MODULE SPECIFICATION

Code: UPSNM5-30-2 Title: The Application of Psychodynamic Theory to Therapeutic Work with Children & Young People Version: 2

Level: 2 UWE credit rating: 30 ECTS credit rating: 15

Module type: Practice

Owning Faculty: Social Sciences and Humanities Field: Sociology

Faculty Committee approval: Date:

Approved for Delivery by: (indicate name of affiliated institution if module will only be delivered by them)

Valid from: September 2009 Discontinued from:

Contributes towards:

BA/BSC(Hons)

Pre-requisites: N/A

Co-requisites: N/A

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded combinations:

Learning outcomes:

On completion of this module participants will be able to :

    1. Critically analyse the relationship between psychodynamic concepts and theory and its practical application (Components A & B);

    2. Apply critical awareness and thinking skills to a range of clinical and practice issues (Components A & B);

    3. Demonstrate a critical awareness of the literature and its relevance to different therapeutic work with children and young people (Component B);

    4. Identify and discuss different contextual factors that influence practice, both in relation to groups and individual work (Components A & B);

    5. Demonstrate a critical awareness of key ethical issues associated with both group and individual work with young people (Components A & B);

Syllabus outline:

This module follows the previous theory module which will have introduced the student group to psychodynamic theory, its key concepts, models of child development and group process.

This module will develop the students’ understating of key concepts and models, with an emphasis on their application and relevance to the different areas of the therapeutic tasks via relevant papers, literature and research. The seminars will provide opportunities for the exploration of clinical issues arising in relation to both individual and group work, in the contexts of care, education and treatment of the young people, and the meaning of the work for the practitioner.

Areas of practice that will be particularly explored will include:

    • Defining and clarifying the nature of therapeutic and clinical work with children with complex needs;

    • Working with children who have been abused;

    • Facilitating relationships and attachments;

    • Containment and holding;

    • The relationship between emotional and cognitive development in children’s educational development;

    • The group as therapeutic agent.

    • Working with families.

Teaching and learning methods:

The module is provided through a programme of 12 x 1.5hour seminars. The seminars are provided in conjunction with training workshops, ongoing individual/group supervision, student tutorial’s, regular reflective learning groups, attendance at professionals’ and team meetings, formal case discussions, peer mentoring, and supervised practice. All of these provide opportunities for students (with supervisors and clinicians) to look at the ways theory and policy is applied and used to both facilitate and understand casework practice and group-living.

It is intended that the delivery of this module will be supported by teaching staff from UWE.

Supervised practice will account for at least 40hrs hours of professional practice which should include:

    • Working in a group setting with children / young people

    • Undertaking one to one work on a regular basis

    • Directly contributing to professional discussions about the development of packages of therapeutic care for children / young people

Evidence will be gathered of professional practice and students will be directly observed on at least 2 occasions for a minimum of 30 minutes as part of the final assessment.

Reading Strategy

The seminars will focus on selected papers and other literature which relate to relevant areas of clinical and group practice. Students will also be recommended a range of relevant literature and encouraged to read as widely as possible.

Indicative Reading List: (see guidance notes)

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Beedell, C. (1970), Residential Life with Children, London: Routledge and Kegan Paul

Bettelheim, B (1950), Love is Not Enough – The Treatment of Emotionally Disturbed Children, Free Press

Brazelton, T, B. & Cramer, B.G. (1991), The Earliest Relationship: Parents, Infants and the Drama of Early Attachment, London: Karnac books

Couper, D. (2000) The impact of the sexually abused child’s pain on the worker and the team. Journal of Social Work Practice, Vol 14 No 1 pp 9-16.

Dockar-Drysdale, B. (1990) The Provision of Primary Experience. London, Free Association.

Fonagy, P. (2001). Attachment Theory and Psychoanalysis. New York: Other Press.

Frosh, S. (1987) Issues for men working with sexually abused children. British Journal of Psychotherapy, Vol. 33 p.481-498.

Greenhalgh, P. (1994). Emotional Growth and Learning London: Routledge.

Lanyado, M. (1991) On creating a psychotherapeutic space. Journal of Social Work Practice, Vol 5, No 1 pp 31-40.

Obholzer, A. and Roberts, V.Z. (1994). The Unconscious at Work.: Individual and Organisational Stress in Human Services. London. Routledge.

Parkes, C.M. et al (1996), Attachment across the Life-Cycle, London: Routledge

Thomas, K (1996) “The Defensive Self: A Psychodynamic Perspective” in Stevens, R (1996) Understanding The Self. London: SAGE Publications.

Ward, A (2007) Working in group care – Social work and social care in residential and day care settings. Bristol: Policy Press

Assessment:

Assessment:

First Assessment Opportunity:

Component A: Element Weighting

    • Two separate direct observations, mid module and end of module, 40%

    of professional practice which demonstrate the meeting of learning

    outcomes. These must be independent of one another. Each observation

    must be of direct practice and be undertaken by a senior member of staff.

    Each observation must account for a minimum of 30mins.

Component B:

    • Part (i) 20min Presentation to seminar group for discussion 30%

      examining relationship between theory and

      practice / application of theory to practice.

    • Part (ii) Essay of 1,500-2,000 words providing analysis and evaluation of 30%

      presentation / discussion.

The assignment demonstrates that the student can articulate a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

Second Assessment Opportunity:

There is only one assessment opportunity for Professional Practice Modules. Further opportunities are at the discretion of an Award Board. The Modular Assessment Regulations (MAR 3.6.1) state the following:

‘In a professional practice module students do not have a right to automatic referral after the first assessment opportunity. Referral is subject to the discretion of the award board. Where a practice component has not been passed students are normally offered at most one further opportunity for referral.’

Specification confirmed by ………………………………………Date……………………………

(Associate Dean/Programme Director)

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