PA963-7-SP-CO:
Psychodynamic Theory and Practice 2
2023/24
Psychosocial and Psychoanalytic Studies
Colchester Campus
Spring
Postgraduate: Level 7
Current
Monday 15 January 2024
Friday 22 March 2024
15
24 August 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MA C89D24 Psychodynamic Counselling and Psychotherapy,
MA C89D36 Psychodynamic Counselling and Psychotherapy (3 year),
MA C89D48 Psychodynamic Counselling and Psychotherapy (4 year),
MA C89DFD Psychodynamic Counselling and Psychotherapy (3 year)
This module provides further theoretical and clinical seminars and workshops to deepen students' understanding of the theory and practice of psychodynamic counselling. The theory seminars extend the students' understanding of a range of typical client presentations, providing psychodynamic understanding of work with clients with a range of different symptoms/problems.
The workshops provide a more experiential and practical opportunity for learning. The clinical seminars help the students develop in their approach to clinical work, using the theoretical learning to deepen and broaden their expertise. They will develop further the student's ability to learn from the work of others, to bring creative clinical thinking to bear on a range of cases and to learn from the input of others to their own work.
This module aims at helping students
1. To consolidate the students' capacity to operate as effective psychodynamic practitioners
2. To further extend the understanding of the clinical role in context
3. To provide further practical and theoretical support for clinical work on placement
4. To broaden and deepen understanding of client presentations
5. To broaden and deepen understanding of ways of working with them
By the end of the module you should have:
1. Deeper understanding of the professional role of counsellor
2. Greater confidence in taking up the role as an established practitioner
3. Familiarity with a wider range of client presentations
4. Consolidated familiarity and skill in a range of different techniques used in psychodynamic work
No additional information available.
Theory seminars consist of a lecture component followed by discussion. Students read ahead of the seminars so they can join in discussion and bring relevant examples from their clinical work. Sometimes students might be asked to present the theoretical topic themselves.
Workshops are more experiential with role-plays, practical exercises and creative approaches to the topic of the week.
In clinical seminars students will present detailed descriptions of their clinical work which will be discussed with the group.
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De Zulueta, F. (2006) ‘The psychobiological roots of violence’, in
From pain to violence: the traumatic roots of destructiveness. 2nd ed. Chichester: Wiley, pp. 77–90. Available at:
https://onlinelibrary.wiley.com/doi/10.1002/9780470713167.ch5.
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Mitchell, S.A. (1993) Hope and dread in psychoanalysis. New York: BasicBooks.
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Horne, A. (ed.) (1999a)
Handbook of Child and Adolescent Psychotherapy. Routledge. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9780203135341.
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Monica Lanyado and Ann Horne (eds) (2009a)
The handbook of child and adolescent psychotherapy: psychoanalytic approaches. Second edition. Hove: Routledge. Available at:
https://doi.org/10.4324/9780203877616.
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Williams, G.P. (2002b)
Internal landscapes and foreign bodies: eating disorders and other pathologies. London: Karnac. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=366800.
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McDougall, J. (1989) Theatres of the body: a psychoanalytic approach to psychosomatic illness. London: Free Association.
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Rosenbluth, D. (1965) ‘The Kleinian theory of depression’,
Journal of Child Psychotherapy, 1(3), pp. 20–25. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/jcptx.001c.0020a.
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Freud, S. (1953) ‘The standard edition of the complete psychological works of Sigmund Freud’, in J. Strachey, A. Freud, and C.L. Rothgeb (eds). London: Hogarth Press and the Institute of Psycho-Analysis. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/se.014.0237a#p0237.
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Rustin, M. (2009) ‘The psychology of depression in young adolescents: A psychoanalytic view of origins, inner workings and implications’,
Psychoanalytic Psychotherapy, 23(3), pp. 213–224. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.1080/02668730903226596.
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Peter Fonagy (2015) ‘Pragmatic randomized controlled trial of long-term psychoanalytic psychotherapy for treatment-resistant depression: the Tavistock Adult Depression Study (TADS)’,
World Psychiatry, 14(3). Available at:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4592654/.
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Magagna, J. (2008) ‘Attacks on life: suicidality & self-harm in young people’, in S. Briggs, A. Lemma, and W. Crouch (eds)
Relating to self-harm and suicide: psychoanalytic perspectives on practice, theory and prevention. Hove: Routledge, pp. 109–127. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203871867-19/attacks-life-suicidality-self-harm-young-people-jeanne-magagna?context=ubx&refId=6aff83aa-d5a7-41f6-9c9c-22669034eb37.
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Maggie Turp (2008) ‘Skin toughening and skin porosity: addressing the issue of self-harm by omission’, in S. Briggs, A. Lemma, and W. Crouch (eds)
Relating to self-harm and suicide: psychoanalytic perspectives on practice, theory and prevention. Hove: Routledge, pp. 198–209. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203871867-27/skin-toughening-skin-porosity-addressing-issue-self-harm-omission?context=ubx&refId=3445c094-8ad8-4916-ac37-b046676f2f96.
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International Suicidality and Psychoanalysis Congress (2008)
Relating to self-harm and suicide: psychoanalytic perspectives on practice, theory and prevention. Edited by Stephen Briggs, Alessandra Lemma, and William Crouch. Hove: Routledge. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9780203871867.
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Nicholson, C., Irwin, M. and Dwivedi, K.N. (eds) (2010)
Children and adolescents in trauma: creative therapeutic approaches. London: Jessica Kingsley. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=581448.
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Horne, A. (ed.) (1999b)
Handbook of Child and Adolescent Psychotherapy. Routledge. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9780203135341.
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Monica Lanyado and Ann Horne (eds) (2009b)
The handbook of child and adolescent psychotherapy: psychoanalytic approaches. Second edition. Hove: Routledge. Available at:
https://doi.org/10.4324/9780203877616.
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Kadish, Y.A. (2012) ‘The Role of Culture in Eating Disorders’,
British Journal of Psychotherapy, 28(4), pp. 435–453. Available at:
https://onlinelibrary.wiley.com/doi/full/10.1111/j.1752-0118.2012.01311.x.
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Holmes, J. (1996) ‘Suicide and Attachment Theory’, in
Attachment, intimacy, autonomy: using attachment theory in adult psychotherapy. Northvale, N.J.: J. Aronson, pp. 143–158. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/reader.action?docID=1124523&ppg=96.
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Bell, D. (2008) ‘Who is killing what or whom? Some notes on the internal phenomenology of suicide’, in
Relating to self-harm and suicide: psychoanalytic perspectives on practice, theory and prevention. London: Routledge, pp. 45–60. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203871867-13/killing-notes-internal-phenomenology-suicide-david-bell?context=ubx&refId=a84017e6-b1ee-41c5-8573-e8d5bb0c427e.
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Orford, E. (1998) ‘Wrestling with the whirlwind: An approach to the understanding of ADD/ADHD’,
Journal of Child Psychotherapy, 24(2), pp. 253–266. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/jcptx.024.0253a.
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Widener, A.J. (1998) ‘Beyond Ritalin: The importance of therapeutic work with parents and children diagnosed ADD/ADHD’,
Journal of Child Psychotherapy, 24(2), pp. 267–281. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/jcptx.024.0267a.
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Pozzi-Monzo, M. (2012) ‘Ritalin for whom? Revisited: Further thinking on ADHD’,
Journal of Child Psychotherapy, 38(1), pp. 49–60. Available at:
https://www-tandfonline-com.uniessexlib.idm.oclc.org/doi/full/10.1080/0075417X.2011.651845.
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Morrison, A.P. (1986) Essential papers on narcissism. New York: New York University Press.
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Tustin, Frances (1994) ‘The perpetuation of an error.’,
Journal of Child Psychotherapy, 20(1), pp. 3–23. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/jcptx.020.0003a.
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Shuttleworth, J. (1999) ‘The suffering of Asperger children and the challenge they present to psychoanalytic thinking’,
Journal of Child Psychotherapy, 25(2), pp. 239–265. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/jcptx.025.0239a.
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Holloway, R. (2016)
Asperger’s children: psychodynamics, aetiology, diagnosis, and treatment. London: Karnac. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1102391.
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S. Melzak (2009) ‘Psychotherapeutic Work with child and adolescent refugees from political violence’, in Monica Lanyado and Ann Horne (eds)
The handbook of child and adolescent psychotherapy: psychoanalytic approaches. Second edition. Routledge, pp. 381–405. Available at:
http://www.taylorfrancis.com/chapters/psychotherapeutic-work-children-adolescents-seeking-refuge-political-violence-sheila-melzak/e/10.4324/9780203877616-34?context=ubx&refId=65712b11-86d3-443c-b377-573beab910f1.
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Grinberg, L. and Grinberg, R. (1989) Psychoanalytic perspectives on migration and exile. New Haven: Yale University Press.
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 |
|
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
Prof Susan Kegerreis, email: skeger@essex.ac.uk.
Professor Susan Kegerreis
Student Administrator 5A.202; Tel: 01206 873745; Email: ppspgt@essex.ac.uk
No
No
Yes
Mr Mike Keating
Wessex Counselling and Psychotherapy
Head of Training
Available via Moodle
Of 153 hours, 135 (88.2%) hours available to students:
18 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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