Page B1 - Chichester Counselling Services Student Handbook 2015 – Blue Section
YEAR 1 CONTENTS – (Blue Section)
Page. No.Contents
B1Aims and Objectives of Year 1
B2Weekly Content Year 1 2014
B5Year 1 Saturday Workshops
B6Reading List
B7Criteria to Be Met – Theory
B7Criteria to Be Met – Skills
B8Criteria to Be Met – Self Awareness
B8Criteria to Be Met – Professional and Ethical Development
B9Assessment Procedure
B10Professional and Ethical Development Assessment (End of Autumn & Spring Terms)-self
B11Professional and Ethical Development Assessment (End of Autumn & Spring Terms)-peer
B12Theory Assessment – Term One, Autumn
B13Skills Assessment – Term One, Autumn
B14Self Awareness Assessment, Term One, Autumn
B15 Recorded Role Play Transcript Guidelines
B16Theory Assessment – Term Two, Spring
B18Skills Assessment – Term Two, Spring
B20Self Awareness Assessment, Term Two, Spring
B21Theory Assessment – Term Three, Summer
B23Skills Assessment – Term Three, Summer
B25Self Awareness Assessment, Term Three, Summer
B27Year I Assessment Procedure, Professional and Ethical Development Assessment
B29Personal Tutor – Reflective Learning Journal
B30Personal Tutor – Written Assignments and Assessments.
B31Assessment for Readiness to Practice
AIMS AND OBJECTIVES OF YEAR 1
The aim of Year 1 will be to enable students to begin to develop insight into their own inner world and the possible conflicts within in order to enable an empathetic understanding of the client’s inner world. In conjunction with this we will explore the fundamentals of psychodynamic theory.
Alongside this will be the development of listening and responding skills which will provide an atmosphere of acceptance in which clients may explore their issues. An understanding of the purpose of creating boundaries both personally and professionally will develop, as well as the ability to recognise when these are being tested. Note writing will be used as an aid towards further understanding of the client.
Students’ ability to be honest concerning their limitations will be acknowledged positively and any support or assistance available will be given to facilitate growth.
The ultimate aim of Year 1 is to prepare a student to enter into the second year as a trainee counsellor who does not extend any emotional risk to the clients or themselves and who can begin to work with clients.
YEAR 1: AUTUMN TERM 2015
TIMETABLE AND SYLLABUS
DATE / WEEK / THEORY / SKILLS25 Sept / INDUCTION – INTRODUCTION
TO CCS AND EACH OTHER
02 Oct / 1 / INTRODUCTION TO COURSE
& TO THE PSYCHODYNAMIC APPROACH / Boundaries Confidentiality
Role Plays
09 Oct / 2 / TRUST AND DEPENDENCY / Listening Hindrances
16 Oct / 3 / AUTHORITY AND AUTONOMY / Attending
23 Oct / 4 / CO-OPERATION AND COMPETITION / Role Play
30 Oct / Half Term
06 Nov / 5 / LEARNING TO LEARN / Role Play
13 Nov / 6 / ADOLESCENCE / Role Play
Sat 14 Nov / Working with Difference Workshop 10.00 – 16.00
20 Nov / 7 / MAKING RELATIONSHIPS / Role Play
27 Nov / 8 / GENERATIVITY, WORK AND NO WORK,
PARENTS AND CHILDREN / Silence
Role Play
04 Dec / 9 / OLD AGE / The Therapeutic Alliance, Rapport, Timing and Pacing
Role Play
11 Dec / 10 / REVIEW OF TERM
COURSE APPRAISAL WITH ALL YEAR I STAFF / - Professional & Ethical Development assessment
- Role Play
Hand in all written assessments:
Theory, Skills, Self Awareness.
YEAR 1: SPRING TERM 2016
TIMETABLE AND SYLLABUS
DATE / WEEK / THEORY / SKILLS08 Jan / 1 / Intro to
PSYCHODYNAMIC THEORISTS
FREUD / Role Play
(Practice Role Play Mentors to be booked in January)
15 Jan / 2 / Intro to
THEMES / Imagery, Symbols and Metaphor
Role Play
22 Jan / 3 / Student presentation of PSYCHODYNAMIC THEORISTS
SHAME / Noticing
Role Play
29 Jan / 4 / Student presentation of
PSYCHODYNAMIC THEORISTS
ANGER / Tone of voice
Role Play
05 Feb / 5 / Student presentation of PSYCHODYNAMIC THEORISTS
DIFFICULT FEELINGS / Hand in Role play recording with transcript to Mentor
Role Play
12 Feb / 6 / DEPRESSION / Role Play
19 Feb / HALF TERM
26 Feb / 7 / LINKING / Role Play
Sat 27 Feb / INNER CHILD WORKSHOP 10.00 – 16.00
04 Mar / 8 / UNCONSCIOUS COMMUNICATION / Role Play
11 Mar / 9 / TRANSFERENCE / Role Play
18 Mar / 10 / COUNSELLOR’S ANXIETY
TRANSFERENCE AND COUNTER TRANSFERENCE
Course Appraisal / - Professional & Ethical Development assessment
- Role Play
Hand in all written assessments:
Theory, Skills, Self Awareness.
YEAR 1: SUMMER TERM 2016
TIMETABLE AND SYLLABUS
DATE / WEEK / THEORY / SKILLS15 Apr / 1 / COUNTER-TRANSFERENCE
Seminar paper – therapeutic relationship / Role play
22 Apr / 2 / DEFENCES / Responding to difficult statements
Role Play
29 Apr / 3 / DEFENCES / Hand in Recorded Role Play, Transcript and Commentary
Ethics
06 May / Bank Holiday
13 May / 4 / COUNSELLING RELATIONSHIPS
(Intro to Comparison of Approaches) / Process
Case vignette/ ethical dilemma
20 May / 5 / SEX / Process
Case vignette/ethical dilemma
Sat 21 May / TRANSFERENCE & COUNTERTRANSFERENCE WORKSHOP 10.00 –16.00
27 May / 6 / SEX / Process
Case vignette/assessment
Hand in Theory, Skills and Self Awareness assessments
03 Jun / Half Term
10 Jun / 7 / Student presentation of
COMPARISON OF APPROACHES
ATTACHMENT AND LOSS / Process
Contract
17 Jun / 8 / Student presentation of COMPARISON OF APPROACHES
ATTACHMENT AND LOSS / Process
24 June / 9 / Student presentation of COMPARISON OF APPROACHES
ENDINGS / Process
01 Jul / 10 / Course Appraisal
ENDING / Hand in:
Teaching Evaluations &
End of year Course Review
Year 1 Saturday Workshops
Autumn Term:Working with Difference
Spring Term:Inner Child
Summer Term:Transference and Counter-transference
Chichester Counselling Services Year 1 Suggested Reading List - 2015
- Psychodynamic Counselling in a Nutshell Susan Howard (2006)
- Human Growth and Development, 4th edition Eric Rayner with Angela Joyce, James Rose, Mary Twyman and Christopher Clulow (2005) Routledge
- The Presenting Past, 3rd edition Michael Jacobs (2006) Open University Press
- From Counselling Skills To Counselling – A Psychodynamic Approach, Juliet Higdon (2004) Palgrave Macmillan
- Psychodynamic Counselling in Action, 3rd edition Michael Jacobs (2004) Sage Publications (printed in Britain by Cromwell)
- On Learning From the Patient, Patrick Casement (1985) Routledge
- An Introduction to Psychodynamic Counselling 2nd ed Lawrence Spurling (2009) Palgrave Macmillan
- Skills in Psychodynamic Counselling and Psychotherapy, Susan Howard (2010) Sage
- Difference and Diversity in Counselling, Ed.Prof.Sue Wheeler (2006) Palgrave MacMillan
- Anything by Irvin Yalom.
- Couch Fiction, Philippa Perry and Junko Graat, (2010) Palgrave Macmillan
- Why Love Matters – how affection shapes a baby’s brain (2004) Routledge
YEAR 1 - CRITERIA TO BE MET
THEORY
At the end of Year I the student is expected to have a recognition of the general concepts outlined in the theory and their implications for clinical practice.
Scale:
Pass - contains adequate accurate material and addresses almost all of the content, clear enough understanding of related theory and some implications for clinical practice
Refer - there is coverage of the agreed specified areas, although some will not have been covered in as much depth or understanding as required
Fail - there is coverage of most or some of the agreed specified areas, but material is irrelevant or too brief or not applied to clinical practice appropriately. There may be omissions and inaccuracies and/or lack of understanding of the theory and concepts.
SKILLS
At the end of Year I the student is expected to have acquired basic skills and understand their implications for clinical practice.
Scale:
Pass - able to identify and use most of the components of each skill and understand most implications for clinical practice
Refer - able to identify and use some of the components of each skill and/or limited understanding of the implications for clinical practice
Fail - unsatisfactory/ major development needed - limited identification and use of the components of each skill and/or limited understanding of the implications for clinical practice.
SELF AWARENESS
At the end of Year I the student is expected to have a recognition of the group process also an ability to observe their habitual behaviour in the group and reflect on its inner origins and meanings. Have a recognition of this outer manifestation of inner processes on the group or certain individuals within the group.
Scale:
Pass - adequate thought given to group process and be able to put at least some of the process occurring into words. Adequate attempt to observe and identify their habitual behaviour and link it to their inner world and identify origins in the past. Have some awareness of impact they have on others
Refer - some awareness of the above concepts with definite blind spots
Fail - limited awareness of the above concepts and difficulty in several areas outlined above
PROFESSIONAL AND ETHICAL DEVELOPMENT
Scale:
Pass - mostly congruent between perceptions of self, peer and tutor of positive attributes required to become a counsellor. Reasonable awareness of deficits and reasonable effort in formulating strategies to overcome deficits.
Refer - some areas of discrepancy between perceptions of self, peer and tutor of positive attributes required to become a counsellor and some areas of attitudes that are detrimental to being a counsellor. Some awareness of deficits and some effort in formulating strategies to overcome deficits.
Fail - large areas of discrepancy between perceptions of self, peer and tutor of positive attributes required to become a counsellor and large areas of attitudes that are detrimental to being a counsellor. Limited awareness of deficits and little effort in formulating strategies to overcome deficits.
YEAR 1 ASSESSMENT PROCEDURE
Assessment will be ongoing throughout the year and will be based on self, peer and tutor assessment with a final assessment at the end of year by the Year I Tutors and Personal Tutor.
Tutorials will be held with the Year I tutor where students will be able to raise concerns and receive feedback. Students may be requested to attend additional tutorials if there are areas of concern identified by the tutor. Students may request an extra tutorial themselves if they are experiencing difficulty. All students will receive written feedback from assessments. Students will be made aware of any concerns held by staff in advance of final assessment providing opportunity for these to be addressed.
The Personal Tutor is assessing your progress through your journal, journal essay and tutorials.
Towards the end of the summer term all assessments and tutorial notes are collated and reviewed by the Year I tutors and Personal Tutor and a recommendation is made in preparation for the end of year assessment process. Recommendations for all students are then discussed at the Internal Board meeting. A final decision on each student is then made at the External Board meeting which is moderated by our External Examiner. The results are conveyed to each student by post.
Following final assessment and written feedback from the Year I Tutor, students will have a final meeting with the Year I Tutor. At this tutorial each student will have the opportunity to discuss their end of year assessment and Learning Plans for Year 2.
An assessment/hand-in timetable is given separately.
Year 1 Assessment Procedure
PROFESSIONAL AND ETHICAL ASSESSMENT – End of Autumn and Spring Terms
Student’s name:“How I see myself”.
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Circle the response you see as most appropriate:
Aggressive: Always Frequently Occasionally Never
Withdrawing: Always Frequently Occasionally Never
Judgmental: Always Frequently Occasionally Never
Appropriate Warmth: V.Good Good Satisfactory Limited Unsatisfactory
Genuineness: V.Good Good Satisfactory Limited Unsatisfactory
Appropriate giving : V.Good Good Satisfactory Limited Unsatisfactory
Ability to receive: V.Good Good Satisfactory Limited Unsatisfactory
Reliability: V.Good Good Satisfactory Limited Unsatisfactory
Inappropriate self revelation: Always Frequently Occasionally Never
Inappropriate advice giving: Always Frequently Occasionally Never
Appropriate openness: V.Good Good Satisfactory Limited Unsatisfactory
Willingness to share
appropriately:V.Good Good Satisfactory Limited Unsatisfactory
Professional distance: V.Good Good Satisfactory Limited Unsatisfactory
Openness to
a) positive feedbackV.Good Good Satisfactory Limited Unsatisfactory
b) constructive criticism V.Good Good Satisfactory Limited Unsatisfactory
Empathy: V.Good Good Satisfactory Limited Unsatisfactory
Tone of voice: V.Good Good Satisfactory Limited Unsatisfactory
Ability to listen:V.Good Good Satisfactory Limited Unsatisfactory
Ability to give constructive
feedback: V.Good Good Satisfactory Limited Unsatisfactory
Year 1 Assessment Procedure
PROFESSIONAL AND ETHICAL DEVELOPMENT – End of Autumn and Spring Terms
Student’s name:“How my peer views me”. By:(Peer).
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Circle the response you see as most appropriate:
Aggressive: Always Frequently Occasionally Never
Withdrawing: Always Frequently Occasionally Never
Judgmental: Always Frequently Occasionally Never
Appropriate Warmth: V.Good Good Satisfactory Limited Unsatisfactory
Genuineness: V.Good Good Satisfactory Limited Unsatisfactory
Appropriate giving : V.Good Good Satisfactory Limited Unsatisfactory
Ability to receive: V.Good Good Satisfactory Limited Unsatisfactory
Reliability: V.Good Good Satisfactory Limited Unsatisfactory
Inappropriate self revelation: Always Frequently Occasionally Never
Inappropriate advice giving: Always Frequently Occasionally Never
Appropriate openness: V.Good Good Satisfactory Limited Unsatisfactory
Willingness to share
appropriately:V.Good Good Satisfactory Limited Unsatisfactory
Professional distance: V.Good Good Satisfactory Limited Unsatisfactory
Openness to
a) positive feedbackV.Good Good Satisfactory Limited Unsatisfactory
b) constructive criticism V.Good Good Satisfactory Limited Unsatisfactory
Empathy: V.Good Good Satisfactory Limited Unsatisfactory
Tone of voice: V.Good Good Satisfactory Limited Unsatisfactory
Ability to listen:V.Good Good Satisfactory Limited Unsatisfactory
Ability to give constructive
feedback: V.Good Good Satisfactory Limited Unsatisfactory
Year One Assessment Procedure
THEORY ASSESSMENT - Term One
TO BE RETURNED TO TUTOR AT LAST SESSION OF AUTUMN TERM.
IF YOU FAIL TO DO SO THEN THE PAPER WILL NOT BE ASSESSED.
Student’s name:
The developmental stages during infancy and early childhood are the foundations upon which we build continuously throughout life. The success or lack of success with which we negotiate these stages have an influence on how we manage stresses in adulthood.
In your own words describe your understanding of and how you may identify each of the following stages:
1) Trust and Dependency
2) Authority and Autonomy
3) Co-operation and Competition
4) What is your present understanding of Psychodynamic Counselling?
Year One Assessment Procedure
SKILLS ASSESSMENT - Term One
TO BE RETURNED TO TUTOR AT LAST SESSION OF AUTUMN TERM.
IF YOU FAIL TO DO SO THEN THE PAPER WILL NOT BE ASSESSED.
Student’s name:
Using your recorded/observed role plays, transcripts and analysis, comment on your understanding of:
- The therapeutic relationship
2. Boundaries
3. The occurrence of silence and its impact on the therapeutic relationship.
4. The skills that you have used, or would have used, in building a therapeutic relationship.
Year One Assessment Procedure
SELF AWARENESS ASSESSMENT - Term One
TO BE RETURNED TO TUTOR AT LAST SESSION OF AUTUMN TERM.
IF YOU FAIL TO DO SO THEN THE PAPER WILL NOT BE ASSESSED.
Student’s name:
How and what do you consider you contribute to the group both in seminar time and process time? What insight are you developing into why this may be?
What aspects of the group have felt uncomfortable for you?
What aspects of the group have felt comfortable?
When considering the above three questions have you noticed any similar behaviour in any other groups of which you are a part, e.g. family of origin, work, etc.?
Recorded Role Play Transcript Guidelines
In Year 1, you get the opportunity to do a practice taped role-play in January/February, which is not assessed. You will do a 10 minute taped role-play, transcribe it with commentary, and at an agreed time, meet with a mentor for a 50-minute tutorial. The mentor will be a member of CCS’ student work assessment team. The mentor will not act as some kind of expert, instead working with you, encouraging you to sharpen your reflexive thinking, within a spirit of curiosity.
To summarise, reflexivity in this context will shape the way you transcribe your tape. You must write it verbatim, with the client’s narrative, followed at each step by what you think the communication was about, and how this helped you to decide what you were going to say. Then you transcribe what you said, adding something about what you hoped it would achieve. Then you transcribe what the client said in response, and describe what effect you think that you had on the client, i.e. did it deepen the rapport, or was it unhelpful? How was it helpful or unhelpful? What could you have said instead, and why didn’t you say it? Reflexivity is about a frame of mind where you remain actively open and curious about why you said what you did, and how you could have responded differently.
The aim of the tutorial is to explore together and be interested in understanding how you worked with the client.
The purpose of the practice and mentoring is to help you prepare for an assessed recorded role-play which usually takes place in April/May (dates to be confirmed by the Year 1 Tutor, who will assess and mark. This is the key piece of work for the year and must be passed).
Some points to consider for your recorded role-play:
- If possible, please type the transcript, allowing space at the side for notes for the mentor to write.
- Comment on the role-play using your reflexive thinking, as described above. You might include some tentative hypotheses, or ideas about what you think were happening, for example, defence/resistance, hidden feelings, repeating themes (such as loss, client feeling ignored, shut out, etc).
- Note any ideas you have about possible transferences, in other words, could the client have been relating to you as if you were someone else? If so, is it possible that some of your responses were a counter to your client’s transference, in other words, what we call a countertransference response to the client?
- Were you able to maintain a part of your mind where you felt able to think about what was going on, or did you feel drawn in to your client’s narrative to the extent that thinking and wondering was impossible? If so, what thoughts do you have about this?
- Were there any silent moments? What kind of silences were they, i.e. anxious, thoughtful, blank? What do you think about the silence(s)?
- Were you able to make use of your valuable basic counselling skills? If not, why not? What stopped you?
- Were you able to stay as close as possible to the client’s material and follow their narrative, or did you find yourself leading the agenda? What do you make of this? Similarly did your interventions give the client space to explore, or did you box the client in and reduce the space? How could you have been different?
- Describe your thoughts about how the role-play ended.
Year One Assessment Procedure