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Therapeutic Care

Course overview

(BA) Bachelor of Arts
Therapeutic Care
Current
University of Essex
University of Essex
Psychosocial and Psychoanalytic Studies
Southend Campus
Honours Degree
Full-time
Health Studies
Psychology
None
BA C847
http://www.essex.ac.uk/students/exams-and-coursework/ppg/ug/default.aspx
11/06/2019

External Examiners

Dr Gary Winship
University of Nottingham
Associate Professor

External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment. External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course. They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards. External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.

eNROL, the module enrolment system, is now open until Monday 21 October 2019 8:59AM, for students wishing to make changes to their module options.

Key

Core You must take this module You must pass this module. No failure can be permitted.
Core with Options You can choose which module to study
Compulsory You must take this module There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Compulsory with Options You can choose which module to study
Optional You can choose which module to study

Year 3 - 2021/22

Component Number Module Code Module Title Status Credits
01 PA251-6-AU Therapeutic Communication Skills Core 30
02 PA211-6-SP Organisational Dynamics Compulsory 30
03 PA250-6-FY Reflective Practice and Professional Development Core 15
04 PA133-6-SP Group Relations and Professional Life Compulsory 15
05 PA254-6-FY Dissertation Core 30

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

Programme aims

This programme aims to provide students with an experiential, work-based and theoretical understanding of the problems faced by individual who find themselves in need of care, support and containment within our society. It provides a firm foundation for a career in a caring profession, whether education, health or social care, e.g. work with troubled infants in nurseries, children with emotional and behavioural difficulties in schools or children’s homes, adults in social care and mental health settings, the elderly or those with learning difficulties. It also provides a solid basis in psychodynamic thinking, child, adolescent and adult development, and the dynamics of therapeutic interventions in organisations.

Overerall, the programme offers a 'psycho-social' approach to care, underpinned by a long tradition in psychoanalysis, whereby the distorted communication between the clients, between clients and carers, and between carers and other professionals - all of this occurring within an institutional framework - can be understood and turned into a therapeutic process.

More particularly, this programme aims:

1. To provide a basic psychoanalytic vocabulary and understanding of the unconscious dimension of relationships, communication and emotional containment
2. To introduce students to the context and experience of employment within the caring professions
3. To provide a psychodynamic perspective on child, adolescent and adult development and difficulties
4. To develop students’ understanding of the principles of psychodynamic observation as a way of understanding individuals, groups and institutions
5. To understand the role of emotions in learning, behaviour, and social development
6. To understand the psychodynamics of working in groups and institutions
7. To understand therapeutic and anti-therapeutic processes in institutions
8. To develop a psychodynamic understanding of the effect of disruptive behaviour on the institution and the therapeutic potential of psychodynamic management of the institution
9. To provide a space and process by which students can explore and reflect upon the intersection between their academic, personal and professional selves
10. To develop the students' understanding of reflective practice and what is required to become a reflective practitioner


Learning outcomes and learning, teaching and assessment methods

On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:

A: Knowledge and understanding

A1 Knowledge of psychoanalytic vocabulary and capacity to describe the unconscious dimensions of relationships, communication and emotional containment.
A2 Knowledge and understanding of the unconscious factors in group structuring and functioning.
A3 Grasp of the impact of an institution on an individual and of an individual on an instituion.
A4 Psychodynamic understanding of the emotional factors that affect learning, relationships and behaviour.
A5 Knowledge of the psychodynamics of human development and disturbance
A6 Knowledge of the psychodynamic understanding of trauma and its influence on individuals and organisations
Learning Methods: The programme makes use of theoretical seminars (A1, A4), lectures, practice orientated seminars (A2, A5, A6), work-based practice (A2, A3, A4, A6), the experience of reflective groups and psychodynamic group observation (A2, A3, A6).

Assessment Methods: Essays, presentation, take home test, case study, reflective report, work-based learning report, observation summary

B: Intellectual and cognitive skills

B1 To define and use specific psychoanalytic concepts describing relationships and communication, including transference, counter-transference, projection, introjection, etc
B2 To describe psychoanalytically the unconscious factors in group structuring and functioning, such as anxiety, defences against anxiety, authority and leadership.
B3 To describe in psychoanalytic terms the impact of an institution on an individual and of an individual on an institution.
B4 To describe the emotional factors that affect learning, relationships and behaviour.
B5 To describe psychoanalytically therapeutic and anti-therapeutic factors in relationships and organisations, the family and community.
B6 To discern unconscious dynamics in wider society, politics and culture (e.g. in relation to gender, race, disability, etc.).
Learning Methods: The programme makes use of theoretical seminars (B1, B4), lectures, practice orientated seminars (B2, B5, B6), work-based practice (B4, B6), the experience of reflective groups and psychodynamic group observation (B2. B3, B6). In addition, students learn how to carry out psychodynamically informed social observations, and through work-based practice, focus their theoretical understanding on specific settings and situations.
Assessment Methods: Formal assessment is by essay, observation summaries and clinical case studies. The formal assessment is aided by formative assessment by work-based supervisors, to guide students’ work and the integration of theory and practice. The case studies assess the students’ work with respect to their knowledge of specific concepts and clinical strategies, and more particularly, a range of skills, which emerge as foci of the theoretical and experiential learning

C: Practical skills

C1 Capacity for psychodynamic observation.
C2 Capacity to recognize and describe situations and interactions in institutions in psychodynamic terms.
C3 Capacity to recognise and describe behaviour, including learning behaviour, in rleation to emotional dynamics.
C4 Capacity to analyse difficulties of individuals in terms of problems of relationships and of institutional factors.
C5 To carry out a piece of sustained work focussed on one individual.
C6 Capacity for use of self in reflective approach to practice.
Learning Methods: The programme makes use of theoretical seminars (C1), clinically orientated seminars (C2, C3), work-based clinical practice (C4), the experience of group relations and psychodynamic group observation. In addition, students learn how to carry out psychodynamically informed social observations (C2, C3), and through work-place supervised practice (C1, C2, C3, C4, C5) and performative assessment, focus their theoretical understanding on specific settings and situations. Their supervised practice provides the main setting for the development of specific skills.
Assessment Methods: Formal assessment is by essay, observation summaries and clinical case studies. The formal assessment is aided by formative assessment by work-based supervisors, to guide students’ work and the integration of theory and practice. The case studies assess the students’ work with respect to their knowledge of specific concepts and clinical strategies, and more particularly, a range of skills, which emerge as foci of the theoretical and experiential learning

D: Key skills

D1 To communicate effectively with colleagues and with clients.
D2 To use e-mail, Moodle and electronic submission of assessed work.
D3 NA
D4 To develop a capacity to make a formulation based on psychodynamic understanding and to take a view on appropriate therapeutic interventions; to decide on specific topics for essays.
D5 To work effectively in an institutional setting, in which collaboration is the basic aim as well as therapeutic process.
D6 To work independently, including through e-based learning and to learn through practice and self-reflection, to engage in independent research towards a dissertation.
Learning Methods: The programme makes use of theoretical seminars (D1, B4), lectures, practice orientated seminars (D1, D5), work-based practice (D5), the experience of reflective groups and psychodynamic group observation (D1. D5). In addition, students learn how to carry out psychodynamically informed social observations, and through work-based practice, focus their theoretical understanding on specific settings and situations (D4). Students also make presentations linked to an individual research project (D1, D6)
Assessment Methods: Formal assessment is by essay, observation summaries and clinical case studies. The formal assessment is aided by formative assessment by work-based supervisors, to guide students’ work and the integration of theory and practice. The case studies assess the students’ work with respect to their knowledge of specific concepts and clinical strategies, and more particularly, a range of skills, which emerge as foci of the theoretical and experiential learning


Note

The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Should you have any questions about programme specifications, please contact Course Records, Quality and Academic Development; email: crt@essex.ac.uk.