Applications of Research to Psychodynamic Practice
Psychosocial and Psychoanalytic Studies
Postgraduate: Level 7
Monday 20 April 2020
Friday 26 June 2020
21 August 2019
Requisites for this module
MA C89D24 Psychodynamic Counselling,
MA C89D36 Psychodynamic Counselling (3 year)
This module aims to familiarise students with a basic understanding of research as applied to psychodynamic counselling. It will introduce them to qualitative and quantitative research methods and assist them in using routine outcome measures in their clinical work. Students will read key research texts that illuminate the possibilities and complexities of psychodynamic practice research. They will learn how to read and assess the research literature and be able to develop a research-mindedness in their approach to their work.
This module aims at helping you:
• Develop research-mindedness in your approach to psychodynamic
• Use past research in your thinking and work
• Engage constructively in the debates about research in practice
• Develop the capacity to approach research with critical awareness and understanding
• Be encouraged towards future research in their career development
By the end of the module students will have:
* Awareness of and some understanding of qualitative and quantitative research studies
* Awareness of and some understanding of the use of outcome measures in psychodynamic work
* Awareness of the complexities around psychodynamic research
* Ability to assess critically the research literature
* Awareness of the possibilities for future research
No additional information available.
Key texts in the research literature will be studied and discussed in the seminars.
Research experiences and practices will be studied in the workshops, with opportunities to explore techniques/measures and consider clinical applications.
- Greenhalgh, Trisha. (©2010, 2014) How to read a paper: the basics of evidence-based medicine, Chichester: John Wiley & Sons Inc.
- Odhammar, F.Sundin, E.C.Jonson, M.Carlberg, G. (2011) 'Children in psychodynamic psychotherapy: Changes in global functioning', in Journal of Child Psychotherapy. (Journal of Child Psychotherapy,. vol. 37 (3) , pp.261-279
- Fitzpatrick, Marilyn. McGill University, Montreal, PQ, Canada, firstname.lastname@example.org. (2012) 'Blurring practice–research boundaries using progress monitoring: A personal introduction to this issue of Canadian Psychology.', in Canadian Psychology. (2) , pp.75-81
- Jonathan Shedler. (2015) 'What is the evidence for 'evidence-based' therapy?', in The Journal of Psychological Therapies in Primary Care. vol. 4, pp.47-59
- Jonathan Shedler. (2010) 'The efficacy of psychodynamic psychotherapy', in American Psychologist. vol. 65 (2) , pp.98-109
- (2015) Qualitative psychology: a practical guide to research methods, London: SAGE.
- Luca, Maria. (2011) 'A qualitative study of psychodynamic and cognitive behavioural therapists’ conceptualisations of medically unexplained symptoms in their clients', in Counselling and Psychotherapy Research. vol. 11 (4) , pp.291-299
- Nick Midgley. (2017) 'Psychodynamic psychotherapy for children and adolescents: an updated narrative review of the evidence base', in Journal of Child Psychotherapy. vol. 43, pp.307-329
- Michael Rustin. (2009) 'What do child psychotherapists know?', in Child psychotherapy and research: new approaches, emerging findings, Hove: Routledge., pp.35-44
- Cooper M. (2008) 'The facts are friendly', in Therapy Today. vol. 19 (7) , pp.8-13
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: email@example.com
Dr Anne Elizabeth Worthington
Available via Moodle
Of 20 hours, 20 (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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