PA223-6-AU-CO:
Trauma and Recovery: A Psychodynamic Approach
2020/21
Psychosocial and Psychoanalytic Studies
Colchester Campus
Autumn
Undergraduate: Level 6
Current
Thursday 08 October 2020
Friday 18 December 2020
15
01 October 2020
Requisites for this module
(none)
(none)
(none)
(none)
(none)
This module will build upon student knowledge of human development and of basic psychodynamic terms and concepts by introducing a topic which is central to psychoanalysis both at its origin and in the contemporary world. Students will be introduced to the theoretical conceptualisations of trauma, including sociological critiques of its functionality. Alongside a psychodynamic examination of the intra-psychic, interpersonal and psycho-social mechanisms involved, students will explore traumas' relations to the themes of child abuse, deprivation, loss and violence, and how trauma impacts upon professionals and organisations working with traumatised people. This must include the defensive methods sometimes utilised to manage anxiety as well as the adaptations which can be made to strengthen therapeutic processes and efficacy. In addition, the module aims to support the student's skills in making a psychodynamic assessment or formulation, and will deepen students' working knowledge of the key concepts: identification, projection, projective identification, transference and countertransference and introduce newer terms such as adversity activated development and post-traumatic growth.
To introduce the topic of trauma and its place within psychoanalytic and other frameworks of thinking
To understand the impact of trauma, deprivation and loss on children, adolescents and adults
To recognise the concept of adversity activated development and the sociological issues surrounding this
To develop knowledge and understanding about the assessment of individuals and their capacities
To apply basic psychodynamic models of intervention in organisations
A critical understanding of the psychoanalytic model of trauma, its definition and its antecedents
A capacity to limit the definition of trauma and to theorise and problematise this concept
An understanding of deprivation and loss and their impact on children or adolescents or adults
A capacity to identify adversity and conflict as potentially formative, as well as difficult and damaging
An ability to use and / or intellectually deploy this understanding in communicative and therapeutic techniques in one-to-one work or in groups and organisations
An understanding of the principles behind therapeutic practice in organisations
To recognise psychodynamic concepts such as denial, splitting, projection, displacement and identification.
An ability to recognise and utilise the concepts of transference and counter-transference
An ability to describe these concepts and processes in both written and verbal forms showing potential to influence thinking and practice in educational, mental health and social care settings
No additional information available.
There are 10 week of seminars. Teaching is 2hr duration
Teaching is divided into two components. Seminar 1 is a taught seminar. Seminar 2 is a group discussion. Seminars may include workshops and other exercises.
- Dwivedi, Kedar Nath. (2010) 'Approaching Trauma', in Children and adolescents in trauma: creative therapeutic approaches, London: Jessica Kingsley., pp.29-40
- Garland, Caroline. (1998) 'Thinking about Trauma', in Understanding trauma: a psychoanalytical approach, London: Duckworth. vol. Tavistock Clinic series
- Papadopoulos, Renos K. (2002) 'Refugees, Home and Trauma', in Therapeutic care for refugees: no place like home, London: Karnak.
- Zagier Roberts, V. (1998) 'When dreams become nightmares', in Managing mental health in the community: chaos and containment, London: Routledge., pp.38-48
- Jones, Ernest. (1933) 'Lecture XVIII Fixation to Traumas—The Unconscious', in Introductory lectures on psycho-analysis: a course of twenty-eight lectures, London: G. Allen & Unwin.
- Margaret Hunter. (2001) 'Beginnings', in Psychotherapy with young people in care: lost and found, New York: Brunner/Routledge., pp.18-26
- Dyke, S. (1985) 'Review of D.W. Winnicott: Deprivation and Delinquency', in Journal of Child Psychotherapy. vol. 11 (2) , pp.116-120
- D. W. Winnicott. (1992) 'The Antisocial Tendency', in Through paediatrics to psycho-analysis, London: Karnac Books and the Institute of Psycho-analysis., pp.305-315
- (no date) Dr Sue Gerhardt - Parenting & Early Child Development: YouTube.
- Gerhardt, Sue. (2015) 'Active harm: the links between trauma in babyhood and trauma in adult life', in Why love matters: how affection shapes a baby's brain, Hove: Routledge., pp.157-173
- Kegerreis, S. (1995) 'Getting better makes it worse', in The emotional needs of young children and their families: using psychoanalytic ideas in the community, London: Routledge., pp.101-108
- Nicholson, Chris. (2010) 'Dear Little Monsters', in Children and adolescents in trauma: creative therapeutic approaches, London: Jessica Kingsley. vol. 18
- Henry, Gianna. (1974) 'Doubly deprived.', in Journal of Child Psychotherapy;. vol. 3 (4) , pp.15-28
- Renos K. Papadopoulos. (2007) 'Refugees, trauma and Adversity-Activated Development', in European Journal of Psychotherapy & Counselling. vol. 9 (3) , pp.301-312
- Rosenbluth, Dina. (1970) 'Transference in Child Psychotherapy', in Journal of Child Psychotherapy. vol. 2 (4) , pp.72-87
- Bessel A. Van der Kolk. (1996) 'The Body Keeps the Score: Approaches to the Psychobiology of Posttraumatic Stress Disorder', in Traumatic stress: the effects of overwhelming experience on mind, body, and society, New York: Guilford Press., pp.231-
- Donald Kalsched. (1996) 'Jung's Contributions to a Theory of the Self-care System', in The inner world of trauma: archetypal defenses of the personal spirit, Hove: Routledge., pp.65-75
- Dwivedi, Kedar Nath. (2010) 'No More Ghosts: The Exorcism of Traumatic Memory in Children and Adolescents', in Children and adolescents in trauma: creative therapeutic approaches, London: Jessica Kingsley. vol. Community, culture and change, pp.41-62
- Bower, Marion. (1995) 'Children and Violence', in The emotional needs of young children and their families: using psychoanalytic ideas in the community, London: Routledge., pp.264-271
- Barnes, Elizabeth. (1998) 'Nursing an Adult Survivor of Childhood Sexual Abuse', in Face to face with distress: the professional use of self in psychosocial care, Oxford: Butterworth-Heinemann.
- Heimann, Paula. (1950) 'On Counter-Transference', in International Journal of Psychoanalysis. vol. 31, pp.81-84
- Quinodoz, Jean-Michel. (2005) 'Studies in Hysteria', in Reading Freud: a chronological exploration of Freud's writings, Hove, East Sussex: Brunner-Routledge.
- Kate Tindle. (2006) 'Negative Therapeutic Reaction', in British Journal of Psychotherapy. vol. 23 (1) , pp.99-116
- Donald Kalsched. (1996) 'Freud and Jung's Dialogue about Trauma's Inner World', in The inner world of trauma: archetypal defenses of the personal spirit, Hove: Routledge., pp.54-64
- Nigel C. Hunt. (2010) 'Positive outcomes of traumatic experiences', in Memory, war, and trauma, Cambridge, UK: Cambridge University Press., pp.81-95
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 |
Description |
Deadline |
Coursework weighting |
| Coursework |
Group presentation |
|
30% |
| Coursework |
Essay |
|
70% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Chris Nicholson, email: cnich@essex.ac.uk.
Chris Nicholson
Student Administrator, 5A.202, telephone 01206 87 4969, email ppsug@essex.ac.uk
Yes
Yes
No
Dr Gary Winship
University of Nottingham
Associate Professor
Available via Moodle
Of 1992 hours, 0 (0%) hours available to students:
1992 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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