PA228-6-AU-CO:
Counselling Skills with Children and Adolescents - Theory
2023/24
Psychosocial and Psychoanalytic Studies
Colchester Campus
Autumn
Undergraduate: Level 6
Current
Thursday 05 October 2023
Friday 15 December 2023
15
21 August 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BA LCJ8 Sociology with Psychosocial Studies (Including Placement Year),
BA LJ8C Sociology with Psychosocial Studies (Including Year Abroad),
BA LJC8 Sociology with Psychosocial Studies
You will study the nature of the counselling relationship, consider how to develop a therapeutic alliance, and the overall process of counselling. You will explore issues of assessment and formulation, understanding the underlying verbal and non-verbal communication, including the application of skills and techniques utilised, for example, in art and play, and how all this works within the psychodynamic framework that the module supports.
This module aims to provide a theoretical understanding of psychodynamic counselling with children and adolescents. While this module cannot provide a counselling qualification, students will be learning about how counselling skills are used in practice both through case examples found in readings and through workshops.
By the end of the module students should:
• Have an understanding of the principles of psychodynamic thinking
• Have a grasp of key skills in supportive work with children and adolescents
• Have an understanding of the dynamics of relationships and encounters between staff and children/adolescents
The readings below will be helpful to give you an introductory grasp of the some of the main ideas and concepts commonly used in the module you have chosen. Do not be concerned if you cannot take all this in straight away – that is not important. It is more important to get a feeling for the approach overall. We are very pleased you are coming to study with us and we warmly welcome you into our learning community.
Chris Nicholson – Director of Education
‘Key psychoanalytic concepts’ by Trowell, J. in The Emotional Needs of Young Children and Their Families. Ed. Routledge;
‘Psychodynamics: A Changing Theory’ in Leiper, R. and Maltby, M. (2004) The Psychodynamic Approach to Therapeutic Change. London: Sage. (pp 12-33)
‘Defining the Theory: Psychodynamics’ in Michael Preston-Shoot and Agass, D. (1999) Making Sense of Social Work. London: Palgrave McMillan.
Seminar - Students will discuss readings on theoretical and practical aspects of counselling relationships with children and adolescents. There will be a reflective group and the beginning and end of this module
Workshop – Students will participate in experiential workshops to practice new skills and to deepen their understanding. Students will also participate in two reflective groups
The module balances academic study and discussion of the issues along with active participation in weekly workshops and attendance at two reflective groups. Reflective groups provide both a chance to reflect more widely upon the learning in this module and participate in an experiential event giving a first-hand sense of psychodynamic processes which form the foundation of the learning.
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Hopper, L. (2007a)
Counselling and psychotherapy with children and adolescents. Basingstoke: Palgrave Macmillan. Available at:
https://www-bloomsburycollections-com.uniessexlib.idm.oclc.org/monograph?docid=b-9781350390560.
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Leiper, R. and Maltby, M. (2004a)
The psychodynamic approach to therapeutic change. London: Sage Publications. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=354897&pq-origsite=primo.
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Noonan, E. (2000)
Counselling young people. London: Routledge. Available at:
http://www.taylorfrancis.com/books/9780203408513.
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Kegerreis, S. (2010a)
Psychodynamic counselling with children and young people: an introduction. Basingstoke: Palgrave Macmillan. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/344005.
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Leiper, R. and Maltby, M. (2004c)
The psychodynamic approach to therapeutic change. London: Sage Publications. Available at:
https://sk.sagepub.com/books/the-psychodynamic-approach-to-therapeutic-change.
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Sternberg, J. (2005)
Infant observation at the heart of training. London: Karnac. Available at:
http://www.taylorfrancis.com/books/9780429475870.
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Meares, R. (2005)
The metaphor of play: origin and breakdown of personal being. 3rd ed. Hove: Routledge. Available at:
http://www.taylorfrancis.com/books/9780203015810.
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Hoxter, S. (2002) ‘Play and communication’, in
The Child psychotherapist and problems of young people. London: Karnac, pp. 202–231. Available at:
https://www.taylorfrancis.com/books/e/9780429472817.
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Kegerreis, S. (2010g)
Psychodynamic counselling with children and young people: an introduction. Basingstoke: Palgrave Macmillan. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?pq-origsite=primo&docID=4762791.
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Hopper, L. (2007b)
Counselling and psychotherapy with children and adolescents. Basingstoke: Palgrave Macmillan. Available at:
https://www-bloomsburycollections-com.uniessexlib.idm.oclc.org/monograph?docid=b-9781350390560.
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Case, C. and Dalley, T. (2014)
The handbook of art therapy. Third edition. Hove: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315779799.
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Winnicott, D.W. (1971)
Therapeutic consultations in child psychiatry. London: Hogarth Press [for] the Institute of Psycho-Analysis. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/ipl.087.0001a.
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Marshall-Tierney, J. (2010) ‘Melting muddy mixtures?: an exploration of the art psychotherapy process with an adolescent boy in a therapeutic community’, in
Children and adolescents in trauma: creative therapeutic approaches. London: Jessica Kingsley. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=581448.
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Winnicott, C. and Kanter, J.S. (2004)
Face to face with children: the life and work of Clare Winnicott. London: Karnac. Available at:
http://www.taylorfrancis.com/books/9780429474507.
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R. D. Hinshelwood (1991) ‘Psychodynamic Formulation in assessment for psychotherapy’,
British Journal of Psychotherapy, 8(2), pp. 166–174. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/bjp.008.0166a.
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McGoldrick, M., Gerson, R. and Petry, S.S. (2008) Genograms: assessment and intervention. 3rd ed. New York: W.W. Norton.
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Mak-Pearce, G. (2001) ‘Engaging troubled adolescents in six-session psychodynamic therapy’, in
Community-based psychotherapy with young people: evidence and innovation in practice. Hove: Brunner-Routledge. Available at:
https://www.taylorfrancis.com/books/e/9780203361030.
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Temperley, J. (no date) ‘The implications for social work practice of recent psycho-analytic developments *.’ Available at:
https://moodle.essex.ac.uk/pluginfile.php/600532/mod_resource/content/1/Temperley.pdf.
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Malan, D.H. (1995)
Individual psychotherapy and the science of psychodynamics. 2nd ed. Oxford: Butterworth. Available at:
http://www.taylorfrancis.com/books/9780429254673.
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Carpy, D. (1989) ‘Tolerating the countertransference: a mutative process.’,
The international journal of psychoanalysis, 70, pp. 287–294. Available at:
https://search.proquest.com/docview/1298182719/7EBA24B6EEB24932PQ/16?accountid=10766.
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Hamish Canham (2004) ‘Spitting, kicking and stripping: technical difficulties encountered in the treatment of deprived children’,
Journal of Child Psychotherapy, 30(2), pp. 143–154. Available at:
https://doi.org/10.1080/00754170410001727013.
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Hinshelwood, R.D. (1994) Clinical Klein. London: Free Association Books.
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 1 |
|
50% |
| Coursework |
Essay 2 |
|
50% |
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
Miss Oyku Turker, email: ot19081@essex.ac.uk.
Student Administration 5A.202; telephone 01206 874969; email ppsug@essex.ac.uk
Yes
Yes
Yes
Dr Anthony John Faramelli
Goldsmiths
Lecturer in Visual Cultures
Available via Moodle
Of 30 hours, 30 (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.
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