PA125-4-SP-CO:
Child, Adolescent and Adult Development

The details
2019/20
Psychosocial and Psychoanalytic Studies
Colchester Campus
Spring
Undergraduate: Level 4
Current
Monday 13 January 2020
Friday 20 March 2020
15
13 May 2019

 

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

 

PA408

Key module for

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 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 gives students an outline of personality development from a psychodynamic and attachment perspective. There is an emphasis on the development of emotional relatedness and the importance of early experience in relation to later capacities for good relationships, effective learning and human functioning. It will develop concepts of normal development as well as look at what can interfere with this. It will also demonstrate that adversity, conflict and loss are fundamental factors in normal development.

Module aims

The aim of the module is:
* To understand the foundations of emotional development laid down in early life
* To understand the effect of these early experiences on later social and learning capacities
* To understand the importance of attachment and early experiences to emotional development
* To recognise the implications for later work with clients of an understanding of the early roots of their difficulties

Module learning outcomes

By the end of the module students will have:
* Familiarity with key stages of child, adolescent and adult development
* Basic familiarity with attachment theory
* Familiarity with psychodynamic understanding of emotional development
* Awareness of the implications of pre-birth factors and early environment for later work with children, adolescents and adults
* The capacity to be able to apply a developmental perspective to emotional, relational and professional difficulties
* A recognition that adversity, conflict and loss are fundamental factors in normal development
* A greater awareness of one's own development and the factors involved in this

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

  • Selma Fraiberg. (2008) The magic years: understanding and handling the problems of early childhood, New York: Scribner.
  • Waddell, Margot. (2002) Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books. vol. Tavistock clinic series
  • Feldman, M. (2005) 'The Oedipus Complex', in Introducing psychoanalysis: essential themes and topics, Hove: Routledge., pp.153-165
  • T. Berry Brazelton; Bertrand G. Cramer. (1990) The earliest relationship: parents, infants, and the drama of early attachment, Reading, MA: Addison-Wesley.
  • Waddell, Margot. (2002) Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books.
  • Ellen Noonan. (1983) Counselling young people, London: Routledge.
  • Youell, Biddy; Canham, Hamish; Tavistock Clinic. (2006) The learning relationship: psychoanalytic thinking in education, London: Karnac. vol. Tavistock Clinic series
  • Rayner, Eric. (c2005) Human development: an introduction to the psychodynamics of growth, maturity and ageing, London: Routledge.
  • Wilson, P. (1989) 'Latency and Certainty', in Journal of Child Psychotherapy. vol. 15 (2) , pp.59-70
  • A. Brafman. (2004) 'Working with Adolescents: a Pragmatic View', in Adolescence, London: Karnac., pp.41-65
  • Mary Morgan. (2005) 'On being able to be a couple: the importance of a "creative couple" in psychic life', in Oedipus and the couple, London: Karnac., pp.9-30
  • Margot Waddell. (2002) Inside lives: psychoanalysis and the growth of the personality, London: Karnac Books.
  • Marris, Peter. (1986) Loss and change, London: Routledge & Kegan Paul. vol. Reports of the Institute of Community Studies
  • Bowlby, John. (1988) A secure base: clinical applications of attachment theory, London: Routledge. vol. A Tavistock professional book
  • Barnett, L. (1995) 'What is good day care', in The emotional needs of young children and their families: using psychoanalytic ideas in the community, London: Routledge., pp.221-234

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 20/04/2020 100%

Overall assessment

Coursework Exam
100% 0%

Reassessment

Coursework Exam
100% 0%
Module supervisor and teaching staff
Jochem Willemsen
Student Administration 5A.202: telephone 01206 87 4969; ppsug@essex.ac.uk 01206 874969 Room 4SB.6.2 UG Southend Campus: ppsugse@essex.ac.uk 01702 328379 Room GB.3.66

 

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 50 hours, 30 (60%) hours available to students:
0 hours not recorded due to service coverage or fault;
20 hours not recorded due to opt-out by lecturer(s).

 

Further information

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