PA123-4-AU-CO:
Understanding Individuals Groups and Organisations : An Introduction to Psychodynamic Concepts

The details
2019/20
Psychosocial and Psychoanalytic Studies
Colchester Campus
Autumn
Undergraduate: Level 4
Current
Thursday 03 October 2019
Saturday 14 December 2019
15
13 May 2019

 

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

 

PA408

Key module for

BA LCJ8 Sociology with Psychosocial Studies (Including Placement Year),
BA LJ8C Sociology with Psychosocial Studies (Including Year Abroad),
BA LJC8 Sociology with Psychosocial Studies,
FDA LX51 Therapeutic Communication and Therapeutic Organisations,
BA C847 Psychodynamic Practice,
BA C847CO Psychodynamic Practice,
BA C849 Psychodynamic Practice (Including Year Abroad),
BA C849CO Psychodynamic Practice (Including Year Abroad),
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),
BA L520 Childhood Studies,
BA L521 Childhood Studies (Including Year Abroad),
BA L522 Childhood Studies (Including Placement Year),
BA L523 Childhood Studies (Including Foundation Year),
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 establish a theoretical foundation for the rest of the programme. As such 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 impact this has upon therapeutic practice.

Module aims

The aim of the module is:
* To 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

By the end of the module students will have:
1. Understanding of key psychodynamic concepts and their place within discipline
2. Basic understanding of key psychodynamic concepts as they apply to individuals
3. Awareness of unconscious processes in relationships and interactions
4. Basic 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

Weekly one-hour lectures by staff, followed by one-hour seminars led by GTA’s

Bibliography

  • Miller-Pietroni, Marilyn. (1999) 'Containment in theory and practice', in Psychodynamic Counselling. vol. 5 (4) , pp.407-427
  • Youell, Biddy; Canham, Hamish; Tavistock Clinic. (2006) The learning relationship: psychoanalytic thinking in education, London: Karnac.
  • Curtis, Hannah. (2015) Everyday life and the unconscious mind: an introduction to psychoanalytic concepts, London: Karnac Books.
  • Heimann, Paula. (1950) 'On Counter-Transference', in The International journal of psycho-analysis. vol. 31, pp.81-84
  • 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
  • Trowell, Judith; Bower, Marion. (1995) The emotional needs of young children and their families: using psychoanalytic ideas in the community, London: Routledge.
  • Kegerreis, Sue. (2010) Psychodynamic counselling with children and young people: an introduction, Basingstoke: Palgrave Macmillan. vol. Basic texts in counselling and psychotherapy
  • 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.
  • Isca Salzberger-Wittenberg; Gianna Henry; Elsie L. Osborne. (1999) The emotional experience of learning and teaching, London: Karnac Books.
  • Salzberger-Wittenberg, Isca. (1970) Psycho-analytic insight and relationships: a Kleinian approach, London: Routledge & K. Paul. vol. Library of social work
  • 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
  • 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
  • Dina Rosenbluth. (1970) 'Transference in Child Psychotherapy', in Journal of Child Psychotherapy. vol. 2, pp.72-87
  • 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
  • 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) '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
  • 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

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 13/01/2020 100%
Coursework Essay - Southend 100%
Coursework Essay 1

Overall assessment

Coursework Exam
100% 0%

Reassessment

Coursework Exam
100% 0%
Module supervisor and teaching staff
Jochem Willemsen
Student Administration 5A.202; telephone 01206 874969; ppsug@essex.ac.uk 01206 874969 Room 4SB.6.2

 

Availability
Yes
Yes
No

External examiner

Mr Nicholas Stein
University of Derby
Programme Leader MA in Art Therapy
Dr Gary Winship
University of Nottingham
Associate Professor
Mr Nicholas Stein
University of Derby
Programme Leader MA in Art Therapy
Dr Gary Winship
University of Nottingham
Associate Professor
Resources
Available via Moodle
Of 100 hours, 99 (99%) 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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