patient to Private Practice’ form

2. second training patient

The trainee may take on a second training patient normally after not less than six months’ treatment of the first training patient.

Readiness for this next step should be discussed with the first supervisor and the personal tutor, with whom a second supervisor can be identified.
It is preferable that trainees have the experience of both male and female training patients and male and female supervisors but given the constraints on availability it is accepted that this goal will not always be achievable. Other variables, such as all forms of diversity, mean that gender is only one of a number of definitions of difference to be taken into account.
The trainee then writes, via the Training Manager, to the training committee for permission to take on a second patient. Permission is subject to the first supervisor’s agreement and report alongside all other reports.
The Training Manager again puts the trainee in formal contact with the Director of Clinical Services and informs the clinic. (Trainees must follow due order in this process.)

Please copy your tutor into all correspondence.

Premature Termination of Therapy with Training Patients

premature termination of therapy

If a training patient terminates therapy before the minimum required time, the trainee will need to write a termination report. This report offers the trainee the opportunity to discuss their understanding of the patient’s reasons for the premature ending of therapy, in the context of their reflections on the patient and the therapeutic relationship.

If the patient terminates therapy around the time that, under normal circumstances, a six-monthly report would be due, the termination report should be submitted instead of the six-monthly report. This should be discussed with the trainee’s tutor.

The termination report, like the six-monthly report, should be discussed with the six-monthly report tutor.

The trainee should inform the Director of Clinical Services, Clinical Services Office Manager (and copy in the PPA Training Coordinator) that the patient has terminated therapy.

The trainee may then, with the agreement of their tutor, apply to the Training Committee for permission to take on another training patient to replace the patient who has left. The standard practice is that the new (replacement) patient will need to be seen for the same minimum treatment time as before. If, however, it is the first (notionally 2-year) patient who drops out, and the trainee sees their second patient for at least 2 years, the new (replacement) patient has to be seen for 18 months, not 2 years.

The Training Committee does, however, assess each case individually in relation to the specific situation of the trainee. If a trainee is working to a high standard, as assessed and reported by the supervisor, the Committee may, after receipt of the first supervisor report on work with the new patient, agree to the trainee seeing the patient for shorter period before they can seek permission to write their qualifying paper. The submission of the paper should not be sooner than one year after starting work with the patient.

Policy on Clinical Responsibility

policy on clinical responsibility

The bpf takes clinical responsibility for training patients, shared between the Clinic and the PPA Training Committee. There must be a written contract between the trainee, the supervisor, Director of Clinical Services (DCS) and the Chair of the PPA Training Commitee and, when relevant, the NHS consultant, detailing the responsibilities of each and specifying what will happen if either supervisor or DoCS has concerns about the safety of the patient and/or the trainee, or concerns about the progress of treatment.

The trainee agrees to discuss all aspects of the case with the supervisor.
All parties – trainee, supervisor and PPA Training Committee signatory – must have insurance.

**If the trainee holds other qualifications that would permit them to work independently, they must not use the title bpf psychoanalytic psychotherapist until they have formally qualified.

Supervision

Supervision

The work with each training patient is discussed in one-to-one weekly supervision with an approved supervisor. Personal tutors will help and advise students to find a suitable supervisor, drawn from the PPA Training Therapists and Supervisors list.

The student normally works with both a male and female patient and supervisor. Supervision continues throughout the work with the training patient until qualification. Supervisors are asked to agree and sign off the six-monthly reports and the final clinical paper. The supervisor provides the training committee with a written report in December and June of each year on the student’s progress, and comments on readiness to write the clinical paper. Supervisors are asked to comment on a student’s readiness to qualify., Supervision takes place in person, but may, in exceptional cases and with the agreement of the PPA Training Committee, be conducted online with only occasional in person meetings.

Six-Monthly Reports & Written Clinical Material

Six-Monthly Report Seminars

Once a student begins working with training patients, attendance at the final clinical seminar of each term ceases. Instead, the group meets with a dedicated six-month report tutor. These sessions are designed to assist students in developing skills in the writing and formulation of psychoanalytic reports. The same tutor provides support throughout clinical training and is usually available to offer guidance when students are preparing their final qualification paper. The process of writing six-monthly reports forms the foundation for the final paper.

Guidelines for Six-Monthly Reports

The six-monthly report should be written within four weeks of the end of each six-month period.
When the front sheet has been completed and the report has been signed off by the supervisor, it should be sent to the six-monthly report seminar leader, who will discuss any modifications that may be necessary.
When the report has been finalised, it should be sent to the PPA Training Manager, the personal tutor, and the other members of the six-month report seminar group. All reports sent electronically must be password-protected.

The report should not exceed 1,500 words, with the exception of the first report, which asks for details of the referral and assessment and preliminary meetings with the patient.

Six-monthly reports need to be up-to-date before permission can be given to write the qualifying paper. The aim of these reports is to give trainees the opportunity to formulate their experience of the therapeutic and analytic processes. The reports should aim to provide an overview of the themes of the previous six months, illustrated with lively clinical vignettes. It is relevant to consider and comment on the development of the therapist’s understanding and therapeutic technique during this period.

Learning to write reports is a gradual process and it is important to develop the capacity to describe the experience of being with the patient. Understanding theoretical concepts and how to apply and integrate them with clinical experience is an important aspect of becoming a psychoanalytic psychotherapist. The application of theory may, however, be a later development in report writing. The writing of these six-monthly reports also contributes to the preparation of the clinical paper.

It is acknowledged that some may need help in developing this skill and that the capacity to write about one’s work is an on-going process. The six-monthly report seminar provides a good working environment for this learning. The report should include the following:

Front sheet
First report only: Referral source with the reason for the referral and the history as presented to the assessor. There should then be a description of the first interview between patient and trainee, including the history as given to the trainee.
All reports: Additional history, a summary of the previous six months of therapy, a brief description of the therapeutic process, with an emphasis on object relationships, transference and counter-transference, and dreams.

While patients remain in treatment, six-monthly reports must be written on both patients until qualification.

Written Clinical Material

The six-month reports, similarly anonymised, must be password protected before circulation by email. Students must at all times work within good practice under GDPR, following bpf policies accordingly. These reports should be sent to the Training Manager, the personal tutor, the six-monthly report tutor and members of the six-month report group.

The Clinical Record Form is submitted with a patient number to the bof Clinical Services team Clinic in December and June each year, and constitutes a formal record of treatment, which may, under the law, be seen by the patient if they request it.

Plenaries

Plenaries

There are two plenaries each year, held usually on the last Saturday of term in March and July, for all students and members of the PPA Training Committee to meet. This is an opportunity to give feedback about the course and to discuss any proposed changes or developments. All students are required to attend.

Final Clinical Paper Guidelines

Final Clinical Paper Guidelines

The final clinical paper forms an important element of the Training Committee’s assessment of a trainee’s readiness to qualify; however, it is not, in itself, the determining factor for qualification.

The paper is a personal account that demonstrates the trainee’s individual learning and development in preparation for becoming a psychoanalytic psychotherapist. Its aim is to convey the psychotherapeutic process with one of the trainee’s two training patients and to bring to life the experience in the consulting room. It offers an opportunity to synthesise the various strands of the training, including clinical experience, supervision, the use and understanding of psychoanalytic theory, and reflection on the trainee’s development as a clinician.

Structure

The paper should begin with an outline of how the patient entered the Reduced Fee Scheme, a brief summary of the referral and assessment information, and an account of the trainee’s first meeting with the patient.
The trainee may structure the paper chronologically or thematically; equal emphasis on all stages of the therapy is not required.
Confidentiality must be preserved by altering all proper names and disguising biographical and geographical information, as well as omitting personal details where appropriate.
The trainee should demonstrate awareness of, and sensitivity to, issues of race, ethnicity, diversity, and difference where relevant.
References must follow the style of the British Journal of Psychotherapy and be listed alphabetically.
The paper should be 6,000–7,000 words in length, excluding references.

The Clinical Account

The paper should demonstrate a clear understanding of the patient’s psychic structure and functioning, and how these evolved over the course of the therapy.
There should be a focus on unconscious processes, including the emergence and development of transference and countertransference.
The trainee may discuss clinical decisions, including why certain interventions were made (or not made) at particular points.
The paper should show reflective awareness of psychoanalytic technique, balancing detailed clinical vignettes—illustrating, for example, the patient’s response to interpretations—with the capacity to step back and conceptualise the overall therapeutic process.
Dreams, or thoughtful reflection on their absence, would normally be included.
The trainee should demonstrate an ability to conceptualise the therapy using relevant psychoanalytic theory, drawing on the literature to develop their own thinking rather than citing concepts descriptively.
The paper is not to be judged on the success of the therapeutic outcome. Rather, the trainee should show the ability to reflect on difficulties, acknowledge what supported or hindered the therapeutic work, and consider how they might have approached matters differently.

Confidentiality

The trainee must explicitly acknowledge their responsibility to maintain confidentiality. All personal names and locations must be changed, and biographical or professional details disguised where necessary, while ensuring that the central themes of the paper remain intact.

Difference, Diversity, and Ethics

The trainee must show thoughtful engagement with issues of difference and diversity, and demonstrate awareness of ethical and governance considerations, such as consent to treatment and confidentiality.

References and Presentation

Complete and attach the clinical paper front sheet.
List references in alphabetical order, following the British Journal of Psychotherapy format.
Name the supervisor.
Proofread the paper for typographical and grammatical errors.
Ensure the word count is 6,000–7,000 words, excluding references.

Guidance for Readers

Readers of the clinical paper consider the following:

Is the paper well written, engaging, and clearly structured?
Does the narrative sustain the reader’s interest?
Does it convey the dynamics of the therapeutic relationship in depth?
Is the technical and descriptive language appropriate and well balanced?
Does the writing evoke the atmosphere of the consulting room?
Does the trainee use psychoanalytic theory coherently and thoughtfully to inform their clinical discussion?
Does the paper show the trainee’s capacity to engage reflectively with uncertainty and unpredictability?
Are there notable omissions (e.g., sexuality, race, or erotic countertransference)?

Writing Support and Submission

The trainee’s six‑month report tutor normally also serves as the clinical paper writing tutor. Up to three tutorials may be arranged by mutual agreement. Once the supervisor confirms that the paper is an accurate account of the clinical work and the clinical paper tutor is satisfied that it meets the required standard, the paper is submitted to the Training Committee.

Assessment Procedure

The paper is read by two readers appointed by the Chair of the Training Committee, at least one of whom shares the trainee’s theoretical orientation.
Each reader independently considers the paper and records points for further discussion with the trainee. A pass/fail judgement is not required.
The readers then exchange their notes and share them with the trainee, so all parties understand the scope of the forthcoming discussion.
Prior to meeting the trainee, the readers confer to decide how best to conduct the discussion. After the discussion, they jointly produce a written report outlining their evaluation of the paper and the meeting.
This report is shared with the trainee, the Training Committee, the tutor, and the clinical report tutor.

If the readers have serious concerns about the trainee’s readiness to qualify, these concerns will be referred to the Chair of the Training Committee. The Chair will consult the trainee’s supervisor and tutor, who are best placed to provide broader context given their long-term knowledge of the trainee’s work. Ordinarily, the Training Committee will consider the readers’ joint report as part of the wider readiness-to-qualify assessment.

By adhering to these guidelines, your final clinical paper will not only demonstrate your readiness for independent clinical practice but also reflect your growth and commitment as a psychoanalytic psychotherapist.

Continuous Assessment & Review

Continuous Assessment

The training is based on the student’s ongoing capacity to be reflective about their personal and professional development. To this end, tutors will share and discuss all reports received from seminar leaders and supervisors during the training. The annual appraisal is an opportunity each year to consolidate and set any necessary learning goals. The PPA Training Committee oversees this process carefully and encourages students to raise any difficulties at the earliest opportunity with their tutor.

Assessment Methods

The Training Committee holds ultimate responsibility for every stage of the training pathway, ensuring that each trainee’s progression is both thoroughly and fairly assessed. Continuous oversight is provided through the tutor, who acts on the Committee’s behalf. Assessment is multi-faceted and occurs through the following structured mechanisms:

Termly Tutorials and Reports: Each academic term includes a tutorial between tutor and trainee, followed by a formal report submitted to the Training Committee. These reports are also shared with the trainee, ensuring transparency and fostering ongoing dialogue.
Annual Progress Review: Conducted in the spring term, this review offers structured reflection and evaluation of a trainee’s development. The process is collaborative, encouraging self-reflection, self-assessment, and constructive feedback. It covers strengths, progress, developmental needs, and includes discussion of clinical and theoretical engagement.
Seminar Leader Reports: Theoretical and clinical seminar leaders provide reports at the end of each seminar series.
Supervisor Reports: Clinical supervisors submit reports on the trainee’s clinical work twice a year. Additional reports are required prior to a trainee beginning work with a second training patient, and again when a trainee is approaching qualification.
Written Work: Throughout the course, trainees submit six-monthly reports on each of their training patients. These are reviewed by a panel including supervisors, tutors, seminar leaders, peers, and, where relevant, the Clinical Services Director. The Infant Observation paper and a final clinical paper—each assessed respectively by the Committee and an appointed member—form key milestones in academic evaluation.

Failure to meet the rigorous requirements of the training at any point may result in the Training Committee, with reference to all available reports and following meetings with the trainee, exercising its right to terminate the training prior to or at the point of qualification.

Annual Progress Review

Completion of the annual review is a compulsory component of the training and provides a structured framework for considering the trainee’s progress and development throughout the programme. Reviews take place between the trainee and their tutor, who conducts the process on behalf of the Training Committee.

The purpose of the annual review is to encourage self‑reflection and self‑assessment, to offer the trainee feedback from those involved in their training, and to promote an open dialogue between the trainee and tutor about the trainee’s experience of the programme. This discussion will encompass strengths, areas of progress, and aspects requiring further development. The review is intended to be constructive and collaborative, enabling both parties to think together about how the trainee is developing in relation to the expectations and requirements of the training. Different aspects of the programme may become the primary focus at various stages of the trainee’s progression.

Early in the spring term, a date should be arranged for the termly tutorial, which will serve as the annual progress review meeting. Prior to the meeting, the trainee should submit a written reflective piece to their tutor, following the indicative guidelines provided. After the meeting, the tutor will complete the review form and invite the trainee to add any comments. Once both tutor and trainee have signed the document, it will be submitted for consideration at the March Training Committee meeting.

Guidelines for discussion during this review include:

Engagement with training opportunities
Psychiatric Placement (where applicable)
Clinical work, including:
- Establishing therapeutic relationships
- Understanding of boundaries
- Handling of transference and countertransference
- Comprehension of the therapeutic process and interpretative skill
- Awareness of personal factors influencing clinical work
- Ability to integrate theory and practice
- Use and experience of supervision
- Professional identity formation
- Communication skills, both verbal and written
Identification of strengths, areas of special interest, and aspects needing further development
Any other pertinent comments

Procedures for Submission of Assignments

All assignments must be submitted in accordance with the prescribed deadlines and formatting requirements set forth by the programme. Trainees are expected to consult their personal tutors for guidance on academic standards and submission protocols. Completed work should be submitted electronically via the designated platform, ensuring that all relevant documentation is included.

The Training Committee oversees the process, ensuring compliance with institutional standards, while the Training Manager is responsible for confirming receipt and addressing any administrative queries. Late submissions or requests for extensions should be communicated promptly to both the personal tutor and Training Manager for consideration by the Training Committee.