PA961-7-AU-CO:
Psychodynamic Theory and Practice 1
2023/24
Psychosocial and Psychoanalytic Studies
Colchester Campus
Autumn
Postgraduate: Level 7
Current
Thursday 05 October 2023
Friday 15 December 2023
15
24 August 2023
Requisites for this module
(none)
(none)
(none)
(none)
PA969
MA C89D24 Psychodynamic Counselling and Psychotherapy,
MA C89D36 Psychodynamic Counselling and Psychotherapy (3 year),
MA C89D48 Psychodynamic Counselling and Psychotherapy (4 year),
MA C89DFD Psychodynamic Counselling and Psychotherapy (3 year)
This module provides theoretical seminars, workshops and clinical discussion groups. The theory seminars consolidate the understanding of issues facing clients and further reinforce the students' understanding of key psychodynamic concepts and symptomatic behaviour/presentations. The workshops will focus on particular areas of practice or understanding to supplement the theory seminars and to provide experiential learning about the issues under consideration.
The clinical seminars help you make further use of the theoretical readings in your placement work and in developing further your clinical role. The clinical seminars will further promote your ability to reflect on and learn about your own work using the observations of others, to learn from the work of others, and to bring creative clinical thinking to bear on a range of cases.
Overall the module aims to further students' understanding of the connections between theory and practice as they embark on their clinical work.
This module aims at helping students:
1. To facilitate the taking up of the professional role of counsellor through linking theory to practice
2. To extend the understanding of the clinical role in context
3. To provide practical and theoretical support in approaching the challenges of placement
4. To broaden understanding of client presentations
5. To broaden understanding of ways of working with clients
By the end of the module you should be able to:
1. Have a deeper understanding of the professional role of counsellor
2. Understand the basics of psychodynamic theory and its application to practice
3. Have greater confidence in taking up the role
4. Be familiar with a range of client presentations
5. Be familiar with and develop skill in a range of different techniques used in psychodynamic work
No additional information available.
Theory seminars will consist of lectures and discussions, sometimes led by student presentations.
Workshops will be varied, with different methods such as discussion, role-play, audio-visual material to respond to and other experiential exercises
Clinical seminars will consist of presentation of client work by students which will then be discussed in the group.
On alternate weeks there will be shorter workshops followed by an experiential group.
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Ellen Noonan (2000) ‘The counselling relationship’, in
Counselling young people. London: Routledge. Available at:
http://www.taylorfrancis.com/books/mono/10.4324/9780203408513/counselling-young-people-ms-ellen-noonan-ellen-noonan.
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Lanyado, M. and Horne, A. (2009) ‘Chapters 1, 2 and 3’, in M. Lanyado and A. Horne (eds)
The handbook of child and adolescent psychotherapy: psychoanalytic approaches. Second edition. Hove, East Sussex: Routledge, pp. 157–174. Available at:
https://doi.org/10.4324/9780203877616.
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Gray, A. (2014)
An introduction to the therapeutic frame. Routledge mental health classic editions. Hove: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315882185.
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Waldburg, C. (2012) ‘Preparing the room’, in L. French and R. Klein (eds)
Therapeutic practice in schools: working with the child within?: a clinical workbook for counsellors, psychotherapists, and arts therapists. Hove: Routledge. Available at:
https://doi.org/10.4324/9780203806159.
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Abrahams, D. and Rohleder, P. (2021a)
Clinical Guide to Psychodynamic Psychotherapy. London: Taylor & Francis Ltd. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=6468481.
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Lemma, A. (2016b)
Introduction to the practice of psychoanalytic psychotherapy. Second edition. Chichester, West Sussex: Wiley Blackwell. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1072262.
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Barwick, N. (1995) ‘Pandora’s box: An investigation of essay anxiety in adolescents’, Psychodynamic Counselling, 1(4), pp. 560–575.
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Trevatt, D. (2012) ‘“ Recognising defences, resistance and anxieties”, Chapter 2’, in L. French and R. Klein (eds)
Therapeutic practice in schools: working with the child within?: a clinical workbook for counsellors, psychotherapists, and arts therapists. Hove: Routledge. Available at:
https://www.taylorfrancis.com//books/9781136653315.
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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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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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French, L. and Klein, R. (eds) (2012)
Therapeutic practice in schools: working with the child within?: a clinical workbook for counsellors, psychotherapists, and arts therapists. Hove: Routledge. Available at:
http://www.taylorfrancis.com/books/9781136653315.
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Joseph, B. (1988) ‘“Transference: the Total Situation”’, in E.B. Spillius (ed.)
Melanie Klein today: developments in theory and practice. London: Routledge. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203358894-8/transference-total-situation-betty-joseph.
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Mak-Pearce, G. (2001) ‘Engaging troubled adolescents in six-session psychodynamic therapy’, in G. Baruch (ed.)
Community-based psychotherapy with young people: evidence and innovation in practice. Hove: Brunner-Routledge. Available at:
http://www.taylorfrancis.com/books/e/9780203361030/chapters/10.4324/9780203361030-12.
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Salinger, H.A. (2012) ‘‘Transference and counter-transference’, Chapter 3’, in L. French and R. Klein (eds)
Therapeutic practice in schools: working with the child within?: a clinical workbook for counsellors, psychotherapists, and arts therapists. Hove: Routledge. Available at:
https://www.taylorfrancis.com//books/9781136653315.
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Joseph, B. (1988) ‘“Projective Identification - some clinical aspects”’, in E.B. Spillius (ed.)
Melanie Klein today: developments in theory and practice. London: Routledge. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9780203358832.
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Alvarez, A. (1983) ‘Problems in the use of the counter-transference: Getting it across’,
Journal of Child Psychotherapy, 9(1), pp. 7–23. Available at:
https://doi.org/10.1080/00754178308256773.
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Isaac, S. (1948) ‘The Nature and Function of Phantasy’,
International Journal of Psychoanalysis, 29, pp. 73–97. Available at:
https://pep-web-org.uniessexlib.idm.oclc.org/search/document/ijp.029.0073a.
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Beaumont, M. (1991) ‘Reading between the lines: The child’s fear of meaning’,
Psychoanalytic Psychotherapy, 5(3), pp. 261–269. Available at:
https://doi.org/10.1080/02668739100700131.
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O’Shaughnessy, E. (1988) ‘“W. R. Bion”s theory of thinking and new techniques in child analysis’’, in E.B. Spillius (ed.)
Melanie Klein today: developments in theory and practice. London: Routledge. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203358894-19/bion-theory-thinking-new-techniques-child-analysis-edna-shaughnessy.
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Lago, C. (2006)
Race, culture and counselling: the ongoing challenge. 2nd ed. Maidenhead: Open University Press. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=233994&site=ehost-live.
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Horne, A. and Lanyado, M. (eds) (2009) ‘Race, culture and the therapeutic process’, in
The handbook of child and adolescent psychotherapy: psychoanalytic approaches. 2nd ed. Boca Raton, FL: Routledge, an imprint of Taylor and Francis. Available at:
https://www.taylorfrancis.com/chapters/edit/10.4324/9780203877616-15/race-culture-therapeutic-process-iris-gibbs?context=ubx.
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Music, G. (2017a)
Nurturing natures: attachment and children’s emotional, sociocultural and brain development. Second Edition. Abingdon: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315656939.
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Ogden, T.H. (1992)
Projective identification and psychotherapeutic technique. London: Maresfield Library. Available at:
http://www.taylorfrancis.com/books/9780429478574.
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Music, G. (2017b)
Nurturing natures: attachment and children’s emotional, sociocultural and brain development. Second Edition. Abingdon: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315656939.
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Schore, A.N. (2001) ‘Minds in the Making: Attachment, The Self-Organizing Brain, and Developmentally-Oriented Psychoanalytic Psychotherapy’,
British Journal of Psychotherapy, 17(3), pp. 299–328. Available at:
https://doi.org/10.1111/j.1752-0118.2001.tb00593.x.
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Gerhardt, S. (2015)
Why love matters: how affection shapes a baby’s brain. Second edition. Hove: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315758312.
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United Kingdom Council for Psychotherapy. Professional Conference (2003)
Revolutionary connections: psychotherapy and neuroscience. Edited by J. Corrigall and H. Wilkinson. London: Karnac. Available at:
http://www.taylorfrancis.com/books/e/9780429479687.
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 |
Formative essay |
|
0% |
| Coursework |
Essay |
|
100% |
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
Prof Susan Kegerreis, email: skeger@essex.ac.uk.
Professor Susan Kegerreis
Student Administrator 5A.202; Tel: 01206 873745; Email: ppspgt@essex.ac.uk
No
No
Yes
Mr Mike Keating
Wessex Counselling and Psychotherapy
Head of Training
Available via Moodle
Of 152 hours, 123 (80.9%) hours available to students:
29 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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