WPI offers Advanced Diplomas in Gestalt and Integrative Psychotherapy that lead to UKCP registration with the Humanistic and Integrative Psychotherapy College (HIPC). This is a relational and process-led training.

All applicants are expected to declare all dual relationships with any member of WPI on their application form.  Applicants who are invited to interview will be expected to discuss issues likely to arise as a result of dual relationships, within the bounds of confidentiality.

The core tutor will be an experienced, UKCP registered Gestalt or Integrative psychotherapist and supervisor and will preferably have therapy training experience. They will have core knowledge of attachment theory, neuroscience and trauma as well as other areas of theory and practice including the Gestalt approach to dialogic experiments. They will teach key components of relational psychotherapy to Gestalt and Integrative trainees.

Each module will be co-taught with an assistant tutor. The tutor will work with the trainees in group process, supported by the assistant tutor.

Initially the Core Tutor will teach common modules and contribute to the five-day creative residential module as part of a wider tutor team.  It has been the practice at WPI that the programme is adapted to meet the learning needs of each group. Nonetheless, the year 4 syllabus also includes formulation, ethics, experiment & dreams with a focus on training standards (SETS) and theory into practice. The Core Tutor will also be expected to mark student and trainee assignments, prepare teaching materials and undertake teaching-related administration, provide tutorials, attend tutor meetings, and be involved in recruitment and other aspects of the Institute as appropriate.

The tutors meet regularly during term time to discuss student issues and to be responsive to student needs. These meetings usually take place during the evening. Once a term tutors also meet in person for process & planning days. 

WPI is committed to anti-oppressive practice and to increasing the diversity of our organisation

Responsibilities of post  

• • Providing teaching for an agreed number of days.
  • Facilitating the daily programme consisting of group process, theory, reflective practice and skills development.
  • Close coordination with the Tutor group, especially the Chair of Training Committee, in the reflective facilitation of the programme following the agreed syllabus, whilst bringing your own creative approach to the subject matter.
  • Undertaking teaching preparation and admin e.g., preparing and circulating handouts and other teaching materials. Liaising with the Administrator as of need in this respect.
  • Adding enhanced learning materials and articles to internal web based teaching platforms.
  • Maintaining and developing handouts and reading material and keeping records of these and of broad teaching plans. Sending a copy to the administrator to be used on the learning resources part of the website.
  • Providing support to the Assistant Tutor, as of need.
  • Participating in regular tutor group/training committee meetings via Zoom to review student progress, process and develop the programme. This is the opportunity to discuss issues concerning the content and general running of the Programmes within the context of the training as a whole.
  • Keep records on each student to provide termly progress reports to the tutor group, including contact details for students therapists and supervisors as they move into the next Year.
  • Marking: There are generally 3 essays per year for each cohort of trainees. The tutors share the responsibility of the marking to ensure equality of the workload. In year 4 there is usually 1 essay per student to mark alongside reading presentations on ethics and theory into practice. Marking the write ups on ethics, experiments, dreams form an interim Portfolio mark. Checking the training standards and logs as well as reading and commenting on student journals and ‘Professional Development Profiles’. The teaching day rate includes marking the work of a nominal twelve students. Where a given cohort includes greater or fewer numbers of students, the Chair of Training Committee/ tutor team will liaise and allocate work accordingly with the possibility of additional payment.
  • Providing tutorials/mentoring sessions for all students – minimum twice a year of 15 -30 minutes. These may be arranged within training days where possible but depending on cohort numbers may also be arranged outside of the training, via zoom or in person, according to geography.  Where students make appropriate requests for additional time over and above the two allocated tutorials these can be arranged at additional cost to the student, again, outside of training days.
  • Providing students with appropriate and considered pastoral support and feedback at tutorials and other times, as necessary.
  • Recognising when a student is experiencing emotional or academic difficulty with the training, addressing the issues with the student, and referring any outstanding issues to the Tutor team and the Management Board.
  • Liaising with teaching colleagues regarding training issues, student progress or concerns, by phone, email or in person as of need.
  • Together with the Assistant Tutor, maintaining a focus on Intersectionality and Anti-Oppressive Practice in both the content and the process of the training
  • Supporting the Administrator to keep accurate records of student attendance, tutorials, assessment, etc. by sharing information.
  • Taking part in the end of year Training Committee meeting to process and assess students’ readiness to go forward to their next year of training.
  • Participating in at least 1 committee besides the Tutor/ Training Committee
  • Keeping abreast of developments in the field via CPD and contributing to development of the syllabus in the light of this.
  • Together with the Core Tutor, organising joint supervision for the teaching role, normally after each training module. This is funded by WPI.
  • Maintaining UKCP Registration.
  • Taking responsibility for own tax, NI etc.
  • The Tutor will be required to undertake other duties which fall within the remit of the role, in discussion with the Management board.

PERSONAL SPECIFICATION

The Core Tutor will need to have the skills and personal qualities outlined below:

Essential Requirements

• • UKCP Reg. Psychotherapist in Gestalt or Integrative Psychotherapy.
  • MA or Postgraduate Diploma in Gestalt or Integrative Psychotherapy.
  • Supervision Qualification (or eligibility to become a supervisor under UKCP guidelines).
  • Teaching experience.
  • Experience of working with interpersonal process
  • Commitment to relational, process-oriented teaching.
  • Evidenced capacity to work within a team i.e., emotional openness, good communication skills.
  • Willingness to teach common modules as well as modality specific ones.
  • Willingness to process carefully and responsibly the dynamics that can arise in the training groups, tutor groups or on occasion with the Board of Management.
  • Willingness to model empowerment, intersectionality and anti-oppressive practice.
  • An understanding that relational ethics and reflective practice is key to the role.
  • A commitment to humanistic and relational psychotherapy values.
  • Agreement to inform their insurance company of their tutor role and increase premiums if necessary.

Desirable Requirements

• • Recent experience of teaching in a psychotherapy or counselling organisation including assessing students, providing feedback and marking written work.
  • Completion of a Training the Trainer or Assistant Trainer Programme
  • Willingness to promote WPI activity.
  • Experience of marking academic work of trainees.
  • Experience of involvement in committee and recruitment work.

Primary Responsibilities of WPI in relation to Post Holder.

• • This contract will be reviewed regularly in the light of changing requirements and any such changes will be discussed with the post holder.
  • WPI will provide forums for the Core tutor to voice their opinion and facilitate developments in the organisation.
  • The WPI Management Board will facilitate an induction programme and offer a mentoring process.
  • WPI policies, procedures and guidelines, including those relating to Equality and Diversity, Safeguarding, Care Act, Equality Act 2010, Health and Safety and Data Protection Act will be explained to the post holder.
  • Each tutor/ assistant tutor teaching pair will have clinical supervision after each module funded by WPI.
  • WPI will pay all relevant invoices promptly.
  • WPI will offer support to the post holder when required to comply with requirements of the relevant national registering bodies and ensure continued registration of the organisation.
  • WPI will not make derogatory comments in any public arena about the post holder.
  • As an organisational member of UKCP, WPI uses the UKCP central Complaints Procedure. Support from WPI is available in the event of a complaint.
  • WPI has a Raising Concerns process for all members.
  • WPI will have insurance for training