accupuncture prospectus 08-10

8/6/2019 Accupuncture Prospectus 08-10

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PROSPECTUS

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College of Integrated Chinese Medicine


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The College of Integrated Chinese Medicineoffers a unique education in the

art and science of acupunctureFor years there have been two main styles of acupuncture practice

in the UK. Five Element Constitutional Acupuncture focuses

on improving a patients underlying strength and assisting their mental and spiritual growth.

Traditional Chinese Medicine (TCM), based on yin/yang theory, is currently used in China.

It also draws upon the fundamental concepts of Chinese medicine. Both styles are effective, but

each has a different emphasis. What is special about this college is the combining, in one training,

of both styles of treatment by teachers experienced in their integration.

The College was created in 1993 and grew rapidly to become one of the largest acupuncture

colleges in the UK. More than fifteen years on, and our acupuncture course now has degreestatus, validated by Kingston University. One of the keys to this success is the popularity of

integration with UK acupuncture practitioners whose recommendations provide us with the

majority of our students. Another is the quality of our teaching staff and our commitment to

staff development. We have an ongoing teacher development programme and all teachers are

engaged in regular clinical practice. We occupy two beautiful adjoining grade 2 listed Georgianbuildings providing a flexible, spacious and attractive environment for learning, making

attendance at the College a pleasure. Excellent transport connections to Reading make travel

from many areas easy.

Above all, our students speak of the enjoyable and satisfying time they have studying at the

College. As graduates, many of them keep in touch by returning to take advantage of ourprogramme of continuing professional development. They are inspired and prepared to

become excellent practitioners of acupuncture who help many patients to enjoy better health.


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Introduction 6What is integration? 6

The College of IntegratedChinese Medicine 6

Our buildings and facilities 8

The town of Reading 9

Aims of the College 10

Outcomes for graduates 10Our College ethos 11

Practisingacupuncture 13

Why study acupunctureat this college? 13

What kind of people chooseto study acupuncture? 15

What are peoples motivesfor learning acupuncture? 16

What can acupuncture do? 17

The profession today 19

Working as an acupuncturist 20

Keeping in touch with

our graduates 20

BSc (Hons)Acupuncture 23

Overview of course content 23

The curriculum 26

How course time is organised 28

Regional support groups 29

Study time the course requires 29

Assessment 30Qualifications 31

How to apply 31

The College selection policy 31

Entry qualifications 32

Introductory afternoons 32

Fees 33

Financial assistance 33

Other studiesat the College 35

Studying Chinese herbal medicine 35

MSc by Learning Agreement 36

Continuing professional development

seminars and workshops 37Clinical study trips to China 37

Qi gongevening classes 37

Our staff and governors 39Teaching staff 39

Governing body 45

Administrative team46

Contents

We warmly invite you to visitthe College to help you decide

whether youd like to study here.For dates of our forthcomingintroductory afternoons call0118 950 8880 or visit our

website, cicm.org.uk

JING SHENIssue 1 : July 2007 from the College of Integrated Chinese Medicine

Shens originsSandra Hill explores the mostintangible of the three treasures

The missing linkWhy studying Chinese languagemakes sense to Yu Hong Zhang

Pulse feedbackJohn Hicks makes the case for thisunder-rated information source

Lonny JarrettWhat keeps him awake at night?

Jing Shen is our College magazine.

Published twice yearly, it includes articles

on all aspects of Chinese herbal medicine.

If youd like to be added to the mailing list

please email [email protected]


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What is integration?Acupuncture stems from an age-oldsystem of healing that originated inChina. Its theory is contained inancient texts, and its practice hasbeen the subject of continuous studyand clinical assessment over thou-

sands of years and billions of patients.It has truly stood the test of time.Acupuncture theory derives fromtwo fundamental concepts: FiveElements andyin/yangtheory. Thesetwo profound ideas have shapedOriental medical theory and practicefor many years, and continue to doso today. The College of IntegratedChinese Medicine trains acupunc-ture practitioners in an integratedstyle. This style brings together thestrengths of the Five Elements (usingFive Element constitutional diagnosis)andyin/yangtheory (using TraditionalChinese Medicine) in one integrated

whole. For more details see page 14.

The College ofIntegrated ChineseMedicine

This not-for-profit organisationwas founded by Angela and JohnHicks. They trained at the College of

Traditional Acupuncture and Johnlater became dean of that college.Both he and Angela were lecturersand clinical supervisors. They alsoundertook clinical training in China,learning a different style of acupunc-

ture. As a result they developed anapproach which brings together FiveElement Constitutional Acupunctureand Traditional Chinese Medicine(TCM), the two main styles ofacupuncture taught in this countrytoday. They have taught this style ofpractice at postgraduate level since1988 and demonstrated how practi-tioners trained in this way can bringadditional benefits to their patients.Because of these results, Angela and

John decided to create a college train-ing new practitioners on this basis.

6 College of Integrated Chinese Medicine Introduction

Introduction

The beauty of studying here is that theknowledge you gain filters out to fam-

ily, friends, into the community. As my

first year exams approached I noticedsome of my textbooks were missing.

They were open next to the cornflakes

packet. The culprit? My partner, nowhappily studying in the second year.

Carla J Cassells, third-year student


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They were joined by a like-mindedgroup of colleagues, including PeterMole who for over ten years was ateacher and clinical supervisor at theCollege of Traditional Acupuncture.Between them Angela, John andPeter have written eight books on

aspects of Chinese medicine. Togetherthey wrote Five Element Constitutional

Acupuncture (Churchill Livingstone,2004), the first comprehensive text-book published on this subject. Itprovides an invaluable tool to under-pin the teaching of this style.

The College places a high emphasis onthe quality, development and commit-ment of itsteaching staff. Thirteenof our senior members have been

with the College since its inceptionin 1993. We believe that there is nosubstitute for learning from the expe-rience and wisdom of those who havepractised and taught acupuncture formany years. Our teaching staff meetregularly at staff development days

where they discuss ideas and developtheir skills. These meetings play a partin maintaining a cohesive and crea-tive staff with a high morale. Our staffregularly contribute articles aboutaspects of Chinese medicine to maga-zines and journals.

The College is managed by an execu-

tive committee: Angela and JohnHicks (joint principals), Peter Mole(dean) and Judith Clark (academicdirector). The executive committeeis responsible for the day-to-day

running of the College and its future

development. We also have a govern-ing body fulfilling a role similar tothat of the board of governors ofa school or college overseeing theexecutive committee and ensuring

we remain faithful to our mission.

Our administrative staffplay acrucial part in the life of the College,

working hard to ensure that the day-to-day running of our organisationgoes smoothly.

Biographies of our staff and governorsbegin on page 39.

Our website cicm.org.uk lists practi-tioners trained here at the College.

Introduction College of Integrated Chinese Medicine 7

Peter Mole, Angela Hicks and John Hicks

I qualified as a dentist

in the late eighties and

back then if you hadtold me I would be

taking a degree in acu-

puncture in my forties

I would have laughed.

But life changes you and here I am!

This course is definitely challenging,

perhaps more so for someone with a

scientific background, but the help youget from everyone here is huge and the

atmosphere of mutual friendship and

support amongst staff and fellow students

sees you through the tough times.

This College feels like a second home

and I look forward to qualifying next

year with excitement and sadness

in equal measure.Kate Robinson, third year student

A wealth of experienceOur degree students benefit from the

hands-on practical knowledge accumulated

by our teaching staff, three of whom have

been in practice for over 30 years, eleven

for over 20 years and 13 for more than ten.


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Our buildingsand facilities

The College has been situated in theheart of Reading at 19 Castle Streetsince 1995. In June 2003 we extendedour space by acquiring 21 CastleStreet. These elegant, grade 2 listed,

Georgian buildings are light and airyand a joy to work and study in. Theyare linked directly at first and secondfloor level. Together they offer usmore than 8,000 square feet ofuseful space.

Both buildings have been convertedto meet our needs. We have five excel-lent classrooms including a dedicatedarea equipped with treatment couches

where students can practise pointlocation and other practical work.

We also have a spacious library, photo-copying facilities, an IT room, anda herb dispensary. There is an eatingarea with facilities to heat foodand make drinks, two rest areas forstudents to relax in, a staff commonroom and a small garden with aseating area. The College has seven-teen treatment rooms used by studentsduring their clinical training, andby qualified practitioners at othertimes. There is a reception area for

the clinic, and offices for our adminteam and teaching staff.


One of our student rooms (above) is next to our eating area (far

right) which has facilities to warm food and make hot drinks

At weekends our reception area (below) is a hive of activity as

final-year students take their first steps as practitioners under

the watchful eyes of senior teaching staff in the College clinic


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The town of ReadingReading is only twenty-five minutesfrom London Paddington on thetrain and has excellent rail connec-tions to many parts of Britain. It isabout an hour by train from Bristol orSouthampton. It is close to Heathrow

airport and the M4. There is amap of

Readingand directions on page 47.

Reading is a dynamic town withexcellent shopping and services.Castle Street is only a few minutes

walk from the railway station, andjust a stones throw from town centreshops and restaurants, including the

Oracle shopping and leisure centre.

We can provide a list of local bedand breakfast accommodation.


Connections to Readingby road, rail and air

Rail journey times

London 25 mins

Birmingham 1 hr 38 mins

Brighton 2 hrs 7 minsBristol 1 hr 15 mins

Cardiff 1 hr 36 mins

Exeter 1 hr 42 mins

Southampton 55 mins

Airport linksHeathrow 45 mins

Gatwick 1 hr 16 mins


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Aims of the CollegeOur aims are to produce the highestquality practitioners who can:

diagnose both the person and thecomplaint, using the concepts ofChinese medicine

determine what influences in the

patients life are contributing tothe imbalance

develop effective treatments andlifestyle changes for achieving animprovement or cure

have the ability to put these skillsinto practice with a wide range

of patients. Outcomesfor graduates

In order to achieve these aims, theColleges intended outcomes forgraduates are that they:

have a thorough understanding

and grasp of the theory and practiceof acupuncture

have developed their perceptualskills and their ability to interact

with patients and gain deep rapport

understand their own strengths andweaknesses

increasingly care for their ownhealth and learn to develop theirown qi.


Acupunctureappealed to me

not just as a com-

plete medical

system but as a

universal philo-

sophy. I could cite

practical reasons

for applying, but

in truth I just felt

at home as soon as I first walked through

the door. And I am not alone in that, or in

feeling privileged, or in sensing that Ive,

so to speak, struck gold.

Kate Thick, graduated 2006

Our teaching staff meet regularly to discuss issues

to do with the course curriculum and develop their skills.

The photos on this spread and the back cover show them

involved in workshop sessions


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Our College ethos

So that students can develop the abili-ties listed above, some of the Colleges

outcomes for itself are to: graduate practitioners who are

competent, confident, safe, ethicaland committed

maintain the highest standards oflearning and assessment

create a supportive and friendlyenvironment where learning ismade as natural and as enjoyableas possible

be student centred and listen towhat our students tell us, makingchanges based on their feedback

where and when appropriate

provide the highest qualityteaching staff

demonstrate, through the valueswhich motivate the staff, the valuesthat are congruent with the practiceof Traditional Chinese Medicine.

The College is committed to a policyof equal opportunities for students,staff and patients.


My enquiries as towhere to study acu-

puncture lead me to

this College. In 1995,

with its reputation

firmly established,

it offered the unique

opportunity to study

both the Five Elements and TCM theo-

retical frameworks. I fell in love with the

atmosphere of the place and the conven-

ient central Reading location. Thus began

three challenging years, characterised

by inspiring teachers and colleagues.

In particular the research modules near

the end stimulated my curiosity.

Its nearly ten years now since I quali-fied. My commitment to acupuncture

lead me to introduce it as a treatment

option in a cancer centre. This created a

research opportunity (it may be that I am

the only research acupuncturist in the

NHS), which in turn lead me to complete

a PhD one of the first given in the UK

for research into clinical acupuncture.

These experiences made me eligible for

a Department of Health research grant,

allowing me to continue exploring the use

of acupuncture to manage cancer-related

health conditions.

The journey so far has been challenging

and rewarding one facilitated and

nurtured by my training at this College.Beverley de Valois, graduated 1999


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Why studyacupunctureat this college?

When you graduate you will receive

a BSc (Hons) Acupuncture degree

In February 2003 the College wasvalidated by Kingston University.Graduates are awarded a BSc (Hons)degree as well as a Licentiate in

Acupuncture (Lic Ac). We believe thatuniversity validation is an essentialrequirement for all courses traininghealthcare professionals.

Kingston University is a forward

looking university with excellenteducational standards and a similarethos to our own. We are proud tobe associated with it. Our studentsand graduates benefit from access touniversity facilities, including theirlibrary. They can access Blackboard,the Universitys online teaching,

learning and communication facility,and download lecture notes. They alsohave Athens password protected accessto online journals and databases, andcan apply for a SCONUL (Societyof College, National and UniversityLibraries) Access membership cardgranting borrowing priviledges for

about 178 libraries participating inthe scheme.

By graduating from a fully accredit-

ed course such as ours you become

eligible to become a member of

the British Acupuncture Council

(BAcC), the largest professional bodyfor acupuncturists in the UK. Thisis because the College has been fullyaccredited by the British Acupuncture

Accreditation Board (BAAB).

Practising acupuncture College of Integrated Chinese Medicine 13

Practising acupuncture

The moment I enteredthe College building

for the open day

I knew this was the

place where I wanted

to study for the next

three years.

This first year has already been tough,

juggling life, work and College but everylesson confirms that this course is exactly

what Ive been searching for.The teaching

staff have so much experience amongst

them its impossible not to be swept up

in their excitement and love for the field.

Meeting my classmates feels like old

friends coming together to learn, such is

the openness and peer support.The first time I went to clinical observation

I was so nervous and in awe of the third

year students. Seeing them hone their

skills with real patients made me realise

just how much there is to learn. Watching

these students visibly making a differ-

ence to peoples lives only spurs me on to

study harder. The next three years studyare going to be the most exciting, difficult

and immensely rewarding times of my

life. Bring it on.

Owen Jenins, first year student

Michael Ng (far left) teaching anatomy a module withinthe conventional medical sciences programme of our

acupuncture degree course


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You will learn the two main styles

of acupuncture taught in this

country the Five Element constitu-tional style and Traditional ChineseMedicine (TCM). You will be taughtto integrate both styles theoreticallyand clinically so your patients canbenefit from both styles of treatment.

The style of treatment you willlearn will enable you to competentlyand confidently treat a large range ofpatients and treat them at all levelsof body, mind and spirit.

We offer two study options: a

weekend course and a weekday

course allowing you to choose theoption which best fits with your othercommitments (see page 28).

You will learn from a highly moti-

vated, inspirational and experienced

teaching team Twenty-seven of our

staff have been in practice for morethan ten years 14 of these for morethan 20 years (see page 39).

You will be attending classes in

the beautiful learning environmentprovided by our Georgian grade 2listed buildings, at the heart of alively town.

When two patients sufferfrom an identical illness, itmay happen that the sametreatment is effective inone of these patients but

remaining withouteffect in the otherwell, illnesses maybe identical but thepersons sufferingfrom them are differentXu Dachun, the great seventeenth century physician

We believe that an acupuncture practitioner is

best equipped to treat someone if they under-

stand both their illness, and the nature of the

person suffering from the illness. To achieve

this we teach an integration of two different

styles: TCM and Five Element Constitutional

Acupuncture. In this respect the degree

course taught at our College is unique.

Traditional Chinese Medicine

(TCM), based onyin/yang and

Eight Principle theory, is the main-

stream style practised in China. It

concentrates on the symptoms of

a patients illness. It is well suited for

treating a wide range of physical and

psychological conditions. It is also very effec-tive when treating musculo-skeletal problems,

which many of our patients suffer from. Based

on a combination of questioning and observa-

tion, as well as pulse and tongue diagnosis, it

provides an effective framework for treating

complaints such as headaches, gynaecological

problems, digestive complaints, chest condi-

tions and many other illnesses.

To diagnose the problem the practitioner

asks specific questions and looks for patterns

arising from the signs and symptoms. For

example, in the case of headaches, the prac-

titioner may ask: When does the headache

come on? Where exactly do you feel it?

What does it feel like? Is it affected by bright

light?. The answers help the practitioner to

find the cause of the patients disharmony,and treat it.

Yang

Yin

Why integrate TCM with Five Element Constitutional Acupuncture?

The College occupies two adjacent buildings in Castle

Street, Reading (right) close to shops, places to eat

and park, and the railway station

14 College of Integrated Chinese Medicine Practising acupuncture


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What kind of peoplechoose to studyacupuncture?

Students at this College come froma very wide variety of backgrounds,age groups and walks of life. Theminimum age for applicants isnormally 21, although the College mayaccept younger applicants in excep-tional cases. The average ageof students at the College is 36, mostbeing between the ages of 25 and 45.

Five Element ConstitutionalAcupuncture focuses on the person who

has the illness, rather than the illness itself. A

combination of our genetic inheritance and the

first few years of life leave all of us with subtle

imbalances in our qi that affect our health

and wellbeing. The practitioner detects these

imbalances by observing a person closely,

concentrating on four crucial aspects:

the emotion they are expressing most

inappropriately

thecolourthat can be observed on their

face, particularly on the lower temples

beside the eye

the odour emitted by their body

the sound present in their voice, particular-

ly a tone that does not fit with the emotion

being expressed.

Together these indicate which of the FiveElements is the constitutional imbalance

of the patient: Fire, Earth, Metal, Water,

or Wood.

By incorporating both styles, the practitionercreates a wider range of treatment possibili-

ties and touches the patient deeply. Patients

feel better in themselves, have more vital-

ity and deal with the problems that caused

them to seek treatment.

When a practitioner learns to integrate

a diagnosis of the persons particular

symptoms with a diagnosis of their

constitutional imbalance,

they become able

to practise a style

of acupuncture

that is in accord

with the principles

of Xu Dachun.

Fire

EarthWood

Water Metal



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Our students bring many different

skills and life experiences with themto their studies. Some are alreadyqualified in another form of medi-cine for instance they are doctors,

vets, physiotherapists, nurses, orradiographers. Others are qualifiedpractitioners of other complementarytherapies such as shiatsu, chiroprac-

tic, massage or aromatherapy. Manyapplicants have no prior training inany form of medicine, but come withother skills and experience that can beextremely useful to them as studentsand practitioners of acupuncture.

Our website cicm.org.uk has

more accounts from our students oftheir experiences of studying withus, and what its like to be an acup-uncturist or Chinese herbalist.

What are peoplesmotives for learningacupuncture?

In order to be accepted as a student atthe College applicants must show thatthey have a genuine desire to help andcare for people. As well as having thisdesire, we have discovered that peoplechoose to become acupuncturists forother reasons, some of which we listbelow. People tend to come to us withseveral key motivations.

The experience of treatment Manypeople become acupuncturists having

experienced the benefits of treatment.This inspires them to use this systemof medicine to help others. Over 90%of our applicants have had acupunc-


Before I became anacupuncturist, I was

a graphic design consultant

and business advisor

working in environmental research

and looking for a change of direction

a staff nurse in intensive care then

I began searching for a more empatheticway of interacting with people

a full-time mum with two children

a state registered paramedic with 22

years experience also teaching first aid

a dentist since the late eighties

a firefighter at Farnborough airport

working in pensions administrationa midwife interested in acupuncture

for use during pregnancy, labour and

puerperium my training at the College

was funded by a hospital trust

an architect designing social housing

involved in political activism and

working in war zones. But I wanted

to work with people in a way that

could influence mind, body, and most

importantly, spirit.

a counsellor and life coach with

psychotherapeutic training

a Western medical herbalist

Stella King teaching needling skills (right) and NickWilliamson (far right, in the College clinic) checks a student

practitioners point location before a treatment is given


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ture treatment themselves before

embarking on the course.

Seeing others helped by treat-

ment Some people have seen howeffective acupuncture is for treat-ing a wide variety of conditions inothers. Often they have seen membersof their family or friends grow and

develop personally and gain betterhealth from having had acupuncture.This inspires them to begin training.

Career change Another commonreason for applying to become a prac-titioner is a desire to change career.People who train at the Collegeare usually mature students who

feel drawn to become part of a newprofession where they are genuinelyable to support and nourish others.

Background in other therapiesMany applicants have a backgroundin some other medical therapy,either in orthodox or complementarymedicine. In this case becoming anacupuncturist can either provide them

with another string to their bow ora completely new career.

Chinese philosophy Some people aredrawn to Chinese medicine because ofits underlying philosophy. The theo-ries ofyin/yangand the Five Elements

lie at its heart and offer a completelydifferent paradigm from that of

Western medicine. It is holistic inboth its viewpoint and application and

addresses the body, mind and spirit.

Interest in activities involving qi

development Others find theirinterest is triggered via tai chi or qi gongor other practices that involve theexperience ofqi such as yoga, medita-tion, or soft martial arts such as aikido.

Growth and development Manywho become acupuncturists enjoy thestimulation and growth that arisesfrom learning about themselves andothers. The course inevitably developspeoples self awareness, and duringthe transition to becoming a profes-sional practitioner, their experience

and vision of all aspects of health anddisease broadens and matures.

What can

acupuncture do?Those interested in studying acupunc-ture often ask us what acupuncture cando. Our graduates are skilled in thecomprehensive use of acupuncture torestore and enhance health in a varietyof ways described below.

Acupuncture can treat people whohave no labelled complaint but

who, nevertheless, feel not right asevidenced by physical, mental or spir-itual distress. Acupuncture diagnosisgoes to the root cause of the problemand does not focus solely on physicalsymptoms at the expense of mental or

spiritual distress.



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A typical result of such treatment

is that patients feel better in them-selves: abilities, talents or areas of life

which the person has put to one sideare activated and people shed limita-tions and break new ground, whetherin their personal lives, relationships,families or work. Frequently, theyalso find that an apparently unrelated

group of symptoms improve together.

Acupuncture can also treat many

chronic complaints or symptomsincluding breathing and lung prob-lems, circulatory problems, digestiveand bowel complaints, ear, eye, nose,mouth and throat disorders, gynaeco-logical problems, joint problems andpain, skin conditions, urinary andinfertility problems. The line between

these kinds of complaints and thosementioned above is not always clear.

Chinese medical research literaturecontains many accounts of the treat-ment of specific complaints. For moreinformation visit the AcupunctureResearch Resource Centre websiteacupunctureresearch.org.uk.

Acupuncture can also treat short-

term acute problems such as thecommon cold, flu, mumps, backsprains, and sports injuries. Thesecomplaints are commonly treated inChina, in outpatient clinics.

In the last few years there has beena huge increase in public interest inacupuncture. This has largely beendue to more high quality researchbeing published that shows thatacupuncture is a very effective therapyfor a wide range of illnesses. Largescale studies in Europe and the UShave shown how effective acupunc-

ture can be for conditions such asheadaches and arthritis, and also for

improving the chances of conceptionfor women using IVF.

Many patients are attracted toacupuncture for its ability to helppeople feel better in themselves. Inthe Colleges own audit and outcomestudy 93% of patients in the studentclinic reported an improvement in

their main complaint. The growth inpopularity of acupuncture in the UKhas been steady over the last forty yearsand this trend looks set to continue.

Graduates of the College of IntegratedChinese Medicine gain the valuabletheoretical understanding and clinicalexpertise necessary to help in which-

ever way is most appropriate for eachindividual patient.


I am 62 and in my

final fortnight dizzy

with joy at completing

the course and now

being able to treat my

own patients. It was

dynamic, scary, exhila-rating, stretching, fascinating, exhausting

and totally addictive. Each stage we

reached was better than the one before.

Come here and youll never be the same

again. Ive learnt to see myself and others

in a new light. Its a major shift, an under-

standing that leads us to fulfilling and

healing lives as acupuncturists.The integration of TCM and Five Element

acupuncture is what makes the College

special. Add to that a stiff conventional

medical science module and research

requirements, result: a demanding

course. I travel a long way to Reading,

but its worth every minute. My only

regret is that I didnt come sooner.Kate Yanagimoto, final year student


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The profession todayA graduate of the College entersa profession that has been creat-ing its own regulation and its ownstructure for over thirty years. Thereare currently over 2,800 acupunc-ture practitioners belonging to theBritish Acupuncture Council (BAcC).The Council, along with anotherbody called the British Acupuncture

Accreditation Board (BAAB), has setethical, safety and education standardsfor acupuncturists.

A House of Lords report publishedin 2000 recommended that acupunc-

ture and herbal medicine should befast-tracked towards statutory regula-tion. State regulation of acupuncture

will be a major step forward, and it isexpected to take place in the next few

years. The profession will come underthe umbrella of the Health ProfessionsCouncil (HPC). In order to prepare

for regulation the Department ofHealth is working with the acupunc-ture and herb professions to establisha system that will safeguard thepublic interest.

The College is fully committed tothe accreditation process underthe auspices of the BAAB. The BSc

Honours Acupuncture degree wasre-accredited by the BAAB from

July 2004 for a period of five years,for intakes up to and including theacademic years 200809. This meansthat students are eligible to join theBAcC when they graduate.


Angie Hicks, College co-founder and joint principal

(far left) in class with final year students, and Graham

Kennedy (above) teaching anatomy

Before I was an acupuncturistI worked as a full-time firefighter

at Farnborough airport.

I gave this up to study acupuncture,

and it was the best thing I ever did.

I now have the pleasure of doing

both, as I still work as a retained

firefighter in Yateley.Ian Stones, graduated 2007


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Working as anacupuncturist

Graduates of the College practise ina variety of situations. Some workin group practices in a clinic; some

work on their own from home, orfrom rented premises; some work

in multi-bed settings; some work ingroup practices with other alterna-tive health practitioners, or with GPs;a few work in hospitals, employed bythe NHS. Cooperative working withthe medical profession has increasedrecently as many GPs controlling theirown budgets are choosing to include

acupuncture amongst the servicesthey provide.

Keeping in touchwith our graduates

After graduating from this College,students not only experience theexcitement and satisfaction of treat-ing patients, they also become part ofthe wider community of acupunctur-

ists. Students often comment on thecommunity spirit found within theCollege and are pleased to find thatthis continues long after they havegraduated. Most graduates continue tokeep in contact with and gain supportfrom their fellow students.

The College also keeps in regular

contact with its graduates and weencourage them to maintain contact

with us if they wish. The Collegebuilding, library and facilitiesremain available to all who qualify inacupuncture or Chinese herbal medi-cine. We keep graduates up to date

with developments at the College by

post. This includes information aboutour programme of continuing profes-sional development (seminars and

workshops mainly of one or two daysduration, open to anyone with a TCMqualification see page 36), andgraduate days, provided exclusively forCollege graduates. They also receive

our magazine Jing Shen twice yearly.


Now Im a practitionerand I work

in the College of Integrated Chinese

Medicine clinic, which is open to

the public

as a researcher exploring the use of

acupuncture to manage cancer-related

health conditionspart time as a midwife and have the

Trusts permission to offer acupuncture

as appropriate in low-risk obstetric

cases. In addition, I have a private

acupuncture practice in Poole

in my thriving multi-disciplinary clinic

in a lovely East Sussex village

from a room in my house which givesme flexibility to work when I want

in a busy multi-bed clinic where team

working with other practitioners allows

us to see several patients at once in

the same room, separated by privacy

screens like they do in China

in the Gateway clinic at Lambeth

Hospital and the drug detox clinic at

Bethlem Royal Hospital and am currently

running two private practices

alongside GPs in a busy practice

I set up World Medicine, a charitable

organisation providing complementary

and alternative healthcare to people

around the world suffering the effects

of trauma, disaster and poverty


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After they have qualified we encour-

age graduates to join supervisiongroups or have individual supervision.Graduates say they enjoy the oppor-tunity supervision groups providefor them to meet and compare ideasabout their practice, and to discusspatients and patient managementissues with their peers. They value the

ongoing mutual support which resultsfrom these sessions.


I knew very early on

in this acupuncture

course that I was doing

the right thing. It felt

like coming home.

I had been a Western-

trained herbalist for

eight years at that stage, and adding the

Chinese medical theory made so much

sense. Understanding the connection

between mind, body and spirit and the

effects on specific organ systems has

been so useful.

The course was a delight to attend. It is

designed and taught to build ones under-

standing to the point that when it came

to giving my first treatment I felt totally

at ease and supported in the process.

After ten years of acupuncture practice

I can now say that it has been the best

career I could have chosen. I have a

thriving multi-disciplinary clinic in a lovely

East Sussex village which is a thoroughly

rewarding experience.

Of course the learning never stops.Recently I have been conducting some

fascinating research with the help of one

of the many postgraduate courses offered

by the College, and am excited about

future developments.

Paul Hambly, graduated 1997

Greg Lampert (above left) and final-year students

(left and far left) in class


22/48

BS (H ) A t


23/48

Overview ofcourse content

This degree course is divided into sixmain areas called programmes, eachsub-divided into levels. It brings FiveElement Constitutional Acupunctureand Traditional Chinese Medicine

(TCM) together as an integratedwhole. This allows students to treatpatients with a wide variety of condi-tions, both chronic and acute.

We put equal emphasis on gainingboth practical and theoretical skills,

with 50% of course hours dedicatedto each of these areas. The practicalaspects of the course emphasise thedevelopment of rapport-making skillsin order to relate to patients, and

qi development in order to enrichacupuncture practice. High levelsof skill in point location, needling,pulse taking and tongue diagnosis arealso emphasised.

Chinese medicine lies at the core ofthe Colleges theoretical teaching.Our conventional medical science

course has also been developed espe-cially for the College. This relatesconventional medical science toacupuncture practices and the theoriesof Chinese medicine. Reflective prac-tice forms the core of a practitioners

work with patients, and this is encour-aged along with the acquisition of

skills in researching the practiceof acupuncture.

The six programmes are:

1 Chinese medicine

Students study Chinese medicinethroughout the course. This includesthe underlying theoretical concepts ofChinese medicine includingyin/yang,the Organs, the substances, the causesof disease, the Eight Principles andthe jingluo or meridian system. Theyalso make an in-depth study of theFive Elements or Phases and developan understanding of the diagnosisand treatment of the patients consti-tutional imbalance. They developan awareness of how the patients qiimbalances affect all levels of body,mind and spirit.

Students also study patterns of dishar-mony of substances and syndromes as

well as the differentiation of all themost common diseases. The treatmentof children, treatment in childbirth,electro-acupuncture and auricular

acupuncture are also included inthis programme.

BSc (Hons) Acupuncture College of Integrated Chinese Medicine 23

BSc (Hons) Acupuncture

John Hicks (left) College co-founder and joint principal

going to check the diagnosis of a final year student


24/48

2 Conventional

medical sciences

This specially-developed programmeincludes anatomy, physiology, pathol-ogy, clinical skills and pharmacology.

Surface anatomy is used to assiststudents in point location and safe

needle insertion.Physiology and pathology helpstudents to understand the conven-tional medical description of a diseaseand how this compares to the view-point of Chinese medicine.

The study of clinical practice thenenables them to understand thepatients disease in terms of conven-tional medicine and to develop anunderstanding and respect for thehuman body and its condition inhealth and disease. It also encour-ages students to develop an increasinglevel of confidence when dealing withpatients who are also receivingconventional treatments and whencommunicating with conventionalpractitioners.

Pharmacology helps students tounderstand the effects of the drugsthat many patients are taking.Chinese medical energetic interpre-

tations of diseases and drug treat-ments are woven into the teaching

of the conventional medical sciences

throughout this programme ofthe course.

Physiology, pathology, pharmacol-ogy and clinical medicine are mainlytaught using a format of study days inclass followed by carefully-structuredhome study.

3 Point location

This programme of the course enablesstudents to develop their palpatoryskills and to understand the proce-dures needed in order to safely andaccurately locate all acupuncturepoints on the body. It also enablesstudents to locate the points respect-fully and with sensitivity.

4 Professional practice

In this programme students learn touse their diagnostic and treatmentskills, first by learning to diagnose

patients in class, and then by diagnos-ing and planning treatments onpeople outside the classroom. Thisculminates in the third year whenstudents begin treating patients inthe College clinic under the closesupervision of senior members ofthe teaching staff.

This programme of the course

focuses on encouraging studentsto make the successful transition frombeing students, to being student-practitioners, finally becomingautonomous practitioners. In orderto do this students must demonstratethat they understand all the practicaland ethical implications of being a

professional acupuncturist, and arecapable of putting this knowledgeinto practice.

5 Skills and techniques

This programme includes the practiceof both diagnostic skills and treatment

techniques. Diagnostic skills includepulse taking and tongue diagnosisas well as rapport making, observ-ing, asking, listening and palpationskills. Treatment techniques includeneedling, cupping, tui na (Chinesemassage), applying moxibustion and

various other means by which the

patients qi imbalance is corrected.Ongoing practice ofqi gong is integrat-ed into the course (pronounced cheegung). This form ofqi developmentpractice has been used in China forthousands of years. Practisingqi gongenables students to experience howtheir qi energy affects their acupunc-

ture practice with patients, as well ashow it can improve their own health.

24 College of Integrated Chinese Medicine BSc (Hons) Acupuncture


25/48

Qi gongis taught in two-hour sessionsthroughout the first and second year.

6 Research and

reflective practiceThis part of the course encouragesstudents to develop a problem-solving and holistic approach totheir practice. They carry out clinicalobservations on patients for 30 hoursper year with practitioners anywherein the UK. Students also study differ-

ent research paradigms, includingorthodox research and reflectivepractice. This culminates in theresearch and submission of a final-

year dissertation.

During the third year clini-cal programme students carry outan audit of patients responses totreatment, administered by the

Oriental Medicine Research Trust.

Participating in this audit helpsstudents to develop a reflective atti-tude towards their practice. Theyare also helping establish a body ofevidence that will shed light on theeffectiveness of acupuncture.

Throughout the course our students

grow and develop personally. Thishappens in two ways: through theirapplication of the Chinese under-standing of health and disease tothemselves, and through the develop-ment of their diagnostic skills, specifi-cally, good observation, deep rapport

with patients, and the understanding

of and ability to respond to a multi-tude of different emotional patterns.


I used to be involved

in international sport, and

it was a knee injury that

first highlighted to me the

wonders of acupuncture.

Fascination with how it

worked, and why just

treating my knee had produced such an

effect on my overall wellbeing drove me

to want to learn about Chinese medicine

and I applied for a place on the Colleges

acupuncture degree course.

When I looked around during the open

day, I got a great feeling of energy not

only from the people I met, but also from

the building itself. I felt there was a

vibrant buzz to this College which was

really exciting and I knew then that

I wanted to be a part of it.

I have been amazed how the lessons

taught at the College have helped me to

see the world in a very different and posi-

tive way. They have armed me with skills

which are not only useful in the clinic, but

which I use continuously in every day life.

This course is a massive commitment, but

it will reward you in more ways than you

can imagine!

Anna Bennett, third year student

College outcome study

Under supervision, all third year clinicalstudents treat patients in the College

student clinic. An outcome study which

explored patient progress in this clinic

found that 93% reported an improvement in

their main complaint, with 58.7% reporting

a major improvement or full recovery.

No one felt worse, and only 7% experienced

no change. 88% of responding patients

also reported either a large or moderate

improvement in their general health.

Shaw, Bidgood and Saebi (2007), Exploring

acupuncture outcomes in a college clinic: Patient

profile and evaluation of overall treatment benefit,

European Journal of Oriental Medicine 5(4): 55-63

Gio Maschio teaching qi gong (above left)


26/48

The curriculumThe topics covered within the sixcourse programmes are listed below.Each programme is studied at threelevels except point location, whichis studied at two levels. More thana third of all contact hours arededicated to clinical observations

and clinical practice.

Chinese medicine level 1

History of Chinese medicine

Yin/yang

Five Elements

Colour, sound, emotion and odour

Functions of the Organs/Officials: Lungs,Large Intestine, Stomach, Spleen,

Heart, Small Intestine, Bladder, Kidneys,

Pericardium, Triple Burner, Gall Bladder

and Liver

The Substances: Spirit, qi,jing, Blood

and Body Fluids

Internal, external and miscellaneous causes

of disease

Eight Principles

Types of points

Diagnosis of mind, body and spirit

Husband-wife imbalance

Aggressive energy

Syndromes of allyin andyang Organs

Combined syndromes


Differentiation of common disease patterns

from the viewpoint of Chinese medicine,

including: lower back pain and musculo-

skeletal problems, gynaecology (including

premenstrual tension, dysmenhorrheoa,

amenorrhoea, infertility, menorrhoea,

discharges, late periods, short cycle),

diarrhoea and constipation, headaches,

post viral syndrome, hypertension, asthmaThejingluo system

Phlegm and Damp

Dietary therapy

The function of points of all the Organs

Seven Dragons

Entry and exit points

Miscellaneous points

Windows of the sky points


Differentiation of common disease patterns

from the viewpoint of Chinese medicine,

including: windstroke, skin disease,

epilepsy, mental diseases, atrophy

syndrome

The treatment in childbirth

The treatment of children

The treatment of addiction

The eight extra channels

Overview of complementary therapies

Auricular acupuncture

Six stages, four levels, three jiao

Bereavement and care of the dying

Electro-acupuncture

Deep pathways of all channels

Conventional medical science

levels 1, 2 and 3

Anatomy

Physiology

Pathology

Pharmacology

Clinical medicine

Structural diagnosis

Conventional clinical skills

Resuscitation and basic first aidEnergetic interpretation of diseases

and drugs

Warning features of disease

Point location level 1

Introduction to channels, points and

point location

Location of command points of allyin

andyang channels

Location of lower sacral, ren points, back

shu and du points

Point location level 2

Location of body points including: shoulder

points, upperjiao points, middlejiaopoints, lowerjiao points, entry and exit

points, dragon points, thigh and groin

points, head points, windows of the sky

and neck points, face points, upper arm

points, miscellaneous points

Review of all points



27/48

Research and reflective practice

levels 1, 2 and 3

Introduction to reflective practice

Introduction to, and exploration of,

different paradigms of research in

Chinese medicine

Clinical observations

Clinical audit

Proposal for dissertation

Tutorials for dissertation

Professional practice

levels 1 and 2

Patients in class

Taking a case history

Traditional diagnosis

Case history analysisDiscussion of diagnosis, treatment strategy

and aetiological advice

Treatment reactions

Ethics and patient management

Case histories in class

Professional practice level 3

Treating patients under supervisionin the student clinic

Clinical class discussions

Clinical observations

Overview of complementary therapies

Setting up in practice

Deciding who to treat

Keeping accounts

How to talk to patients

Bereavement and care of the dying

Promoting your practice

Supervision and continuing professionaldevelopment

Patient management and boundaries

in the treatment room

Skills and techniques

levels 1, 2 and 3

Rapport-making skillsStructure of the emotions

Patient interaction and emotion elicitation

Facial characteristics of emotions and

observing the face

Learning skills and memory aids

Colour, sound, emotion and odour

exercises

Pulse diagnosis

Tongue diagnosisNeedle technique and clean needling

Moxibustion and the use of moxa sticks,

moxa cones, moxa boxes, and moxa

on a needle

Cupping

Cutaneous and bleeding needle

Introduction toguasha

Palpation and needle technique for

channel problemsTui na


Teaching sessions were always well

planned and delivered in a lively,

enthusiastic manner with lots of inter-action, while study aids and packages

were informative and easy to use.

Acupuncture practitioner, graduated 2001

Our Points Guide is an example of the learning resources

we develop to support students in their studies. Recently

revised, and with improved diagrams it is now available in

A5 and A6 filofax format to students and practitioners


28/48


How course timeis organised

In order to give you more choiceabout when you study, we will berunning both weekday and weekendcourses from autumn 2008.

The material taught on both courses

will be identical, and all graduates willbe awarded a BSc (Hons) degree fromKingston University.

Weekend course

Years 1 and 2 each have 42 teachingdays, beginning with a six-day intro-duction. Thereafter teaching daysare at weekends. Year 3 theory has 26teaching days, followed by the clinicaltraining. Dates and times are suppliedon the enclosed leaflet.

Weekday course

The new weekday course begins with athree-day session. Thereafter, in years1 and 2 attendance at College will beon weekdays organised as consecutivetwo-day sessions divided into three

terms. Year 3 theory will take place

three days a week over three months,followed by attendance one day a weekfor the clinical training. See enclosedleaflet for dates and times.

Teaching days during the

clinical training in year 3

For both the weekday and weekendcourse the second part of the third

year is made up of a nine-monthclinical programme. This programmebegins with a six-day introductionand thereafter attendance is one daya week for nine months. This enablesthe regular treatment of patients to be

carried out under supervision. Thestudent clinic will take place either at

weekends or on weekdays according towhether you are studying on a weekdayor weekend course.

After six months of clinical practice,if a student has been successful in alltheir theoretical and practical assess-ments, they are eligible to becomea pre-qualifying student and areawarded Permission to Practice whichcovers their final three months in thestudent clinic. During this periodthey can treat patients outside theCollege, whilst still having their treat-ments carefully monitored by the

teaching staff.

Our library (opposite) has an adjoining IT room

(shown below). Our students are also entitled to use

library and other facilities elsewhere, including

Kingston University see page 13 for details


29/48

Regional supportgroups

In years 1 and 2 there is the optionof attending a regional support group.In different parts of the countrytutors hold monthly tutorial sessions

with small groups of students. These

sessions give students the opportunityto clarify and discuss any part of theirlearning and to develop their practicalskills. They also allow students tomeet with others who are at differ-ent stages of the course. It must bestressed that having a regional tutornearby cannot be guaranteed if you

are geographically remote. However,we will assign you a telephone tutor.

Study time thecourse requires

The amount of study time neededoutside class depends upon manyfactors. We teach effective ways oflearning to make your study time asproductive as possible. As a general

guide a student will need to studyfor between 15 and 20 hours a week,possibly more at certain times duringthe course.


Jill Glover and Dierdre Brunton, are two of our regional

support group tutors and clinical supervisors

Since graduating in

2004, Ive worked in

the Gateway clinic at

Lambeth Hospital and

the drug detox clinic

at Bethlem Royal

Hospital and am currently running two

private practices. Working in these busy

clinics has allowed me to appreciate more

clearly how thorough my course was, andhow effective the tutors were in ensuring

that we became highly competent prac-

titioners. My expectations of the course

were more than met. I chose to return to

the College to learn about patents and

stayed on to take the full herb course. Im

now in my final, clinical year its been

a demanding but formative experience!

Hye-Eun Hills, graduated 2004


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Assessment

Assessment has two important func-

tions. The first is for us to determinehow students are progressing and,

where improvement is desirable, tohelp in friendly, constructive ways.The second is for students to knowclearly what is expected of them andtherefore direct their own effortsefficiently.

We give students clear goals. Feedbackis provided continually throughoutthe course in various ways. There is

also feedback on and assessment ofpractical skills to do with diagnosis,sensitivity to patients, and treat-ment skills. An assessment record isretained and is available tothe student.

We have a complaints procedure andan academic appeals procedure, bothdescribed in the Student Handbook.


I am a midwife and an

acupuncturist. In 2002,

Poole Hospital NHS

Trust funded my

acupuncture training at

this College as a result

of a proposal I submit-

ted highlighting the

benefits of acupuncture throughout

pregnancy, labour and puerperium.

I now work part time as a midwife and

have the Trusts permission to offer

acupuncture as appropriate in low-risk

obstetric cases. In addition, I have a

private acupuncture practice in Poole.

Chani Turner, graduated 2006

Judith Clark (in blue, above) confers with a student

in the College clinic


31/48


32/48

Entry qualifications

Candidates must satisfy the generaladmissions requirements of KingstonUniversity and the College of Integ-rated Chinese Medicine. We have apreferred minimum age of 21, andpreference will be given to maturecandidates who have the necessary

requirements shown below and/orappropriate alternative qualifications:

five GCSE passes at grade C orabove, which should includeEnglish and mathematics and pref-erably biology or combinedscience, plus two A Level passes(excluding general studies)

or an appropriate BTEC NationalDiploma including merit anddistinction passes or AdvancedGNVQ at Level 3

or two passes in Scottish Highersat grade C or above

or six passes at higher level in the

Irish Learning Certificate at gradeC or above.

Overseas students are considered onan individual basis, usually where theyhave completed a university degreeor validated access course in the UKor overseas. If you are offered a placeon this course and English is not yourfirst language, and your secondary

education has not been undertaken in

English, we will ask to see an IELTSlevel 6 certificate before you start thecourse, and an IELTS level 7 certifi-cate during the third year, before youstart the clinical programme.

Mature students without the abovequalifications are encouraged to applyand will be considered on the basisof their work and life experience.

Some applicants may have previousconventional medical sciences trainingand wish to apply for exemption fromparts of the anatomy, physiology orpathology training. Details of ourcriteria and application procedure

are available on request.

Introductoryafternoons

Applicants are encouraged to attendone of our introductory afternoonsin order to learn more about thecourse, the time requirements andthe working life of an acupuncturist.

These are held at the College everythree months. Go to cicm.org.ukor call us on 0118 950 8880 forforthcoming dates. We also encourageprospective students to talk to quali-fied practitioners in order to under-stand more about what is involved inpractising acupuncture.



33/48

Fees

Course fees are given on a separateleaflet inserted in this prospectus,or on request. They are also avail-able via our website, cicm.org.uk. If

you are offered a place you shouldsecure it immediately by sending yournon-refundable deposit as places areoffered on a first-come, first-served

basis. This deposit is deductible fromthe first year fee. The remaining feescan be paid either in full two monthsprior to the first day of the course, in

which case a 2.5% discount is allowed;or in three instalments with one halfbeing paid two months prior to thefirst day of the course and two quar-

terly instalments being paid six andnine months later.

Financial assistance

You may be eligible for a discretion-ary local authority grant. Apply tothe education department of yourlocal council. Applying early can help.

It may be possible to find a local ornational charitable trust willing to

help finance your studies. Local trusts

may be run independently, or by yourcouncil. Try your local library or theinternet as a starting point.

Alternatively, the government offersCareer Development Loans (CDL),deferred repayment bank loans to help

you pay for vocational studies. Theseare available through a partnershiparrangement between the Learningand Skills Council (LSC) and threehigh street banks Barclays, TheCo-operative and The Royal Bankof Scotland. Go to the Directgov

website direct.gov.uk/cdl or calla CDL advisor on 0800 585 505.

Student Finance Direct is anotheruseful source of informationstudentfinancedirect.co.uk


I chose acupuncture as

it was a treatment I had

experienced person-

ally and felt worked for

me like magic. I also

had become extremely

interested in the Chinese culture follow-

ing a holiday tour around the Far East.

I enjoyed the acupuncture course, since

I was able to use my scientific back-

ground in environmental research whilst

at the same time learning the fascinating

Chinese approach to health and disease.

Completing this course has been the best

thing Ive ever done ten years after

graduating I still love my job! The mostamazing thing for me is that you can help

to change lives, and still continue to learn

new things every day.

Being an acupuncturist fits perfectly with

having a family. I have two young children

but my working hours are flexible so I am

able to work two or three days a week.

Lorraine Canning, graduated 1998


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Other studies at the College


35/48

Studying Chineseherbal medicine

Over the last few years the demand forChinese herbal medicine in the UKhas grown considerably. The herbalprofession in the UK is about to beregulated which will further reinforcethis positive growth and development.

Now is an excellent time to study thisfascinating subject and take part inthe emergence of the newly-regulatedprofession. We have been offeringtraining in patent herbal remediesand Chinese herbs since 1994.Building on this valuable experience

we have now devised a new learningstructure (subject to validation)providing students with a comprehen-sive and flexible study package to suita variety of circumstances. The threecourses opposite can be taken individ-ually or in combination, leadingto an MSc prospectus on request.

Postgraduate Certificate in

Chinese Herbal Medicine

Suitable for qualified acupuncturistsor acupuncture students who wishto prescribe pre-prepared formulae(patents) in their practice. This one-

year certificate constitutes the firstyear of training for the diploma

course. The first intake will beSeptember 2008.

Postgraduate Diploma in

Chinese Herbal Medicine

This one-year course is suitable forthose who have a postgraduate certifi-

cate and fulfils all the requirementsfor becoming a fully trained practi-tioner of Chinese herbal medicine.First intake September 2009.

MSc in Chinese

Herbal Medicine

The College plans to offer twooptions for taking an MSc inChinese Herbal Medicine.

The first option is designed forstudents of the Colleges PostgraduateDiploma course who want to developtheir research skills to MSc level.This will be a taught MSc based on

a research dissertation.

The second option is a clinically-

based course for existing practitionersof Chinese herbal medicine who arelooking for a good quality MSc that

will be both rewarding and of benefitto their practice and the profession.The entry requirement for this courseis the new version of our PostgraduateDiploma in Chinese Herbal Medicineor equivalent, plus a minimum of two

years clinical experience. Existingpractitioners will be able to completetheir MSc in one year.

If youd like to discuss this trainingplease call 0118 950 8880and arrange to speak to Tony Booker,our director of Chinese herbal

medicine, or email him [email protected]

Other studies at the College College of Integrated Chinese Medicine 35

g

2008:2010

CHINESE

HERBAL MEDICINE

Our students visit the University of Bristol Chinese Herb

Garden (above) to learn about the identification and

processing of herbs, and good dispensary practice.

Tony Booker, our director of Chinese herbal medicine,

is shown (left) in the College dispensary


36/48

MSc by LearningAgreement (LA)Chinese MedicineProfessional Studies

We are now extending our post-graduate programme to include anew course of advanced professionalstudies at masters degree level.This will provide an excellent oppor-tunity for experienced practitionersto further their interests, expertiseand knowledge whilst working fromtheir practice.

The course is part-time, and is

mainly centred on work-basedlearning projects which are individ-ually negotiated in a learningagreement with Kingston University.

A research project will also berequired. Accreditation will beawarded for relevant, sufficient andrecent learning and experience when

an application to the course is made.There will be four points of entry ineach academic year: February, May,

August and November, the first startdate being November 2008 (subjectto validation). For further details callMary West on 0118 950 8880 oremail [email protected]

36 College of Integrated Chinese Medicine Other studies at the College

Of course the learning never stops.

Recently Ive been conducting some

fascinating research with the help of

one of the many postgraduate courses

offered by the College, and am excited

about future developments.Paul Hambly, graduated 1997


37/48

Continuingprofessionaldevelopmentseminars andworkshops

Our ongoing programme of seminars

and workshops is intended to providea broad range of continuing profes-sional development for acupunc-ture practitioners including Collegegraduates, our teaching staff, BAcCmembers and others with relevantprofessional qualifications. Most areone- and two-day events, although

some are longer. The programme isplanned to provide a wide range ofadvanced theoretical and practical

workshops and aims to enable practi-tioners to further develop and reflecton their knowledge of acupunctureand other forms of Chinese medicine.Participants also tell us they enjoy

meeting old acquaintances,and making new ones.

Experienced, knowledgeable andinfluential guest lecturers fromaround the world speak on manydifferent aspects of Orientalmedicine. Past topics have includedauricular acupuncture, advanced

qi gong, the treatment of musculo-

skeletal disorders, dietary therapy,tui na (Chinese massage), advancedneedling techniques, advanced pulsediagnosis (a ten-day course), facereading, Chinese medical gynaecol-ogy, the treatment of substance abuse,courses on the Chinese language, andpoint energetics from the Classics.

We publish flyers describing ourcontinuing professional developmentprogramme, available on request. Youcan also see details of forthcoming

events on our website, cicm.org.uk.

Clinical studytrips to China

The College organises clinical studyvisits to well established hospitals in

China for practitioners of acupunc-ture or Chinese herbal medicine.

These trips provide graduates with

a valuable opportunity to find outmore about the way Chinese medicineis currently practised in its countryof origin.

Participants are provided with trans-lators and are enabled to see a large

variety of patients on a daily basis.

During time off people can experi-ence different aspects of Chineseculture and may take trips to othertowns and cities.

Qi gongevening classes

Regular two-hour weekly qi gongclassesare held at the College and manyforms of standing sitting and movingpractices are taught. These classesare open to students, graduates andpatients as well as interested membersof the general public.

These gentle exercises can be learnedon an ongoing basis and will builda practitioners qi and enhance theiracupuncture treatments as well asimprove their own health, wellbeingand energy.

Other studies at the College College of Integrated Chinese Medicine 37


38/48

Our staff and governors


39/48

Teaching staff

In order to bring you high standardsof teaching the College has a teach-ing staff with a huge range of exper-tise and knowledge. Students oftencomment on the community spiritand enthusiasm of the teaching staffand notice their desire to get the best

out of the students. The teaching staffmeet regularly in order to enhancetheir clinical and teaching skills.

Biographies for staff teachingChineseherbal medicine are listed in a sepa-rate prospectus, available on request.

Terms used in the biographies

The Colleges patents course is thename formerly given to our newlyrelaunched Postgraduate Certificatein Chinese Herbal Medicine whichallows qualified acupuncturists toprescribe pre-prepared formulae intheir practice (see page 35).

Our herb course has also been revisedand is now called the PostgraduateDiploma in Chinese HerbalMedicine. It fulfils all the require-ments for those wishing to becomefully trained practitioners of Chineseherbal medicine (see page 35).

The clinical integration course is a

two-year postgraduate study whichincludes the theoretical study ofTraditional Chinese Medicine (TCM)theory, and the clinical integration ofFive Element and TCM practice.

The acupuncture skills courseis a training which focuses on thepractical diagnostic skills of Five

Element diagnosis.

Neuro-linguistic programming (NLP)

draws on a variety of disciplines andoffers a method for and an under-standing of how people achieveconsistently outstanding results,particularly in the areas of commun-

ication, teaching, learning, memory,personal change and creativity.

Qi gongis a Chinese practice whichincludes meditation and various otherinternal exercises which are designedto balance and amplify the practition-ers intrinsic energy. Qi gongpracticecan emphasise spiritual development,

energy for the martial arts, energy forhealing, or personal health.

Almost all members of the teachingstaff have either City & Guilds Stage 1,or a higher teaching qualification.

Rebecca Avern

has a BA in easternreligions and literature

from the University of

Bristol. She spent four

years teaching in Asia

and Europe, before

embarking on the

acupuncture course

at the College, graduating in 2001. She teacheshere, as well as being in charge of learning

support. Rebecca practises in Oxford.

Pam Batten is

administrator and

guest lecturer for the

conventional medical

sciences programme.

Originally a science

teacher, she has also

taught software skills

in a variety of indus-

tries including publishing, pharmaceuticals,

construction, housing, telecommunications

and cosmetics. She studied acupuncture at

the College and has an acupuncture and reiki

practice in Slough.

Our staff and governors College of Integrated Chinese Medicine 39

Karen Proudfoot teaching clinical students (left)


40/48

Danny Blyth

studied acupunc-ture and Chinese

herbal medicine at

the College. He is

involved in both the

acupuncture course

and Chinese herbal

medicine courses,

teaching, marking home study assignments,

and assisting in the clinic. He has a background

in horticulture, and grows many Chinese

herbs. He has a postgraduate diploma in

Chinese language. Danny currently practises

in Cheltenham and the Cotswolds where he

also teaches tai chi and qi gong.

Janice Booth

is programme leader

for Chinese medi-

cine. She has a BA in

English and French

from Lancaster

University and a

PGCE from Swansea

University. After ten

years in mainstream education (and working

in adult education as a yoga teacher), she

graduated from the College of Traditional

Acupuncture in 1988, going on to complete

the clinical integration course a few years

later. She is currently president of the British

Acupuncture Council (BAcC) and chairs their

admissions and conference committees. Janice

has an acupuncture practice in Swindon.

Mark Bovey

is module leader forresearch and reflective

practice (level 3).

He has an MSc in

animal breeding from

Edinburgh University,

qualified from the

College of Traditional

Acupuncture in 1983 and has completed the

clinical integration course. He practises in

Abingdon and Oxford and also works as coor-

dinator of the Acupuncture Research Resource

Centre at Thames Valley University.

Deirdre Brunton

is programme leader

for point location and

one of our clinical

supervisors. She has

a BA from Warwick

University. She

graduated from the


Acupuncture in 1987, going on to complete

the advanced licentiate, the acupuncture

skills course, the clinical integration course

and the Colleges herb course. In 1998 she

also completed an advanced clinical train-

ing programme in Chinese herbal medicine

at Zhejiang College of TCM in China. She

practises in Brighton, and is a regional support

group tutor for the College.

Kim Chan has

an MA in Englishliterature. She is a

qualified practitioner

of both traditional

acupuncture and

shiatsu. She taught

Chinese medicine

and qi movement for

ten years at the European School of Shiatsu

Therapy and Movement. She graduated from

the College of Integrated Chinese Medicine in

1999 and joined the teaching staff in 2003. She

has completed the supervision and mentoring

training as well as our patents course, and is

currently training as a focusing teacher. Kim

works from two clinics in West London.

Judith Clark

is academic director

and programme leader

for professional

practice. She has a

degree in French and

Italian from University

College, London and

worked for sixteen

years as a translator. She then graduated from

the College of Traditional Acupuncture.

She has completed the clinical integration

course and the Colleges herb course. In 1998

she completed an advanced clinical training

programme in Chinese herbal medicine

at Zhejiang College of TCM in China. She

currently has an acupuncture and Chinese

40 College of Integrated Chinese Medicine Our staff and governors


41/48

herbal medicine practice at the College.

Judith sits on the accreditation committee ofthe British Acupuncture Accreditation Board.

Jill Glover is a

clinical supervisor as

well as teaching at the

College. She also runs

postgraduate supervi-

sion days in Bristol.

Previously a radiogra-

pher working in the

NHS, she graduated

from the College of Traditional Acupuncture in

1985 and has been in practice since then. She

has completed the acupuncture skills course,

training in TCM, the clinical integration course

and the Colleges herb course. She has under-

taken neuro-linguistic programming training

and is also a qualified life and executive coach.

Sylvia Gulbenkian

is a member of the

conventional medical

sciences team and

a practical skills

tutor. She qualified

initially as a veterinary

surgeon and worked

in conventional veteri-

nary practice for nine years. She graduated

from the College in 2002 and now practises

acupuncture (both on people and animals)

based in Maidenhead and Sutton.

Angela Hicks is

joint principal andco-founder of the

College. She has

been practising

acupuncture since

1976. She origi-

nally studied at the


Acupuncture where she later received her

MAc. She was a lecturer and clinical supervi-

sor at that college from 1979 until 1987. She

studied TCM and completed postgraduate

clinical training in China at Nanjing College

of TCM. She is also a herbalist and gradu-

ate of the Colleges herb course. In 1988 she

co-founded Acupuncture Training Courses,

a postgraduate course teaching TCM theory

to Five Element acupuncturists. The clinical

component of the course enables practition-

ers to integrate their knowledge of TCM into

their practice. Angela is a master practitioner

of neuro-linguistic programming. She practises

qi gong and is a qualified focusing practi-

tioner. She is the author or co-author of six

books: author ofThe Principles of Chinese

Medicine, The Principles of Acupuncture, The

Five Secrets of Health and Happiness, and

The Acupuncture Handbook, and co-author

ofHealing your Emotions with John Hicks,

and the textbook Five Element Constitutional

Acupuncture (Churchill Livingstone, 2004)

with John Hicks and Peter Mole. She is a

member of the British Acupuncture Councils

education committee.

John Hicks is

joint principal andco-founder of the

College. He is also

a module leader for

skills and techniques.

He has a PhD from the

University of London

and has been in prac-

tice since 1975. He trained at the College of

Traditional Acupuncture and has a Dr Ac from

that college. He went on to become dean,

lecturer and clinical supervisor there from 1978

to 1985. He created the acupuncture skills

course which teaches the basic diagnostic

skills of Five Element constitutional diagnosis.

He has undertaken clinical training in China at

Nanjing College of TCM. He has completed

Ted Kaptchuks course in Chinese herbal

medicine and uses herbs as well as acupunc-

ture in his practice. In 1988 he co-founded

Acupuncture Training Courses, a postgraduate

course teaching TCM theory to Five Element

acupuncturists. The clinical component of

the course enables practitioners to integrate

their knowledge of TCM into their practice.

John is an associate trainer with the Society of

Neuro-Linguistic Programming. He practises qi

gong. The author ofThe Principles of Chinese

Herbal Medicine, and co-author ofHealing

your Emotions, he also co-wrote the textbook

Five Element Constitutional Acupuncture with

Angela Hicks and Peter Mole.

Our staff and governors College of Integrated Chinese Medicine 41


42/48

Lesley Jenkins

originally qualified as astate registered nurse

at St Marys Hospital

in London, and as a

health visitor at the

Oxford Polytechnic.

She graduated

from the College of

Traditional Acupuncture in 1979 and has been

in practice since then. She has completed the

clinical integration course and also completed

the Colleges patents course. Lesley is one

of our clinical supervisors, a regional support

group tutor, and also runs a supervision group

for qualified acupuncturists.

Graham Kennedy

is module leader for

anatomy. He has been

a student of a wide

variety of mind-body

disciplines for over 25

years. He is also a qi

gong teacher, teaching

on the qi gong course

at the college and running evening classes

for both students and members of the public.

In his clinical practice Graham specialises in

helping individuals and families to resolve early

traumatic experience that have their origins

in the prenatal period, the birth process and

during the vital first few years of childhood

when the infant/child is developing its attach-

ment with its parents.

Sandra Kinggradu-

ated from the Collegein 1997 and has

completed our patents

course. She has been

a practical skills tutor

since 1999, and is a

clinical supervisor.

Sandra practises in

High Wycombe.

Stella Kinghas

taught at the College

since 1994, and is

a regional support

group tutor. She

has been in prac-

tice in Todmorden,

Lancashire since 1984.

Her recent work at

College includes reviewing and developing

our teaching through case histories, and staff

training and support on various aspects of

the curriculum. She graduated from Oxford

University with a BA in 1975 and worked as

a nursing auxiliary before turning down a

place at medical school in favour of studying

acupuncture, graduating from the College of

Traditional Acupuncture in 1984, and returning

there as a postgraduate to gain a BAc. Stella

has completed the clinical integration course,

the acupuncture skills course and the Colleges

patents course. She practises qi gong and

meditation, enjoys wild walking and kayaking,

and is a singer.

Magda Koc

graduated witha BAc from the


Acupuncture in 1982

and has completed

the clinical integration

course. She also has

a diploma from the

University of Westminster in qi gong tui na,

which she combines with acupuncture in

her practice in Reading. Magda is a regional

support group tutor and clinical supervisor.

Greg Lampert

was formerly the

director and is now

course development

officer for Chinese

herbal medicine at

the College, he also

teaches students on

our acupuncture and

herb courses. He is one of our clinical supervi-

sors. He trained at the College of Traditional

Acupuncture, then undertook the clinical

integration course and later trained in herbs

at the London Academy of Oriental Medicine.

In 1998 and 2000 he travelled to Hangzhou for

clinical training in herbal medicine. Greg uses

herbs and acupuncture in his practice at the

College clinic, and in Oxford.

42 College of Integrated Chinese Medicine Our staff and governors


43/48

Peter Linthwaite

is programme leaderfor research and

reflective practice.

He studied psychol-

ogy at the London

School of Economics

before working in

research at the Health

Education Authority and the Economic and

Social Research Council. He trained at the

College and currently practises acupuncture

at the College clinic in Reading and in

Henley-on-Thames.

Gio Maschio is

module leader for qi

gong. He designed

and teaches the

module to bring

the awareness and

energy techniques

of the taoist energy

arts directly into the

practice of acupuncture. Gio has been teach-

ing taoist energy arts for over ten years, and

practising them for over 17 years. He is one of

Master BK Frantzis most experienced instruc-

tors in Europe, trained and certified by him

to teach tai chi, qi gong, nei gong and taoist

breathing techniques. He is director of Oxford

Internal Arts, teaching and practising full-time

in Oxford, has conducted seminars for the

BAcC, has a masters degree in philosophy, and

studies buddhism and the dzogchen tradition

of meditation. Gio is also a tutor to the Oxford

School of Massage, speaks three languages,and is a keen amateur musician.

Jacqui McCann is

programme leader for

skills and techniques.

She had extensive

experience in the

commercial and busi-

ness world, specialis-

ing in training

and management,

before training as an acupuncturist. She

graduated

accupuncture prospectus 08-10

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