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: Knowledge of the range of available research approaches and an understanding of how this knowledge relates to their chosen area of research
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