Diploma in Narrative Therapy
The Diploma in Narrative Therapy is a modular training programme, offering students who have completed Level 1 and Level 2 courses an intensive and rigorous training in advanced narrative practice.
The Diploma consists of five Level 3 taught modules (each of which includes a written assignment) PLUS an additional Practice Assessment Module. The taught modules are taken over a two year period, after which the Practice Assessment module, consisting of two pieces of written work along with submission of a recording of practice, is completed. There is a reading pack to support the completion of the written assignment that follows each taught module. Students also receive two Practice Based Tutorials. Full details here.
Please note, the 2019 registration deadline has been extended. You can now register up until 31 April 2019.
Prospective Diploma students are required to fill out a registration form (available HERE). They will then be invoiced for the registration fee (includes the reading pack) and the fee for the first module. Subsequent modules will be invoiced for following the previous module. If students prefer to pay the whole cost of the Diploma in advance this is possible.
Please note, international students from non-English speaking countries will be expected to undertake a test to ensure that their skills in written English are sufficient to complete the Diploma. The test is from the Institute and is free. However, if you already have completed a suitable language test and have a certificate this may be acceptable.
The Diploma in Narrative Therapy is recognised by Dulwich Centre/University of Melbourne as prior learning for their Masters programme. Holders of the Diploma progress automatically past the first two modules of the Masters and need complete only the last module.
This is an intensive week of focused skills practice around a variety of themes and common clinical dilemmas, for example: what do you do when a young person doesn’t talk? Or when someone has been labelled “hard to engage”, “obstructive” or “defensive”? Or when you’re faced with an entrenched anorexic presentation? Or when someone doesn’t want to be there?
All participants are invited to bring a couple of real life dilemmas from their practice for the group to work with. Videotaped or DVD’d examples are particularly welcome. Additionally, there will be opportunities to be interviewed and experience an Outsider Witness Group. We will practice using different maps in interview scenarios, linking the maps together and charting conversations as we go. Interviews will be reviewed and learning points detailed.
This module will be hard work but the atmosphere is highly supportive. We are confident that participants will experience a clear advance in their narrative practice skills, and that these skills will be relevant to a variety of work and clinical contexts.
There are many contexts within which people experience trauma. This module explores how narrative ideas and practices are used both to help people find preferred identities that have been lost through trauma, and also how a narrative ethic might lead us to respond to the contexts of trauma. Participants will be encouraged to bring issues and dilemmas from their own work experience for the group to work with. This is a highly practical module which is mindful of the many dilemmas when working in this area.
This module is an exploration of broader social contexts, how these influence all of us in the way we make sense of life and how narrative therapy brings these considerations into practice. These understandings will be explored in relation to a variety of working contexts and practice issues, including eating disorders. This module will include opportunities to learn about the most recent developments in narrative practice.
This module focuses on different practices which link people together around the values they hold as important, and which can be used to address concerns shared by different communities or individuals.
This module focuses on the particular skills, practices, positions and dilemmas relevant to working therapeutically with under 18’s and their families and networks, and families in general.
The popularity of ADHD and ASD and ways to use narrative practice both with those who are in receipt of these diagnoses and also family members caught up in these discourses
Working with whole families and connections with systemic, solution focused, internalised other and social constructionist approaches
This is a practice-rich module and participants are invited to bring dilemmas they have experienced as a basis for skills development.
This module is only available when there is sufficient demand. If you are interested in this module, please contact email@example.com and let us know. Your name will be added to a list and when there are sufficient people interested we will arrange for the module to take place.
How can we provide supervision in ways that are consistent with narrative understandings and
approaches? Can we use maps of narrative practice in supervision in the same ways as in therapy?
What are the hopes of a narrative supervision? What if the supervisee wants our advice? What
are the issues of power and hierarchy in the supervision context? Is ‘supervision’ a helpful term or
would other words such as ‘intervision’ construct a better context? What is the difference between
supervision and consultation?
Applicants are required to have completed Level 1 and Level 2 in Narrative Therapy, or equivalent.
The initial registration fee is £175 + VAT.
Each taught module is £625 + VAT per participant, this does not include accommodation, travel or meals.
The Practice assessment module costs £250 + VAT.
Individuals paying for themselves and unable to set the course fee against tax are eligible for a 20% discount on the cost of the taught modules. This should be indicated on your application form and will then be applied to your invoice.
This discount does not apply to the Registration Fee nor to the fee for the Practice Assessment Module.
Each taught module is five days long and offers a combination of didactic teaching and clinical practice related to the theme of the module. In addition to course attendance, students are required to complete set readings and a written assignment for each module.