PA225-5-SP-CO:
Violence and Containment: A Psychosocial Approach to Physical and Psychological Violence
2020/21
Psychosocial and Psychoanalytic Studies
Colchester Campus
Spring
Undergraduate: Level 5
Current
Sunday 17 January 2021
Friday 26 March 2021
15
28 August 2020
Requisites for this module
(none)
(none)
(none)
(none)
(none)
FDA LX51 Therapeutic Communication and Therapeutic Organisations,
BA C847CO Psychodynamic Practice,
BA C848CO Psychodynamic Practice (Including Foundation Year),
BA C849CO Psychodynamic Practice (Including Year Abroad)
This module applies psychodynamic thinking to two specific but broad areas, first to aggression, violence and antisocial behaviour, and second to wider socio political issues such as ageism, refugee care, learning disabilities, racism, childrens fiction, gender and language. Students will consider a wide range of factors involved in violent and antisocial conduct and how these relate to projective processes. They will explore the early foundations of psychological integration and disintegration and the role organisations can play in managing unintegrated and vulnerable children, adolescents and adults. The module then broadens out demonstrating the range of psychodynamic applications in social and health care, culture and society.
The aims of the module are:
To understand the roots of both physical and psychological violence
To apply psychodynamic concepts to issues related to personality growth through the life cycle
To recognise and consider the wider application of therapeutic techniques from individual to group, to organisation, to community
To recognise the ubiquitous nature of unconscious human interactions in diverse social and cultural phenomena
To use psychodynamic understanding to contemplate psycho social change
By the end of the moduole students will be able:
To understand the complex antecedents of childhood violence and violence perpetrated upon children
To understand the relationship between attachment, aggression and violence
To be able to more broadly assess the underlying reasons for antisocial behaviour
To recognise the role of projective processes in work with traumatised children, adolescents and adults
To recognise the processes in early life which support psychological integration or lead to disintegration and internal defences
To consider individual, group and organisational interventions with antisocial, hard to reach and violent children, adolescents and adults
To apply therapeutic techniques in planning individual work and service delivery
To look more deeply at ones own personal, professional and political beliefs
No additional information available.
There are ten weeks 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.
- Klein, Josephine. (1987) Our need for others and its roots in infancy, London: Tavistock Publications.
- Tustin, Frances. (1990) The protective shell in children and adults, London: Karnac Books.
- Hinshelwood, R. D. (1987) 'The community personality as container', in What happens in groups: psychoanalysis, the individual and the community, London: Free Association Books., pp.229-235
- Bruce, Terry. (2010) 'From Reaction to Reflection: Childhood Violence: Roots and Resolution', in Children and adolescents in trauma: creative therapeutic approaches, London: Jessica Kingsley. vol. Community, culture and change, pp.199-216
- Simpson, D. (2005) 'Psychoanalytic perspectives on emotional problems facing parents of children with learning disabilities', in Psychoanalytic theory for social work practice: thinking under fire, London: Routledge., pp.103-113
- Ernst, S. (1989) 'Gender and the Phantasy of Omnipotence: case study of an organisation', in Crises of the self: further essays on psychoanalysis and politics, London: Free Association Books., pp.101-111
- Mishan, J. (2005) 'Working with borderline personality disorder', in Psychoanalytic theory for social work practice: thinking under fire, London: Routledge.
- Haigh, R. (1999) 'The Quintessence of a therapeutic environment: Five Universal Qualities', in Therapeutic communities: past, present, and future, London: Jessica Kingsley Publishers. vol. Therapeutic communities, pp.246-257
- Winnicott, D. W. (1992) 'Hate in the countertransference', in Through paediatrics to psycho-analysis, London: Karnac Books and the Institute of Psycho-analysis., pp.194-203
- Rycroft, Charles. (1995) A critical dictionary of psychoanalysis, London: Penguin.
- Keval, Narendra. (2005) 'Racist States of Mind: an attack on thinking and curiosity', in Psychoanalytic theory for social work practice: thinking under fire, London: Routledge.
- Sendak, Maurice. (2013) Where the wild things are, [New York]: HarperCollins.
- Wiley, Meredith S. (c1997) 'The Hand That Rocks: The impact of early emotional deprivation', in Ghosts from the nursery: tracing the roots of violence, New York: The Atlantic Monthly Press., pp.177-219
- McMahon, L. (2003) 'Applying the Therapeutic Community Model in Other Settings', in Therapeutic communities for children and young people, London: Jessica Kingsley. vol. Therapeutic communities, pp.259-276
- Erikson, Erik H.; Erikson, Joan M. (c1998, c1997) 'The ninth stage', in The life cycle completed, New York: W.W. Norton., pp.105-114
- Alcock, Miranda. (2003-08) 'Refugee Trauma — the Assault on Meaning', in Psychodynamic Practice. vol. 9 (3) , pp.291-306
- Wise, Inge. (2004) Adolescence, London: Karnac.
- Humphreys, N. (2009) 'Working with disturbed states of mind', in Staff support groups in the helping professions: principles, practice, and pitfalls, London: Routledge.
- Storr, Anthony. (1968) 'Aggression in childhood development', in Human aggression, London: Allen Lane, The Penguin Press., pp.38-49
- McKee, David. (2017) Not now, Bernard, London: Andersen Press Ltd.
- Terry, Paul. (2008-05) 'Ageism and projective identification', in Psychodynamic Practice. vol. 14 (2) , pp.155-168
- Sinason, V. (1989) 'The Psycholinguistics of Discrimination', in Crises of the self: further essays on psychoanalysis and politics, London: Free Association Books.
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 |
2500 word essay - Southend |
|
100% |
| Coursework |
Essay - Colchester |
|
100% |
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 Manuel Batsch, email: mbatsch@essex.ac.uk.
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 706 hours, 0 (0%) hours available to students:
706 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.