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The Wellbeing Faculty at the Institute for Arts in Therapy and Education uel-logo

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www.wellbeingeducation.org 

Overview of the Courses in Therapeutic Wellbeing Practice

There are currently three distinctive courses delivering unique educational opportunities to train in multi-disciplinary approaches to therapeutic wellbeing practice for children and young people sharing influence from youth work, social work, mental health, therapy and education.

The part-time curriculum develops over three years informing through therapeutic theory, philosophy and practise, training and educating students to become qualified and competent practitioners in creative and relational approaches to wellbeing. Students work in placements with individual children and young people as well as groups, families and organisations depending on their own experience and skills, potential and limits of competence. This can include: mentoring, key working and creative group work. Placements can incorporate sports, arts, leisure, communications technology and complementary health in promoting personal, social and emotional development.

Outcomes of therapeutic wellbeing practice can include the development of self-confidence, self-esteem, self-awareness, emotional literacy, communication skills, resilience and recovery.
Curriculum

Whilst each year offers a stand-alone course and its own exit award, the curriculum develops over three years, training and educating students to become qualified and competent practitioners in creative and relational approaches to wellbeing.

Curriculum content across the three years of training includes:

  • Children’s Rights
  • Child Development and Resilience
  • Adverse Childhood Experience (ACEs)
  • The Team Around the Child
  • The Impact of, and Recovery from, Trauma, Abuse and Neglect
  • Behaviours as Communication
  • Mindfulness for Self-Awareness, Self-Confidence and Self-Esteem
  • Family Systems Theory
  • Affective Neuroscience and Affect Regulation
  • Psychoanalytic Perspective and Object Relations Theory
  • Analytical Psychology and the Unconscious
  • Cognitive and Behavioural Approaches to Wellbeing
  • Humanistic, Process-oriented and Archetypal Perspectives
  • Emotional literacy and Creative Communication Skills
  • Imagination, Vision and Human Potential
  • Image, Symbol and Metaphor in Personal Growth and Self-Development
  • Life Story Work and Narrative Approaches
  • Professional Ethics and Conduct
  • Safeguarding and Child Protection
  • Multiple Formulations of Wellbeing and Mental Health
  • Advocacy and Early Intervention
  • Key Concepts for Relational Practice
  • Attachment Theory, Attachment Styles and Implications for Practice
  • Intercultural Issues and Working with Difference
  • Equal Opportunities, Inclusivity and Diversity
  • Facilitating Integrated Multi-Agency Practice
  • The Common Assessment Framework / Early Intervention and Care Planning
     
  1. Certificate in Therapeutic Communication Skills for Children and Young People (Therapeutic Wellbeing Practitioner Year One)
    Duration: 18 days over nine weekends
  2. Diploma in Multi-Disciplinary Wellbeing Practice with Children and Young People (Therapeutic Wellbeing Practitioner Year Two) Duration: 18 days, six Fridays per term
  3. Professional Diploma in Community Wellbeing Practice for Children and Young People (Therapeutic Wellbeing Practitioner Year Three)

Duration: 18 days, six Fridays per term

(All Exit awards, validated by University of East London)

Fees: £3,500 each year (can be paid in monthly instalments)

Additional Costs: University route will incur a further registration fee of £350.  DBS fee £65.  Professional Insurance for Students £50-£75.  Reflective Practice £250 per term.

What are Therapeutic Wellbeing Practitioners and what do they do?

Therapeutic Wellbeing Practitioners enhance the wellbeing and nurture the potential of children and young people through promoting creativity and emotional literacy, health and wellbeing in a variety of settings.  For many children it can be a Therapeutic Wellbeing Practitioner who changes the direction of their lives, enabling them to thrive. Therapeutic Wellbeing Practitioners train in multi-disciplinary approaches, sharing influence from youth work, social work, mental health, therapy and education.

Employment Prospects

There are increasing opportunities for Therapeutic Wellbeing Practitioners in schools and other settings. (See The Nuffield Health 2020 Report entitled Head of Wellbeing: An essential post of secondary schools.) There is a Campaign to have a Head of Wellbeing in every school in the UK

Employment prospects are far reaching as the approaches can be adapted and applied to any context and client group. There is increasing recognition of the need to promote wellbeing and the successful outcomes of multi-disciplinary approaches in practice. Becoming a Therapeutic Wellbeing Practitioner for children and young people has tremendous scope for personal, professional and career development and is an inspiring path to take in life, enabling young people to fulfil their potential.

Placements

Students work in placements with individual children and young people as well as groups, families and organisations depending on their own skills and competencies. This can include: mentoring, key working and creative group work.  Placements can incorporate sports, arts, leisure, communications technology and complementary health in promoting personal, social and emotional development.

Personal work

All students are required to attend Reflective Practice with a qualified and appropriately registered psychotherapist. This includes a minimum of five sessions a term and fifteen in total each year. Applicants are referred at the point of application and induction.

Teaching Team in the Wellbeing Faculty at IATE

The Faculty Members offer a wide range of relevant experience from relevant professional backgrounds and are wellbeing practitioners, creative group facilitators, mental health professionals, psychotherapists, child, adolescent and family psychotherapists, therapeutic counsellors, youth workers and social workers who are committed to supporting the students personal development as well as quality and standards in practice. 

Tutors include: Jocelyne Quennell, Lizzie Smosarski, Jessica Spenceley, Cassie Oakeshott, Lorna Bent, Isabelle Rodker, Christina Enright, Chris Hadfield, Alan Turkie, Louis Sydney, Catherine O’Neil, Lynda Miller, Sarah Bennett, Tina Leslie, Vaughan Titheridge, Alex Zika, Sophia Condaris, Jessica Skelton, Sheetal Amin, Eugene Ellis and Odelia Aslan

Visiting lecturers include some of the leading practitioners, researchers and writers in their respective fields of practice. Contributors have included: Professor Phil Jones, Professor Michelle Lefevre, Dr Suman Fernando, Sam Hunter, Julia Whittle, Louise Bomber, Dr Graham Music, Frank Lowe, Dr Joanna North and David Taransaud.

Course Director - Jocelyne Quennell was former Principal of the Institute for Arts in Therapy and Education and has been working as an educator in the field for over twenty-five years. She is a UKCP registered Supervisor and psychotherapist with a wealth of experience in health, education and social care with adults, children and families in statutory, independent and charity sectors.

Admissions

We have a widening access policy and so train people from a wide range of backgrounds and experience to develop and enhance the range, quality and scope of service delivery and provision for children and young people. Students include: grandparents, mothers, fathers and young people; those who have had no educational success in their past as well as people who have a PhD. Graduates have included those who are qualified professionals as well as people who want to start a career working with children and young people who have no previous experience.

We are looking for the personal qualities and motivations that could make a difference to the lives of children and young people including: passionate about the health, welfare and emotional wellbeing of children and young people, compassionate presence, the capacity to play, the willingness to work flexibly in complex situations and communicate effectively with others as a competent advocate, being reliable, dependable, sensitive and robust, being a safe and effective role model, commitment to professional ethics and conduct.

Please note: Year One If students do not have relevant educational experience at A’ level they will also be required to attend another module 4 which is a learning support module (level 3).
If English is not your first language your place on this course is conditional on the basis that you provide us with an IELTS certificate of 6.5 or over.

Application to the Wellbeing Faculty Open Day, Interview and Application Form: Contact Lorna Dighton - This email address is being protected from spambots. You need JavaScript enabled to view it.; The fee for the open day is £35.

The Open Day includes: an introduction to the philosophy and values courses, an experiential workshop to explore the teaching and learning approach as well as an interview to discuss placement and reflective practice opportunities.

Assessment of prior learning

All students are eligible to apply for assessment of prior learning if their previous qualifications, training and experience have covered relevant areas of the curriculum.

Specifically we welcome successful graduates of the IATE Diploma (Level one) who are able to apply for the year two Diploma or qualified Integrative or Child Psychotherapists who can also apply to access the year three Diploma in Therapeutic Wellbeing Practice.