CRITICAL ENQUIRY IN COUNSELLING PSYCHOLOGY: THEORY, RESEARCH & PRACTICE 3

SHE Level 6
SCQF Credit Points 45.00
ECTS Credit Points 22.50
Module Code MDC822203
Module Leader Tasim Martin
School School of Health and Life Sciences
Subject Psychology
Trimester
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Critical Enquiry in Counselling Psychology Theory, Research and Practice 2

Summary of Content

This module draws together many of the themes of the programme in the form of an exploration of life-span development, focusing on the range of factors impacting upon the individual at different points of the the life-course and considering these in terms of their implications for Counselling Psychology theory and practice. The module will commence with an exploration of theories of life-span development (e.g. Levinson, 1996) and critically evaluate these in terms of the possibilities they offer as an organising framework for Counselling Psychology. It will then progress onto an exploration of the challenges and opportunities presented by different patterns and stage in life, focusing in particular upon childhood and adolescence, the development and evolution of relationships, families and family life, aging and transition, and finally the move into old age and toward death. Each of these elements will be explored in terms of the implications they present for Counselling Psychology theory and practice, and common issues and dilemmas associated with them critically examined in depth. One focus for this will be the issue of addictions and addictive behaviour, which will be explored in terms of a life span model attending specifically to the demands and challenges of the local Scottish context. This exploration will provide a 'working example' of the multiplicity of themes relevant to Counselling Psychology theory and practicce, as well offer an important link to the social context of the progranmme. Following on from this in-depth exploration, the module will undertake a consideration of other common presenting problems (e.g. trauma, erating distress, bereavement, addictions etc.) in Counselling Psychology, again from a life-span perspective, but this time in a manner that is student-led in form and content. Hence the module will provide a vehicle for students to draw on their own interests and experiences in adding to the learning of their peers.Duffy, M. (1999) Handbook of Counselling and Psychotherapy with Older Adults. Wiley, London. Goudie, F. (2003) Psychological Therapy with Older Adults, in Woolfe, R. et al. 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 Wmoan's Life. Random House, New York. O Leary, C. (1999) Counselling Couples and Families: A person-centred approach. Sage: London. Mooeney, C. G. (2000) Theories of Childhood: An introduction to Dewey, Montessey, Erickson, Piaget, and Vygotsky. Readleaf: New York. Maybe, J. and Sorenson, B. (1995) Counselling Young People. Open University Press; Milton Keynes. Pita, D. (2004) Addictions Counselling. Crossroad Publishing: New York. Rogers, C. (1967) On Becoming a Person. Constable: London. Sugarman, L. (2003) The Life Course as a Meta-Model for Counselling Psychologists, in Woolfe, R. et al. Handbook of Counselling Psychology. Sage: London.

Syllabus

The syllabus will include the following topics; " Psychological theories of life-span development; " Narrative and social consructionist approaches to the life-course; " The role of the life-span in Counselling Psychology; " Counselling Psychology with children and young people; " Counselling Psychology with couples and families; " Counselling Psychology and transition; " Counselling Psychology with older adults; " Addictions and the Scottish Context " Counselling Psychology and common presenting problems.

Learning Outcomes

Critical Enquiry into Counselling Psychology Theory, Research & Practice 3 (CE3):Upon completion of this module, students should be able to demonstrate:1 A critical and detailed understanding of theories of life span development and transition, and their relevance to counselling psychology theory and practice;2 A critical and detailed understanding of key issues arising from childhood and adolescence, and their relevance to counselling psychology theory and practice;3 A critical and detailed understanding of key issues arising from relationships and family systems, and their relevance to counselling psychology theory and practice;4 A critical and detailed understanding of key issues arising from old-age, and their relevance to counselling psychology theory and practice;5 A critical and detailed understanding of a range of psychological difficulties, in terms of their relationship to counselling psychology theory and practice.

Teaching / Learning Strategy

The module will be delivered via a programme of 3 and 5.5 hour workshops, integrating themes on different modalities (i.e. working with families) from Psychotherapeutic Competencies: Reflection and Development 3. The latter part of the module, focusing on common presenting problems will be primarily student-led in terms of content and focus. This is designed to support students' in determining and meeting their own development needs as practitioners.

Indicative Reading

Duffy, M. (1999) Handbook of Counselling and Psychotherapy with Older Adults. Wiley, London. Goudie, F. (2003) Psychological Therapy with Older Adults, in Woolfe, R. et al. 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 Wmoan's Life. Random House, New York. O Leary, C. (1999) Counselling Couples and Families: A person-centred approach. Sage: London. Mooeney, C. G. (2000) Theories of Childhood: An introduction to Dewey, Montessey, Erickson, Piaget, and Vygotsky. Readleaf: New York. Maybe, J. and Sorenson, B. (1995) Counselling Young People. Open University Press; Milton Keynes. Pita, D. (2004) Addictions Counselling. Crossroad Publishing: New York. Rogers, C. (1967) On Becoming a Person. Constable: London. Sugarman, L. (2003) The Life Course as a Meta-Model for Counselling Psychologists, in Woolfe, R. et al. Handbook of Counselling Psychology. Sage: London.

Transferrable Skills

" A capacity to develop sophisticated and extensive reviews of a dynamic range of factors to conceptualise an issue in Counselling Psychology; " An ability to use theories of life-span development to develop comprehensive and extensive formulations of a client's presenting difficulties; " A critical capacity to identify and deploy specialised knowledge and techniques in working with specific client cohorts;

Module Structure

Activity Total Hours
Assessment (FT) 50.00
Independent Learning (FT) 340.00
Practicals (FT) 60.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 2 n/a 30.00 50% workshop presentation & rationale 1 hour plus 3000 words
Coursework 1 n/a 70.00 50% 5,000 word client study