Psychosocial and Psychoanalytic Studies
Undergraduate: Level 5
Monday 13 January 2020
Friday 20 March 2020
13 December 2019
Requisites for this module
(PA210 or PA208) and PA211
DIPLC89A09 Psychodynamic Approaches,
DIPLC89A24 Psychodynamic Approaches,
MA C89D36 Psychodynamic Counselling (3 year)
This module gives you an outline of child, adolescent and adult development through the lifecycle. There is an emphasis on how individuals acquire the emotional capacities for good relationships, effective learning and emotional well-being, and what can interfere with these. Each phase of life will be studied to bring out the psychological challenges faced, the emotional and developmental tasks which present themselves and typical defensive manoeuvres, using psychodynamic understanding to explore the developmental issues and possibilities as we move through our lives. The theoretical texts are drawn from psychodynamic and attachment literature.
The aims of the the module are:
* To understand the foundations of emotional development as they are laid down in early life
* To understand the effect of these early experiences on later social, relational and learning capacities
* To understand the importance of attachment to emotional development
* To understand the implications for later clinical work with clients of an understanding of their developmental stage
* To understand the implications for clinical work of an understanding of the early roots of their difficulties
By the end of the module you should be able to:
* Be familiar with the key stages of personality development.
* Have a familiarity with attachment theory.
* Have familiarity with the psychodynamic understanding of emotional and relational development.
* Show awareness of the implications of pre-birth factors and early environment for later work with clients.
* Have the capacity to apply a developmental perspective to clients' difficulties.
No additional information available.
There are 10 week of seminars of 2hrs' duration. Students will read texts on the psychodynamics of human development before the seminar and come ready to discuss them with the tutor and each other. Experience from personal and workplace interactions will enrich the learning. In some seminars students will take turns to present key elements from the week's texts and/or the tutor will take the lead in introducing and organising the learning.
Seminars may include workshops and other exercises.
- Erikson, Erik H.; Erikson, Joan M. (1998, 1997) 'The ninth stage', in The life cycle completed, New York: W.W. Norton., pp.105-114
- Brafman, A. (2004) 'Working with Adolescents: a Pragmatic View', in Adolescence, London: Karnac., pp.41-65
- Stern, Daniel, 1934-. (1998) 'Exploring the Infant’s Subjective Experience: A Central Role for the Sense of Self', in The interpersonal world of the infant: a view from psychoanalysis and developmental psychology, London: Karnac Books., pp.3-12
- Jacques, E. (1965) 'Death and the Mid-Life Crisis', in International Journal of Psycho-Analysis. vol. 46, pp.502-514
- Waddell, Margot. (2002) 'The adult world', in Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books. vol. Tavistock clinic series, pp.195-217
- Brazelton, T. Berry; Cramer, Bertrand G. (c1990) The earliest relationship: parents, infants, and the drama of early attachment, Reading, Mass: Addison-Wesley.
- Scharff, David E. (1998) The sexual relationship: an object relations view of sex and the family, Lanham, MD: J. Aronson.
- Rayner, Eric. (2005) 'Old Age', in Human development: an introduction to the psychodynamics of growth, maturity and ageing, London: Routledge., pp.194-201
- Waddell, Margot. (2002) 'Infancy: Containment and Reverie', in Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books. vol. Tavistock clinic series, pp.29-43
- Ruszczynski, Stan. (1993) 'Thinking about and working with couples', in Psychotherapy with couples: theory and practice at the Tavistock Institute of Marital Studies, London: Karnac Books., pp.197-217
- Marris, Peter. (1986) 'Bereavement', in Loss and change, London: Routledge & Kegan Paul. vol. Reports of the Institute of Community Studies, pp.23-42
- Barnett, L. (1995) 'What is good day care', in The emotional needs of young children and their families: using psychoanalytic ideas in the community, London: Routledge., pp.221-234
- Canham, Hamish. (2006) 'Adolescence', in The learning relationship: psychoanalytic thinking in education, London: Karnac. vol. Tavistock Clinic series, pp.59-68
- Waddell, Margot. (2002) 'Latency', in Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books. vol. Tavistock clinic series, pp.81-104
- Waddell, Margot. (2002) 'Beginnings', in Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books. vol. Tavistock clinic series, pp.15-28
- Waddell, Margot. (2002) 'Early Childhood: Weaning and Separation', in Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books. vol. Tavistock clinic series, pp.61-80
- Bowlby, John. (1988) 'The Role of Attachment in Personality Development', in A secure base: clinical applications of attachment theory, London: Routledge. vol. A Tavistock professional book, pp.134-154
- Selma Fraiberg. (2008) The magic years: understanding and handling the problems of early childhood, New York: Scribner.
- Wilson, P. (1989) 'Latency and Certainty', in Journal of Child Psychotherapy. vol. 15 (2) , pp.59-70
- Noonan, Ellen. (2000) 'Adolescence to Adult', in Counselling young people, London: Routledge., pp.1-27
- Rayner, Eric. (2005) 'Dying, Grief and Mourning', in Human development: an introduction to the psychodynamics of growth, maturity and ageing, London: Routledge., pp.202-211
- Feldman, Michael. (2005) 'The Oedipus Complex I', in Introducing psychoanalysis: essential themes and topics, Hove: Routledge., pp.153-165
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
|Coursework / exam
Module supervisor and teaching staff
Mr Rodrigo Sanchez Escandon, email: email@example.com.
Mrs S Kegerreis
Student Administrator 5A.202; Telephone: 01206 873745; email firstname.lastname@example.org
Dr Anne Elizabeth Worthington
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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