Registry
Module Specifications
Archived Version 2014 - 2015
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Description Building upon NS509, this Module leverages students’ evolving understanding/appreciation of a model of integration to begin the process of constructing a personal integrative framework that resonates with their own personal values and belief systems. Students’ appreciation of an Integrative model will be deepened through class discussions and descriptions of relevant vignettes from the facilitator’s own experience as a psychotherapist. In addition to the IICPs core model of Integration, students will learn how other related perspectives can be drawn from. By drawing on their own personal experiences of seeing ‘real-life’ clients under supervision, students will hone their skills in applying the concepts they are learning in the classroom to the real world of psychotherapy. In addition, students will learn to view their clients within the broader context of culture and society. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Appreciate the implications of the professional roles of counsellor and psychotherapist including ethical and social responsibilities 2. Appreciate how different theoretical perspectives, including Psychosynthesis, Rogerian, psychodynamic and interpersonal are combined in an integrative model of practice 3. Distinguish levels of meaning in the client’s narrative presentation, and plan the therapeutic process accordingly 4. Identify potential difficulties in the therapeutic relationship, including transference and counter-transference, understand their role and respond to them effectively. 5. Expand their perspectives on a client’s presentation by considering the broader social, political and economic factors, such as prejudice, that may have a bearing on the client’s presentation. 6. Demonstrate their personal integration of theory and skills with their own readiness to practice. | |||||||||||||||||||||||||||||||||||||
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 Development of students’ own coherent integrative framework.Building upon their evolving appreciation of the benefits of using an Integrative approach (see NS 509) versus adhering to a single theoretical orientation, students will begin to reflect on and construct an integrative framework that resonates with their own personal values and belief systems .Models of Integration ContinuedThrough readings, class discussions, and descriptions of relevant ‘vignettes’ from the facilitator’s own experience as a therapist, students will expand their knowledge and skills of the practise of Integration. As well as deepening their appreciation of the model adhered to at IICPS (Humanistic and Psychosynthesis), students will gain an appreciation for how other related perspectives, such as ‘Relational’, Interpersonal, and Psychodynamic can be integrated into their models to enhance their understanding of, and responses to a client’s presentation.Case conceptualisation, Exploration, and Treatment PlanningDrawing on their own experiences as Trainee Psychotherapists under supervision, students will start to conceptualize the case of a ‘real life’ client within an Integrative framework. Through class dialogue, and by bringing examples drawn from their ‘real life’ sessions to class, students become skilled in the parallel process of responding to their clients in the here and now while simultaneously conceptualizing and hypothesizing in relation to the theoretical framework that best fits the client’s presentation and then planning a course of treatment accordingly.The reciprocal influences of psychotherapy and societyThrough readings and class discussions, students learn to expand their perspectives on a client’s situation by taking into account the context of the client’s history and experiences within the broader context of the cultural milieu and society at large. Students will be encouraged to consider how factors such as politics, the economy, and other cultural events can shape the personal experiences and interpretations of clients. This section pays particular attention to societal factors such as prejudice and oppression. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes |
GDPC | GDip in Counselling & Psychotherapy |
MDPC | MSc in Counselling & Psychotherapy |
- See the module specification for NS510 in 2003 - 2004
- See the module specification for NS510 in 2004 - 2005
- See the module specification for NS510 in 2005 - 2006
- See the module specification for NS510 in 2006 - 2007
- See the module specification for NS510 in 2007 - 2008
- See the module specification for NS510 in 2008 - 2009
- See the module specification for NS510 in 2009 - 2010
- See the module specification for NS510 in 2010 - 2011
- See the module specification for NS510 in 2011 - 2012
- See the module specification for NS510 in 2012 - 2013
- See the module specification for NS510 in 2013 - 2014
- See the module specification for NS510 in 2014 - 2015
- See the module specification for NS510 in 2015 - 2016
- See the module specification for NS510 in 2016 - 2017
- See the module specification for NS510 in 2017 - 2018
- See the module specification for NS510 in 2018 - 2019
- See the module specification for NS510 in 2019 - 2020
- See the module specification for NS510 in 2020 - 2021
- See the module specification for NS510 in 2021 - 2022
- See the module specification for NS510 in 2022 - 2023
- See the module specification for NS510 in 2023 - 2024
- See the module specification for the current year