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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.
8 College of Integrated Chinese Medicine Introduction
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.
Introduction College of Integrated Chinese Medicine 9
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.
10 College of Integrated Chinese Medicine Introduction
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.
Introduction College of Integrated Chinese Medicine 11
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
Practising acupuncture College of Integrated Chinese Medicine 15
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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-
16 College of Integrated Chinese Medicine Practising acupuncture
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.
Practising acupuncture College of Integrated Chinese Medicine 17
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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.
18 College of Integrated Chinese Medicine Practising acupuncture
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.
Practising acupuncture College of Integrated Chinese Medicine 19
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.
20 College of Integrated Chinese Medicine Practising acupuncture
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.
Practising acupuncture College of Integrated Chinese Medicine 21
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
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BS (H ) A t
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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
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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
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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.
BSc (Hons) Acupuncture College of Integrated Chinese Medicine 25
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)
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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
Chinese medicine level 2
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
Chinese medicine level 3
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
26 College of Integrated Chinese Medicine BSc (Hons) Acupuncture
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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
BSc (Hons) Acupuncture College of Integrated Chinese Medicine 27
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
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28 College of Integrated Chinese Medicine BSc (Hons) Acupuncture
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
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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.
BSc (Hons) Acupuncture College of Integrated Chinese Medicine 29
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.
30 College of Integrated Chinese Medicine BSc (Hons) Acupuncture
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
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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.
32 College of Integrated Chinese Medicine BSc (Hons) Acupuncture
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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
BSc (Hons) Acupuncture College of Integrated Chinese Medicine 33
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
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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
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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
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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
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Our staff and governors
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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)
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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
College of Traditional
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
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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
College of Traditional
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.
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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
College of Traditional
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.
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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
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