University of the West of England

MODULE SPECIFICATION

Code: USPJD8-10-2 Title: DEVELOPMENTAL AND CULTURAL ASPECTS OF Version: 3

COUNSELLING

Level: 2 UWE credit rating: 10 ECTS credit rating: 5

Module type: PROJECT

Owning Faculty: Applied Sciences Field: Psychology

Valid from: September 2004 Discontinued from:

Pre-requisites: NONE

Co-requisites: USPJDK-40-2 Counselling Skills Practice & Supervision

Excluded combinations: NONE

Learning outcomes:

At the end of the module the student should be able to:

Analyse the correspondence between childhood experience and the problematic issues presented by adult clients.

Discuss the extent to which human change is dependent on life stage phenomena.

Critically examine counselling as a specific form of cultural practice.

Discuss the aetiology of psychological distress with reference to social and family networks, past and present.

Examine the issues of power and inequality in the counselling relationship.

Qualitatively evaluate the influence of families of origin on the interaction between client and counsellor.

Critically examine the notions of normality and diversity as they apply to counselling outcomes.

Discriminate between concepts of optimum child rearing as proposed by theoretical schools of counselling and psychotherapy.

Use their knowledge of relevant psychological research into human development to inform their understanding of their clients' social interactions.

Demonstrate an appreciation of GENDER, DISABILITY, RACE & SEXUALITY issues as they affect students' own counselling practice.

Syllabus content:

Human developmental influences on counselling: Early childhood, attachment and separation, care and deprivation; Family histories and roles; Growing up, gender,education and peer relationships; Adolescence, cognitive, moral, affective & personality development; Adult life stages, young, middle and older adult life.

Cultural influences on counselling: Counselling in the disciplinary society, locating counselling as late twentieth century practice; Power and inequality in the counselling relationship; Mental Health and minority groups, race, gender and sexual orientation; Self as project.

Teaching and learning methods:

Inputs via mini-lecture, video, handout and guided reading; discussion; experiential exercises.

Reading Strategy

All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

This guidance will be available either in the module handbook, via the module information on UWEonline or through any other vehicle deemed appropriate by the module/programme leaders

Bowlby J [1971]The Making and Breaking of Affectional Bonds, London, Tavistock

D’Ardenne P & Mahtani A [1992] Transcultural Counselling in Action London, Sage

Erikson E [1959] Identity and the Life Cycle Harmondsworth, Penguin

Holmes J [2002] John Bowlby and Attachment Theory London, Routledge

Kareem J & Littlewood R Intercultural Therapy Oxford, Blackwell

Littlewood R & Lipsedge M [2001] Aliens and Alienists London, Routledge

Muncie J et al [1995] Understanding the Family London, Sage

Parkes CM et al [1996] Attachment Across the Life-Cycle London, Routledge

Samuels A [1993] The Political Psyche London, Routledge

Siegel A [2000] Heinz Kohut and the Psychology of the Self London, Routledge

Stern D [1998] The Interpersonal world of the Infant London, Karnac

Assessment

Weighting between components A and B (standard modules only) A: 100% B: %

ATTEMPT 1

First Assessment Opportunity

Component A Element weighting

ES1	Written Analysis of supervised casework (2500 words)	1

Second Assessment Opportunity (further attendance at taught classes) NO

Component A

Description of each element Element weighting

ES1	Written Analysis of supervised casework (2500 words)	1

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes. YES

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

(Associate Dean/Programme Director)