Contents

Introduction

History of the organisation

We think of the Society as a learning community rather than a course. We do not have the usual demarcations of teachers and taught and we talk about the education and development of the individual rather than training. We call our qualified members 'ordinary members' and those who are learning 'student members'. We are interested in individual change and progress and emphasise the growth of imagination and individual responsibility rather than the reproduction of received knowledge and technique. Our primary focus is on understanding the complexities and difficulties of relationships rather than on the acquisition of skills. The development of the capacity to be rather than the ability to do is seen as central. We encourage a personal and critical response to the riches and influences of the past, seeking inspiration both in and beyond psychoanalysis.

Initially the Society set up minimal structures to foster these aims. Individual therapy, access to people with experience, discussions of psychotherapy, suggestions for intellectual and personal exploration of the literature and ideas, help with finding patients and supervision were what was considered necessary. Within this, people were expected to create their own path, arriving at a point of transition from student to ordinary member through work and discussion with others. These principles remain true but over the years the Society has grown. Size in itself has led to more formal structures and demands, although many of these are unconventional and we work hard to develop structures that fit our principles. Early on we acquired a formal, name-on-notepaper: The Cambridge Society for Psychotherapy. More commonly we have always been known, affectionately, as the 'Outfit'. Originally coined, somewhat jokingly, as an in-house anti-name, this escaped into general usage. In 1990 the decision was taken to apply for membership of UKCP. The benefits of being part of a national body, giving our members the security and status of registration and being able to influence (even in a small way) national policies, were felt to outweigh the inevitable encroachments and compromises that would follow. Finding authentic ways to match centrally conceptualised standards has been difficult and time-consuming. We have had to work very hard to remain flexible, innovative and true to our intentions. This will be apparent in our responses to the categories offered in this guide where the ordinary vocabulary of training organisations - 'curriculum', 'training committee', 'policy' 'requirements' etc - sits uncomfortably with our approach and practice.

The Society continues to offer an unusual way of becoming a psychotherapist. It is not an easy path. It eschews certainty, demands a deep commitment and requires a particular kind of strength. Those who undertake this value it and feel it offers a uniquely appropriate preparation for the work.

The idea of curriculum doesn't describe us very well. The root meaning of curriculum or course is onward movement in a particular direction, a track, a race or a plan. It is an appropriate metaphor for many trainings where what is to be learnt is set out in advance and progress through it can be monitored, but it doesn't suit us. Our approach to learning is not that of a course. Alternative metaphors people have used from time to time are that of a garden and its cultivation, a meal with many choices and a journey with many possible routes, companions and modes of transport.

In short, there is no set curriculum. We do not list what people should study. We do not give lectures or seminars. We ask people to create their own encounter with the field. People inevitably grapple with the psychoanalytic inheritance that forms such a powerful background to all psychotherapeutic work. We also encourage people to read widely and variously in whatever else interests them - philosophy, the arts, literature, cultural studies, for example. This is done individually and collectively. Individually it is an important personal journey where each student is free to read and study what they wish. With the help of the ordinary members and other students, each person can explore the range of possible inspiration and knowledge and develop their own way through it. As much as what is read, we value the way it is read and the quality of the engagement people have with their reading. We want it to be personal, appropriate, and stimulating. This is often dependent on finding the right text at the right time and the right person or people with whom to discuss it. Collectively the student group plans topics for discussion and invites ordinary members and outside speakers to participate. This usually provides a helpful and containing background for the more individual work. It also involves sharing responsibility for others' learning. Ordinary members can always be approached for suggestions and advice. When this approach to learning works it produces feelings of ownership, confidence, breadth and appreciation of complexity, in which there are genuine transformations of understanding. It doesn't suit everyone however and we ask applicants to think carefully about whether they feel able to undertake it.

Training Committee

The Governing Body of the Society is the General Meeting (often referred to as the Business Meeting). The General Meeting is called at least four times a year and all ordinary and student members are eligible to attend and vote. Much of its day to day work is delegated to sub-groups which have a mixed ordinary/student membership. At present, there are sub-groups responsible for: admissions, graduation, the library, the Newsletter, the Journal, the Ethics Panel, low-cost therapy, UKCP Support and First Monday meetings (at which outside speakers are invited to speak to the whole Society.) There are a small number of elected offices (Secretary, Treasurer), usually filled by student members.

It is the responsibility of each student, with the support of other students and ordinary members, to reflect on and work out the most appropriate way for themselves to work towards becoming psychotherapists. There are a number of supportive structures for this, the principal one being the student group which is the focus for clinical and academic discussion and for practical and emotional support. The supervisor's role is also a key one. Other supportive opportunities include:
The Planning Group which consists of the student membership and two or three ordinary members, and meets at least twice a year to plan the student programme.
A system of Pairings in which each student is paired with another student, and each student is paired with an ordinary member for periods of six months. This provides opportunities for information, support, mutual development, and exploration.
Various groups which develop from time to time in response to people's needs and wishes. These often have a mixed student and ordinary membership. At the time of writing there are a number of reading groups, a group exploring Shakespeare, a group studying eating disorders and a peer supervision group.
The ordinary members are always available to respond to students, either individually or as a group, to offer support, information, advice or consultation.

Anyone interested can contact us for our information leaflet. An informal meeting can then be arranged (usually with a current student) to discuss what is involved in becoming a student member. We ask people to make a written application that they feel comfortable about being widely circulated, as all members of the Society are free to be involved in the application process. There are then two meetings with the student group and two individual interviews. The final decisions are taken at a meeting of the whole society.

All students attend the weekly student meeting on Monday evenings for two and a half hours, as well as the quarterly Business Meetings. Each student is paired with another student and also with an ordinary member. Pairs meet at mutual convenience and frequency for discussion and support. Most members belong to one or more sub-groups, and this involves further meetings and preparation time. The Secretary and Treasurer are student members.

The length of time as a student is flexible, according to individual needs. In order to conform with UKCP requirements, student members should be in the group for a minimum of 4 years. More important is each person's developing understanding of what is involved in psychotherapy, and how long, as an individual, they need to stay in the group.

Graduating and beginning a career

Clinical and Academic requirements

Personal therapy

Clinical requirements

Supervision

Written work and course attendance

There are opportunities to present written work at student group meetings, and the Newsletter and Journal welcome contributions. In addition, many people write something for circulation at the time of their graduation.

We place great weight on the quality of the academic, emotional and clinical work of our students. We rely on the responsibility, maturity and integrity of all our members, both ordinary and student, in maintaining this through continuous reflection, discussion, criticism and challenge.

Why this course was chosen

There will be as many answers to this as students on the course, arising out of a wide variety of life, work and previous training experiences. However, a recurring theme was a wish to take existing training further to enable work at a deeper level and get to grips with major theoretical issues from a variety of viewpoints. There was also a shared interest in furthering personal growth and development.

1.2 What were the aspects of this course that were most attractive?

The course attracted people because it sets a high value on individuality: "nobody tells you what you ought to think". Its student-led, non-hierarchical structure was attractive, as was the opportunity of working co-operatively in a group. We feel that previous experience is valued, and we do not feel infantilised. There is the opportunity for personal discovery within training, and the emphasis on personal therapy and supervision is welcomed. The self-managed nature of the training means that there is no expensive superstructure of staff and administration, which allows greater freedom and flexibility, and keeps costs low. UKCP recognition was mentioned as a factor, as was the local nature of the course, and the fact that it connects us to a Cambridge-based psychotherapy network.

1.3 What was your experience of the selection procedure?

We felt it to be thorough and searching. Being part of a seminar group with existing students was a challenging experience, but served as a "taster" for the training itself. People felt that the process of finding out and being found out about was a genuinely two-way one, and that we came away with an accurate picture of what the Outfit was like.

1.4 Before the start of the course, how informed did you feel about each stage of the training?

This takes some getting used to. The Outfit is a network, and it can be difficult to know where information is located, and who to ask. Information difficulties fluctuate, and seem to be greater when the student group is larger.

2.2 What do you find the most confusing aspect of the training?

As above. Because the Outfit is a network, there is no single Outfit "voice".
The training evolves as you mature.

2.3 How much opportunity do you have to share thoughts and feelings with fellow trainees?

There are many opportunities built into the structure of the course through weekly meetings and pairings, and additional opportunities can be created as and when needed. There is also the opportunity to share with ordinary members at monthly meetings and business meetings.

2.4 What do you feel about the methods of teaching?

We are responsible for choosing and creating our own methods of learning, which can sometimes be hard work. We are constantly reviewing our learning needs, and take advice from ordinary members when planning our reading and study. We invite internal and external speakers on a regular basis.

2.5 What do you think about the way assessments were done to allow you to progress to the next stages of training?

At the moment this happens most intensively during the graduation process. The whole issue of assessment/evaluation is kept constantly under review, and there is support for the idea of this beginning to happen at an earlier stage in the course. We preferred the term evaluation, and felt that self-evaluation using feedback from peers and others was the best model. We have the opportunity for using our pairings with peers and ordinary members for this purpose.

2.6 Has the course met your expectations?

We found this question difficult to answer, as expectations varied widely, and many of us felt that we hadn't known clearly what to expect from a psychotherapy training. By and large, we felt that our expectations have been met, challenged and broadened, and our expectations of ourselves continue to rise.

2.7 How do you feel about your future with the organisation?

We welcome the prospect of continuing involvement with the Outfit network through pairings and First Monday meetings, and through business meetings in which we will continue to have a say in decision-making. Because of the nature of the group, we expect future involvement to be easy, natural and accessible.

2.8 What plans do trainees have for future practice and possible balance of different sorts of work in their career?

Many of us also work in other settings, both therapeutic and non-therapeutic. There were felt to be real difficulties of integrating clinical practice with the need to make a living, especially in Cambridge where there is a plentiful supply of psychotherapists.