Page G1 - Chichester Counselling Services Student Handbook 2015 - Green Section
YEAR 3 CONTENTS - (Green Section)
Page No.Contents
G1Course Aims and Objectives
G2Weekly Content Year 3 2013
G5General Reading List Year 3
G6Spring Term Essay
G7Spring Term Essay Rating Form
G8Case Study Preparation Procedure
G9Personal Tutor – Reflective Learning Journal
G10Personal Tutor – Written Assignments and Assessments
G11Final Skills Self Assessment
YEAR 3 COURSE AIMS AND OBJECTIVES
The aim of this Year is to enable the students to deepen their psychodynamic practice and understanding sufficiently to achieve the criteria for a pass of the Diploma.
The objectives are for students to:
- Explore more deeply some important counselling concepts
- Increase their personal awareness in relation to these topics
- Identify difficulties that students might encounter when working with clients and find ways of understanding and dealing with these constructively
- Develop advanced psychodynamic counselling skills
- Advance students’ theoretical understanding so that
their practical skills are applied in an informed and
controlled manner
- Develop further the use of the students’ internal supervisor.
- Complete their studies on human development
- Form a personal way of working by integrating practice, theory and awareness of self and personal experience.
The structure of the year is as follows:
Term 1 – deepening awareness of unconscious processes.
Term 2 – studying human development from birth onwards + Carl Jung
Term 3 – Jung, followed by student presentations.
As in Year 2, the staff team consisting of year tutor, training supervisors, personal tutors and project tutors will assess students. The assessment will be based on set work and termly reports. Additionally, there will be a case study at the end of the year, which will be double marked blind by staff members not directly involved with Year 3. A pass for the case study is one of the criteria for a pass of the Diploma.
Student support during the year:
It is mandatory to attend one tutorial per term with; the year tutor, supervisor and personal tutor, who can be approached at other times as before.
PPDG continues. The PPDG facilitator does not take part in the assessment process.
Personal Therapy.
Deadlines for assessed work must be strictly adhered to except in exceptional circumstances, when extensions may be granted if negotiated well in advance. Failure to meet a deadline will be interpreted as a failure to keep a boundary and therefore will be reflected in the student’s skills rating. In addition the piece of work may not be marked.
YEAR 3: AUTUMN TERM 2014
TIMETABLE AND SYLLABUS
DATE / WEEK / THEORY / NOTES29 Sep / 1 / The Unconscious
Transference
2 Oct / 2 / The Unconscious
Countertransference
9 Oct / 3 / Defences in client and counsellor
16 Oct / 4 / Depression
27 Oct / Half Term
3 Nov / 5 / Phobias and Anxiety
10 Nov / 6 / Major Mental Illness
What we think madness is
17 Nov / 7 / Grief and Loss
24 Nov / 8 / Birth
1 Dec / 9 / Infancy
8 Dec / 10 / Childhood
YEAR 3: SPRING TERM 2015
TIMETABLE AND SYLLABUS
DATE / WEEK / THEORY /NOTES
12 Jan / 1 / Adolescence19 Jan / 2 / Young adulthood
26 Jan / 3 / Established Adulthood
2 Feb / 4 / Mid Life
9 Feb / 5 / Old Age
16 Feb / HALF TERM
24 Feb / 6 / Symbolic thinking
1 Mar / 7 / Archetypes
8 Mar / 8 / Mandalas/Awareness of self
Persona
15 Mar / 9 / Wounded Healer
22 Mar / 10 / Anima/Animus
YEAR 3: SUMMER TERM 2015
TIMETABLE AND SYLLABUS
DATE / WEEK / THEORY / NOTES19 Apr / 1 / Student Presentation
26 Apr / 2 / Student Presentation
3 May / May Bank Holiday - No Training
10 May / 3 / Student Presentation
17 May / 4 / Student Presentation
24 May / 5 / Student Presentation
31 May / Half Term
7 Jun / 6 / Student Presentation
14 Jun / 7 / Ethics
21 Jun / 8 / Ethics
28 Jun / 9 / Endings
5 Jul / 10 / Endings
GENERAL READING LIST – Year 3
Books from Year 1 and Year 2 together with the following:
Anderson, R. (1992) ed. Clinical Lectures on Klein and Bion. London, Routledge
Bateman,A. and Holmes, J. (1995) Introduction to Psychoanalysis. London, Routledge
Bettleheim, B. (1989) Freud and Man’s Soul, London, Penguin
Britton, R. Feldman, M. and O’Shaughnessy, E. (1989) The Oedipus Complex Today, London, Karnac
Garland, C. ed. (1998) Understanding Trauma,London, Tavistock Clinic
Herman, N. (1987) Why Psychotherapy, London, FAB
Holmes J. (1996) Attachment, Intimacy and Autonomy New York, Jason Aronson
Horney K. (1970) Neurosis and Human Growth London, W.W Norton
Jung C.G. (1983) Man and His Symbols London, MacMillan
Perelberg, R. J. (1999) Psychoanalytic Understanding of Violence and Suicide, London, Routledge
Racher, H. (1968) Transference and Countertransference, London, Karnac
Sinason Valerie (1992) Mental Handicap and the Human Condition. London: Free Association Books
Singer J. (1994) Boundaries of the Soul London, Random House
Von Franz M.L. (1998) Dreams Shambala, Boston
Wilmer H. (1987) Practical Jung – The Nuts and Bolts of Jungian Psychotherapy
Winnicott D.W. Deprivation and Delinquency New York, Chiron
Yalom, I. (2001)The Gift of Therapy, London, Piatkus (read critically)
You might be interested in reading the original classical texts - Freud and Jung of course – also Donald Winnicott, Melanie Klein, Wilfred Bion, John Bowlby, Ronald Fairbairn, Harry Guntrip, Karen Horney.
More recent writers include Neville Symington, Christopher Bollas, Irving Yalom (good for stories), Josephine Klein, Joyce McDougall, Jeremy Holmes and Andrew Samuels
YEAR 3 SPRING TERM ESSAY
Aim-This essay is to help you to integrate the learning of the
Autumn Term and to help the tutor to know how much you have assimilated and integrated.
Essay Title – Drawing on your learning about unconscious processes
on the course, discuss the film ‘Tea with Mussolini’.
You are asked to explore the defences and unconscious processes of one or two characters. Consider and comment on the transference and countertransference.
Guidelines
- Say clearly at the beginning what you will be discussing
- Pursue only one or two aspects in great detail.
- You will not need to be referring to your own clinical work
- You will need to be referring to your own internal processes
- Draw your discussion together with a conclusion
- Reference this essay using the CCS guidelines
Length- 3000 words
YEAR 3 ESSAY RATING SHEET SPRING TERM
Rating / CommentIntegration and assimilation of the theory of the unconscious
Appropriateness of examples to the theory being discussed
Reasoning, criticism and analysis
General Comments
Tutor’s signature:date:
Tutor’s Overall rating: PassReferFail
Year 3/Diploma Extension Case Study Preparation Workshops
1. Objective
These workshops are intended to assist Year 3 and Diploma Extension students in writing their final Case Studies, for which a pass grade is a mandatory requirement for award of a Diploma.
Assistance will be provided collectively to all students in the form of 2, 3 hour group workshops; the first taking place early in Spring Term at which time, students may normally be expected to be considering the Case Study in the forefront of their course work.
The second workshop will be provided around 6 weeks later, approximately mid-way betwee the first workshop and the Case Study submission date at the end of April each year.
2. Facilitation
Both workshops are intended to be collaborative, including both direct input from the facilitators, and response to queries or thoughts introduced by students. Mentoring of the content of individual Case Studies will not be included.
Both workshops will be facilitated jointly by at least 2 members of training staff:
The Year 3 Year Tutor.
Training Manager – co-ordinating and to provide direct connection between workshop process and assessment /moderation .
3. Introductory Workshop
The first workshop, early in Spring Term is intended to assist students with clarification of the Case Study Guidelines; purpose and expectations of the assignment; client selection and any initial queries students may bring.
Before attending this workshop students will be expected to have familiarised themselves, in detail, with the Case Study Guidelines and, for instance, identified any aspect about whch individuals are unclear or would like additional information.
4. The Second Workshop.
The second workshop is timed with expectation that students will have by then made a substantial draft of what they intend to submit and, en route, have evolved further queries or need to refresh the aims and requirements of the assignment.
5. “Proof” Reading
In addition to the normal sense of the term “Proof Reading” (for mistakes in spelling, syntax etc.), it may be important to check that the Case Study includes sufficient explanation for those otherwise uninformed about the case, bearing in mind that the assessors have nothing but the presented text for information.
In order to ensure equity of process between students, Case Study text may be submitted only to contemporary members of the Year 3 or Diploma Extension groups en route to hand-in.
In order to avoid the unconscious gap filling that sometimes occurs when the text is considered by anyone who is already familiar with the case, client or counsellor, such as might occur within a supervision group, those from within the supervision group in which the case is processed are also best avoided.
As a subjective process, proof reading can hardly be conclusive. As a starting point, “good enough” may be satisfied perhaps by a reading before the second workshop and at least one other on completion of the final draft.
Personal Tutor-Reflective Learning Journal
Rationale
All students are required to keep a reflective learning journal for the duration of their training.
The purpose of the journal is to provide an opportunity to reflect on and explore thoughts and feelings arising from the structured and unstructured aspects of the training.
The aim is to develop a level of personal awareness that enables trainees to make appropriate, ethical and effective relationships with clients and professional colleagues.
As a counsellor you will need to decide what is appropriate to include in client sessions, in supervision and in your personal therapy. Development of this skill may be aided if content of the journal is considered from those perspectives.
Requirements
-It must be legible.
-Appropriate sections or photocopies will need to be handed in with assignments.
-Entries must be made at least weekly, dated and pages numbered.
-Entries should be of no less than 250 words per week.
Before each tutorial your Personal Tutor will read your assignment and relevant handed in sections of your journal. (See Written Assignments doc for details).
The remainder of your journal should be brought to the tutorial in case you need to refer to it.
Some areas for exploration:
Identify and explore:
-Your personal strengths, weaknesses and vulnerabilities
-Your personal prejudices, assumptions and values and their impact on you and others
-Ways in which your past history, family of origin and life experiences impact on your current ways of relating to others
-Relational difficulties you experience and their impact
-Impact of others on self
-Impact of self on others
-Potentially challenging thoughts and feelings such as anger, jealousy, envy.
-Impact of the training on your thinking and the ways in which you relate to others.
In addition you may choose to include other forms of expression which help you to develop your insight, such as:
Mind maps
Dreams
Art
Poetry
Quotes
Personal Tutor-Written Assignments and Assessment
Each term, students are required to produce a written assignment based on their Reflective Learning journal. This assignment is the same each term throughout the training.
This essay is an opportunity to reflect on growing personal awareness as themes and patterns emerge and are explored. Students may wish to reference one major area of development or several different themes which are emerging.
These assignments enable students to consider which aspects of themselves are especially important or relevant with reference to becoming a counsellor and making effective therapeutic relationships.
Assessment and feedback
The personal tutor reads the essay, along with relevant extracts from the journal, before the termly tutorial and gives written and verbal feedback at the tutorial, based on the required learning outcomes derived from the Ethical Framework (see feedback sheet).
Written feedback includes a grade of pass/refer/fail. A grade of ‘refer’ in any element may require further written work within a given time frame.
The feedback sheet includes space for students to make a written comment at or after the tutorial. A copy of the essay and completed feedback sheet is kept on file at CCS for reference.
At the end of each training year the Personal tutor gives each student an overall grade for the year: Pass Fail or Refer. See “Student Assessment Outcomes” in Section 1 of this Handbook for details.
This grade is taken forward to the Examining Board meeting at the end of each training year.
Requirements for the Journal Essay
-Word count 1800 words
-Typed or in legible handwriting on A4 paper
-Refers to Reflective Learning Journal (using page numbers)
-To be handed in to the Personal Tutor, along with relevant pages from the journal and a blank feedback sheet, on the given date each term. (Master feedback sheets are in the white section of the handbook)
-Remainder of journal to be brought to tutorials in case needed for reference.
CLASS SKILLS – YEAR 3 FINAL SKILLS SEL F ASSESSMENT
Rate link to theory / Rate application / COMMENT1.Starting
work with
new client
2.Awareness
of here &
now
3.Managing
own process
4.Working
with
defences
5.Working
with
transference
6.Working
with
Projective
Identification
7.Working
with
sexuality
8.Working
with
rage & conflict
9.Assessing
mental
health
10.Symbolism
metaphor,
and dreams
11.Knowing what is self
& what is other
Tutor’ overall rating:PassReferFail
Tutor’s signature.Date:
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30-Sep-15