PA237-5-AU-CO:
Introduction to Psychodynamic Concepts

The details
2019/20
Psychosocial and Psychoanalytic Studies
Colchester Campus
Autumn
Undergraduate: Level 5
Current
Thursday 03 October 2019
Saturday 14 December 2019
15
12 December 2019

 

Requisites for this module
(none)
(none)
(none)
(none)

 

(none)

Key module for

BA L333 Criminology with Counselling Skills,
BA L334 Criminology with Counselling Skills (Including Year Abroad),
BA L335 Criminology with Counselling Skills (Including Placement Year),
BA L330 Sociology with Counselling Skills (Including Placement Year),
BA L331 Sociology with Counselling Skills (Including Year Abroad),
BA L332 Sociology with Counselling Skills

Module description

This module will introduce and familiarise students with the key concepts of psychodynamic thinking. In particular, they will become aware of unconscious dynamics at work in individuals, groups and organisations. The module aims to develop the theoretical foundation for the counselling element of the programme. To this end, students will study the basis of a psychodynamic approach, the key theoretical ideas and their place within the discipline. The importance of the unconscious and early experience will be emphasised. Students will explore the way individuals affect one another, institutions affect the people who work in them and vice versa, and what relevance this has for therapeutic practice.

Module aims

• To further familiarise students with the key concepts of psychodynamic thinking applied to individuals, groups and organisations
• To build on students’ understanding of the psychodynamics of human behaviour by applying these ideas to groups and organisations.
• To become aware of the unconscious dynamics at work in individuals, groups and organisations.
• To begin to understand how psychodynamic insight can be applied to groups and organisations.
• To begin to understand the unconscious psychodynamics of institutions.

Module learning outcomes

1. Fuller understanding of key psychodynamic concepts and their place within discipline
2. Greater understanding of key psychodynamic concepts as they apply to individuals
3. Developed awareness of unconscious processes in relationships and interactions
4. Capacity to apply psychodynamic ideas to their workplace roles and relationships
5. Capacity to apply psychodynamic thinking to group and organisational dynamics
6. Basic understanding of the ways in which organisational dynamics have an impact on effective functioning

Module information

No additional information available.

Learning and teaching methods

There are 10 weeks of seminars. Teaching is of 2hrs duration, divided into two components. The first hour is a taught seminar, the second hour is a group discussion. Seminars may include workshops and other exercises. You will also attend a fortnightly 30 minute tutorial with the course tutor to support your learning and prepare for assignments.

Bibliography

  • Youell, Biddy; Canham, Hamish; Tavistock Clinic. (2006) The learning relationship: psychoanalytic thinking in education, London: Karnac.
  • Miller-Pietroni, Marilyn. (1999) 'Containment in theory and practice', in Psychodynamic Counselling. vol. 5 (4) , pp.407-427
  • Robert De Board. (2014) 'Organization as a defence against anxiety', in The Psychoanalysis of Organizations: A psychoanalytic approach to behaviour in groups and organizations, New York: Routledge., pp.112-129
  • Robert De Board. (2014) 'Groups and their basic assumptions—the influence of Wilfred Bion', in The Psychoanalysis of Organizations: A psychoanalytic approach to behaviour in groups and organizations, New York: Routledge., pp.35-48
  • Dina Rosenbluth. (1970) 'Transference in Child Psychotherapy', in Journal of Child Psychotherapy. vol. 2, pp.72-87
  • Isca Salzberger-Wittenberg; Gianna Henry; Elsie L. Osborne. (1999) The emotional experience of learning and teaching, London: Karnac Books.
  • Sue Kegerreis. (2016) Psychodynamic Understanding of Institutions and Networks.
  • Holmes, Guy; Perrin, Anna. (1997) 'Countertransference: What is it? what do we do with it?', in Psychodynamic Counselling. vol. 3 (3) , pp.263-277
  • Anton Obholzer. (1994) 'Authority, power and leadership: contributions from group relations training', in The Unconscious at work: individual and organizational stress in the human services, London: Routledge., pp.40-45
  • Robert De Board. (2014) 'The leader—the influence of Sigmund Freud', in The Psychoanalysis of Organizations: A psychoanalytic approach to behaviour in groups and organizations, New York: Routledge., pp.15-21
  • Curtis, Hannah. (2015) Everyday life and the unconscious mind: an introduction to psychoanalytic concepts, London: Karnac Books.
  • Vega Zagier Roberts. (1994) 'The troublesome individual and the troubled institution', in The Unconscious at work: individual and organizational stress in the human services, London: Routledge., pp.98-104
  • Heimann, Paula. (1950) 'On Counter-Transference', in The International journal of psycho-analysis. vol. 31, pp.81-84
  • Kegerreis, Sue. (2010) Psychodynamic counselling with children and young people: an introduction, Basingstoke: Palgrave Macmillan. vol. Basic texts in counselling and psychotherapy
  • William Halton. (1994) 'Some unconscious aspects of organisational life: contribution from psychoanalysis', in The Unconscious at work: individual and organizational stress in the human services, London: Routledge., pp.11-18
  • Shohet, R. (c1999) 'Whose feelings am I feeling? Using the concept of projective identification', in Loving, hating, and survival: a handbook for all who work with troubled children and young people, Aldershot: Ashgate.
  • Trowell, Judith; Bower, Marion. (1995) The emotional needs of young children and their families: using psychoanalytic ideas in the community, London: Routledge.
  • Salzberger-Wittenberg, Isca. (1970) Psycho-analytic insight and relationships: a Kleinian approach, London: Routledge & K. Paul. vol. Library of social work

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 Weighting
Coursework   Essay 1    15% 
Coursework   Essay 2    85% 

Overall assessment

Coursework Exam
100% 0%

Reassessment

Coursework Exam
100% 0%
Module supervisor and teaching staff
Dr Bethany Morgan Brett, email: bmorga@essex.ac.uk.
Department of Psychosocial and Psychoanalytic Studies
ppsug@essex.ac.uk 01206 874969

 

Availability
Yes
Yes
No

External examiner

Dr Anne Elizabeth Worthington
Middlesex University
Senior Lecturer
Resources
Available via Moodle
Of 20 hours, 19 (95%) hours available to students:
1 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).

 

Further information

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