Training: 

I am a core tutor on several post-qualifying psychotherapy courses, also teaching other CPD courses. I am a Fellow of Advance HE / Higher Education Academy. I am also a retired Senior Lecturer, Lecturer & Education Officer.

I have been teaching for thirty years and have taught and led counselling and art psychotherapy courses at all levels, including: Doctoral, Master's degree, Undergraduate degree, Advanced Diploma, Post Qualifying Diploma, Diploma, Certificate, etc. 

Current teaching includes: 

• Core tutor - I am a core tutor and teach on several trauma-informed post-qualifying courses: 

  • A core tutor & curriculum designer on a Level 5 Post-Qualifying Diploma in Trauma Informed Counselling / Psychotherapy with Children & Young People (CPCAB) (2013-ongoing).
    - I co-designed the course and I mapped the course to BACP's CYP competences & curriculum & to BAAT guidelines & HCPC standards. This Post-Qualifying course is for registered counsellors / psychotherapists, arts therapists and similar and equips them to work within their respective registers. E.g. counselling with children and young people, art therapy with children and young people, etc.

  • A core tutor & curriculum designer on a trauma Informed Level 6 Post-Qualifying Certificate in Creative Supervision of Practice Across the Age Range (CPCAB) (2016/17-ongoing).
    - I co-designed the course and I mapped the course to BACP's supervision competences & curriculum & to BAAT guidelines & HCPC standards. This Post-Qualifying course is for registered counsellors / psychotherapists, arts therapists and similar and equips them to work as a supervisor within their respective registers. E.g. a counsellor / supervisor (BACP or similar), an art therapist / supervisor (HCPC), etc.

• Trainer - I teach on other courses: 

  • Trainer with Awen - CPD, teaching post-qualifying CPD:

    • seminars for art therapists: art therapy / psychotherapy theories and praxis; 

    • short courses for registered practitioners: e.g. eco-practice, sand tray work, using fairy tales & myths in psychotherapy, self-care for healthcare professionals, etc.

• Trauma Education facilitator.

Past teaching included: Art Psychotherapy (masters & doctoral), Counselling (doctoral, masters, diploma, certificate), Postgraduate / Masters in Education, Postgraduate Medical Education. I offer significant experience in designing and teaching courses.

Topics I offer training in include bespoke seminars and workshops, and:

• art psychotherapy / art therapy;  counselling / psychotherapy;  supervision praxis & creative supervision

• working therapeutically with children & young people

• sand tray & creative approaches; creative reflexive practice

• education, adult education; healthcare education

• qualitative research approaches; arts-based research approaches

• appraisal / performance development;  

• self-care for professionals; professional quality of life / resiliency for professionals

For examples, see:

• Courses

• CPD - continuing professional development.

Master's level training in Art Therapy / Art Psychotherapy in Northern Ireland 2002-2019 (& inputs up to Autumn 2023)

I founded the first Master's level training in Art Therapy / Art Psychotherapy in Northern Ireland in 2001 and led it as programme leader since its establishment in 2002 at Queen's University. I was also a Lecturer in Education (Special Needs). The MSc Art Therapy course was designed and ran as integrative art therapy, founded in a relational approach, with a person-centred and client-led core. In 2001, I led the course through its HPC/HCPC approval and University validation processes. It was designed in line with common factors research and evidence-based research showing that the quality of the therapeutic relationship is key and the therapist adapts and tailors the practice to best suit the needs and preferences of the client. 

I further evolved the MSc and established it at the Centre for Psychotherapy, Belfast Health & Social Care Trust, where I was programme leader. This was trauma-informed integrative art psychotherapy, with a relational foundation. The course shared some teaching with a Master's in Psychoanalytic Psychotherapy, with both courses validated with a university in England. In 2014-2015 I redesigned the training as Trauma-Informed Pluralistic Art Psychotherapy - an integrative, relational and systems-based model, with a person-centred core grounded in co-production principles. 

I later established it at another university, leading the MSc until l retired as Senior Lecturer and programme leader in Autumn 2019. I continued to teach small inputs on the training until Autumn 2023 - when I and three other tutors were part of the latest wave of tutors to resign.

The model of art therapy practice training in Northern Ireland from 2002-2019 (and my inputs up to Autumn 2023) was always integrative, person-centred, trauma-informed, pluralistic, systems-based, and culturally sensitive, also aligned with co-production principles. The training was grounded in a synthesis of art and therapy, celebrating and promoting diverse forms of art practice and therapy practice. Training groups and studio art practice groups were a core weekly/fortnightly component of the training, giving students a three year depth experience of diverse art media and processes, as well as learning about group work and therapy processes. This complemented the students' practicum-based learning. The training featured a person-centred and client-led core, informed by various theories and models including: humanistic, mentalization, art, attachment, systems, psychodynamic, social justice, transpersonal, ecopsychology, anthropology, creativity, child and adult development, art materials, trauma, cultural diversity, social activism, psychotherapy, etc. Taught modules covered all these theories as well as quality assurance / clinical governance, and research skills. I evolved the training, keeping in line with contemporary evidence-based practice and common factors research. The training always promoted collaborative practice, co-production, and accommodated both client-led and directed practice, tailored to client need and preference. The training was grounded in the eco-biopsychosocial paradigm and aligned with trauma-informed care principles. It promoted routine systematic evaluation of practice and gathering of feedback, including using valid outcome and alliance measures. It also promoted the use of audit processes as part of quality assurance. Vitally, the training was grounded in good governance, ensuring risk assessment and management, valid and informed consent, confidentiality, good record-keeping, data management, and ethical and legal practice. 

My training promoted art therapy encompassing diverse forms and styles of practice, adapting as needed to include areas such as: promoting health, studio groups, community practice, museums, galleries, schools, outdoor, third sector settings, NHS/HSC settings. This spanned the NI Stepped Care model tiers. Practicums featured placements across these diverse settings. The Practicum Handbook which I wrote won an award for good practice at Queen's University Belfast. Within the parameters of good governance and evidence-based practice, it promoted contemporary and innovative forms of art therapy practice. I ran training for Practice Educators. Clinical Supervisors were always HCPC Registered or UKCP Registered and experienced in practice and supervision, as well as having depth working knowledge of Northern Ireland practice policies and protocols and trauma history. Collaboration with and acting on feedback from service-users, placements and employers was a core feature throughout as part of co-production and co-design. We had a panel of such people who helped to co-design and co-evolve the training. Whenever possible, the training worked collaboratively with colleagues in music therapy, dramatherapy, arts in health, counselling, artists, and other professions, also often engaging such practitioners as visiting tutors. As Covid-19 emerged, I adapted the training to deal with the sensitive and difficult situation. To ensure learning continued, I designed a Simulated Practicum model for online simulated practice. Having been Education Officer for the NI Council for Postgraduate Medical and Dental Education, I designed this Simulated Practicum model using OSCE methodology and simulated practice, mapped to the Learning Outcomes. This Simulated Practicum model was also used for early first year students to help them develop foundation skills. 

Throughout 2002-2019 and my weekly inputs up to Autumn 2023, the training I ran and gave was integrative, person-centred, trauma-informed, pluralistic, systems-based, culturally sensitive, and fully aligned with HCPC standards and BAAT guidelines.    

Dr Caryl Sibbett, 2024.

Teaching Counselling / Psychotherapy & Art Psychotherapy: a coherent approach

Practice in, and teaching of, counselling / psychotherapy and art therapy / art psychotherapy requires "a coherent approach" (HCPC, 2023, BACP, 2022, 2024). CPCAB (2024) states that "tutors on integrative courses ... need to be very clear about the framework for integration that they are utilising". To ensure a coherent approach in teaching, I mapped the curriculum of the courses I teach on to relevant curricula, competence frameworks, standards, and ethical frameworks and codes, including e.g.:

• BACP (2022) Competence framework for work with children and young people (4-18 years). Lutterworth: BACP. https://www.bacp.co.uk/media/15873/bacp-cyp-competence-framework_2022.pdf

• BACP (2022) Counselling children and young people (4–18 years) training curriculum. Lutterworth: BACP. 

• BACP (2021) Supervision competence framework. Lutterworth: BACP.

• BACP (2021) Counselling and psychotherapy supervision training curriculum: a curriculum framework for counselling and psychotherapy supervisor training. Lutterworth: BACP. 

• BACP (2018) Ethical Framework for the Counselling Professions. Lutterworth: BACP.

• HCPC (2023) Standards of Proficiency - Arts Therapists. London: HCPC.

• HCPC (2024) Standards of Conduct, Performance and Ethics. London: Health & Care Professions Council.

• BAAT (2019) Code of Ethics and Principles of Professional Practice for Art Therapists. London: British Association of Art Therapists.

• BACP Good Practice literature.

• BAAT Practice guidelines.

• NICE guidelines.

• Evidence-based and common factors research.

• Other relevant literature.

My 'coherent approach' in teaching has a governance CORE of good governance, ethics, laws, and related standards and competences. This core supports and nourishes an integrative framework guiding the diverse ELEMENTS of evidence-based theories and associated practices. My teaching approach is consistent with, and informed by, my integrative pluralistic and trauma informed psychotherapy and art psychotherapy orientation. My integrative framework is 'trauma-informed pluralistic art psychotherapy & psychotherapy' (Sibbett, 2003, 2014, 2016, 2019) and trauma-informed pluralistic counselling / psychotherapy (Cooper & McLeod, 2011, 2015; McLeod, 2015, 2018; McLeod & Sundet, 2016; Cooper & Dryden, 2016) which I synthesised with trauma-informed care principles (SAMHSA, 2014; Sweeney et al, 2016). This is based on a relational integrative model of health, grounded in eco-biopsychosocial and systemic models, earth-caring values, and common factors research. It is a humanistic approach, informed by other evidence-based theories such as psychodynamic and attachment, developmental, systems, ecopsychology etc. It also encompasses eco-practice: promoting a reciprocal caring relationship with and for the rest of Nature. 

I mainly use a metaphor or symbol of a tree to represent coherent approach featuring a coherent whole with its governance CORE supporting and nourishing an integrative framework guiding the diverse ELEMENTS of evidence-based theories and associated practices. 

See Pluralistic Art Psychotherapy & Psychotherapy for more details.