Accupuncture Prospectus 08-10

College of Integrated Chinese Medicine
PROSPECTUS
2008 : 2010
The College of Integrated Chinese Medicine offers a unique education in the art and science of acupuncture
For 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 degree status, 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 Georgian buildings 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 our programme of continuing professional development. They are inspired and prepared to become excellent practitioners of acupuncture who help many patients to enjoy better health.
Contents
Introduction
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What is integration? 6 The College of Integrated Chinese Medicine 6 Our buildings and facilities 8 The town of Reading 9 Aims of the College 10 Outcomes for graduates 10 Our College ethos 11
We warmly invite you to visit the College to help you decide whether youd like to study here. For dates of our forthcoming introductory afternoons call 0118 950 8880 or visit our website, cicm.org.uk
BSc (Hons) Acupuncture
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Practising acupuncture
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JING SHEN
Issue 1 : July 2007 from the College of Integrated Chinese Medicine
Why study acupuncture at this college? 13 What kind of people choose to study acupuncture? 15 What are peoples motives for learning acupuncture? 16 What can acupuncture do? 17 The profession today 19 Working as an acupuncturist 20 Keeping in touch with our graduates 20
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 30 Qualifications 31 How to apply 31 The College selection policy 31 Entry qualifications 32 Introductory afternoons 32 Fees 33 Financial assistance 33
Other studies at the College
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Shens origins
Sandra Hill explores the most intangible of the three treasures
The missing link Pulse feedback Lonny Jarrett
Studying Chinese herbal medicine 35 MSc by Learning Agreement 36 Continuing professional development seminars and workshops 37 Clinical study trips to China 37 Qi gong evening classes 37
Why studying Chinese language makes sense to Yu Hong Zhang John Hicks makes the case for this under-rated information source What keeps him awake at night?
Our staff and governors

Teaching staff 39 Governing body 45 Administrative team 46
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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 admin@cicm.org.uk
Introduction
What is integration?
Acupuncture stems from an age-old system of healing that originated in China. Its theory is contained in ancient texts, and its practice has been the subject of continuous study and clinical assessment over thousands of years and billions of patients. It has truly stood the test of time. Acupuncture theory derives from two fundamental concepts: Five Elements and yin/yang theory. These two profound ideas have shaped Oriental medical theory and practice for many years, and continue to do so today. The College of Integrated Chinese Medicine trains acupuncture practitioners in an integrated style. This style brings together the strengths of the Five Elements (using Five Element constitutional diagnosis) and yin/yang theory (using Traditional Chinese Medicine) in one integrated whole. For more details see page 14. The beauty of studying here is that the knowledge you gain filters out to family, friends, into the community. As my first year exams approached I noticed some of my textbooks were missing. They were open next to the cornflakes packet. The culprit? My partner, now happily studying in the second year.
Carla J Cassells, third-year student
The College of Integrated Chinese Medicine

This not-for-profit organisation was founded by Angela and John Hicks. They trained at the College of Traditional Acupuncture and John later became dean of that college. Both he and Angela were lecturers and clinical supervisors. They also undertook clinical training in China, learning a different style of acupunc-
ture. As a result they developed an approach which brings together Five Element Constitutional Acupuncture and Traditional Chinese Medicine (TCM), the two main styles of acupuncture taught in this country today. They have taught this style of practice at postgraduate level since 1988 and demonstrated how practitioners trained in this way can bring additional benefits to their patients. Because of these results, Angela and John decided to create a college training new practitioners on this basis.
College of Integrated Chinese Medicine Introduction
where they discuss ideas and develop their skills. These meetings play a part in maintaining a cohesive and creative staff with a high morale. Our staff regularly contribute articles about aspects of Chinese medicine to magazines and journals.
Peter Mole, Angela Hicks and John Hicks
A wealth of experience
Our 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.
They were joined by a like-minded group of colleagues, including Peter Mole who for over ten years was a teacher and clinical supervisor at the College of Traditional Acupuncture. Between them Angela, John and Peter have written eight books on aspects of Chinese medicine. Together they wrote Five Element Constitutional Acupuncture (Churchill Livingstone, 2004), the first comprehensive textbook published on this subject. It provides an invaluable tool to underpin the teaching of this style. The College places a high emphasis on the quality, development and commitment of its teaching staff. Thirteen of our senior members have been with the College since its inception in 1993. We believe that there is no substitute for learning from the experience and wisdom of those who have practised and taught acupuncture for many years. Our teaching staff meet regularly at staff development days
The College is managed by an executive committee: Angela and John Hicks (joint principals), Peter Mole (dean) and Judith Clark (academic director). The executive committee is responsible for the day-to-day
I qualified as a dentist in the late eighties and back then if you had told me I would be taking a degree in acupuncture 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 you get 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
running of the College and its future development. We also have a governing body fulfilling a role similar to that of the board of governors of a school or college overseeing the executive committee and ensuring we remain faithful to our mission. Our administrative staff play a crucial part in the life of the College, working hard to ensure that the dayto-day running of our organisation goes smoothly. Biographies of our staff and governors begin on page 39. Our website cicm.org.uk lists practitioners trained here at the College.
Introduction College of Integrated Chinese Medicine
Our buildings and facilities

The College has been situated in the heart of Reading at 19 Castle Street since 1995. In June 2003 we extended our space by acquiring 21 Castle Street. These elegant, grade 2 listed, Georgian buildings are light and airy and a joy to work and study in. They are linked directly at first and second floor level. Together they offer us more than 8,000 square feet of useful space. Both buildings have been converted to meet our needs. We have five excellent classrooms including a dedicated area equipped with treatment couches where students can practise point location and other practical work. We also have a spacious library, photocopying facilities, an IT room, and a herb dispensary. There is an eating area with facilities to heat food and make drinks, two rest areas for students to relax in, a staff common room and a small garden with a seating area. The College has seventeen treatment rooms used by students during their clinical training, and by qualified practitioners at other times. There is a reception area for the clinic, and offices for our admin team 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
The town of Reading

Reading is only twenty-five minutes from London Paddington on the train and has excellent rail connections to many parts of Britain. It is about an hour by train from Bristol or Southampton. It is close to Heathrow airport and the M4. There is a map of Reading and directions on page 47. Reading is a dynamic town with excellent shopping and services. Castle Street is only a few minutes walk from the railway station, and just a stones throw from town centre shops and restaurants, including the Oracle shopping and leisure centre. We can provide a list of local bed and breakfast accommodation.
Connections to Reading by road, rail and air
Rail journey times London 25 mins Birmingham 1 hr 38 mins Brighton 2 hrs 7 mins Bristol 1 hr 15 mins Cardiff 1 hr 36 mins Exeter 1 hr 42 mins Southampton 55 mins
Airport links Heathrow 45 mins Gatwick 1 hr 16 mins
Acupuncture appealed to me not just as a complete medical system but as a universal philosophy. 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
Aims of the College

Our aims are to produce the highest quality practitioners who can: diagnose both the person and the complaint, using the concepts of Chinese medicine determine what influences in the patients life are contributing to the imbalance develop effective treatments and lifestyle changes for achieving an improvement or cure have the ability to put these skills into practice with a wide range of patients.
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
Outcomes for graduates

In order to achieve these aims, the Colleges intended outcomes for graduates are that they: have a thorough understanding and grasp of the theory and practice of acupuncture have developed their perceptual skills and their ability to interact with patients and gain deep rapport understand their own strengths and weaknesses increasingly care for their own health and learn to develop their own qi.
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College of Integrated Chinese Medicine Introduction
My enquiries as to where to study acupuncture 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 theoretical frameworks. I fell in love with the atmosphere of the place and the convenient 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 qualified. 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
Our College ethos

So that students can develop the abilities listed above, some of the Colleges outcomes for itself are to: graduate practitioners who are competent, confident, safe, ethical and committed maintain the highest standards of learning and assessment create a supportive and friendly environment where learning is made as natural and as enjoyable as possible
be student centred and listen to what our students tell us, making changes based on their feedback where and when appropriate provide the highest quality teaching staff demonstrate, through the values which motivate the staff, the values that are congruent with the practice of Traditional Chinese Medicine. The College is committed to a policy of equal opportunities for students, staff and patients.
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Practising acupuncture
Why study acupuncture at this college?
When you graduate you will receive a BSc (Hons) Acupuncture degree By graduating from a fully accredited course such as ours you become eligible to become a member of the British Acupuncture Council (BAcC), the largest professional body
The moment I entered the 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 every lesson 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 difference to peoples lives only spurs me on to study harder. The next three years study are going to be the most exciting, difficult and immensely rewarding times of my life. Bring it on.
Owen Jenins, first year student
In February 2003 the College was validated by Kingston University. Graduates are awarded a BSc (Hons) degree as well as a Licentiate in Acupuncture (Lic Ac). We believe that university validation is an essential requirement for all courses training healthcare professionals. Kingston University is a forward looking university with excellent educational standards and a similar ethos to our own. We are proud to be associated with it. Our students and graduates benefit from access to university facilities, including their library. They can access Blackboard, the Universitys online teaching, learning and communication facility, and download lecture notes. They also have Athens password protected access to online journals and databases, and can apply for a SCONUL (Society of College, National and University Libraries) Access membership card granting borrowing priviledges for about 178 libraries participating in the scheme.
for acupuncturists in the UK. This is because the College has been fully accredited by the British Acupuncture Accreditation Board (BAAB).
Michael Ng (far left) teaching anatomy a module within the conventional medical sciences programme of our acupuncture degree course
Practising acupuncture College of Integrated Chinese Medicine
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You will learn the two main styles of acupuncture taught in this country the Five Element constitu-
We offer two study options: a weekend course and a weekday course allowing you to choose the
You will be attending classes in the beautiful learning environment
tional style and Traditional Chinese Medicine (TCM). You will be taught to integrate both styles theoretically and clinically so your patients can benefit from both styles of treatment.
The style of treatment you will learn will enable you to competently
option which best fits with your other commitments (see page 28).
You will learn from a highly motivated, inspirational and experienced teaching team Twenty-seven of our
provided by our Georgian grade 2 listed buildings, at the heart of a lively town.
and confidently treat a large range of patients and treat them at all levels of body, mind and spirit.
staff have been in practice for more than ten years 14 of these for more than 20 years (see page 39).
The College occupies two adjacent buildings in Castle Street, Reading (right) close to shops, places to eat and park, and the railway station
Why integrate TCM with Five Element Constitutional Acupuncture?

We believe that an acupuncture practitioner is When two patients suffer best equipped to treat someone if they underfrom an identical illness, it stand both their illness, and the nature of the person suffering from the illness. To achieve may happen that the same this we teach an integration of two different treatment is effective in styles: TCM and Five Element Constitutional Acupuncture. In this respect the degree one of these patients but course taught at our College is unique. remaining without Traditional Chinese Medicine effect in the other Yang (TCM), based on yin/yang and Eight Principle theory, is the mainwell, illnesses may stream style practised in China. It be identical but the Yin concentrates on the symptoms of persons suffering a patients illness. It is well suited for treating a wide range of physical and from them are different
Xu Dachun, the great seventeenth century physician
which many of our patients suffer from. Based on a combination of questioning and observation, as well as pulse and tongue diagnosis, it provides an effective framework for treating complaints such as headaches, gynaecological problems, digestive complaints, chest conditions 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 practitioner 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.
psychological conditions. It is also very effective when treating musculo-skeletal problems,
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College of Integrated Chinese Medicine Practising acupuncture
What kind of people choose to study acupuncture?

Students at this College come from a very wide variety of backgrounds, age groups and walks of life. The minimum age for applicants is normally 21, although the College may accept younger applicants in exceptional cases. The average age of students at the College is 36, most being between the ages of 25 and 45.
Five Element Constitutional Acupuncture 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 the colour that 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, particularly a tone that does not fit with the emotion being expressed.
Together these indicate which of the Five Elements is the constitutional imbalance of the patient: Fire, Earth, Metal, Water, or Wood. Fire
By incorporating both styles, the practitioner creates a wider range of treatment possibilities and touches the patient deeply. Patients feel better in themselves, have more vitality 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.
Wood
Earth
Water
Metal
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Before I became an acupuncturist, 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 empathetic way 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 administration a 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 Nick Williamson (far right, in the College clinic) checks a student practitioners point location before a treatment is given
Our students bring many different skills and life experiences with them to their studies. Some are already qualified in another form of medicine for instance they are doctors, vets, physiotherapists, nurses, or radiographers. Others are qualified practitioners of other complementary therapies such as shiatsu, chiropractic, massage or aromatherapy. Many applicants have no prior training in any form of medicine, but come with other skills and experience that can be extremely useful to them as students and practitioners of acupuncture. Our website cicm.org.uk has more accounts from our students of their experiences of studying with us, and what its like to be an acupuncturist or Chinese herbalist.
What are peoples motives for learning acupuncture?

In order to be accepted as a student at the College applicants must show that they have a genuine desire to help and care for people. As well as having this desire, we have discovered that people choose to become acupuncturists for other reasons, some of which we list below. People tend to come to us with several key motivations.
The experience of treatment Many
people become acupuncturists having experienced the benefits of treatment. This inspires them to use this system of medicine to help others. Over 90% of our applicants have had acupunc-
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ture treatment themselves before embarking on the course.

Seeing others helped by treatment Some people have seen how
effective acupuncture is for treating a wide variety of conditions in others. Often they have seen members of their family or friends grow and develop personally and gain better health from having had acupuncture. This inspires them to begin training.
Career change Another common
reason for applying to become a practitioner is a desire to change career. People who train at the College are usually mature students who feel drawn to become part of a new profession where they are genuinely able to support and nourish others.
Background in other therapies
Western medicine. It is holistic in both its viewpoint and application and addresses the body, mind and spirit.
Interest in activities involving qi development Others find their
What can acupuncture do?

Those interested in studying acupuncture often ask us what acupuncture can do. Our graduates are skilled in the comprehensive use of acupuncture to restore and enhance health in a variety of ways described below.
Acupuncture can treat people who have no labelled complaint but
Many applicants have a background in some other medical therapy, either in orthodox or complementary medicine. In this case becoming an acupuncturist can either provide them with another string to their bow or a completely new career.
Chinese philosophy Some people are drawn to Chinese medicine because of its underlying philosophy. The theories of yin/yang and the Five Elements lie at its heart and offer a completely different paradigm from that of
interest is triggered via tai chi or qi gong or other practices that involve the experience of qi such as yoga, meditation, or soft martial arts such as aikido.
Growth and development Many
who become acupuncturists enjoy the stimulation and growth that arises from learning about themselves and others. The course inevitably develops peoples self awareness, and during the transition to becoming a professional practitioner, their experience and vision of all aspects of health and disease broadens and matures.
who, nevertheless, feel not right as evidenced by physical, mental or spiritual distress. Acupuncture diagnosis goes to the root cause of the problem and does not focus solely on physical symptoms at the expense of mental or spiritual distress.
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A typical result of such treatment is that patients feel better in themselves: abilities, talents or areas of life which the person has put to one side are activated and people shed limitations and break new ground, whether in their personal lives, relationships, families or work. Frequently, they also find that an apparently unrelated group of symptoms improve together.
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, exhilarating, 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 understanding 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
Acupuncture can also treat many chronic complaints or symptoms
including breathing and lung problems, circulatory problems, digestive and bowel complaints, ear, eye, nose, mouth and throat disorders, gynaecological problems, joint problems and pain, skin conditions, urinary and infertility problems. The line between these kinds of complaints and those mentioned above is not always clear. Chinese medical research literature contains many accounts of the treatment of specific complaints. For more information visit the Acupuncture Research Resource Centre website acupunctureresearch.org.uk.
Acupuncture can also treat shortterm acute problems such as the
improving the chances of conception for women using IVF. Many patients are attracted to acupuncture for its ability to help people feel better in themselves. In the Colleges own audit and outcome study 93% of patients in the student clinic reported an improvement in their main complaint. The growth in popularity of acupuncture in the UK has been steady over the last forty years and this trend looks set to continue. Graduates of the College of Integrated Chinese Medicine gain the valuable theoretical understanding and clinical expertise necessary to help in whichever way is most appropriate for each individual patient.
common cold, flu, mumps, back sprains, and sports injuries. These complaints are commonly treated in China, in outpatient clinics. In the last few years there has been a huge increase in public interest in acupuncture. This has largely been due to more high quality research being published that shows that acupuncture is a very effective therapy for a wide range of illnesses. Large scale studies in Europe and the US have shown how effective acupuncture can be for conditions such as headaches and arthritis, and also for
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The profession today

A graduate of the College enters a profession that has been creating its own regulation and its own structure for over thirty years. There are currently over 2,800 acupuncture practitioners belonging to the British Acupuncture Council (BAcC). The Council, along with another body called the British Acupuncture Accreditation Board (BAAB), has set ethical, safety and education standards for acupuncturists. A House of Lords report published in 2000 recommended that acupuncture and herbal medicine should be fast-tracked towards statutory regulation. State regulation of acupuncture will be a major step forward, and it is expected to take place in the next few years. The profession will come under the umbrella of the Health Professions Council (HPC). In order to prepare for regulation the Department of Health is working with the acupuncture and herb professions to establish a system that will safeguard the public interest. The College is fully committed to the accreditation process under the auspices of the BAAB. The BSc Honours Acupuncture degree was re-accredited by the BAAB from
Angie Hicks, College co-founder and joint principal (far left) in class with final year students, and Graham Kennedy (above) teaching anatomy
July 2004 for a period of five years, for intakes up to and including the academic years 200809. This means that students are eligible to join the BAcC when they graduate. Before I was an acupuncturist I 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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Now Im a practitioner and 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 conditions 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 in my thriving multi-disciplinary clinic in a lovely East Sussex village from a room in my house which gives me 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
Working as an acupuncturist
Graduates of the College practise in a variety of situations. Some work in group practices in a clinic; some work on their own from home, or from rented premises; some work in multi-bed settings; some work in group practices with other alternative health practitioners, or with GPs; a few work in hospitals, employed by the NHS. Cooperative working with the medical profession has increased recently as many GPs controlling their own budgets are choosing to include acupuncture amongst the services they provide.
Keeping in touch with our graduates

After graduating from this College, students not only experience the excitement and satisfaction of treating patients, they also become part of the wider community of acupuncturists. Students often comment on the community spirit found within the College and are pleased to find that this continues long after they have graduated. Most graduates continue to keep in contact with and gain support from their fellow students. The College also keeps in regular contact with its graduates and we encourage them to maintain contact with us if they wish. The College building, library and facilities remain available to all who qualify in acupuncture or Chinese herbal medicine. We keep graduates up to date with developments at the College by post. This includes information about our programme of continuing professional development (seminars and workshops mainly of one or two days duration, open to anyone with a TCM qualification see page 36), and graduate days, provided exclusively for College graduates. They also receive our magazine Jing Shen twice yearly.
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After they have qualified we encourage graduates to join supervision groups or have individual supervision. Graduates say they enjoy the opportunity supervision groups provide for them to meet and compare ideas about their practice, and to discuss patients and patient management issues with their peers. They value the ongoing mutual support which results from 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 Westerntrained 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 understanding 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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BSc (Hons) Acupuncture

Overview of course content
This degree course is divided into six main areas called programmes, each sub-divided into levels. It brings Five Element Constitutional Acupuncture and Traditional Chinese Medicine (TCM) together as an integrated whole. This allows students to treat patients with a wide variety of conditions, both chronic and acute. The six programmes are:
1 Chinese medicine
Students study Chinese medicine throughout the course. This includes the underlying theoretical concepts of Chinese medicine including yin/yang, the Organs, the substances, the causes of disease, the Eight Principles and the jingluo or meridian system. They also make an in-depth study of the Five Elements or Phases and develop an understanding of the diagnosis and treatment of the patients constitutional imbalance. They develop an awareness of how the patients qi imbalances affect all levels of body, mind and spirit. Students also study patterns of disharmony of substances and syndromes as well as the differentiation of all the most common diseases. The treatment of children, treatment in childbirth, electro-acupuncture and auricular acupuncture are also included in this programme.
We put equal emphasis on gaining both practical and theoretical skills, with 50% of course hours dedicated to each of these areas. The practical aspects of the course emphasise the development of rapport-making skills in order to relate to patients, and qi development in order to enrich acupuncture practice. High levels of skill in point location, needling, pulse taking and tongue diagnosis are also emphasised. Chinese medicine lies at the core of the Colleges theoretical teaching. Our conventional medical science course has also been developed especially for the College. This relates conventional medical science to acupuncture practices and the theories of Chinese medicine. Reflective practice forms the core of a practitioners work with patients, and this is encouraged along with the acquisition of skills in researching the practice of acupuncture.
John Hicks (left) College co-founder and joint principal going to check the diagnosis of a final year student
BSc (Hons) Acupuncture College of Integrated Chinese Medicine
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2 Conventional medical sciences

This specially-developed programme includes anatomy, physiology, pathology, clinical skills and pharmacology. Surface anatomy is used to assist students in point location and safe needle insertion. Physiology and pathology help students to understand the conventional medical description of a disease and how this compares to the viewpoint of Chinese medicine. The study of clinical practice then enables them to understand the patients disease in terms of conventional medicine and to develop an understanding and respect for the human body and its condition in health and disease. It also encourages students to develop an increasing level of confidence when dealing with patients who are also receiving conventional treatments and when communicating with conventional practitioners. Pharmacology helps students to understand the effects of the drugs that many patients are taking. Chinese medical energetic interpretations of diseases and drug treatments are woven into the teaching
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of the conventional medical sciences throughout this programme of the course. Physiology, pathology, pharmacology and clinical medicine are mainly taught using a format of study days in class followed by carefully-structured home study.
3 Point location
This programme of the course enables students to develop their palpatory skills and to understand the procedures needed in order to safely and accurately locate all acupuncture points on the body. It also enables students to locate the points respectfully and with sensitivity.
This programme of the course focuses on encouraging students to make the successful transition from being students, to being studentpractitioners, finally becoming autonomous practitioners. In order to do this students must demonstrate that they understand all the practical and ethical implications of being a professional acupuncturist, and are capable of putting this knowledge into practice.
5 Skills and techniques

This programme includes the practice of both diagnostic skills and treatment techniques. Diagnostic skills include pulse taking and tongue diagnosis as well as rapport making, observing, asking, listening and palpation skills. Treatment techniques include needling, cupping, tui na (Chinese massage), applying moxibustion and various other means by which the patients qi imbalance is corrected. Ongoing practice of qi gong is integrated into the course (pronounced chee gung). This form of qi development practice has been used in China for thousands of years. Practising qi gong enables students to experience how their qi energy affects their acupuncture practice with patients, as well as how it can improve their own health.
4 Professional practice
In this programme students learn to use their diagnostic and treatment skills, first by learning to diagnose patients in class, and then by diagnosing and planning treatments on people outside the classroom. This culminates in the third year when students begin treating patients in the College clinic under the close supervision of senior members of the teaching staff.
College of Integrated Chinese Medicine BSc (Hons) Acupuncture
Oriental Medicine Research Trust. Participating in this audit helps students to develop a reflective attitude towards their practice. They are also helping establish a body of evidence that will shed light on the effectiveness of acupuncture.
College outcome study
Under supervision, all third year clinical students 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
Qi gong is taught in two-hour sessions throughout the first and second year.
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 positive 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
6 Research and reflective practice

This part of the course encourages students to develop a problemsolving and holistic approach to their practice. They carry out clinical observations on patients for 30 hours per year with practitioners anywhere in the UK. Students also study different research paradigms, including orthodox research and reflective practice. This culminates in the research and submission of a finalyear dissertation. During the third year clinical programme students carry out an audit of patients responses to treatment, administered by the
Throughout the course our students grow and develop personally. This happens in two ways: through their application of the Chinese understanding of health and disease to themselves, and through the development of their diagnostic skills, specifically, good observation, deep rapport with patients, and the understanding of and ability to respond to a multitude of different emotional patterns.
Gio Maschio teaching qi gong (above left)
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The curriculum
The topics covered within the six course programmes are listed below. Each programme is studied at three levels except point location, which is studied at two levels. More than a third of all contact hours are dedicated 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 all yin and yang Organs Combined syndromes

Differentiation of common disease patterns from the viewpoint of Chinese medicine, including: lower back pain and musculoskeletal problems, gynaecology (including premenstrual tension, dysmenhorrheoa, amenorrhoea, infertility, menorrhoea, discharges, late periods, short cycle), diarrhoea and constipation, headaches, post viral syndrome, hypertension, asthma The jingluo 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
Conventional medical science levels 1, 2 and 3

Anatomy Physiology Pathology Pharmacology Clinical medicine Structural diagnosis Conventional clinical skills Resuscitation and basic first aid Energetic 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 all yin and yang channels Location of lower sacral, ren points, back shu and du 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
Point location level 2

Location of body points including: shoulder points, upper jiao points, middle jiao points, lower jiao 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
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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
Promoting your practice Supervision and continuing professional development Patient management and boundaries in the treatment room
Skills and techniques levels 1, 2 and 3

Rapport-making skills Structure 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 diagnosis Needle 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 to guasha Palpation and needle technique for channel problems Tui na
Professional practice levels 1 and 2

Patients in class Taking a case history Traditional diagnosis Case history analysis Discussion of diagnosis, treatment strategy and aetiological advice Treatment reactions Ethics and patient management Case histories in class
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
Teaching sessions were always well planned and delivered in a lively, enthusiastic manner with lots of interaction, while study aids and packages were informative and easy to use.
Acupuncture practitioner, graduated 2001
Professional practice level 3

Treating patients under supervision in 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
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How course time is organised

In order to give you more choice about when you study, we will be running both weekday and weekend courses from autumn 2008. The material taught on both courses will be identical, and all graduates will be awarded a BSc (Hons) degree from Kingston University.
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
Weekend course
Years 1 and 2 each have 42 teaching days, beginning with a six-day introduction. Thereafter teaching days are at weekends. Year 3 theory has 26 teaching days, followed by the clinical training. Dates and times are supplied on the enclosed leaflet.
terms. Year 3 theory will take place three days a week over three months, followed by attendance one day a week for the clinical training. See enclosed leaflet for dates and times.
Teaching days during the clinical training in year 3

For both the weekday and weekend course the second part of the third year is made up of a nine-month clinical programme. This programme begins with a six-day introduction and thereafter attendance is one day a week for nine months. This enables the regular treatment of patients to be carried out under supervision. The student clinic will take place either at weekends or on weekdays according to whether you are studying on a weekday or weekend course. After six months of clinical practice, if a student has been successful in all their theoretical and practical assessments, they are eligible to become a pre-qualifying student and are awarded Permission to Practice which covers their final three months in the student clinic. During this period they can treat patients outside the College, whilst still having their treatments carefully monitored by the teaching staff.
Weekday course
The new weekday course begins with a three-day session. Thereafter, in years 1 and 2 attendance at College will be on weekdays organised as consecutive two-day sessions divided into three
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Regional support groups

In years 1 and 2 there is the option of attending a regional support group. In different parts of the country tutors hold monthly tutorial sessions with small groups of students. These sessions give students the opportunity to clarify and discuss any part of their learning and to develop their practical skills. They also allow students to meet with others who are at different stages of the course. It must be stressed that having a regional tutor nearby cannot be guaranteed if you are geographically remote. However, we will assign you a telephone tutor.
Study time the course requires

The amount of study time needed outside class depends upon many factors. We teach effective ways of learning to make your study time as productive as possible. As a general guide a student will need to study for between 15 and 20 hours a week, possibly more at certain times during the course.
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, and how effective the tutors were in ensuring that we became highly competent practitioners. 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
Jill Glover and Dierdre Brunton, are two of our regional support group tutors and clinical supervisors
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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 submitted 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
Assessment
Assessment has two important functions. The first is for us to determine how students are progressing and, where improvement is desirable, to help in friendly, constructive ways. The second is for students to know clearly what is expected of them and therefore direct their own efforts efficiently.
We give students clear goals. Feedback is provided continually throughout the course in various ways. There is also feedback on and assessment of practical skills to do with diagnosis, sensitivity to patients, and treatment skills. An assessment record is retained and is available to the student. We have a complaints procedure and an academic appeals procedure, both described in the Student Handbook.
Judith Clark (in blue, above) confers with a student in the College clinic
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Qualifications
Upon successful completion of the course graduates of the College are fully qualified to practise acupuncture in this country. They are awarded a BSc (Hons) degree in Acupuncture by Kingston University as well as a Licentiate in Acupuncture (Lic Ac) by the College of Integrated Chinese Medicine. Graduates are also eligible to join the British Acupuncture Council (BAcC).
The College selection policy

The purpose of our selection policy is to ensure that: the applicant has a desire to use acupuncture for the benefit of those in need and in accordance with the accepted codes, and the applicant has the abilities needed to develop the necessary competence to become an acupuncturist. What we look for is evidence that the applicant: has a desire to apply themselves to assessing and attending to the health needs of others will be willing to work within the professions guidelines, conforming to ethical and hygiene codes will be willing to use the skills they acquire without prejudice in relation to race, age, sexual orientation, gender, religion, disability, political beliefs or social class has the ability to learn the necessary theory and practical skills already has a degree of curiosity about the causes and conditions of good health and deviations from it
Acupuncture made such an impact on my health after the birth of my first child, and during my second labour that I decided to study it myself so that I could help others to return to good health as well. This College was an easy choice for me since I was first treated by student practitioners at the College clinic, and they worked wonders! What also impressed me is the wealth of experience of the tutors and the thoroughness of the Colleges curriculum, which puts great emphasis on both theory and practice. Having studied in different languages on several continents, I felt myself fit in comfortably from the start at the College, which has the ability to attract students from a variety of backgrounds and nationalities.
Cecile Giaon, third year student
How to apply
Prospective students should fill in the enclosed application form (please request one if none is enclosed) and send it to the registrar. Applicants will normally be interviewed by two staff members who will also be able to answer questions, and who will be assessing the applicant according to the criteria listed in our selection policy shown opposite.
currently values his or her own health and strives to maintain it has the ability to develop the necessary practical skills, some of which involve sensitivity to others feelings and the ability to develop a good rapport with patients has the time and resources to undertake the study.
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Entry qualifications
Candidates must satisfy the general admissions requirements of Kingston University and the College of Integrated Chinese Medicine. We have a preferred minimum age of 21, and preference will be given to mature candidates who have the necessary requirements shown below and/or appropriate alternative qualifications: five GCSE passes at grade C or above, which should include English and mathematics and preferably biology or combined science, plus two A Level passes (excluding general studies) or an appropriate BTEC National Diploma including merit and distinction passes or Advanced GNVQ at Level 3 or two passes in Scottish Highers at grade C or above or six passes at higher level in the Irish Learning Certificate at grade C or above. Overseas students are considered on an individual basis, usually where they have completed a university degree or validated access course in the UK or overseas. If you are offered a place on this course and English is not your first language, and your secondary
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education has not been undertaken in English, we will ask to see an IELTS level 6 certificate before you start the course, and an IELTS level 7 certificate during the third year, before you start the clinical programme. Mature students without the above qualifications are encouraged to apply and will be considered on the basis of their work and life experience. Some applicants may have previous conventional medical sciences training and wish to apply for exemption from parts of the anatomy, physiology or pathology training. Details of our criteria and application procedure are available on request.
Introductory afternoons
Applicants are encouraged to attend one of our introductory afternoons in order to learn more about the course, the time requirements and the working life of an acupuncturist. These are held at the College every three months. Go to cicm.org.uk or call us on 0118 950 8880 for forthcoming dates. We also encourage prospective students to talk to qualified practitioners in order to understand more about what is involved in practising acupuncture.
Financial assistance
You may be eligible for a discretionary local authority grant. Apply to the education department of your local council. Applying early can help. It may be possible to find a local or national charitable trust willing to
I chose acupuncture as it was a treatment I had experienced personally and felt worked for me like magic. I also had become extremely interested in the Chinese culture following a holiday tour around the Far East. I enjoyed the acupuncture course, since I was able to use my scientific background 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 most amazing 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
help finance your studies. Local trusts may be run independently, or by your council. Try your local library or the internet as a starting point. Alternatively, the government offers Career Development Loans (CDL), deferred repayment bank loans to help you pay for vocational studies. These are available through a partnership arrangement between the Learning and Skills Council (LSC) and three high street banks Barclays, The Co-operative and The Royal Bank of Scotland. Go to the Directgov website direct.gov.uk/cdl or call a CDL advisor on 0800 585 505.
Student Finance Direct is another useful source of information studentfinancedirect.co.uk
Fees
Course fees are given on a separate leaflet inserted in this prospectus, or on request. They are also available via our website, cicm.org.uk. If you are offered a place you should secure it immediately by sending your non-refundable deposit as places are offered on a first-come, first-served basis. This deposit is deductible from the first year fee. The remaining fees can be paid either in full two months prior to the first day of the course, in which case a 2.5% discount is allowed; or in three instalments with one half being paid two months prior to the first day of the course and two quarterly instalments being paid six and nine months later.
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Other studies at the College

Studying Chinese herbal medicine
Over the last few years the demand for Chinese herbal medicine in the UK has grown considerably. The herbal profession in the UK is about to be regulated which will further reinforce this positive growth and development. Now is an excellent time to study this fascinating subject and take part in the emergence of the newly-regulated profession. We have been offering training in patent herbal remedies and Chinese herbs since 1994. Building on this valuable experience we have now devised a new learning structure (subject to validation) providing students with a comprehensive and flexible study package to suit a variety of circumstances. The three courses opposite can be taken individually or in combination, leading to an MSc prospectus on request.
Postgraduate Certificate in Chinese Herbal Medicine

Suitable for qualified acupuncturists or acupuncture students who wish to prescribe pre-prepared formulae (patents) in their practice. This oneyear certificate constitutes the first year of training for the diploma course. The first intake will be September 2008.
Postgraduate Diploma in Chinese Herbal Medicine

This one-year course is suitable for those who have a postgraduate certificate and fulfils all the requirements for becoming a fully trained practitioner of Chinese herbal medicine. First intake September 2009.
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
MSc in Chinese Herbal Medicine

The College plans to offer two options for taking an MSc in Chinese Herbal Medicine. The first option is designed for students of the Colleges Postgraduate Diploma course who want to develop their research skills to MSc level. This will be a taught MSc based on a research dissertation.
The second option is a clinicallybased course for existing practitioners of Chinese herbal medicine who are looking for a good quality MSc that will be both rewarding and of benefit to their practice and the profession. The entry requirement for this course is the new version of our Postgraduate Diploma in Chinese Herbal Medicine or equivalent, plus a minimum of two years clinical experience. Existing practitioners will be able to complete their MSc in one year. If youd like to discuss this training please call 0118 950 8880 and arrange to speak to Tony Booker, our director of Chinese herbal medicine, or email him direct
tony.booker@cicm.org.uk
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CHINESE HERBAL MEDICINE
2008 : 2010
Other studies at the College College of Integrated Chinese Medicine
MSc by Learning Agreement (LA) Chinese Medicine Professional Studies

We are now extending our postgraduate programme to include a new course of advanced professional studies at masters degree level. This will provide an excellent opportunity for experienced practitioners to further their interests, expertise and knowledge whilst working from their practice.
The course is part-time, and is mainly centred on work-based learning projects which are individually negotiated in a learning agreement with Kingston University. A research project will also be required. Accreditation will be awarded for relevant, sufficient and recent learning and experience when an application to the course is made. There will be four points of entry in each academic year: February, May, August and November, the first start date being November 2008 (subject to validation). For further details call Mary West on 0118 950 8880 or email mary.west@cicm.org.uk
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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College of Integrated Chinese Medicine Other studies at the College
Continuing professional development seminars and workshops

Our ongoing programme of seminars and workshops is intended to provide a broad range of continuing professional development for acupuncture practitioners including College graduates, our teaching staff, BAcC members and others with relevant professional qualifications. Most are one- and two-day events, although some are longer. The programme is planned to provide a wide range of advanced theoretical and practical workshops and aims to enable practitioners to further develop and reflect on their knowledge of acupuncture and other forms of Chinese medicine. Participants also tell us they enjoy meeting old acquaintances, and making new ones. Experienced, knowledgeable and influential guest lecturers from around the world speak on many different aspects of Oriental medicine. Past topics have included auricular acupuncture, advanced qi gong, the treatment of musculo-
These trips provide graduates with a valuable opportunity to find out more about the way Chinese medicine is currently practised in its country of origin. Participants are provided with translators and are enabled to see a large variety of patients on a daily basis. During time off people can experience different aspects of Chinese culture and may take trips to other towns and cities.
skeletal disorders, dietary therapy, tui na (Chinese massage), advanced needling techniques, advanced pulse diagnosis (a ten-day course), face reading, Chinese medical gynaecology, the treatment of substance abuse, courses on the Chinese language, and point energetics from the Classics. We publish flyers describing our continuing professional development programme, available on request. You can also see details of forthcoming events on our website, cicm.org.uk.
Qi gong evening classes

Regular two-hour weekly qi gong classes are held at the College and many forms of standing sitting and moving practices are taught. These classes are open to students, graduates and patients as well as interested members of the general public. These gentle exercises can be learned on an ongoing basis and will build a practitioners qi and enhance their acupuncture treatments as well as improve their own health, wellbeing and energy.
Clinical study trips to China

The College organises clinical study visits to well established hospitals in China for practitioners of acupuncture or Chinese herbal medicine.
Other studies at the College College of Integrated Chinese Medicine
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Our staff and governors

Teaching staff
In order to bring you high standards of teaching the College has a teaching staff with a huge range of expertise and knowledge. Students often comment on the community spirit and enthusiasm of the teaching staff and notice their desire to get the best out of the students. The teaching staff meet regularly in order to enhance their clinical and teaching skills. Biographies for staff teaching Chinese herbal medicine are listed in a separate prospectus, available on request.
Terms used in the biographies
The clinical integration course is a two-year postgraduate study which includes the theoretical study of Traditional Chinese Medicine (TCM) theory, and the clinical integration of Five Element and TCM practice. The acupuncture skills course is a training which focuses on the practical diagnostic skills of Five Element diagnosis.
Neuro-linguistic programming (NLP)
Rebecca Avern has a BA in eastern religions 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 teaches here, 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 industries including publishing, pharmaceuticals, construction, housing, telecommunications and cosmetics. She studied acupuncture at the College and has an acupuncture and reiki practice in Slough.
The Colleges patents course is the name formerly given to our newly relaunched Postgraduate Certificate in Chinese Herbal Medicine which allows qualified acupuncturists to prescribe pre-prepared formulae in their practice (see page 35). Our herb course has also been revised and is now called the Postgraduate Diploma in Chinese Herbal Medicine. It fulfils all the requirements for those wishing to become fully trained practitioners of Chinese herbal medicine (see page 35).
draws on a variety of disciplines and offers a method for and an understanding of how people achieve consistently outstanding results, particularly in the areas of communication, teaching, learning, memory, personal change and creativity.
Qi gong is a Chinese practice which includes meditation and various other internal exercises which are designed to balance and amplify the practitioners intrinsic energy. Qi gong practice can emphasise spiritual development, energy for the martial arts, energy for healing, or personal health.
Almost all members of the teaching staff have either City & Guilds Stage 1, or a higher teaching qualification.
Karen Proudfoot teaching clinical students (left)
Our staff and governors College of Integrated Chinese Medicine
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Danny Blyth studied acupuncture 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 medicine. 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.
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Mark Bovey is module leader for research 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 coordinator 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 training 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 English literature. 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
College of Integrated Chinese Medicine Our staff and governors
herbal medicine practice at the College. Judith sits on the accreditation committee of the British Acupuncture Accreditation Board. Jill Glover is a clinical supervisor as well as teaching at the College. She also runs postgraduate supervision days in Bristol. Previously a radiographer 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 undertaken 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 veterinary 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 and co-founder of the College. She has been practising acupuncture since 1976. She originally studied at the College of Traditional Acupuncture where she later received her MAc. She was a lecturer and clinical supervisor 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 graduate 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 practitioners 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 practitioner. She is the author or co-author of six books: author of The Principles of Chinese Medicine, The Principles of Acupuncture, The Five Secrets of Health and Happiness, and The Acupuncture Handbook, and co-author of Healing 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 and co-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 practice 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 acupuncture 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 of The Principles of Chinese Herbal Medicine, and co-author of Healing 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 a state 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 attachment with its parents.
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Sandra King graduated from the College in 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 King has taught at the College since 1994, and is a regional support group tutor. She has been in practice 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 with a 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 supervisors. 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.
Peter Linthwaite is programme leader for research and reflective practice. He studied psychology 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 teaching taoist energy arts for over ten years, and practising them for over 17 years. He is one of Master BK Frantzis most experienced instructors 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 business world, specialising in training and management, before training as an acupuncturist. She graduated from this College in 1997 and has also completed the Colleges patents course and the Shen-Hammer pulse workshop. She worked at the London College of Acupuncture and Oriental Medicine as director of studies, where she headed the team responsible for curriculum development, evaluation and quality assurance, and now runs her own private practice and works in a multi-disciplinary clinic within the NHS. Jacqui practises qi gong and yoga.
Peter Mole is the Colleges dean. He has an MA from Oxford University and practises in Oxford. He graduated from the College of Traditional Acupuncture in 1978 and has an MAc from that college. He lectured and was a clinical supervisor at the College of Traditional Acupuncture for eleven years. He is chairman of the Oriental Medicine Research Trust. Peter is the author of Acupuncture for Body, Mind and Spirit, which is directed at patients and prospective students. He co-wrote Five Element Constitutional Acupuncture with Angela and John Hicks. Peter is a member of the British Acupuncture Accreditation Board. Michael Ng is a regional support group tutor as well as teaching at the College. He worked as a qualified accountant in commerce for 25 years before graduating from the College in 1998. He has also completed the Colleges patents course, and an advanced clinical training programme in acupuncture at Zhejiang College of TCM in China. He practises in Farnham, Surrey. Michael also teaches tai chi.
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Carol Parker lived in Africa until she was ten. She worked as a language teacher, interpreter and translator, in Britain and abroad. Then after her son was born she trained in therapeutic massage, shiatsu and acupuncture (at this College). She has studied several qi gong forms and yang style tai chi. She lives on the Isle of Wight and works there in a busy multidisciplinary clinic, where her special interest is combining her treatments with healing or therapeutic touch. Karen Proudfoot has a BSc in pharmacology from Aberdeen University and a PhD in biochemistry. She spent 15 years in biochemical research, then went on to study acupuncture at the College, graduating in 2001. Since then she has also completed the College patents course. She practises in Reading.
Judith Ritchie joined our conventional medical sciences team in May 2005. Originally trained as an RGN, she spent many years working as a clinical nurse specialist in rheumatology. She set up the rheumatology nursing service at St Marys Hospital in London. Her postgraduate qualifications include a diploma in pain management. She graduated from the College and is in practice in Henley-on-Thames. Judith is also trained in massage, aromatherapy and Indian head massage. Jackie Shaw is module leader for the research and reflective practice programme (level 2) and has a BSc in biophysics from the University of Sussex. She taught English in China, then studied at the College of Traditional Acupuncture, graduating in 1989. She has practised in Reading since then. In 1984 she co-founded an educational charity specialising in the use of video as a tool for group development and is author of Participatory Video. She completed the clinical integration course and joined the College staff in 1995. Jackie has a long-standing interest in acupuncture research. She coordinated a pilot
national outcomes study funded by the BAcC and conducted a research project looking at patients progress in the College student clinic funded by the College and the Oriental Medicine Research Trust, published in 2007. Yvonne Sommer qualified as a veterinary surgeon in her home country, Germany in 1990. She moved to England in 1992, and graduated from the College in 2002. She has been practising acupuncture since then at her clinic in Nottingham, as well being a veterinary acupuncturist. Yvonne teaches conventional medical sciences at the College and enjoys practising qi gong and tai chi. Clare Stephenson is programme leader for conventional medical sciences. She is a medically-trained doctor with eight years experience of NHS practice in hospital medicine, general practice and public health medicine. She graduated from the College in 1998 and divides her working time between practising acupuncture, teaching at College and developing teaching materials related to conventional medicine.
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Nick Williamson originally trained as a nurse and worked for many years as a clinical nurse specialist in pain management. Since graduating from the College in 2002 he has worked as an occupational health acupuncturist and he also has private practices in Waterloo and East Dulwich in London. He combines his acupuncture career with independent consultancy work as a pain management specialist, lecturing to nurses and paramedics in hospitals and colleges all over the country. He joined the conventional medical sciences teaching team at the College in 2003. Billie Wray has been a qualified teacher since 1972. She graduated from the College of Traditional Acupuncture in 1988 and has been in practice since then. She is one of several staff members who have been teaching at the College since its inception. She has completed the acupuncture skills course and the clinical integration course. In practice in Kent for thirteen years, Billie now lives in Gloucestershire. She also runs postgraduate supervision days in Bristol.
Kevin Young teaches anatomy and tui na. He graduated from University of Westminster with a BSc (Hons) TCM: Acupuncture. He is also a state registered and chartered physiotherapist, qualified in sports therapy and sports massage specialising in the treatment of sports injuries. He works with rugby players, professional boxers and practitioners of various martial arts, and previously with American footballers to national level. He is currently a trustee of the Arthritic Association. Practical skills tutors Hazel Andrews, Marguerite Beckerlegge, Charlotte BrydonSmith, Jason Davies, Sylvia Gulbenkian, Justin Hextall, Sandra King, Tamara Kircher, Michael Phoenix, Peter Salt-Berrymen, Sandy Steele, Sue Taplin, Lorraine Taylor, James Unsworth, Susannah Yorke, Kevin Young Qi gong assistant Luke Wilcox
Governing body
Nick Ashwell lectures in the School of Health and Social Care at the University of Reading. He is interested in the education of adults for professional work, and has a PhD in inter-agency collaboration. Eve Bentham has lived in New Zealand, Australia and USA, where she recorded talking books for the blind. She has also worked for Relate and Oxfam. Since 1994 she has worked as a volunteer at Reading Womens Information Centre, helping women to help themselves. Lindy Cox was a nurse before she studied at the College, graduating in 1996. She has a busy practice in Buckinghamshire. She takes a particular interest in issues directly affecting our students. Judith Elliott spent 20 years in publishing and media, running her own corporate communications company and consulting at the EU in Brussels. She graduated from the College in 1999, practises in Berkshire and lectures on complementary medicine and health. Roberta Stewart is chair of governors. She is a retired headteacher and secondary school governor. Her experience of and expertise in managing educational establishments is invaluable to us. She became involved in acupuncture out of curiosity which has led to years of enhanced energy and wellbeing. Roberta is a non-touch healer.
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Administrative team
Leonie Remington is our office manager. She came to the UK from New Zealand in 1998. She has a BA in psychology and criminology, and is a qualified clinical hypnotherapist practising in London and Newbury. Karen Starr graduated from the College in 1999 and now practices at the College clinic. In her role as our registrar she processes applications and answers queries about course structure and content.
Julian Oxley is a chartered accountant. Finance director of an engineering company for many years, he became directorgeneral of a large national charity. After retiring he returned to part-time accountancy practice, and is nonexecutive director of a local NHS hospital trust. Charlotte Ribeiro joined us in 2002 as an admin assistant. Her main responsibilities are coordinating our Chinese herbal medicine courses and organising the weekend student clinical. Mary West is our main receptionist. Originally from Wales, she joined the RAF and subsequently became director of an export company, living in various countries in the Middle East. She later settled in Reading, becoming branch administrator for a well-known shoe company before joining the College.
Silvia Hovancova joined us in March 2005 as our office assistant. Her main responsibility is to coordinate our continuing professional development programme. She came to England in 2002 after graduating from Bardejov Business Academy in Slovakia. She loves languages and speaks Polish, Czech, English and Slovakian. Michael Pringle is our library and learning resources coordinator. He is also herb clinic and dispensary assistant.
Chloe Ribeiro has joined our admin team as an office assistant.
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Getting to the College

Reading is in the Thames Valley about thirty miles west of London. By air Reading is within easy reach of both London Heathrow and Gatwick airports. There is a regular Railair coach service between Reading railway station and Heathrow, and a direct train link to Gatwick. By rail Reading is only twenty-five minutes on the train from Paddington and has excellent rail connections to many parts of Britain. The College is a ten-minute walk from the railway station. By road Reading is west of London on the M4 motorway, close to the M25, M3, M40 and connections to the M1 allowing for easy access to other parts of the country. There are high speed coach services to London and elsewhere. From Oxford come down Church Road, turn right and cross the Thames on Caversham Bridge, which leads into Caversham Road
Parking
For the College There is no parking available at the College. However, there is parking in the nearby Oracle shopping centre Oracle Riverside in Mill Lane is open 24-hours a day, Oracle Holy Brook in Bridge Street opens in line with shop opening times see Oracle website oracle-shopping.com for details. Alternative car parks are situated at Broad Street Mall (accessed off the mini roundabout on Castle Street, in front of the College), Chatham Place (accessed off Chatham Street near Oxford Road) and Queens Road. For the Town Hall Continuing professional development events are sometimes held at the Town Hall, Blagrave Street, a two-minute walk from the railway station, next to the Museum of Reading. Parking is available at Queens Road, the railway station, the Oracle shopping complex or Chatham Place.
Key
1 College of Integrated
Chinese Medicine
2 Town Hall
From the M4 Junction 12 approach via Castle Hill and Bath Road The M4 Junction 11 leads to the A33 dual carriageway which provides a direct link to the town centre. Follow signs for the Oracle. This is also the route from Basingstoke, the M3 and the south coast From the A327 and the University of Reading approach via Christchurch Road and Southampton Street
From the M4 Junction 10 approach Reading via the A329(M) and the London Road. Also from Wokingham and Bracknell
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College of Integrated Chinese Medicine

19 Castle Street Reading Berkshire England RG1 7SB
college 0118 950 8880 clinic 0118 950 8889 fax 0118 950 8890 email admin@cicm.org.uk
cicm.org.uk
joint principals Angela Hicks John Hicks dean Peter Mole academic director Judith Clark
in association with

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College of Integrated Chinese Medicine

BSc (Hons) Acupuncture

Other studies at the College

Sandra Hill explores the most intangible of the three treasures

The missing link Pulse feedback Lonny Jarrett

Our staff and governors

The College of Integrated Chinese Medicine

College of Integrated Chinese Medicine Introduction

Introduction College of Integrated Chinese Medicine

Our buildings and facilities

The town of Reading

Connections to Reading by road, rail and air

Airport links Heathrow 45 mins Gatwick 1 hr 16 mins

Introduction College of Integrated Chinese Medicine

Aims of the College

Outcomes for graduates

College of Integrated Chinese Medicine Introduction

Our College ethos

Introduction College of Integrated Chinese Medicine

Practising acupuncture College of Integrated Chinese Medicine

You will be attending classes in the beautiful learning environment

Why integrate TCM with Five Element Constitutional Acupuncture?

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

College of Integrated Chinese Medicine Practising acupuncture

What kind of people choose to study acupuncture?

Practising acupuncture College of Integrated Chinese Medicine

Before I became an acupuncturist, I was

What are peoples motives for learning acupuncture?

College of Integrated Chinese Medicine Practising acupuncture

ture treatment themselves before embarking on the course.

What can acupuncture do?

Practising acupuncture College of Integrated Chinese Medicine

Acupuncture can also treat many chronic complaints or symptoms

College of Integrated Chinese Medicine Practising acupuncture

The profession today

Practising acupuncture College of Integrated Chinese Medicine

Now Im a practitioner and I work

Keeping in touch with our graduates

College of Integrated Chinese Medicine Practising acupuncture

Practising acupuncture College of Integrated Chinese Medicine

BSc (Hons) Acupuncture

BSc (Hons) Acupuncture College of Integrated Chinese Medicine

2 Conventional medical sciences

5 Skills and techniques

College of Integrated Chinese Medicine BSc (Hons) Acupuncture

6 Research and reflective practice

Gio Maschio teaching qi gong (above left)

BSc (Hons) Acupuncture College of Integrated Chinese Medicine

Chinese medicine level 2

Conventional medical science levels 1, 2 and 3

Point location level 1

Chinese medicine level 3

Point location level 2

College of Integrated Chinese Medicine BSc (Hons) Acupuncture

Research and reflective practice levels 1, 2 and 3

Skills and techniques levels 1, 2 and 3

Professional practice levels 1 and 2

Professional practice level 3

BSc (Hons) Acupuncture College of Integrated Chinese Medicine

How course time is organised

Teaching days during the clinical training in year 3

College of Integrated Chinese Medicine BSc (Hons) Acupuncture

Regional support groups