PSYCHOTHERAPEUTIC COMPETENCIES: REFLECTION & DEVELOPMENT 3

SHE Level 6
SCQF Credit Points 60.00
ECTS Credit Points 30.00
Module Code MDC822201
Module Leader Tasim Martin
School School of Health and Life Sciences
Subject Psychology
Trimester
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Psychotherapeutic Competencies: Reflection & Development 2 MDC822198

Summary of Content

Psychotherapeutic Competencies: Reflection and Development 3 (PC3) builds on and further develops students competencies associated with their clinical practice as counselling psychologists, as well as developing skills in working with groups, couples, families and children. The concept of the 'reflective practitioner' supports students further developing their skills of self-observation and awareness, and self-reflection relating to personal and professional development.

Syllabus

Students will explore the following topics " Definitions and conceptualisations of therapeutic groups; " Psychodyanamic and systemic approaches to group therapy; " Cognitive-behavioural approaches to group therapy; " Person-centred/experiential approaches to group therapy; " Social Psychology and group processes; " Assessment and participation in group therapy; " Facilitation and leadership in group therapy; " Research on group therapy " Working with Couples and families " Pluralism as a basis for Counselling Psychology theory, research and practice; " Developing a pluralistic, personal psychotherapeutic stance; " The application of psychotherapeutic competences in addressing complex problems

Learning Outcomes

1Upon completion of the module, students should be able to demonstrate1 A critical, reflective understanding, from a counselling psychology perspective, of opportunities and challengespresented by group-based therapeutic interventions, and the capacity to develop conceptually sophisticated andindependent judgments regarding their relevance to a particular clinical setting or psychological difficulty;2 A critical, reflective understanding, from a counselling psychology perspective, of opportunities and challengespresented by couple- and family-based therapeutic interventions, and the capacity to develop conceptually sophisticatedand independent judgments regarding their relevance to a particular clinical setting or psychological difficulty;3 A critical and detailed knowledge of humanistic and/or cognitive behavioural therapeutic methods and their relation tocounselling psychology;4 A critical and detailed understanding of a pluralistic perspective as it relates to counselling psychology, and thedevelopment of a personal standpoint in relation to this;5 A conceptually sophisticated and original personal stance in relation to counselling psychology practice withindividuals, groups and/or other modalities;6 An ability to initiate, conduct and end effective psychotherapeutic relationships using a range of psychotherapeuticmodels, interventions and modalities.

Teaching / Learning Strategy

Psychotherapeutic Competencies: Reflection and Development 3 (PC3) will be delivered by means of 3 intensive training weeks, one of which includes a 2 hour therapy group facilitated by external contributors. This will be further supported by lectures and workshops integrating issues linked to the life span, modalities, humanistic and cognitive behavioural therapeutic orientations, counselling psychology practice, a pluralist perspective and critical discourse in relation to mental health concerns. A weekly 1.5 hour clinical tutorial meeting will also be conducted in which students will be supported to critically explore and reflect on their knowledge and learning in relation to counselling psychology practice. This may involve video and audio materials, case discussion, role play and peer to peer feedback. Advanced skills practice sessions within lectures will build on and consolidate learning and skilful therapeutic practice within the 'core' humanistic orientation and the cognitive behavioural paradigm. Participatory learning to draw on and enhance clinical experience on placement will be a key element of these workshops as will the willingness to reflect on and contribute personal experiences and interests.

Indicative Reading

Students will be encouraged to read widely on issues linked to the arena of psychological therapy particularly to support their own unique interests, professional needs and experiences within the counselling psychology domain. The following texts underpin the core syllabus of the three modules (further readings lists and references will be given out throughout the year): Psychodynamic working: Lemma, A. (2003). Introduction to the Practice of Psychoanalytic Psychotherapy: A Practice Treatment Handbook. Wiley-Blackwell: London. Mindfulness & 'Third wave' cognitive behavioural therapies: Harris, R. (2009). Act Made Simple: An Easy-to-read Primer on Acceptance and Commitment Therapy . New Harbinger. Kabat-Zinn, J. (2001). Full Catastrophe Living: How to Cope with Stress, Pain and Illness using Mindful Meditation. Piatkus Books: USA. Williams, M. & Penman, D. (2011). Mindfulness: A Practical Guide to Finding Peace in a Frantic World. London: Piatkus. Pluralism, integration, eclecticism, personal stance: Cooper, M. & McLeod, J. (2010). Pluralistic Counselling and Psychotherapy . SAGE: London. House, R. & Totton, N. (1997). Implausible Professions: arguments for pluralism and autonomy in psychotherapy and counselling. PCCS Books: Ross-on-Wye. Life span development: Broderick, P. & Blewitt, P. (2010). The Life Span: Human development for helping professionals. New Jersey: Pearson Education Inc. DeSpelder, L. &. Strickland, A. (2005). The Last Dance: Encountering Death & Dying (7th ed). New York: McGraw-Hill. Duffy, M. (1999). Handbook of Counselling and Psychotherapy with Older Adults. Wiley: London. Gilligan, C (1982). In a different voice. Cambridge, MA: Harvard University Press. Goudie, F. (2003). Psychological Therapy with Older Adults. In R. Woolfe et al. (Eds.), Handbook of Counselling Psychology. Sage: London. Lachman, M. (2001). Handbook of Mid-life Development . Wiley: New York. Levinson, D. J. (1996). The Seasons of a Woman's Life . Random House, New York. Sugarman, L. (2001). Life-Span Development: Frameworks, Accounts & Strategies. Hove: Psychology Press. Sugarman, L. (2003). The Life Course as a Meta-Model for Counselling Psychologists. In R. Woolfe et al. (Eds.), Handbook of Counselling Psychology. Sage: London. Sugarman, L. (2004). Counselling and the life course . London: Sage. Vaillant, G E (2002). Aging well . Boston: Little, Brown. Worden, W. (1983). Grief counselling and grief therapy. London: Tavistock. Families, couples and young people: Cottrell, D., Fonagy, P., Kurtz, Z., & Phillips, J. (2005). What Works for Whom? A Critical Review of Treatments for Children and Adolescents. Guildford Press: London. Maybe, J. & Sorenson, B. (1995). Counselling Young People . Open University Press; Milton Keynes. McGoldrick, M., Giordino, J., & Garcia-Preto, N. (2005). Ethnicity & Family Therapy (3rd Ed) . London Guilford Press. Mooeney, C. G. (2000). Theories of Childhood: An introduction to Dewey, Montessey, Erickson, Piaget, and Vygotsky. Readleaf: New York. O'Leary, C. (1999). Counselling Couples and Families: A person-centred approach . Sage: London. Module Descriptor MMC821815 Glasgow Caledonian University 13/14 In Workflow Ver 4 Systemic therapy with individuals... Addictions : Harris, P. (2007). Empathy for the Devil: How to help people overcome drugs and alcohol problems. Russell House Publishing Ltd: London. Pita, D. (2004). Addictions Counselling . Crossroad Publishing: New York. Employability: Anderson, L. & Bolt, S. (2007). Professionalism: real skills for workplace success . Prentice Hall: NJ. Groupwork : Brown, R. (1999). Group Processes . Blackwell: London. Burlingame, G. M., MacKenzie, K. R., & Strauss, B. (2004). Small group treatment: Evidence for effectiveness and mechanisms of change. In M. J. Lambert (Ed.), Bergin and Garfield's Handbook of Psychotherapy and Behavior Change (5th ed.). Chicago: John Wiley and Sons. Burlingame, G. M., Fuhriman, A., & Johnson, J. E. (2002). Cohesion in group psychotherapy. In J. C. Norcross (Ed.), Psychotherapy Relationships that Work: Therapist Contributions and Responsiveness to Patients . New York: Oxford University Press. Christner <http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1? _encoding=UTF8&search-alias=books-uk&field-author=Ray%20W.%20Christner> , R.W., Stewart <http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_2? _encoding=UTF8&search-alias=books-uk&field-author=Jessica%20Stewart> , J. & Freeman <http://www.amazon.co.uk/Arthur-Freeman/e/B001IQXOLC/ref=ntt_athr_dp_pel_3> , A. (2007). Handbook of Cognitive-behavior Group Therapy with Children and Adolescents: Specific Settings and Presenting Problems. Routledge. Free, M. (1999). Cognitive Therapy in Groups. Wiley: London. Gilbert, M. & Shmukler, D. (2003). Psychological Therapy in Groups. In R. Woolfe et al. (Eds.), Handbook of Counselling Psychology. Sage: London. Yalom, I. (2005). The Theory and Practice of Group Psychotherapy (5th Ed.) . Basic Books. New York. Neuropsychology and psychometric testing: British Psychological Society (2004). Special Edition on Counselling Psychology and Psychological Testing. Counselling Psychology Review 19(4). London: BPS. Gerhardt, S. (2004). Why Love Matters: How Affection Shapes a Baby's Brain . Routledge: London. Lezak, M.D., Howieson, D.B., Loring, D.W., Hannay, H.J. & Fischer, J.S. (2004). Neuropsychological Assessment. Open University Press: USA. Siegal, D. (2010). Mindsight: Transform Your Brain with the New Science of Kindness. Oneworld Publications. Supervision and management skills: Gilbert, M.C. & Evans, K. (2000). Psychotherapy Supervision: an integrative relational approach to psychotherapy supervision. Buckingham: Open University Press. Hawkins, P. & Shohet, R. (2006). Supervision in the Helping Professions (3rd Ed.). Maidenhead: Open University Press.

Transferrable Skills

A capacity to critically evaluate the role of counselling psychology interventions using groups and to implement, where appropriate, specicialised psychological knowledge and techniques relating to grou-based therapeutic working. " The ability to apply an extensive understanding of counselling psychology research, theory and practice to complex psychotherapeutic dilemmas and to develop advanced, ethically sound solutions to these in the context of unpredictable circumstances and outcomes; " An ability to formulate, describe and critically review a personal stance as a Counselling Psychologist and its relationship to a pluralistic stance within the psychotherapeutic domain.

Module Structure

Activity Total Hours
Practicals (FT) 111.00
Assessment (FT) 80.00
Independent Learning (FT) 382.00
Seminars (FT) 27.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 2 n/a 50.00 50% 8000 word client study Sem B
Coursework 1 n/a 50.00 50% 3000 word essay Sem A