66 Teaching jobs

Teaching, supervision and programme delivery

• Play an active role in contributing to all aspects of planning and delivering the programme in close liaison with the Clinical Course Director, Academic Course Director, teaching staff & research tutors. 
• Assist in the delivery of the training programme within the agreed budget and provide additional support to trainees and placements as needed. Participate in the ongoing process of review and assessment of Trainee progress and developing a knowledge of the strengths and weaknesses of each particular year group. 
• Oversee Progress Advisor/ Year tutor duties and play a central role in supporting the trainees’ progress, providing regularly feedback and effectively liaising closely with the core staff team
• Support the Clinical Director in the recruitment, induction, support and evaluation of seminar leaders, Progress Advisors, Intensive Case Supervisors and other clinical teaching staff.
• Lead/co-lead weekly seminars as agreed by the Clinical Course Director.
• Take part in team meetings, frequency to be agreed with Clinical Director- Usually weekly Thursday a.m.

Trainee recruitment/Selection

• Co-Lead recruitment and selection of trainees for the programme, working with the Clinical and Academic Director and Clinical Core staff team, in partnership with Anna Freud/UCL colleagues to ensure a fair, rigorous and inclusive admissions process.

Quality assurance and external relations

• With the Deputy Academic Director co lead on analysis of trainee and staff feedback, outcome data and stakeholder consultation to identify priorities for programme improvement and sustainability.

Equality, Diversity and Inclusion

• Create a culture which attracts applicants from a diverse range of backgrounds
• Contribute to the development and delivery of IPCAPA/bpf Equality and Diversity Strategy.

 Trainee Progression

• Marking: Assist the Clinical Director and the Marking Lead with clinical assessment processes, including readiness for the annual UCL Exam Board re. the setting, marking, moderation and review of clinical papers, oral assessments, placement reports, supervisor reports and trainee logs.
• ICS: Ensure oversight of approval of trainees’ intensive clinical cases and intensive case supervision allocation, in coordination with the Programme Manager and ICS coordinator
• Reviews: Ensure that mid-year and annual review processes are timely, evidence-based, consistent and appropriately documented, with clear action plans where further development or support is required.
• Support Clinical Director to co lead annual and mid year reviews of each trainee’s development against the ACP Competence Framework and IPCAPA’s progressive clinical training requirements.

Trainee Support 

• Step in as needed with direct trainee support, for example reviewing Support to Study Plans

Personal training analysis

• With the Clinical Director, support arrangements for identifying and matching trainees with suitable ACP-approved, BPC training analysts, and provide appropriate consultation and management where difficulties arise in these relationships, while respecting confidentiality, professional boundaries and the distinct responsibilities of the training organisation and the training analyst.

Qualifications and Experience

1. Significant post-qualification experience as ACP qualified Child and Adolescent Psychoanalytic Psychotherapist.
2. Substantial experience of teaching, supervising or assessing at postgraduate or professional-training level.
3. Experience of leading or contributing to the management and development of a complex clinical or professional training programme.
4. Experience working in NHS

Knowledge, Skills & Abilities

1. Thorough knowledge of psychoanalytic child and adolescent psychotherapy and the Independent psychoanalytic tradition, together with an ability to support critical engagement with different psychoanalytic perspectives.
2. Strong understanding of the ACP Competence Framework, professional standards and the requirements of contemporary NHS and third-sector services.
3. Understanding of doctoral-level professional education and the respective responsibilities of IPCAPA/bpf, Anna Freud and UCL within a collaborative programme.
4. Excellent communication, chairing, negotiation and relationship-management skills.
5. Ability to manage disagreement and institutional complexity constructively while maintaining appropriate professional boundaries.
6. Strong organisational skills and the ability to oversee multiple workstreams, deadlines and annual training cycles.
7. Commitment to equality, diversity and inclusion and to ensuring that the curriculum and learning environment engage respectfully with contemporary identities, neurodiversity, culture, social context and unequal access to training and services.
8. Ability to use feedback, evidence, research and outcome information to support continuous improvement.
9. Sound understanding of confidentiality, information governance and the ethical handling of sensitive trainee and clinical information.
10. Competence in using digital systems required for collaborative programme delivery, communication, record-keeping and online or hybrid teaching.
11. Good IT Skills