Advanced Counselling Theory and Practice
Psychosocial and Psychoanalytic Studies
Postgraduate: Level 7
Thursday 03 October 2019
Friday 26 June 2020
10 October 2019
Requisites for this module
MA C89D24 Psychodynamic Counselling,
MA C89D36 Psychodynamic Counselling (3 year)
This module provides theoretical and clinical seminars to further the students understanding of the connections between theory and practice as they continue their clinical work. The theory seminars consolidate their understanding of issues facing children and adolescents and further reinforce the students understanding of key psychodynamic concepts and symptomatic behaviour and presentations.
The clinical seminars help the students make further use of the theoretical readings in their placement work and in developing further their clinical role. The clinical seminars will further promote the students ability to reflect on and learn about their 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.
This module aims at helping students
1. To consolidate the ability to take up the professional role of counsellor through linking theory to practice
2. To extend the understanding of the clinical role in context
3. To provide further practical and theoretical support in approaching the challenges of placement
4. To broaden further the understanding of client presentations
5. To broaden further the understanding of ways of working with clients
By the end of the module you should have:
1. Consolidated understanding of the professional role of counsellor
2. Greater confidence in taking up the role
3. Greater familiarity with a range of client presentations
4. Greater familiarity with and consolidated skill in a range of different techniques used in psychodynamic work
5. Greater ability to operate ethically and effectively in role as counsellor
No additional information available.
This module is taught via a range of distinct styles of seminar:
For the theory seminars students will read texts before the seminar and come ready to participate in discussions with the tutor and each other. Students may be asked to prepare a short presentation on the week’s texts, or to bring particular points of interest or concern to pursue in the seminar. In some seminars the tutor will provide an introduction to the topic, or play a more leading role in gathering and organising the learning from the reading of the text.
There will be some workshops dedicated to the exploration of clinical issues. They will focus on building deeper knowledge of and confidence in dealing with clinical situations.
Students will bring written, detailed accounts of their clinical work on placement. These will be discussed in depth, with attention given to -:
• an understanding of the dynamics within the client
• an understanding of the family and other systems around the client
• an understanding of the dynamics between client and counsellor
• an understanding of the transference/countertransference interactions
• matters of psychodynamic technique in interventions with the client
• organisational issues relevant to the encounter
• any ethical or boundary issues relevant to the encounter
- Duffell, Nick. (2012) 'Response to Elizabeth's Standish's review of Joy Schaverien's (2011) Article 'Boarding school syndrome: Broken attachments a hidden trauma'', in British Journal of Psychotherapy,: United Kingdom : Wiley-Blackwell Publishing Ltd. vol. 28 (1) , pp.126-128
- Christogiorgos, Stelios; Giannakopoulos, George. (2014-07-03) 'School Refusal and the Parent-Child Relationship: A Psychodynamic Perspective', in Journal of Infant, Child, and Adolescent Psychotherapy. vol. 13 (3) , pp.182-192
- Hunter, Margaret. (2001) Psychotherapy with young people in care: lost and found, New York: Brunner/Routledge.
- Glyn, J. (2016) 'Don’t tell me I’m normal: inpatient psychotherapy of a severely abused patient at the Cassel Hospital', in Psychoanalytic Psychotherapy. vol. 30 (3)
- Kenrick, Jenny. (2000-01) ''Be a kid': the traumatic impact of repeated separations on children who are fostered and adopted', in Journal of Child Psychotherapy. vol. 26 (3) , pp.393-412
- Rubin, Simon Shimshon. (1999) 'Psychodynamic Therapy with the Bereaved: Listening for Conflict, Relationship and Transference', in Omega: Journal of Death and Dying,: US : Baywood Publishing. vol. 39 (2) , pp.83-98
- Prior, Seamus. (2012-05) '‘Pink at the heart of it’: The containment of vulnerability by a man and a boy in therapy for sexual abuse', in Psychodynamic Practice. vol. 18 (2) , pp.213-229
- Dubinsky, Helene. (2002) 'The Fear of Becoming a Man', in Facing it out: clinical perspectives on adolescent disturbance, London: Karnac., pp.99-112
- Ricky Emanuel. (2014) 'The impact of sibling loss and illness', in Sibling matters: a psychoanalytic, developmental, and systemic approach, London: Karnac., pp.235-251
- Jill Hodges; Maria Berger; Sheila Melzak; Rudolph Oldeschulte; Sarah Rabb; Frances Salo. (1984) 'Two crucial questions: Adopted children in psychoanalytic treatment', in Journal of Child Psychotherapy. vol. 10 (1) , pp.47-56
- McLoughlin, Claudia. (no date) 'Concentric circles of containment: a psychodynamic contribution to working in pupil referral units', in Journal of Child Psychotherapy. vol. 36, pp.225-239
- Emanuel, Louise. (1997-08) 'Facing the damage together', in Journal of Child Psychotherapy. vol. 23 (2) , pp.279-302
- Garland, Caroline. (1998) Understanding trauma: a psychoanalytical approach, London: Duckworth. vol. Tavistock Clinic series
- Gill Gorell Barnes. (2014) 'Siblings in the context of divorce and family re-ordering: the past and the future', in Sibling matters: a psychoanalytic, developmental, and systemic approach, London: Karnac., pp.173-189
- (2011) Gender and power in families, London: Karnac.
- Gaffney, Babara; Reyes, Paulina. (2009) 'Gender identity dysphoria', in The handbook of child and adolescent psychotherapy: psychoanalytic approaches, ©2009: Routledge., pp.436-450
- Sue Kegerreis. (2010) Psychodynamic counselling with children and young people: an introduction, Basingstoke: Palgrave Macmillan.
- Slater, Peter. (2014-05-04) 'How much is too much? Understanding the role and function of violence and its manifestation in the consulting room: intensive psychotherapy with a latency-aged boy', in Journal of Child Psychotherapy. vol. 40 (2) , pp.150-172
- Linda Hopper. (2007) Counselling and psychotherapy with children and adolescents, Basingstoke: Palgrave Macmillan.
- Kernberg, Otto F. (1992) Borderline conditions and pathological narcissism, Northvale, NJ: J. Aronson.
- De Zulueta, Felicity. (2006) From pain to violence: the traumatic roots of destructiveness, Chichester: Wiley.
- Lesley Murdin. (2000) How much is enough?: endings in psychotherapy and counselling, London: Routledge.
- Gardner, F. (2001) 'Turning the anger inwards- Masochism and Mastery', in Self-harm: a psychotherapeutic approach, Hove: Taylor & Francis.
- Hopper, Linda. (2007) Counselling and psychotherapy with children and adolescents, Basingstoke: Palgrave Macmillan. vol. Basic text in counselling and psychotherapy
- Judd, Dorothy. (2000-01) 'The Never Land – loss of an idealized pre-birth place and the gain of a thinking mind', in Journal of Child Psychotherapy. vol. 26 (2) , pp.235-257
- Akin Ojumu. (2012) 'Working with Difference', in Therapeutic practice in schools: working with the child within: a clinical workbook for counsellors, psychotherapists, and arts therapists, Hove: Routledge., pp.152-163
- Katerina Strati. (2010) '‘Peek-a-boo. How can you be there?’ Analytic work with a severely traumatised two-and-a-half-year-old girl', in Journal of Child Psychotherapy. vol. 36, pp.16-32
- Shirley Hoxter. (1986) 'The Significance of Trauma in the Difficulties Encountered by Physically Disabled Children', in Journal of Child Psychotherapy. vol. 12, pp.87-102
- Morra, Mauro. (2002) 'Some considerations about personality structure in child psychosis.', in Journal of Child Psychotherapy,: United Kingdom : Taylor & Francis. vol. 28 (3) , pp.283-303
- (2014) Thinking space: promoting thinking about race, culture, and diversity in psychotherapy and beyond, London: Karnac.
- Patsy Ryz. (2007-09-24) 'Endings as gain: The capacity to end and its role in creating space for growth', in Journal of child psychotherapy: Taylor & Francis Group. vol. 25 (3) , pp.379-403
- Blundell, Suzanne. (2001) 'Psychotherapy with Bereaved Adolescents', in Community-based psychotherapy with young people: evidence and innovation in practice, Hove: Brunner-Routledge.
- Lemma, Alessandra. (2012-12) 'Research off the couch: Re-visiting the transsexual conundrum', in Psychoanalytic Psychotherapy. vol. 26 (4) , pp.263-281
- Alvarez, Anne. (2012) The thinking heart: three levels of psychoanalytic therapy with disturbed children, New York, NY: Routledge.
- Lyn French. (2012) 'The Ending Process', in Therapeutic practice in schools: working with the child within: a clinical workbook for counsellors, psychotherapists, and arts therapists, Hove: Routledge., pp.187-198
- Isca Wittenberg. (1999) 'Ending therapy', in Journal of Child Psychotherapy. vol. 25 (3) , pp.339-356
- Argent, Katie. (2015-05-04) 'Where Ayanle is: helping a school class prepare for loss', in Journal of Child Psychotherapy. vol. 41 (2) , pp.131-140
- Horne, Ann. (2009) 'Sexual abuse and sexual abusing in childhood and adolescence', in The handbook of child and adolescent psychotherapy: psychoanalytic approaches, Hove, East Sussex: Routledge., pp.339-360
- Susan Dyke. (1987) 'Saying “no” to psychotherapy: Consultation and assessment in a case of sexual abuse', in Journal of Child Psychotherapy. vol. 13 (2) , pp.65-79
- Segal, J. (1998) 'The role of a parent’s illness in the emotional experience of a child evidence from klein’s narrative of a child analysis', in Psychodynamic Counselling. vol. 4 (4) , pp.487-504
- Masterson, James F. (2003) A therapist's guide to the personality disorders, Phoenix, AZ: Zeig, Tucker & Theisen.
- Music, Graham. (©2017) 'Trauma, neglect and their effects', in Nurturing natures: attachment and children's emotional, sociocultural and brain development, Abingdon: Routledge.
- John S. Marzillier. (2014) Trauma Therapies, Oxford: Oxford University Press.
- Lloyd, Lucy-Jean. (2016-10) 'Blood brothers, ugly sisters: School counselling and sibling dynamics', in Psychodynamic Practice. vol. 22 (4) , pp.305-317
- Alytia A. Levendosky, Ph.D. (2011) 'The Influence of Domestic Violence on the Development of the Attachment Relationship Between Mother and Young Child', in Psychoanalytic Psychology. vol. 28, pp.512-527
- Angie Doran. (2012) 'Working with School Staff', in Therapeutic practice in schools: working with the child within: a clinical workbook for counsellors, psychotherapists, and arts therapists, Hove: Routledge., pp.170-186
- Isca Salzberger-Wittenberg. (2013) Experiencing endings and beginnings, London: Karnac.
- Trevatt, D.L. (1999) 'An account of a little boy's attempt to recover from the trauma of abuse', in Journal of Child Psychotherapy. vol. 25 (2) , pp.267-287
- Adamo, Simonetta M. G; Adam Serpieri, Serenella; Giusti, Paola; Tamajo Contarini, Rita; Valerio, Paolo. (2005) 'The Chance Project: Complex interventions with adolescent school drop-outs in Naples.', in Psychodynamic Practice: Individuals, Groups and Organisations,: United Kingdom : Taylor & Francis. vol. 11 (3) , pp.239-254
- Bartram, Pamela. (2003-01) 'Some Oedipal problems in work with adopted children and their parents', in Journal of Child Psychotherapy. vol. 29 (1) , pp.21-36
- Muston, Cath. (2017-04-03) 'An exploratory study of psychodynamic therapists’ working with people with multiple sclerosis', in Psychodynamic Practice. vol. 23 (2) , pp.133-147
- Juliet Hopkins. (1977) 'Living under the threat of death: The impact of a congenital illness on an eight-year-old boy', in Journal of Child Psychotherapy. vol. 4 (3) , pp.5-21
- Monica Lanyado. (2009) 'The treatment of traumatisation in children', in Handbook of Child and Adolescent Psychotherapy: Routledge., pp.275-293
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
Module supervisor and teaching staff
Student Administrator 5A.202; Tel: 01206 873745; Email: firstname.lastname@example.org
Dr Anne Elizabeth Worthington
Available via Moodle
Of 105 hours, 105 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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