Lecturer

Due to maternity cover arrangements, the Charlie Waller Institute (CWI) is seeking to appoint one or more outstanding Teaching-Intensive Lecturers on either a full-time or part-time basis. You will join a vibrant, collegiate, team to deliver high-quality teaching and supervision on our portfolio of highly-regarded Cognitive Behavioural Therapy (CBT) programmes. At CWI we teach across both Adult and Children & Young People (CYP) programmes and primary need for this post would be as part of our CYP provision.
The Charlie Waller Institute (CWI) is seeking to appoint driven and inspiring Lecturers to work across our range of training programmes for mental health practitioners and to support our leading work to decolonise and diversify our curricula. We work closely with NHSE colleagues to train staff practising within both adult and children and young people's (CYP) mental health services, in both high-intensity and low-intensity provisions. The successful candidate(s) will provide high-quality teaching, clinical skills training and clinical supervision across the range of our graduate and postgraduate CBT programmes. Appointed staff will also take on academic leadership responsibilities (e.g., module convening/programme directing) to ensure their successful delivery.

Applicants will be clinically trained as a high-intensity CBT practitioner or clinical psychologist with experience of working with children and young people. You will have recent experience of clinical practice and some experience of working within or alongside a University. To support with programme delivery, we are particularly interested in applicants with experience relevant to our senior wellbeing practitioner and CYP high intensity programme. We are also very keen to receive applications from those underrepresented in psychological professions including those from Black and Brown communities, men, LGBTQIA+ individuals, and people with disabilities.
We welcome applications from both external and internal candidates. As part of the University's ongoing commitment to professional development, this role can be considered on a seconded basis for existing staff members. Internal candidates should discuss this with their line manager prior to applying.
You will have :

- Experience of working clinically with CBT (in CAMHS)
- Experience of working in or with a Higher Education provider
- Experience of supervising/mentoring others' clinical work
- Commitment to embedding considerations regarding equity, diversity and inclusion in all aspects of clinical training programmes
- Commitment to excellence in teaching and enhancing student experience
- Commitment to professionalism in interactions with colleagues and students
- Good organisational and interpersonal skills
- Understanding of, and perhaps interest in being involved in, research into CBT or pedagogical approaches within clinical training

The University of Reading is ranked as one of the UK's 30 most research-intensive universities. We enjoy a world-class reputation for teaching, research and enterprise. Established as an extension college of Christ Church, Oxford in 1892, we received a Royal Charter in 1926, the only university to do so between the two world wars. Working across disciplines, our researchers explore ways to tackle climate change, improve human health, provide food security and understand human culture. Important achievements include being the first university to win the Queen's Award for Export Achievement (1989) and receiving the Queen's Anniversary Prize for Higher Education five times since 1998, most recently in 2020-20222 in acknowledgement of our work tackling the impact of climate change.
The Charlie Waller Institute sits as part of the School of Psychology & Clinical Language Sciences (http://www.reading.ac.uk/pcls/), which comprises more than 200 Academic, Research, Clinical and Administrative staff. The reputation of the School is based on its world-class contributions to psychology, neuroscience and clinical research, with the bridge between neuroscience and clinical disorders a common theme.