PA961-7-AU-CO:
Psychodynamic Theory and Practice 1

The details
2019/20
Psychosocial and Psychoanalytic Studies
Colchester Campus
Autumn
Postgraduate: Level 7
Current
Thursday 03 October 2019
Saturday 14 December 2019
15
21 August 2019

 

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

 

PA969

Key module for

MA C89D24 Psychodynamic Counselling,
MA C89D36 Psychodynamic Counselling (3 year)

Module description

This module provides theoretical seminars, workshops and clinical discussion groups. The theory seminars consolidate the understanding of issues facing clients and further reinforce the students' understanding of key psychodynamic concepts and symptomatic behaviour/presentations. The workshops will focus on particular areas of practice or understanding to supplement the theory seminars and to provide experiential learning about the issues under consideration.

The clinical seminars help you make further use of the theoretical readings in your placement work and in developing further your clinical role. The clinical seminars will further promote your ability to reflect on and learn about your own work using the observations of others, to learn from the work of others, and to bring creative clinical thinking to bear on a range of cases.

Overall the module aims to further students' understanding of the connections between theory and practice as they embark on their clinical work.

Module aims

This module aims at helping students:
1. To facilitate the taking up of the professional role of counsellor through linking theory to practice
2. To extend the understanding of the clinical role in context
3. To provide practical and theoretical support in approaching the challenges of placement
4. To broaden understanding of client presentations
5. To broaden understanding of ways of working with clients

Module learning outcomes

By the end of the module you should be able to:
1. Have a deeper understanding of the professional role of counsellor
2. Understand the basics of psychodynamic theory and its application to practice
3. Have greater confidence in taking up the role
4. Be familiar with a range of client presentations
5. Be familiar with and develop skill in a range of different techniques used in psychodynamic work

Module information

No additional information available.

Learning and teaching methods

Theory seminars will consist of lectures and discussions, sometimes led by student presentations. Workshops will be varied, with different methods such as discussion, role-play, audio-visual material to respond to and other experiential exercises Clinical seminars will consist of presentation of client work by students which will then be discussed in the group. On alternate weeks there will be shorter workshops followed by an experiential group.

Bibliography

  • Waldburg, C. (2012) 'Preparing the room', in Therapeutic practice in schools: working with the child within : a clinical workbook for counsellors, psychotherapists, and arts therapists, Hove: Routledge.
  • Trevatt, D. (2012) '‘ Recognising defences, resistance and anxieties’, Chapter 2', in Therapeutic practice in schools: working with the child within : a clinical workbook for counsellors, psychotherapists, and arts therapists, Hove: Routledge.
  • Isaac, S. (1948) 'The Nature and Function of Phantasy', in International Journal of Psychoanalysis. vol. 29, pp.73-97
  • Music, Graham. (2017) Nurturing natures: attachment and children's emotional, sociocultural and brain development, Abingdon: Routledge.
  • Barwick, Nick. (1995) 'Pandora's box: An investigation of essay anxiety in adolescents', in Psychodynamic Counselling. vol. 1 (4) , pp.560-575
  • Joseph, B. (1988) '‘Transference : the Total Situation’ in Melanie Klein today: developments in theory and practice, vol. 2', in Melanie Klein today: developments in theory and practice, London: Routledge. vol. New library of psychoanalysis
  • O'Shaughnessy, E. (1988) '‘W. R. Bion’s theory of thinking and new techniques in child analysis’ in Melanie Klein today: developments in theory and practice, vol. 2', in Melanie Klein today: developments in theory and practice, London: Routledge. vol. New library of psychoanalysis
  • Rycroft, Charles. (1968) Anxiety and neurosis, London: Maresfield Library.
  • Kegerreis, Sue. (2010) Psychodynamic counselling with children and young people: an introduction, Basingstoke: Palgrave Macmillan. vol. Basic texts in counselling and psychotherapy
  • Lanyado, M.; Horne, A. (2009) 'Chapter 10: The therapeutic setting and process', in The handbook of child and adolescent psychotherapy: psychoanalytic approaches, ©2009: Routledge., pp.157-174
  • Trevor Hartnup. (1999) 'The Therapeutic Setting: The People and the Place', in Handbook of Child and Adolescent Psychotherapy: Psychoanalytic Approaches: Routledge., pp.93-104
  • Andreou, C. (2009) 'Some contributions of attachment theory and research', in The handbook of child and adolescent psychotherapy: psychoanalytic approaches, ©2009: Routledge.
  • Lago, Colin. (2006) Race, culture and counselling: the ongoing challenge, Maidenhead: Open University Press.
  • Salinger, H.A. (2012) '‘Transference and counter-transference', Chapter 3', in Therapeutic practice in schools: working with the child within : a clinical workbook for counsellors, psychotherapists, and arts therapists, Hove: Routledge.
  • (2012) Therapeutic practice in schools: working with the child within : a clinical workbook for counsellors, psychotherapists, and arts therapists, Hove: Routledge.
  • Schore, Allan N. (2001-03) 'MINDS IN THE MAKING: ATTACHMENT, THE SELF-ORGANIZING BRAIN, AND DEVELOPMENTALLY-ORIENTED PSYCHOANALYTIC PSYCHOTHERAPY', in British Journal of Psychotherapy. vol. 17 (3) , pp.299-328
  • Ellen Noonan. (2000) 'The counselling relationship', in Counselling young people, London: Routledge.
  • Joseph, Betty. (1988) '‘Projective Identification - some clinical aspects’ in Melanie Klein today: developments in theory and practice, vol. 1', in Melanie Klein today: developments in theory and practice, London: Routledge. vol. New library of psychoanalysis
  • Howard, Susan. (2017) Skills in psychodynamic counselling & psychotherapy, Los Angeles: SAGE. vol. Skills in counselling & psychotherapy
  • Issacs, Susan. (1989) 'The nature and function of unconscious phantasy', in Developments in psycho-analysis, London: Karnac.
  • Ogden, Thomas H. (1992) Projective identification and psychotherapeutic technique, London: Maresfield Library.
  • Gerhardt, Sue. (2015) Why love matters: how affection shapes a baby's brain, Hove: Routledge.
  • Sternberg, Janine. (2005) Infant observation at the heart of training, London: Karnac.
  • Mak-Pearce, G. (2001) 'Engaging troubled adolescents in six-session psychodynamic therapy', in Community-based psychotherapy with young people: evidence and innovation in practice, Hove: Brunner-Routledge.
  • United Kingdom Council for Psychotherapy. Professional Conference. (2003) Revolutionary connections: psychotherapy and neuroscience, London: Karnac.
  • Beaumont, Mia. (1991) 'Reading between the lines: The child's fear of meaning', in Psychoanalytic Psychotherapy. vol. 5 (3) , pp.261-269
  • Alvarez, Anne. (1983-01) 'Problems in the use of the counter-transference: Getting it across', in Journal of Child Psychotherapy. vol. 9 (1) , pp.7-23
  • Gray, Anne. (©2014) An introduction to the therapeutic frame, Hove: 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 Weighting
Coursework Formative essay 15/11/2019 0%
Coursework Essay 14/01/2020 100%

Overall assessment

Coursework Exam
100% 0%

Reassessment

Coursework Exam
100% 0%
Module supervisor and teaching staff
Sue Kegerreis
Student Administrator 5A.202; Tel: 01206 873745; Email: ppspgt@essex.ac.uk

 

Availability
No
No
Yes

External examiner

Dr Anne Elizabeth Worthington
Middlesex University
Senior Lecturer
Resources
Available via Moodle
Of 100 hours, 97 (97%) hours available to students:
3 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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