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Therapeutic Communication and Therapeutic Organisations

Course overview

(FdA) Foundation Degree of Arts
Therapeutic Communication and Therapeutic Organisations
Current
University of Essex
University of Essex
Psychosocial and Psychoanalytic Studies
Southend Campus
Foundation Degree
Full-time
Health Studies
Psychology
None
FDA LX51ST
http://www.essex.ac.uk/students/exams-and-coursework/ppg/ug/default.aspx
15/04/2017

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

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 an experiential, work-based and theoretical understanding of the problems faced by children and young people in difficulty at school and with their families and society more generally.

Many end up in residential care centres, others become the objects of concern because of learning difficulties or antisocial behaviour.

In all instances, the institutions in which they find themselves can be disrupted by them or can misunderstand their needs and the disruptive ways that they express them, or can become instruments for helping them.

This programme offers a ‘‘psycho-social' view and process, underpinned by a long tradition in psychoanalysis, whereby the distorted communication between the young people, between them and staff, between staff themselves

- all of them in an institutional framework

- can be understood and turned into a therapeutic process.

The same view and process can be applied to adults, and adult centres will be added to our programmes as it develops.

More particularly, this programme aims:

1. To utilise the students' existing work experience to introduce psychodynamic concepts

2. To provide a basic psychoanalytic vocabulary and understanding of the unconscious dimension of relationships, communication and emotional containment

3. To understand the psychodynamics in working groups and institutions

4. To understand the principles of psychodynamic observation as a way of understanding institutions

5. To understand the role of emotions in learning, and the differences from the role of behaviour in learning

6. To develop a psychodynamic understanding of the effect of disruptive behaviour on the institution and the therapeutic potential of a psychodynamic management of the institution

7. To understand a basic model of emotional functioning in individuals, groups and therapeutic and educational processes in institutions

8. To explore ideas related to hope and the therapeutic process.

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 To defind and use psychoanalytic concepts to understand and describe relationships and communication
A2 To show a psychoanalytic understanding of the unconscious factors in group structuring and functioning.
A3 To demonstrate a psychoanalytic grasp of the impact of an institution on an individual and of an individual on an institution.
A4 To understand psychoanalytically the emotional factors that affect learning, and the progression from emotional learning to emotional understanding, and their relationship to behaviour.
A5 To demonstrate a psychoanalytic understanding of emotions and their (failed) containment and management in groups to wider social settings, such as the family and community
A6 To identify sources of pessimism and optimism in individuals, groups and institutions.
Learning Methods: The programme makes use of theoretical seminars (A1, A4), clinically orientated seminars (A2, A5, A6), work-based clinical practice (A2, A3, A4, A6), the experience of group relations and psychodynamic group observation (A2, A3, A6).
Assessment Methods: Essays and exams

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, and the progression from emotional learning to emotional understanding, and their relationship to behaviour.
B5 To describe psychoanalytically the eruption, containment, management in groups, and in wider social settings, such as the family and community.
B6 To identify opportunities to consider with colleagues the sources of pessimism and optimism in individuals, groups and institutions, and to apply this recognition to working in institutions and planning for change.
Learning Methods: The programme makes use of theoretical seminars (B1, B4), clinically orientated seminars (B2, B5, B6), work-based clinical practice (B4, B6), the experience of group relations and psychodynamic group observation (B2.
B3, B6).
In addition, students learn how to carry out psychodynamically informed social observations, and through work-place supervised practice and performative assessment, focus their theoretical understanding on specific settings and situations
Assessment Methods: Essays and exams

C: Practical skills

C1 To recognize and describe specific situations in institutions, in psychoanalytic terms.
C2 To recognize and describe behaviour, including learning behaviour, as a result of emotional difficulties.
C3 To analyze difficulties of individuals in terms of problems of relationships and of institutional factors.
C4 To work effectively in an institutional setting, communicating and collaborating with colleagues.
C5 To carry out a piece of sustained clinical work.
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: Essays Dissertation

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 evolve therapeutic strategies; 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, especially through e-based learning and to learn through the practice, which is at the heart of the programme.
Learning Methods: The programme makes use of theoretical seminars (D2, D4, D6), clinically orientated seminars (D2, D4, D6), work-based clinical practice (D1, D5), the experience of group relations and psychodynamic group observation (D1, D5).

In addition, students learn how to carry out psychodynamically informed social observations, and through work-place supervised practice and performative assessment, focus their theoretical understanding on specific settings and situations (D1, D4, D5).

Their supervised practice provides the main setting for the development of specific skills.
In addition, their work takes place in an institution, in which collaboration between staff is continuous and essential
Assessment Methods: Mentoring report Essays Reflective report


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.