Diploma of Higher Education in Contemporary Psychodynamic Counselling. New Programme Specification. 1. Awarding Institution University of Leicester

Transcription

1 Diploma of Higher Education in Contemporary Psychodynamic Counselling New Programme Specification 1. Awarding Institution University of Leicester 2. Teaching Institution Institute of Lifelong Learning, 3. Programme accreditation Faculty of Education & Continuing Studies 4. Programme Title Diploma of Higher Education in Contemporary Psychodynamic Counselling 5. Programme Director Angela MacLeod/Aileen Coupe 6. Date of submission/revision November Benchmarking group n/a 8. Aims of programme The Diploma of Higher Education in Contemporary Psychodynamic Counselling provides a professional training in counselling for students who have successfully completed the Certificate of HE in Counselling at the University of Leicester, or an equivalent course carrying 120 credits at level 1. It will provide the knowledge, skills and expertise needed to be eligible for individual registration with the National Register of Counsellors, or for individual accreditation with the British Association of Counselling & Psychotherapy (BACP), when the requisites number of hours of practice and personal therapy have been completed. The Diploma provides an opportunity for personal and career development and for the development of sufficient competence to work in a professional capacity as counsellors. The aims of the programme are: To provide students with an in-depth understanding of the theory and practice of psychodynamic counselling as it applies to the modern world and preparation for professional employment as a counsellor. To provide learning opportunities that will enable students to develop competence in using psychodynamic counselling skills in therapeutic relationships with real clients.

2 To provide a learning environment in which students will feel safe and secure enough to explore aspects of their own personal development that will relate to their professional development as counsellors. To provide opportunities in a learning environment for students to explore their own values, beliefs, attitudes and prejudices that may have an impact on their relationships with others in a personal or employment context To facilitate the development of competence in ethical decision-making, that underpins and contains psychotherapeutic work in a professional context To enable students to develop the capacity to critically evaluate academic texts related to counselling & psychotherapy that can be applied to analysing the complexities of counselling theory and practice. To provide a link between research and the practice of counselling. 9. Intended learning outcomes and the means by which they are achieved and demonstrated. A. Knowledge and Understanding (1) Demonstration of scholarship appropriate to the level of the award: mastery of an appropriate body of knowledge Intended learning outcomes A comprehensive understanding of the psychoanalytic principles that underpin the practice of counselling in the modern world How achieved A combination of lectures, tutorials, seminars, video presentations, and private study. How demonstrated Successful completion of coursework assignments, including essays and case studies. 2

3 (2) Understanding of key concepts and techniques Intended learning outcomes An in depth understanding of the key concepts and techniques that inform the practice of psychodynamic counselling Demonstrate an ability to maintain a secure therapeutic frame Demonstrate use of unconscious processes and an ability to recognise defensive behaviour in practice. Demonstrate the use of transference and countertransference in practice in a therapeutic relationship Demonstrate an understanding of contemporary psychoanalytic models of human growth and development as relevant to practice. Demonstrate ways in which an understanding of diversity in society influences practice. How achieved A combination of lectures, tutorials, seminars, video presentations, oral presentations and private study. Supervision, Seminars, role play sessions and private study Supervision, Lectures, seminars, video presentations, role play sessions and private study, personal development group Supervision, Video presentations, role play sessions Lectures, seminars, supervision and private study Supervision, Video presentations, role play, experiential exercises, seminars How demonstrated Successful completion of coursework assignments, including essays and case studies. Successful completion of coursework assignments, including supervision and placement reports and case studies. Supervision report Analysis of case study material, self and peer appraisal Successful completion of coursework assignments, including supervision and placement reports and case studies. Successful completion of coursework assignments, including supervision and placement reports, case studies and personal learning journal Successful completion of coursework assignments, including supervision and placement reports, case studies and personal learning journal. (3) Critical analysis of key issues Intended learning outcomes An ability to critically evaluate key concepts of psychodynamic theory in a contemporary framework. An ability to critically evaluate psychodynamic theory as is relates to practice with real clients. How achieved Research for and writing of assignments, tutorials, group discussion Participation in practical sessions that apply theory to practice How demonstrated Successful completion of coursework assignments Successful completion of taped counselling session and critique of session. 3

4 (4) Clear and concise presentation of material Intended learning outcomes Communicate concepts and arguments relevant to psychodynamic counselling, both orally and in writing How achieved Oral presentations. Participation in seminars and group discussions. Personal tutorials. Study skills training. Using example set by lecturers How demonstrated Successful completion of written assignments. Acceptable level of contribution to group discussion. Personal learning journal (5) Critical appraisal of evidence with appropriate insight Intended learning outcomes Demonstration of the use of insight in understanding communication, as influenced by contemporary psychodynamic theories. An ability to critically evaluate the evolution of psychodynamic theory and practice. How achieved Video presentations, lectures, observation of role play counselling, observation of interaction particularly in personal development group Seminar attendance and group discussion How demonstrated Successful completion of coursework assignments including essays and case studies. Journal observations of self and others. Successful completion of coursework assignments including a critique of relevant literature. B. Skills (1) Oral Communication Skills Intended learning outcomes Be able to provide effective oral communication of principal concepts and arguments Be able to give and receive appropriate critical feedback constructively. How achieved Oral presentations in seminars and group discussion Role play sessions, group discussion, personal development group How demonstrated Evaluation of seminar presentation. Self and peer assessment exercise and personal learning journal 4

5 (2) Written communication skills Intended learning outcomes Communicate knowledge of selected topics in writing. Be able to record and evaluate evidence How achieved Study skills training and coursework assignments How demonstrated Successful completion of written coursework assignments (3) Use of information technology Intended learning outcomes Demonstrate the acquisition and use of IT skills and a capacity to use word processing facilities and to access library information How achieved Use of IT facilities to research material associated with coursework assignments. Use of IT facility to process assignments. How demonstrated All relevant assignments being presented wordprocessed with evidence of having access to electronic sources. (4) Basic Numeracy Intended learning outcomes Have some understanding of interpreting numerical evidence as presented in research material How achieved Statistical data or other numerical material referred to during the course will be explained. How demonstrated Accurate reference to numerical material in coursework assignments if and when appropriate (5) Team Working Intended learning outcomes Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups Be able to form good, supportive, challenging and trusting relationships with others How achieved Seminar. Small group work regularly throughout the programme. Personal development group. Supervision, Personal development group, role play exercises How demonstrated Effective participation in group discussions. Relevant reflections in journal work Personal learning journal, critical evaluation of recorded counselling sessions. 5

6 (6) Problem solving Intended learning outcomes Demonstrate the ability to critically analyse case material using contemporary developmental models and psychoanalytic theory Demonstrate an understanding of ethical codes and their application to practice How achieved Supervision, Case discussion in small groups. Seminar presentation, supervision, role play, experiential exercises, discussion of ethical issues How demonstrated Successful completion of relevant coursework involving case material. Participation in group discussion Successful completion of course work assignments. Reflection in Personal learning journal (7) Skills for Lifelong Learning Intended learning outcomes Demonstrate a capacity for the acquisition of complex knowledge and skills Demonstrate an awareness of the need for continuing professional development Be able to manage time boundaries and limitations. (8) Counselling skills How achieved Attendance at seminars, tutorials group work, completion of all coursework assignments examinations Group discussion Requirement to produce assignments on-time How demonstrated Successful completion of the Diploma programme Personal learning journal Successful completion of coursework within time deadlines. Intended learning outcomes How achieved How demonstrated Demonstrate clinical competence in counselling sessions with clients Placement, supervision, experiential exercises and role play Successful Placement reports, supervision report, Assessment of tape recorded counselling Demonstrate an ability to make a clear formulation of clients difficulties and work with the formulation in practice. Placement, supervision, lectures, experiential exercises and role play sessions and case studies Successful Placement reports, supervision report, Assessment of tape recorded counselling sessions and case studies 6

7 10. Programme structures, requirements, levels, modules, credits and awards. A. Course outline (1) Duration, constituent elements, allocation of hours and attendance requirements. The The Diploma programme carries 120 credits at HE. Level 2. The course will take 24 months in total to complete. It will be taught as a two-year part-time course with 266 teaching hours in total. There will be 8 modules, 4 carrying 10 credits and 4 carrying 20 credits (all at level 2). One 10 credit module is called, "Supervised Practice" and will involve 50 hours of counselling placement practice, working with real clients, and 10 hours of individual supervision. Another 10 credit module is called, "Personal development Group Work", which will involve attendance at a small group facilitated by an experienced group therapist for 45 hours. Both the Supervised Practice and the Personal development group work 10 credit modules will be repeated in the first and second year of the programme. The 4 x20 credit modules will be taught in 15 sessions of 2 ¼ hours duration and one weekend workshop. Two 20 credit modules will be taught each year. The diploma will be offered at Vaughan College and Northampton Centre, as potentially both evening and daytime classes. All modules are compulsory and must be taken in sequence. Students are required to attend at least 80 percent of each module. Students will be required to spend time in private study related to each module of the programme, preparing for taught sessions and assignments. Approximately 110 hours of private study are expected for each taught module. All students will be allocated a personal tutor with whom they will meet for at least 2 half hour sessions each term. Personal tutors will discuss progress, study skills, personal and professional development and other topics as deemed to be appropriate. 7

8 A. (2) Constituent module titles, their length credit rating and mode This course comprises 4x10 credit modules and 4x20 credit modules (at H.E. Level 2) as follows: YEAR 1 Module 1: Module 2: Module 3 a: Module 4 a: Psychodynamic skills in Action (20 credits) Assessment and Ethics in Action (20 credits) Supervised Practice (10 credits) Personal development Groupwork (10 credits). YEAR 2 Module 5: Module 6: Module 3 b: Module 4 b: Common presenting issues in counselling (20 credits) Contemporary thinking in Psychodynamic Counselling (20 credits) Supervised Practice (10 credits) Personal Development Groupwork (10 credits). A (3) Assessment and awards Each module will be assessed independently using a variety of assessment methods. Students will be required to keep a personal reflective learning journal throughout the programme and part of the assessment of some modules will be a reflective learning journal statement. Assessment will be both formative and summative. The formative assessment will take place during course time and will include feedback to students on written work, group work, oral presentations, observations and role-play sessions. Summative assessment will include: Essays, tape recording of counselling sessions with real clients and critique, case studies, personal learning journal statement, supervisor reports and placement reports, classroom based assignments including self and peer assessment Each module will be assessed by assignments that are judged to be the equivalent of 4000 written words in terms of student effort. 8

9 Deadlines will be set for each piece of work. Wherever possible assignments will be double marked. Written feedback will be given on assignments where appropriate. An external examiner will be appointed who will approve the assessment procedures prior to commencement of the programme and see a sample of students work from each module. Their role is to monitor assessment procedures to ensure that the critical standards for a university certificate course are being maintained. A (4) Pattern of attendance I YEAR 1 Module 1: Module 2: Module 3 a: Module 4 a: Psychodynamic skills in Action (20 credits) Assessment and Ethics in Action (20 credits) Supervised Practice (10 credits) Personal development Groupwork (10 credits). YEAR 2 Module 5: Module 6: Module 3 b: Module 4 b: Common presenting issues in counselling (20 credits) Contemporary thinking in Psychodynamic Counselling (20 credits) Supervised Practice (10 credits) Personal Development Groupwork (10 credits). YEAR Module Timing Number of sessions 1 Psychodynamic skills in Action 1 Assessment and Ethics in Action 1 st +2 nd term 2 nd +3 rd term 1 Supervised Practice 1 st, 2 nd 1 Personal development Groupwork 2 Common presenting issues in counselling +3 rd term 1 st, 2 nd +3 rd term 1 st +2 nd term 15+1day 15+1day 50 hours+ 10 hours Duration of sessions 2 ¼ hrs+5 ¼ hours 2 ¼ hrs+5 ¼ hours 30 1 ½ hours 15+1day Total contact hours 1 hour 10 (+50*) 2 ¼ hrs+5 ¼ hours Private study hours

10 2 Contemporary thinking in Psychodynamic Counselling 2 Supervised Practice(b) 2 Personal development Groupwork (b) 2 nd +3 rd term 1 st, 2 nd +3 rd term 1 st, 2 nd +3 rd 15+1day 50 hours+ 10 hours 2 ¼ hrs+5 ¼ hours 30 1 ½ hours 1 hour 10 (+50*) term TOTAL 266 (+100*) * Hours of placement counselling practice Timetable Personal Development Group: Tuesday or Thursday Taught session Tuesday (with break) Individual supervision to be arranged to suit individuals. Personal tutorials to be arranged to suit individuals Counselling placements to be organised by individuals Support for Learning a) Library. Appropriate books will be ordered for the library at Vaughan College, Northampton Centre and the University library b) Study Skills. Study skills sessions are organised for all Certificate Students at Vaughan and Northampton. Basic study skills will be included in the programme, to include essay writing, effective reading, note taking and time management. c) IT. Students have access to word processing and information retrieval systems at both Vaughan College and Northampton Centre. d) Tutorials. All Certificate students will be allocated a personal tutor (who will be a member of academic staff or a visiting lecturer) and will be expected to meet with them for a minimum total of 3 hours each academic year. e) Handbook: A handbook giving full details of the programme, including module details, timetable, assessment details, student support services, reading lists, programme and university regulations will be produced for each year of the course. f) Handouts and reading materials will be provided for sessions as appropriate g) The Director of the Counselling in Psychotherapy Programme will be available to consult with students about their student support needs. h) Students Union. Students are entitled to restrictive membership of the Students Union. 10

11 i) Hardship Fund. Students may be entitled to receive help with fees and expenses from the University of Leicester hardship fund. Details can be found on the University of Leicester website. 12. Criteria for admission Potential students for the Diploma in HE in Counselling will have successfully completed a Foundation Course in Psychodynamic Counselling and will have the equivalent of 120 Credits at Level 1. Where this is not the Certificate of HE in Counselling offered by the University of Leicester, potential students will need to demonstrate that the course they followed, covered similar material to the Leicester course and that they have achieved a similar standard of counselling skills practice. Potential students should be able to demonstrate a serious commitment to study, have already demonstrated that they have a standard of general education appropriate to this level of study, and an ability to benefit from the course. They should usually have some experience of working in a paid or voluntary capacity in a role that provides help, guidance, support or care for others. 13. Evaluation and improvement of quality and standards A. Institute of Lifelong Learning Staff student consultative committee; comprised of two student representatives from each cohort, the programme director and visiting lecturers teaching on the programme. Meetings will take place once each term and minutes will be forwarded to the Programme Board. Students and staff will be invited to contribute their opinions and feedback from other students about the content, delivery and administration of the programme, and any other issues deemed to be appropriate. Undergraduate Counselling Programme Board: comprised of the Director of the Psychotherapy and Counselling Programme, programme directors for certificate and diploma courses, visiting lecturers teaching on these programmes, representatives from two other departments of the University, external examiner when the Board is acting as an examination board. The Programme Board will receive feedback from the Staff Student Consultative Committee and other forms of evaluation material collected from students. The Board will discuss changes to the programme and make recommendations. The Board will receive the external examiner's report. As required, the Board will approve assessment procedures in conjunction with the external examiner and convene as an Examination Board. Evaluation: forms will be distributed to students at the end of each module. Information from these forms will be collated and reported to the Programme Board. 11

12 B. University The Certificate Programme will be covered by regular University academic audit and review procedures. 14. Regulation of assessment The programme director and individual module tutors will mark all assignments. The Director of the Psychotherapy and Counselling Programme will mark a random sample of assignments. A sample of assignments will be sent to the external examiner, for each module. The Programme Board and the external examiner will approve the assignments scheduled before they are given to the students. Assignments will normally be awarded marks on the scale of percent, with 40 percent being the pass mark. Some assignments will be marked with merit/pass/fail. Students will only be allowed one attempt at resubmission of any specific assignment. Students must normally pass all assignments set for the first year modules of the programme in order to proceed to the modules offered in the second year. 15. Indicators of programme quality External examiners reports Staff student consultative committee minutes Academic Audit Student progression. The Programme Board will address issues of programme quality and maintain watching brief on course quality indicators. 16. General Course Reading List Bond, T. (2000). Standards and Ethics for Counselling in Action, second edition. London, Sage. Bramley, W. (1995). The Broad Spectrum Psychotherapist. London, Free Association Books. Bateman, A., Brown, D. & Pedder, J. (2000). An introduction to Psychotherapy. London, Routledge. Bollas, C. (1998). The Shadow of the Object. London, Karnac. 12

13 Casement, P. (1986). On Learning from the Patient. London, Tavistock publications. Cashden, S. (1988). Object Relations Therapy: Using the Relationship. London, W.W.Norton. Coren, A. (2001). Short-term Psychotherapy: a psychodynamic approach. Basingstoke, Palgrave. Elliott, A. (2002). Psychoanalytic Theory: an introduction. (2 nd ed.) Basingstoke, Palgrave. Grant, J. Crawley, J. (2000) Transference and Projection: Mirrors to the Self. Buckingham, Open University Press. Harding, C. (2001). Sexuality: psychoanalytic perspectives. Hove, Sussex, Brunner- Routledge. Horrocks, R. (2001). Freud Revisited: Psychoanalytic themes in the Postmodern Age. Basingstoke, Palgrave. Izzard, S. &Barden, N (2001). Rethinking Gender and Therapy: The Changing identities of Women. Buckingham, Open University Press. Klein, M. (1988). Love, Guilt and Reparation. London, Virago. Lemma, A. (1996). Introduction to Psychopathology. London, Sage. Mace, C., Ed. (1995). The art and science of assessment. London, Routledge. Mitchell, J., Ed. (1986). The Selected Melanie Klein. Harmondsworth, Penguin. Murdin, L. (2000). How much is enough?: Endings in psychotherapy and counselling. New York, Routledge. Khan, M. (1997). Between Therapist and Client: the New Relationship. New York, W.H. Freeman and Co. Jacobs, M. (1998). The presenting past: The Core of Psychodynamic Counselling and Therapy (2nd Edition). Buckingham, Open University Press. Lago, C. Thompson, J.M. (1995). Race, Culture and Counselling. Buckingham, Open University Press. Phillips, A. (2002). Wild Analysis. London, Karnac. Rustin, M. (1991). The Good Society and the Inner World. London, Verso. Samuals, A. (1989). The Plural Psyche: Personality, Morality and the Father. London, Routledge. Sullivan, M. (1999). Unconscious Communication. London, Open University Press. 13

14 Symington, N. (1986). The Analytic Experience. London, Free Association Books. Wosket, V. (1999). The Therapeutic Use of Self: Counselling practice, research and supervision. New York,: Routledge. Tuckwell, G. (2002). Racial identity,white Counsellors& Therapists:. Buckingham, Open University Press. 14

15 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Psychodynamic Skills in Action Module 1 (yr 1) Tutor/Contact Level Aileen Coupe/AngelaMcLeod HE2 Credits 20 Term/Duration 15 sessions during terms 1 and 2 plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims To provide learning opportunities that will enable students to develop competence in using psychodynamic counselling skills in therapeutic relationships with real clients Intended Learning Outcomes By the end of this module, students will be able to: Demonstrate an in depth understanding of the key concepts and techniques that inform the practice of contemporary psychodynamic counselling Provide evidence of their ability to establish and work effectively within the therapeutic frame Identify interventions relating to process issues in a counselling session Demonstrate use of unconscious processes including transference and counter transference and an ability to recognise defensive behaviour in practice Analyse ways in which an understanding of diversity in society influences counselling practice. Summary of Content Study of the therapeutic frame, including boundaries, breaks, endings, containment, environment. Identification and use of transference, countertransference, projective identification, defences mechanisms including splitting, resistance and regression. Malan's triangles 15

16 Understanding diversity from a psychodynamic perspective. Skills sessions that develop the application of theory into practice Teaching and Learning Strategy Students will have the opportunity to develop their understanding of psychodynamic skills in action. This will be achieved through practical, experiential workshops, roleplay counselling sessions, videos, individual study and group seminars with case study presentations. Assessment scheme 1. Report of peer and tutor observed assessed counselling session with role play client (500 words equivalent) 2. Essay example. Take one aspect of the therapeutic frame, such as boundaries, breaks, endings, and describe ways in which attention to this aspect of the frame can facilitate the understanding of unconscious processes in counselling (3000 words). 3. Learning journal statement. A brief statement that reflects personal and professional development achieved throughout this module including awareness of difference as presented by fellow students, clients and the general public (500 words). Work Load for module 1 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs Reading List: Bateman, A., Brown, D. & Pedder, J. (2000). An introduction to Psychotherapy. London, Routledge. Casement, P. (1986). On Learning from the Patient. London, Tavistock publications. Cashden, S. (1988). Object Relations Therapy: Using the Relationship. London, W.W.Norton. Davis, D. Neal, C (1996). Pink Therapy. Buckingham, Open University Press. Grant, J. Crawley, J. (2002). Transference and Projection: Mirrors to the Self. Buckingham, Open University Press. 16

17 Gray, A. (1994). An Introduction to the Therapeutic Frame. London, Brunner- Routledge. Malan, D. H. (1979). Individual Psychotherapy and the Science of Psychodynamics. London, Butterworths. Lago. C. & Thompson, J. (1996). Race, Culture and Counselling. Buckingham, Open University Press. McLoughlin, B. (1995). Developing Psychodynamic Counselling. London, Sage. Murdin, L. (2000). How much is enough?: Endings in psychotherapy and counselling. New York, NY, US, Routledge. Rowan, J. &. Jacobs, M. (2002). The Therapist's Use of Self. Buckingham, Open University Press. Sandler, J., Dare, C.& Holder, A (1979). The Patient and The Analyst. London, Maresfield Library. Sullivan, M. E., Ed. (1999). Unconscious communication in Practice. Buckingham, Open University Press. 17

18 University of Leicester, Institute of Lifelong Learning Diploma in Contemporary Psychodynamic Counselling Module Description Module Title Assessment & Ethics in Action (yr 1) Tutor/Contact Level Aileen Coupe/AngelaMacLeod HE2 Credits 20 Term/Duration 15 sessions during terms 1 and 2, plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims Psychodynamic Skills in Action To facilitate the development of competence in assessment and ethical decisionmaking, that underpins and contains psychotherapeutic work in a professional context Intended Learning Outcomes By the end of this module, students should be able to: Conduct an assessment session and make an appropriate formulation of clients difficulties Recognise the symptoms of clients being at risk Recognise ways in which diversity influences assessment Demonstrate an understanding of the BACP Ethical framework and its application to practice Demonstrate an understanding of the law as it affects organisations and the counselling relationship. Discuss the ethical implications of counselling conducted by telephone or through the internet Negotiate a contract with a client and agency. 18

19 Summary of Content Assessment: psychiatric assessment and mental health issues, particularly with respect to a culturally diverse society, the purpose of assessment, taking a history and conducting an assessment session, critical factors in competent assessment, suitability for psychodynamic counselling, risk assessment Ethical practice issues: contracts, how assessment informs the therapeutic contract, counselling and the law Diversity in counselling practice: gay and lesbian issues, race and culture, disability. Online and telephone counselling Evidence-based practice: research and evaluation Teaching and Learning Strategy Lectures, seminars, brainstorming, group discussion, role-play, experiential exercises, video presentations, supervision, and case study analysis Assessment scheme 1. Classroom based assignment. Assessment in action. Analysis and discussion of video or other material related to risk assessment, psychiatric assessment, ethics and issues of diversity. (2000 words equivalent) 2. Report of a first session or assessment session with a client, that demonstrates ways in which personal history influences current difficulties, and assesses suitability for counselling in the setting in which it is available. Issues of difference to be discussed as appropriate (2000 words) Student Work Load for module 2 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs Reading List BACP (2001). Ethical Framework for Good Practice in Counselling and Psychotherapy. Rugby, BACP. 19

20 BACP (2001)Counselling Online:Opportunities and risks in counselling clients via the Internet, Rugby, BACP BACP (2001)Guidelines for Online Counselling and Psychotherapy: For practitioners, providers and clients, Rugby, BACP Clarkson, P. (2000). Ethics: Working with ethical and moral dilemmas in psychotherapy. Gateshead, Athenaeum Press Ltd. Cooper, J. Alfille, H.(Eds) (1998). Assessment in Psychotherapy. London, Karnac. Bond, T. (2000). Standards and Ethics for Counselling in Action, second edition. London, Sage. DOH (2001) Treatment Choice in Psychological Therapy is in Counselling: Evidence based Clinical practice Guidelines, London, Department of Health Firestone, R. W. (1997). Suicide and the Inner Voice:Risk Assessment, Treatment and Case Management. London, Sage. Izzard, S. & Barden, N (2001). Rethinking Gender and Therapy: The Changing identities of Women. Buckingham, Open University Press. Jenkins, P. (1997). Counselling, Psychotherapy and the Law. London, Sage. Jenkins, P. (2002). Legal Issues in Counselling and Psychotherapy. London, Sage. Jones, C., Shillito-Clarke, C., Syme, G., Hill, D., Casemore, R. & Murdin, L (2000). Questions of ethics in counselling and therapy. Buckingham, Open University Press. Kareem, J. & Littlewood, R (1992). Intercultural Therapy: themes, interpretations and Practices. Oxford, Blackwell Scientific. Lemma, A. (1996). Introduction to Psychopathology. London, Sage. Mace, C., Ed. (1995). The art and science of assessment. London, Routledge. Olkin, R. (1999). What psychotherapists should know about disability. New York, NY US: The Guilford Press. Palmer Barnes, F. (1998). Complaints and Grievances in Psychotherapy. London, Routledge. Palmer Barnes, F. M., L.(eds) (2001). Values in Ethics in the Practice of Psychotherapy and Counselling. Buckingham, Open University Press. Sills, C. (1997) Contracts in Counselling. London, Sage Tuckwell, G. (2002). Racial identity,white Counsellors & Therapists:. Buckingham, Open University Press. 20

21 University of Leicester Institute of Lifelong Learning Diploma of Higher Education in Counselling Module Description Module Title Tutor/Contact Level Supervised Practice Module 3a Aileen Coupe/AngelaMacLeod HE2 Credits 10 Term/Duration 1 st, 2 nd and 3 rd term of 1st year Pre-requisite Modules Certificate in Counselling (120 credits at level 1) Aims To enable students to develop competence and confidence in using psychodynamic counselling skills in therapeutic relationships with clients seen on their placement. Intended Learning Outcomes By the end of this module, students should be able to: Provide evidence that they can form good, supportive, challenging and trusting relationships with others Demonstrate clinical insight and understanding and an ability to maintain a secure therapeutic frame Demonstrate an ability to engage in supervision and use interventions offered. Demonstrate use of unconscious processes including transference and countertransference and an ability to recognise defensive behaviour in practice in a therapeutic relationship Demonstrate an understanding of psychoanalytic models of human growth and development as relevant to practice Demonstrate an understanding of ethical codes including those relating to equal opportunities and their application to practice Articulate a clear formulation of clients difficulties and work with the formulation in practice. Reflect on their own personal and professional development and give feedback to others. Summary of Content Approved supervised counselling placement of a minimum of 50 counselling hours per academic year and the equivalent of 10 hours of individual supervision 21

22 Teaching and Learning Strategy Small group or individual supervision sessions with a qualified and experienced practitioner/supervisor Assessment scheme 1. Placement report. 2. Supervision report 3. Counselling log of hours Student Work Load: Reading List : Client counselling sessions 50 hours Supervision sessions 10 hours Preparation for supervision 15 hours Total: 75 hours Inskipp, F., & Proctor, B (2000). Making the Most of Supervision. Twickenham, CASCADE. Wheeler, S. (2002). Sorting Supervision. In J.Clark. (ed)freelance Counselling and Psychotherapy: Competition and Collaboration. C. J. London, Brunner-Routledge. Wheeler, S., King, D. (2001). Supervising Counsellors: Issues of responsibility. London, Sage. 22

23 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Personal Development Group Work Module 4a Experienced Group Therapist/tba HE2 Credits 10 Term/Duration 1 st, 2nd and 3 rd term (1st year) Pre-requisite Modules: Certificate in Counselling (120 credits at level 1) Aims To provide a learning environment in which students will feel safe and secure enough to explore aspects of their own personal development that will relate to their professional development as counsellors To provide opportunities in a learning environment for students to explore their own values, beliefs, attitudes and prejudices that may have an impact on their relationships with others in a personal or employment context Intended Learning Outcomes By the end of this module, students should be able to: Demonstrate the use of insight in understanding human communication, as influenced by psychodynamic and developmental theories Provide evidence that they can give and receive appropriate critical feedback constructively Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups Describe ways in which they have formed good, supportive, challenging and trusting relationships with others Discuss ways in which issues of difference in the group impact on their attitudes and beliefs and personal development Summary of Content Participation in a personal awareness group facilitated by an experienced group work tutor Teaching and Learning Strategy Personal exploration within a group setting 23

24 Assessment scheme 1. Personal development appraisal. A learning journal statement that reflects their experience in the personal development group, their awareness of group dynamics and reflection on other course experiences. The journal should give examples of ways in which they have dealt with both positive and negative feedback from others and have processed issues raised by diversity. It should include a self and peer appraisal of personal development signed by the group facilitator. (2000 words) Student Work Load Group attendance 1.5 hours per week for 30 weeks = 45 Private study / learning journal = 30 TOTAL = 75 hrs Reading List Douglas, T.(1995) Survival in Groups; the basics of group membership, Buckingham, Open University Press. Johns, H.(1996) Personal development in Counsellor training, London, Cassell. 24

25 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Common Presenting Issues in Counselling Module 5 (yr 2) Tutor/Contact Level Aileen Coupe/Angela MacLeod HE2 Credits 20 Term/Duration 15 sessions during terms 1 and 2 plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims Psychodynamic Skills in Action Assessment & Ethics in Action Supervised Practice 1 Personal Development Group 1 To provide a learning environment in which students can develop their understanding of common presenting issues in counselling and their ability to help clients with such difficulties. Intended Learning Outcomes By the end of this module, students should be able to: Demonstrate their ability to work with a number of common issues that clients present in counselling. Discuss the potential impact of diversity in counselling individuals with any common presenting issue Evaluate research into the effectiveness of psychodynamic counselling for several common presenting issues Demonstrate the use of appropriate counselling skills in working effectively with a common presenting issue 25

26 Summary of Content In this module students will be introduced to a contemporary psychodynamic approach to a variety of presenting problems including the following: depression, anxiety, stress, trauma, eating disorders and substance abuse/misuse, Life changes including reactions to loss and bereavement, relationship breakdown, ageing. Sexual difficulties Psychological and sexual abuse Relationship difficulties. Teaching and Learning Strategy Lectures, role-plays, student lead seminars, video presentations, discussion groups, placement and supervision Assessment scheme 1. Essay. Example: take one common presenting issue in counselling and discuss the contribution of contemporary psychodynamic theory and practice to understanding that issue. (2000 words) 2. Case study. Choose a client from your current caseload who you have seen for a minimum of 6 sessions. Provide your assessment and formulation and analyse the process of 6 sessions, demonstrating ways in which you have understood the presenting problem and the skills you have used in working with it. Provide two consecutive tape recordings or detailed process commentaries to accompany the case study. (2000 words) Student Work Load for module 5 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs Reading List Burke-Drucker, C.(1992) Counselling Survivors of Childhood sexual abuse. London, Sage 26

27 Daines, B & Perrett, A. (2000) Psychodynamic approaches to Sexual Problems, Buckingham, Open university press. Farrell, E. (1995) Lost for Words: the Psychoanalysis of Anorexia and Bulimia, London, Process Press Gilbert, P. (1994) Counselling for depression, London, Sage Hallam, R.(1994) Counselling for Anxiety Problems, London, Sage. Harding, C. (ed)(2001). Sexuality: psychoanalytic perspectives. Hove, Sussex, Brunner- Routledge. Hildebrand, P. (1995). Beyond Midlife Crisis: a psychodynamic approach to ageing. London, Sheldon press. Lago, C. Smith, B (2002). Anti-discriminatory Counselling Practice. London, Sage. Lendrum, S.& Syme, G (1992). Gift of Tears: A Practical Approach to Loss and Bereavement Counselling. London, Routledge. Roth, A. & Fonagy, P. (1996) What Work for whom? A critical review of psychotherapy research. New York,Guilford publications. Spears, T. (2001). Trauma: a Practitioners Guide to Counselling. Hove, Sussex, Brunner-Routledge. Sapolski, R. M. (1998). Why Zebras don't get ulcers: an updated guide to stress, stress-related diseases and coping. New York, W. H. Freeman & Co. Velleman, R. (1996) Counselling for Alcohol problems. London, Sage Walker, M. (1995). Surviving Secrets. London, Sage Weegmann, M., Cohen, R.(2002). The Psychodynamics of Addiction. London, Whurr. 27

28 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Contemporary Thinking in Psychodynamic Counselling Module 6 (yr 2) Aileen Coupe/Angela MacLeod HE2 Credits 20 Term/Duration 15 sessions during terms 2 and 3 plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims Psychodynamic Skills in Action Assessment & Ethics in Action Supervised Practice 1 Personal Development Group Common Presenting Issues in Counselling To provide students with an understanding of the theory and practice of contemporary thinking in psychodynamic counselling Intended Learning Outcomes By the end of this module, students will be able to: Discuss the relationship between counselling and modern society Critically evaluate different approaches to psychodynamic theory and practice from a contemporary perspective Demonstrate an ability to recognise and describe organisational and group dynamics as they impact on a counselling relationship Demonstrate their ability to work with the client in a short-term psychodynamic modality Discuss ways in which contemporary approaches to psychodynamic counselling affect work with specific client groups including men, women, people with disabilities and from ethnic minority groups. 28

29 Summary of Content In this module students will be introduced to contemporary issues and ways of interpreting psychodynamic counselling. This will include: contemporary understanding of Freudian concepts contemporary understanding of Jungian concepts Psychodynamic approaches to understanding homosexuality and the development of gender identity. Social impact of counselling: contextual issues Psychodynamic approach to brief therapy Understanding groups and organisations Self and peer assessment Teaching and Learning Strategy Participation in seminars and group discussions, students presentations, lectures, experiential exercises, private research and study Assessment scheme 1. Case study. Students are required to present 30 minutes of a tape-recorded session with a real client engaged in brief therapy (of up to 12 sessions). The tape should be transcribed. An introduction, including the personal history, will be given, Details of the context in which the session takes place, and the number of the session recorded will be reported. The session will be analysed, demonstrating an understanding of the process, a contemporary approach to therapy as well as identifying its strengths and weaknesses (4000 words equivalent). 2. Self and peer assessment review report (500 words). Student Work Load for module 6 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs 29

30 Reading List: De Board, R. (1991) The Psychoanalysis of Organizations: A Psychoanalytic Approach to Behaviour in Organizations, London, Tavistock/Routledge Coren, A. (2001). Short-term Psychotherapy: a psychodynamic approach. Basingstoke, Palgrave. Horrocks, R. (2001). Freud Revisited: Psychoanalytic themes in the Postmodern Age. Basingstoke, Palgrave. Howard, A. (2000). Philosophy for Counselling & Psychotherapy: Pythagoras to postmodernism. Basingstoke, Macmillan. Izzard, S. Barden., N (2001). Rethinking Gender and Therapy: The Changing identities of Women. Buckingham, Open University Press. Kalsched, D. (1996). The Inner World of Trauma. London, Routledge. Kareem, J. & Littlewood, R. (1992). Intercultural Therapy: themes, interpretations and Practices. Oxford, Blackwell scientific. Mander, G. (2000) A Psychodynamic Approach to Brief Therapy, London, Sage. Molnos, A. (1995) A Question of Time, Essentials of Brief Dynamic Psychotherapy, London, Karnac. Olivier, C. (1989). Jocasta's children: the imprint of the mother. London, Routledge. Olkin, R. (1999). What psychotherapists should know about disability. New York, NY US: The Guilford Press. Rustin, M. (1991). The Good Society and the Inner World. London, Verso. Samuals, A. (1989). The Plural Psyche: Personality, Morality and the Father. London, Routledge. Tuckwell, G. (2002). Racial identity,white Counsellors& Therapists:. Buckingham, Open University Press. 30

31 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Supervised Practice Module 3b Aileen Coupe/AngelaMcLeod HE2 Credits 10 Term/Duration 1 st, 2 nd and 3 rd term 2 nd year Pre-requisite Modules Certificate in Counselling (120 credits at level 1) Aims Satisfactory completion of all Year 1 Modules Satisfactory supervision report at completion of Yr 1 To enable students to develop confidence and competence in using contemporary psychodynamic counselling skills in therapeutic relationships with clients. Intended Learning Outcomes By the end of this module, students should be able to: Provide evidence that they can form good, supportive, challenging and trusting relationships with others Demonstrate clinical competence and an ability to maintain a secure therapeutic frame Demonstrate an ability to engage in supervision and use interventions offered. Demonstrate use of unconscious processes including transference and countertransference and an ability to recognise defensive behaviour in practice in a therapeutic relationship Demonstrate an understanding of psychoanalytic models of human growth and development as relevant to practice Demonstrate an understanding of ethical codes including those relating to equal opportunities and their application to practice Articulate a clear formulation of clients difficulties and work with the formulation in practice. Reflect on their own personal and professional development and give feedback to others. 31

32 Summary of Content Approved supervised counselling placement of a minimum of 50 counselling hours per academic year and the equivalent of 10 hours of individual supervision Teaching and Learning Strategy Small group or individual supervision sessions Assessment scheme 1. Placement report 2. Supervision report 3. Counselling log of 50 hours of counselling Student Work Load: Client counselling sessions 50 hours Supervision sessions 10 hours Preparation for supervision 15 hours Total 75 hours Reading List : Inskipp, F., & Proctor, B (2000). Making the Most of Supervision. Twickenham, CASCADE. Wheeler, S. (2002). Sorting Supervision. In J.Clark. (ed)freelance Counselling and Psychotherapy: Competition and Collaboration. C. J. London, Brunner-Routledge. Wheeler, S., King, D. (2001). Supervising Counsellors: Issues of responsibility. London, Sage. 32

33 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Personal Development Group Work Module 4b Experienced Group Therapist/tba HE2 Credits 10 Term/Duration 1 st, 2nd and 3 rd term (2nd year) Pre-requisite Modules: Certificate in Counselling (120 credits at level 1) Aims Successful completion of all year I modules To provide a learning environment in which students will feel safe and secure enough to explore aspects of their own personal development that will relate to their professional development as counsellors To provide opportunities in a learning environment for students to explore their own values, beliefs, attitudes and prejudices that may have an impact on their relationships with others in a personal or employment context Intended Learning Outcomes By the end of this module, students should be able to: Demonstrate the use of insight in understanding human communication, as influenced by psychodynamic and developmental theories Provide evidence that they can give and receive appropriate critical feedback constructively Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups Describe ways in which they have formed good, supportive, challenging and trusting relationships with others Discuss ways in which issues of difference in the group impact on their attitudes and beliefs and personal development Summary of Content Participation in a personal awareness group facilitated by an experienced group work tutor Teaching and Learning Strategy 33

34 Personal exploration within a group setting Assessment scheme 1. Personal development appraisal. A learning journal statement that reflects their experience in the personal development group, their awareness of group dynamics and reflection on other course experiences. The journal should give examples of ways in which they have dealt with both positive and negative feedback from others and have processed issues raised by diversity. It should include a self and peer appraisal of personal development signed by the group facilitator. (2000 words) Student Work Load Group attendance 1.5 hours per week for 30 weeks = 45 Private study / learning journal = 30 TOTAL = 75 hrs Reading List Johns, H.(1996) Personal development in Counsellor training, London, Cassell. 34