PA212-6-SU-CO:
Mentoring and Supervision
2023/24
Psychosocial and Psychoanalytic Studies
Colchester Campus
Summer
Undergraduate: Level 6
Current
Monday 08 April 2019
Monday 20 May 2019
15
14 September 2021
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BA LX5C Therapeutic Communication and Therapeutic Organisations
This module is designed to enable the students to take up a mentoring or supervisory role in their organisation by equipping them with theoretical understanding of the dynamics of that role, and by considering in depth their mentoring or supervision experience
• Develop the students’ capacity to take up a more senior role in their agencies
• Improve their understanding of and skill in supervisory/mentoring relationships
• Recognise the basic models, aims and terminology used in mentoring, supervision and coaching
• Provide an experience in a mentoring role
By the end of the module students will have gained:
• A good understand of the theory of mentoring and supervision, and an introductory knowledge of coaching
• A greater understanding of the dynamics of the mentoring/supervision relationship
• An understanding of how the dynamic relationship between the mentoring couple reflects the mentee’s relationship with their clients and the organisational dynamics
• A capacity to intervene effectively in the mentoring relationship when problems occur
No additional information available.
Seminar 1 – Theory Seminar: Students will discuss readings on the topic of mentoring and supervision, primarily but not solely from a psychodynamic perspective.
Workshop 1 – Students have the opportunity to participate in brief mentoring sessions which others can observe. Each week some students will pair up as a mentor and mentee and participate in a brief mentoring session. This session acts as a live learning exercise - for the experience of mentoring, the developing of skills and a place to consider how the theory relates to the practice. We learn together in an open and reflective way. There will also be a Reflective Group at the end of this module.
Seminar 2 – Observation Seminar: Students will bring descriptions of mentoring experience gained in their workplace to present and discuss.
-
-
Garvey, B. (1995) ‘Peer Mentoring, Supported by a Consultant: Jane Smith with John Jones’, in Mentoring in Action: A Practical Guide for Managers. London, UK: Kogan Page, pp. 175–188.
-
Hughes, L. and Pengelly, P. (1997a) Staff supervision in a turbulent environment: managing process and task in front-line services. London: Jessica Kingsley.
-
Mattinson, J. and Tavistock Institute of Marital Studies (1992) The reflection process in casework supervision. 2nd ed. London: Institute of Marital Studies, Tavistock Institute of Human Relations.
-
Omand, L. (2009a)
Supervision in counselling and psychotherapy: an introduction. Basingstoke: Palgrave Macmillan. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4763907.
-
Erik de Haan and Yvonne Burger (2014) ‘Analytic Coaching: In Search of Insight’, in
Coaching with colleagues: an action guide for one-to-one learning. Second edition, revised. New York: Palgrave Macmillan, pp. 85–100. Available at:
https://link-springer-com.uniessexlib.idm.oclc.org/book/10.1057/9781137359209.
-
Jane Pooley (2006) ‘Layers of meaning: A coaching journey’, in
Executive coaching: systems-psychodynamic perspective. London: Karnac, pp. 113–130. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=366849&site=ehost-live&ebv=EB&ppid=pp_113.
-
Omand, L. (2009b)
Supervision in counselling and psychotherapy: an introduction. Basingstoke: Palgrave Macmillan. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4763907.
-
Hughes, L. and Pengelly, P. (1997b) Staff supervision in a turbulent environment: managing process and task in front-line services. London: Jessica Kingsley.
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 |
Description |
Deadline |
Coursework weighting |
| Coursework |
Essay |
|
|
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Marita Vyrgioti, email: m.vyrgioti@essex.ac.uk.
From Department of Psychosocial and Psychoanalytic Studies
Student Administrator, 5A.202, telephone 01206 874969, email ppsug@essex.ac.uk
No
Yes
No
Dr Anthony John Faramelli
Goldsmiths
Lecturer in Visual Cultures
Available via Moodle
Of 5 hours, 5 (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), module, or event type.
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, 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 modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
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.