PA966-7-FY-CO:
Different Approaches
2023/24
Psychosocial and Psychoanalytic Studies
Colchester Campus
Full Year
Postgraduate: Level 7
Current
Thursday 05 October 2023
Friday 28 June 2024
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 broadens the range of interventions familiar to the students. It covers other applications of psychodynamic thinking, in family, group and shorter-term work, and then introduces the students to other orientations in work with children and adolescents. It will not provide sufficient grounding in these other approaches for the students to be proficient in them, but will provide enough for the students to understand the basic ideas underpinning them so they can have a respectful awareness of where psychodynamic thinking sits in the wider range of potential interventions. The module also covers assessment, so that the students can be alert to issues informing choice of treatment.
• To enable students to use their psychodynamic understanding in flexible ways
• To enable students to understand how their psychodynamic thinking can help them work with groups, parents and others
• To make students aware of how their psychodynamic understanding can be adapted to short and very short term work as well as longer term counselling
• To bring to students the awareness of other orientations to facilitate constructive relationships with other services
• To enable students to understand where psychodynamic thinking is situated in a wider range of approaches
• To lay the foundations for students to be able to make informed judgements as to what is the most appropriate intervention in particular cases
By the end of the module you should be able to:
• apply psychodynamic understanding flexibly to different interventions
• use psychodynamic thinking in relation to groups, families, parents and others
• adapt psychodynamic work to short and very short-term models
• have sufficient knowledge of them to have constructive connections with other colleagues and services
• understand where psychodynamic thinking is situated in a wider range of approaches
• understand the assessment task and of issues of choice of treatment and treatment of choice
No additional information available.
There will be lectures and presentations in the theory seminars, some from course staff and others from visiting experts in different approaches. Workshops will be used in a flexible way to practise and gain experiential awareness of key issues in other approaches.
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Mearns, D., Thorne, B. and McLeod, J. (2013)
Person-Centred Counselling in Action. 4th Revised edition. London: SAGE Publications Ltd. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/928768.
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Sanders, P. (2006) Person-centred Counselling Primer. Manchester: PCCS Books.
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Bateman, A. and Fonagy, P. (2013)
Mentalization-Based Treatment for Borderline Personality Disorder. Oxford University Press, USA. Available at:
https://doi.org/10.1093/med:psych/9780199680375.001.0001.
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Strawbridge, S.
et al. (eds) (2016)
The handbook of counselling psychology. Fourth edition. Los Angeles: SAGE. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1354742.
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Burns, T. (2014) Our necessary shadow: the nature and meaning of psychiatry. London: Penguin Books.
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Edwards, J. and Maltby, J. (1998) ‘Holding the child in mind: Work with parents and families in a consultation service’,
Journal of Child Psychotherapy, 24(1), pp. 109–133. Available at:
https://doi.org/10.1080/00754179808414807.
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Klein, R. (2012) ‘Meeting with parents or carers’, 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, pp. 113–123. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203806159-15/meeting-parents-carers-reva-klein?context=ubx&refId=196699ee-1436-40d7-8401-fb2cccbf79c1.
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Klauber, T. (1998) ‘The significance of trauma in work with the parents of severely disturbed children, and its implications for work with parents in general’,
Journal of Child Psychotherapy, 24(1), pp. 85–107. Available at:
https://doi.org/10.1080/00754179808414806.
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Bower, M. (1995) ‘White city toy library: a therapeutic group for mothers and under-5s’, in J. Trowell and M. Bower (eds)
The emotional needs of young children and their families: using psychoanalytic ideas in the community. London: Routledge. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203135129-16/white-city-toy-library-therapeutic-group-mothers-5s-therapeutic-group-mothers-5s-marion-bower?context=ubx&refId=7c5c7543-d484-488d-be29-bd437b53438c.
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Kegerreis, S. (1993) ‘From a gang of two back to the family’,
Psychoanalytic Psychotherapy, 7(1), pp. 69–83. Available at:
https://doi.org/10.1080/02668739300700061.
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Canham, H. (2002) ‘Group and gang states of mind’,
Journal of Child Psychotherapy, 28(2), pp. 113–127. Available at:
https://doi.org/10.1080/00754170210143753.
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Kegerreis, S. (2010c) ‘Understanding and Working with Groups’, in
Psychodynamic counselling with children and young people: an introduction. Basingstoke: Palgrave Macmillan, pp. 91–99. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/15765.
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Coren, A. (1996) ‘Brief therapy - base metal or pure gold?’,
Psychodynamic Counselling, 2(1), pp. 22–38. Available at:
https://doi.org/10.1080/14753639608411261.
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George Mak-Pearce (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, pp. 15–24. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203361030-12/engaging-troubled-adolescents-six-session-psychodynamic-therapy-george-mak-pearce?context=ubx&refId=5da9fc86-7575-4e74-ad4e-9dbb84aff66e.
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Searle, L.
et al. (2011) ‘The young people’s consultation service: an evaluation of a consultation model of very brief psychotherapy’,
British Journal of Psychotherapy, 27(1), pp. 56–78. Available at:
https://doi.org/10.1111/j.1752-0118.2010.01222.x.
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McArthur, K. and Cooper, M. (2018) ‘Evaluating Counselling’, in Sue Pattison and Maggie Robson (eds) The handbook of counselling children and young people. Second edition. London: SAGE.
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Stefania Putzu-Williams (2012) ‘The Assessment Process’, 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, pp. 99–112. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203806159-14/assessment-process-stefania-putzu-williams?context=ubx&refId=8e2e5fe1-61a9-464b-918c-f5a38f759618.
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Kegerreis, S. (2010a) ‘Assessment’, in
Psychodynamic counselling with children and young people: an introduction. Basingstoke: Palgrave Macmillan, pp. 164–175. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/15765.
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Hinshelwood, R.D. (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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Waddell, M. (2002) ‘The assessment of adolescents: preconceptions and realizations’,
Journal of Child Psychotherapy, 28(3), pp. 365–382. Available at:
https://doi.org/10.1080/0075417021000022586.
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Dalley, T. (ed.) (2015)
Art as Therapy. London: Taylor & Francis Ltd. Available at:
https://www.taylorfrancis.com/books/9780203134825.
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Wright, D.L.S. (2022)
The physical and virtual space of the consulting room: room-object spaces. London, England: Routledge. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.4324/9781003188117.
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 |
|
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
Dr Deborah Wright, email: dlswri@essex.ac.uk.
Dr Deborah Wright
Student Administrator 5A.202;
Tel: 01206 873745
Email: ppspgt@essex.ac.uk
No
No
No
Mr Mike Keating
Wessex Counselling and Psychotherapy
Head of Training
Available via Moodle
Of 18 hours, 18 (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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