Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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None NO Resit. Student will repeat in next academic session |
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Description This module introduces students to the skills and process of psychotherapy. Within the framework of an Integrative (Humanistic and Psychosynthesis) theoretical orientation, students will gain appreciation of the importance of the therapeutic relationship in the process of psychotherapy. The module uses a practitioner/theoretical learning model, so that, through experiential practice, students will start to acquire key competencies for establishing the therapeutic relationship. The module will also instil an appreciation of the responsibilities, values, and ethics associated with the profession of counselling/psychotherapy. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate their personal integration of theory, skills and their own readiness to practice, by embracing a journey toward in-depth self-understanding and an openness to personal development and change. 2. Appraise the nature of the therapeutic relationship by attending appropriately to the cues (direct and indirect) transmitted by clients. 3. Respond to clients by drawing on Roger’s ‘core conditions’ of empathy, congruence and unconditional positive regard, and by using strategies such as reflective listening, paraphrasing and summarising. 4. Distinguish levels of meaning in the client’s narrative presentation, and facilitate clients elaboration of content by conducting and planning the session according to each client’s unique underlying needs, difficulties and current state 5. Identify potential challenges in the therapeutic relationship, such as transference and counter-transference, understand their role in the therapy, and respond to them effectively. 6. Explore their own development as a Counsellor/Psychotherapist from a Psychosynthesis perspective. 7. Recognize some of the ethical/social responsibilities, and potential legal implications of working as a professional Counsellor/Psychotherapist | |||||||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Introduction to Psychotherapy practice:This section focuses on the philosophical background, historical roots, and definitions of counselling and psychotherapy. It provides an overview of the main ‘Schools’ of psychotherapy such as Freudian, humanistic and integrative, and provides both practical and theoretical rationale for an integrative model of practice.Professional Practice Standards:Through study and discussion of the Professional Codes and Standards, this session discusses the ethical and social responsibilities involved in working as a professional psychotherapist. A number of different scenarios that typically create challenging dilemmas for psychotherapists are examined, some of which also have legal implications.Personal Journey of the Psychotherapist:This subject is integrated throughout the module, as participants learn to appreciate how crucial their own personal process of deep self-understanding and growth is to the therapeutic process. Participants learn how to self-reflect, recognize their own strengths and blocks contributing to the therapeutic process, and begin their own personal journey of integration, transformation, and growth. Personal Readiness of the psychotherapist is emphasized.The Therapeutic Relationship:This session focuses on the central role of the therapeutic relationship in facilitating clients toward self-understanding and positive change. Exploring theoretical and practical issues that influence the initiation, development, maintenance, and termination of a therapeutic relationship, and using simulated role-plays and experiential practice, participants develop a host of competencies required for appropriately managing the therapeutic relationship.Skills Practice:Practicing in small groups, where students practice as psychotherapist with their peers, and through guidance, observation and feedback from professional tutors (one per group of 8 – 10 students), participants develop a host of ‘level 1’ skills for conducting a psychotherapy session. Particular attention is paid to drawing from a theoretical orientation, Rogerian core conditions, content versus process, transference and counter-transference, building trust, and listening in a manner that encourages elaboration. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 23264, book, Michael Jacob, 2003, Sigmund Freud, London, Sage, 23265, book, Mearns, Dave & Cooper, Mick, 2005, Working at Relational Depth in Counselling & Psychotherapy, London, . Sage, 23266, book, Palmer, S. & Woolfe, Ray (ed):, 2000, Integrative and Eclectic Counselling and Psychotherapy, London, Sage, 23267, book, Tolan, Janet,, 2012, Skills in person-centred counselling & psychotherapy, London :, Sage, 23268, book, Diane Whitmore, 1986, Psychosynthesis in Education: A Guide to the Joy of Learning., London, Turnstone Press,, | |||||||||||||||||||||||||||||||||||||||||||||||||