Registry

Module Specifications

Archived Version 2012 - 2013

Module Title	Integrative Model 1
Module Code	NS509
School	School of Nursing and Human Sciences
Online Module Resources
NFQ level	9	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The purpose of this module is to instil an understanding and appreciation of a model of integration in psychotherapy. History, theory and models of Integration will be examined through readings and class discussions, and participants will then learn how to form hyphotheses and plan treatment from an Integrative perspective. Through simulated role-plays and experiential practises (Psychotherapist and client), and observation of same, participants learn to recognize various stages that evolve over the course of therapy and plan accordingly. They also develop their understanding of and ability to work with transference and counter-transference in the therapeutic process.

Learning Outcomes

1. Summarize the history, theory and models of Integration in psychotherapy
2. Integrate the main theoretical approaches of psychotherapy (Humanistic and Psychosynthesis) that they have already learnt into a case approach for a particular client.
3. Make a therapeutic hypothesis, drawing from a particular theoretical framework, and implement appropriate therapeutic interventions
4. Demonstrate proficiency in recognising distinct stages of the therapeutic process.
5. Demonstrate skills in recognising and working with transference and counter-transference

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	32	Attending and participating fully in 8 class seminars per academic year
Independent Study	42	Sourcing books and articles from reading list, reading in-depth (including note-taking where appropriate) in preparation for participation in class dialogue.
Group work	6	Students gather in groups of four to discuss material arising out of class lectures
Independent Study	15	Time to reflect on how the theories and approaches discussed in class resonate (or not) with oneâ€™s own personal experiences and belief systems
Assignment Completion	30	Writing one 3,000 word essay that demonstrates both accomplishment of learning outcomes and appropriate level of academic writing skills
Total Workload: 125

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

Indicative Content and Learning Activities

Introduction to Integration:
In this section students will learn how theories of Integration emerged within the field of psychotherapy. The benefits of using an Integrative approach, versus adhering to a single theoretical orientation, will be discussed.

Models of Integration:
Through readings and class discussions, different models of Integration will be reviewed, including strengths and limitations of each model. A rationale for the model of Integration adhered to at IICPS (Humanistic and Psychosynthesis) will be examined, and students will gain a deeper appreciation of these two approaches to psychotherapy.

Case Conceptualization
In this section, students will be presented with a hypothetical client seeking psychotherapy. They will learn how to make a general hypothesis about this client, using the information given and working within an Integrative (Humanistic and Psychosyonthesis) framework. Based on their hypothesis, students will then be asked to plan a course of treatment that will best meet the client s needs.

Stages of the Therapeutic Process:
Using the hypothetical case that they have developed in the previous sections, students will then learn about the various stages and cycles of a typical therapeutic process, and how to plan their therapeutic interventions accordingly. Simulated role-plays and experiential practise (psychotherapist and client) will be used to highlight particular elements of the therapeutic process.

Transference and Counter-transference
Students will deepen their understanding of transference, and counter-transference, in particular learning to recognize how the intensity of the inter-play may shift as the therapeutic process evolves. In doing so, participants will recognize the need for their own deepening of their personal journey

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Other Resources

Programme or List of Programmes

GDPC	GDip in Counselling & Psychotherapy
MDPC	MSc in Counselling & Psychotherapy

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