Part IV

Implications for adult learning

As Part III has shown, whilst the curricular and pedagogical dimensions of the CWPD programme have the potential to disrupt students' psyches and set them in motion, there are many different ways in which the learning environment can provide ‘holding’ for that difficult process, both at the macroscopic and underlying levels. However, that ‘holding’ is possible within the programme at many different levels and in many different ways does not mean that students and tutors always feel adequately supported by it, as we have seen throughout my discussions, or that they do not sometimes need additional ‘holding’ outside the programme. Thus in Part IV I look in more detail at the challenges of a programme of study that aims to facilitate students' self-learning at a deep level, as well as the implications for teaching and learning of working on the education–therapy borderline.