PA408-6-SP-CO:
Therapeutic Practice
2020/21
Psychosocial and Psychoanalytic Studies
Colchester Campus
Spring
Undergraduate: Level 6
Current
Sunday 17 January 2021
Friday 26 March 2021
15
04 October 2018
Requisites for this module
PA123 and PA125 and PA403
(none)
(none)
(none)
(none)
BA C890 Psychosocial and Psychoanalytic Studies,
BA C89A Psychosocial and Psychoanalytic Studies (Including Placement Year),
BA C89B Psychosocial and Psychoanalytic Studies (Including Year Abroad),
BA C89C Psychosocial and Psychoanalytic Studies (Including Foundation Year)
This module gives you an introduction to how depth psychological approaches are applied in contemporary psychotherapeutic work. It will help you understand the wide range of different applications – not only in theoretical orientation but also in the intensity of treatment, length of treatment and client age-group, in group, family and couple work as well as individual work, and in non-clinical settings. It will give you a sense of the psychotherapeutic landscape and the prospects for applying the learning from the degree in future.
It will also give further insight into the psychotherapeutic process
By the end of the module you should have:
a grasp of the psychotherapeutic landscape in terms of:
• Orientation
• Intensity
• Short-term, time-limited and long-term work
• Age range and adaptations to different client groups
• Applications in non-clinical settings
• Different views of the psychotherapeutic process
By the end of the module you should have:
• Familiarity with the psychotherapeutic landscape in terms of practice orientation.
• Knowledge of the implications of a range of therapeutic intensities
• Knowledge of the implications and applications of working within different time-frames in therapeutic work
• Knowledge of the adaptations made to therapeutic work when focussing on different age-groups
• Knowledge of how therapeutic understanding can be applied in non-clinical settings
No additional information available.
There will be a taught seminar/lecture followed by group discussion.
- Kernberg, Otto F. (1999) 'Psychoanalysis, psychoanalytic psychotherapy and supportive psychotherapy: Contemporary controversies', in The International Journal of Psychoanalysis. vol. 80 (6) , pp.1075-1091
- Rowan, John; Jacobs, Michael. (2002) The therapist's use of self, Philadelphia: Open University Press.
- Carpy, D. (1989) 'Tolerating the countertransference: a mutative process', in The International Journal of Psycho-Analysis. vol. 70, pp.871-884
- Terry, P. M. (©2008) Counselling and psychotherapy with older people: a psychodynamic approach, Basingstoke: Palgrave Macmillan.
- McMahon, Linnet. (2003) 'Applying the Therapeutic Community Model in Other Settings', in Therapeutic communities for children and young people, London: Jessica Kingsley., pp.259-276
- Mitchell, Stephen A.; Black, Margaret J. (2016) Freud and beyond: a history of modern psychoanalytic thought, New York: Basic Books.
- Temperley, J. (no date) The Implications for Social Work Practice of Recent Psychoanalytical Developments.
- Yalom, Irvin D.; Leszcz, Molyn. (2005) The theory and practice of group psychotherapy, New York: Basic Books.
- Trevor Hartnup. (1999) 'The Therapeutic Setting: The People and the Place', in Handbook of Child and Adolescent Psychotherapy: Psychoanalytic Approaches: Routledge., pp.93-104
- Coren, Alex. (2010) Short-term psychotherapy: a psychodynamic approach, New York: Palgrave Macmillan.
- Coren, Alex. (2010) 'Idiom, the Therapeutic Triangle and Transference', in Short-term psychotherapy: a psychodynamic approach, New York: Palgrave Macmillan., pp.63-108
- Nitsun, Morris. (1996) The anti-group: destructive forces in the group and their creative potential, London: Routledge.
- Kegerreis, Sue. (2010) Psychodynamic Work with Families.
- Greene, V. (2009) 'Individual psychotherapy: assessment, intensive and non-intensive work', in The handbook of child and adolescent psychotherapy: psychoanalytic approaches, ©2009: Routledge., pp.175-190
- Meltzer, Donald; Harris Meltzer Trust. (2008) The psycho-analytical process, London: Published for the Harris Meltzer Trust by Karnac. vol. no. 1
- Guntrip, Harry. (1992) 'Object Relations Theory and Psychotherapy: The Psychotherapeutic Relationship', in Schizoid phenomena, object-relations, and the self, London: Karnac., pp.331-364
- Roth, Anthony; Fonagy, Peter. (©2005) What works for whom?: a critical review of psychotherapy research, New York: Guilford Press.
- British Association for Counselling and Psychotherapy. (2018) The handbook of counselling children and young people, London: SAGE.
- Kegerreis, Sue. (2010) 'Understanding and Working with Groups', in Psychodynamic counselling with children and young people: an introduction, Basingstoke: Palgrave Macmillan., pp.91-99
- Kegerreis, Susan. (1986) 'Psychoanalytic Insight in the Classroom, Asset or Liability?', in Journal of Educational Therapy. vol. 1 (4) , pp.43-61
- Ruszczynski, Stan. (1993) Psychotherapy with couples: theory and practice at the Tavistock Institute of Marital Studies, London: Karnac Books.
- Youell, Biddy; Canham, Hamish. (2006) The learning relationship: psychoanalytic thinking in education, London: Karnac.
- Sinason, Valerie. (1992) Mental handicap and the human condition: new approaches from the Tavistock, London: Free Association Books.
- Malan, David H. (1995) Individual psychotherapy and the science of psychodynamics, Oxford: Butterworth.
- Rioch, Margaret J. (1970) 'The Work of Wilfred Bion on Groups', in Psychiatry. vol. 33, pp.479-484
- Gray, Anne. (2014) An introduction to the therapeutic frame, New York: Routledge.
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 |
Essay 1 |
|
50% |
| Coursework |
Essay 2 |
|
50% |
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
Prof Susan Kegerreis, email: skeger@essex.ac.uk.
From Department of Psychosocial and Psychoanalytic Studies
Student Administrator ppsug@essex.ac.uk 01206 874969
Yes
Yes
No
Prof Barry Richards
Bournemouth University
Professor of Political Psychology
Available via Moodle
Of 585 hours, 0 (0%) hours available to students:
585 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.