[ANSWER]COUN 6261 1 Contemporary Psychodynamic Psychotherapy: Discipline of Counselling

TASK DESCRIPTION

UNIT DESCRIPTION of Contemporary Psychodynamic Psychotherapy

This unit provides an opportunity for students to develop and apply a practical, evidence-based, contemporary psychodynamic approach to psychotherapy. The focus of this unit is Psychodynamic- Interpersonal Therapy which is also known as The Conversational Model. With experiential skills practice forming a core component of the unit, students learn to apply Psychodynamic-Interpersonal Therapy.

Throughout this process students, will engage with key, fundamental principles of the psychodynamic approach that will enable them to integrate elements of theory and practice from the broader field in general, and the Australian approach to Psychodynamic-Interpersonal Therapy /The Conversational Model in particular.

ACAP classes are an open space for the critical and civil exchange of ideas, and this Unit will include topics that may be difficult for you to confront or discuss. If you feel uncomfortable discussing certain content during class, please seek the support of your educator or fellow students in the first instance. Additional free and confidential counselling support is available on all ACAP campuses.

Please visit https:/ www.acap.edu.au/current-students/services-and-support/counselling-support/ for further information on the ACAP Counselling Support Service and external supports including Lifeline, Beyond Blue, MensLine, and others.

UNIT INFORMATION

DEVELOPMENT OF LEARNING OUTCOMES AND GRADUATE ATTRIBUTES

Unit Learning Outcomes

On successful completion of this unit, students will be able to:

• Critically review, interpret, integrate, and synthesise Psychodynamic-Interpersonal Therapy to psychotherapy.
• Exercise adaptability and judgment when applying Psychodynamic-Interpersonal Therapy
• Critically apply self-awareness and self-reflexivity when engaging with engage with key, fundamental principles of the psychodynamic approach.
• Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches.
• Demonstrate knowledge of the therapeutic effectiveness and limitations of the psychotherapy models presented, with reference to contemporary research findings

ACAP Graduate Attributes

Successful completion of this unit also contributes specifically to the development of the following ACAP Graduate Attributes:

• GA1 COMMUNICATE: Apply effective communication skills with others in diverse contexts and through multiple modalities
• GA2 SUSTAIN: Sustain an intentional commitment to maintain currency and further develop knowledge and skills over their lifetime
• GA3 THINK: Apply critical, creative and flexible thinking to contribute and respond constructively across diverse settings
• GA4 ENGAGE: Engage effectively with contemporary and traditional knowledges across multiple contexts
• GA5 WELLBEING: Utilise skills and knowhow to maintain resilience, personal and professional wellbeing when responding to challenges and opportunities
• GA6 EQUALITY: Enact inclusive practices that deliver social justice and equality of opportunity
• GA7 INTEGRITY: Apply integrity and ethical standards to study, research and practice
• GA8 COMMUNITY: Use teamwork and leadership knowledge and skills to advance teams, groups and communities
• GA9 GLOBAL: Apply culturally sensitive professional knowledge and skills to contribute to a sustainable global future

LEARNING EXPECTATIONS

This unit has been designed to help maximise your learning and integrate it with knowledge and skills developed in earlier and later units in your course, so that you will have mastered all of the necessary learning outcomes and graduate attributes. You will need to be active in your approach to learning, completing the set learning activities before class, participating during class and consolidating what you have learned afterwards.

This means that as well as the time spent learning in class, you will need to put aside additional time each week for independent learning. The Student Code of Conduct outlines our expectations of behaviour and is designed to align with the professional expectations of students graduating from our courses.

Content of units may be personally challenging at times for yourself or others, and we encourage you to reflect on how we can all support each other to achieve our learning goals. The workload may include regular weekly learning experiences, tasks, attending classes (face-to-face / online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks.

Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle class space. The Student Participation and Attendance Policy outlines our expectations and ensures international students maintain conditions of their study visa.

To assist you to plan for study in this trimester, follow the link to the ACAP key dates https:/ www.acap.edu.au/student-resources/key-dates/

Unique student learning expectations for this unit

Attendance requirements are in accordance with the Student Participation and Attendance Policy and also ensure students’ participation and attendance is consistent with the conditions approved by professional and regulatory bodies.

This unit is Blended

Blended

Fortnightly 60-minute lecture to be live-streamed and recorded weeks, 1, 3, 5, (Break Week 7 / No Classes), 8, 10, 12.

Fortnightly Online scheduled 120-minute interactive tutorial weeks 2, 4, 6, (Break Week 7 / No Classes), 9, 11,

13. Fortnightly Online scheduled 120-minute consultation drop-in sessions starting weeks 1, 3, 5, Break Week / No Classes, 8, 10, 12.

Consultation drop-in sessions are organised in the same time-slot as the online interactive tutorials.

A 2-day interactive skills training workshop scheduled during the trimester. On-campus or online to be advised.

Attendance requirements are only associated with tutorials and workshop. When students enrol in this modality they are enrolling in the national lecture, the tutorials and the 2-day workshops on their local campus.

A quick guide to important assessment issues in the subject

You must meet the attendance requirements for the mode of delivery that you are studying, as detailed in this Unit Outline. Yes

Submit all assessment in the designated timeframe.                                 Yes

Pass all assessment tasks in order to pass the unit overall.                                    Yes

WEEKLY SCHEDULE

ASSESSMENT OVERVIEW

There are two types of assessment tasks in this Unit – formative assessment tasks and summative assessment tasks.

The formative assessment task is an assessment for learning that usually occurs at the beginning and during the sequence of teaching and learning. This type of task provides information on student’s progress to monitor teaching and learning outcomes.

The formative assessment is not a hurdle and is not graded, however only formative assessments submitted by the due date will receive feedback from the educator. Formative assessments submitted after the due date do not receive feedback, but there is no penalty to the grade for the linked summative assessment task.

The summative assessment tasks are the graded component of this unit. It is an assessment of learning that is used primarily at the completion of a sequence of teaching, such as at the end of each unit of work. Summative assessment task provides a comprehensive evaluation of all learning outcomes over a certain period.

Students must submit each assessment task (formative and summative) to the online class space assessment dropbox (Turnitin) in Moodle by the due date.

Students in the Discipline of Counselling need to pass both assessments to meet learning outcomes and pass the unit.

ASSESSMENT POLICY AND PROCEDURES

The Assessment Policy and Procedure located on the ACAP website is a full statement of the principles and practice which inform the design, development and implementation of assessment at ACAP. All policies are available via https:/ www.acap.edu.au/pages/policies-procedures/. Application forms such as the extension request, academic considerations and appeals against grades are available

via https:/ www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/.

Assessment Practice

Academic integrity and professional standards

Academic integrity and professional standards Plagiarism is the inclusion of another person’s work within your submission without acknowledgment or permission. Plagiarism is regarded as a form of cheating. The penalties associated with misconduct are severe, and plagiarism may result in failure or variation of grade in the Unit. All ACAP students must familiarise themselves with the Academic integrity statement and the Academic Misconduct Policy

Submitting Assessments

Assignments are submitted via the class space by the due date in the Assessment Overview. Unit educators will provide instructions and demonstration of the submission process prior to the due date for the first assessment in the unit. Students who experience technical issues when attempting to submit their assignment should contact ACAP IT Support and email their educator.

Examinations and presentations must be attended as scheduled, unless by prior arrangement via Academic Consideration in Assessment. Non-attendance at a scheduled assessment may result in a Fail grade for the assessment and may impact a student’s ability to demonstrate an assurance of learning against each learning outcome

Late Submission of assessments

Should a student without an approved extension fail to submit an assessment piece by the due date, they will attract a 5% penalty for every calendar date the assessment is submitted late. The late penalty is deducted from the total marks available for the assessment piece, not the mark awarded. For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment will be accepted after 10 calendar days from the due date unless an extension has been granted.

Extensioins

Should a student require an extension they must apply in accordance with the Official Assessment Extension Guidelines (refer to Attachment 2 of the Assessment Policy and Procedure). Some, but not all assessments may permit the use of an auto-extension facility in Moodle to apply for a one week extension. If this applies the option is available until the original due date and no supporting documentation is required. Otherwise, students apply online via the official Assessment Extension Request Form. https:/ www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/

Academic Consideration in Assessment

Students may submit an application for Academic Consideration in Assessment based on unforeseeable adverse circumstances which have impacted their ability, or one or more members of their group’s ability, to meet assessment deadlines (refer to Attachment 4 of the Assessment Policy and Procedure.

Receiving marks for assessments

Students will be notified of marks for individual assignments via the class space.

Appeals against grades

Each student has the right to appeal against an assessment decision. The student is the only person who can lodge an appeal. In the case of an assessment appeal, the student must approach the unit Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If there are grounds for a more formal appeal, access the Assessment Appeal Application Form.

PRESCRIBED, RECOMMENDED AND FURTHER READINGS

The prescribed textbook for this unit is:

Barkham, M., Guthrie, E., Hardy, G.E., & Margison, F. (2017). Psychodynamic-Interpersonal therapy. A conversational model. Sage Publications.

Gabbard, G. (2017). Long-term psychodynamic psychotherapy: A basic text (3rd ed.). American Psychiatric Publishing.

Many textbooks are available as library ebooks. Students are encouraged to check availability here: https:/ libguides.navitas.com/textbooks/etextbooks

Publisher-set limitations may apply to ebooks regarding printing of content, offline availability, or number of simultaneous users.

Additional prescribed, recommended, and further readings are made available in the online class space.

LEARNING RESOURCES AND SUPPORT

Academic and Learning Support

Students’ first point of contact for academic support is their unit educator. Contact details for the staff in this unit are available in the class space. Here students will find consultation hours for this unit and the best means for contacting individual staff.

Library

To support your learning in this unit, the Library (https:/ libguides.navitas.com/home) provides access to print and electronic books, scholarly journals, referencing guides and other resources. ACAP librarians can help you through our Library Chat service or by online appointment

(https:/ navitas.libcal.com/appointments).

user guides, IT Policies and Technical Support:

For user guides, IT policies and technical support: https:/ www.acap.edu.au/student-resources/support- services/it-student-helpdesk/.

The Student Learning Support (SLS) Service

To access the Student Learning Support, follow this link https:/ sls.navitas-professional.edu.au/. The site provides information on effective study habits and information that will assist you to structure, format and reference an assignment successfully. It also provides information on a range of workshops and tutorials to support students with study skills, academic writing and language learning. SLS Advisors offer consultations online or in person at selected on campus locations.

Personal Support

ACAP counsellors provide free confidential support and personalised assistance to help students manage their personal issues and develop strategies to concentrate on their studies. Sessions are available online or in person at selected campus locations. Find more information via https:/ www.acap.edu.au/student- resources/support-services/counselling-support/

Administrative Support

The Student Engagement team can assist with administration matters. For more

information https:/ www.acap.edu.au/student-resources/support-services/student-engagement-and- administration/.

ASSESSMENT DETAIL

Assessment 1:

Assessment Details and Instructions

Purpose:

The purpose of this annotated bibliography is to analyse, compare and evaluate literature that discusses the core competencies of contemporary psychodynamic practice.

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraph, the annotation. The purpose of the annotation is for students to gain in-depth understandings of a topic and demonstrate their knowledge as they inform the reader of the relevance, accuracy, and quality of the sources cited. To complete this task, students will access evidence-based scholarly literature about the core competencies of contemporary psychodynamic practice, and use this literature to think critically and make judgements on the topic (use a MS Word document).

Process

To complete this task, students will:

• Read, critically select, cite and annotate 10 sources relates to the core competencies of contemporary psychodynamic practice.
• Provide a citation for each source, along with a brief descriptive and evaluative paragraph (the annotation)
• The annotation must inform the reader of the relevance, accuracy and quality of the source cited.
• Arrange the inclusions alphabetically according to the author’s last name using APA 7 formatting
• Provide a 250-word descriptive and evaluative summary synthesising all of the information from all 10 sources
• Total word count for the entire annotated bibliography is 2500 words (+ / – 10%)
• Only your annotations are included in the final word count. Citations are not included in the final word count.
• Submit your annotated bibliography (use a MS Word document), double-spaced.
• Further information on completing an annotated bibliography can be located on the ACAP Student Learning Support website: https:/ sls.navitas-professional.edu.au/annotated-bibliography

Contents of an annotated bibliography

• Provide the full bibliographic citation using APA 7 referencing Summarise the content or scope of the text
• Outline the main argument Indicate the intended audience
• Identify the research methods (if applicable)
• Identify any conclusions made by the author/s Evaluate the content of the text
• Discuss the reliability of the text
• Highlight any special features of the text that were unique or helpful (charts, graphs etc.)
• Point out in what way the text relates to the topic of: contemporary research on counselling group work and technology
• State the strengths and limitations of the text Present
• your view or reaction to the text

Submission

Students submit the Annotated Bibliography to the online class space assessment dropbox (Turnitin)

Marking Criteria

Standard

Assessment 2

Assessment Details and Instructions

Purpose

The purpose of this assessment is for students to engage in two (2) psychotherapy role play sessions with the same client, demonstrating competence in therapeutic processes appropriate to the client’s presentation.

Students will choose a section from each role play to transcribe and will identify psychodynamic- interpersonal skills used.

Evaluating the development of psychodynamic process across the two sessions, students will both critically evaluate the effectiveness of their therapeutic skills and the integration of psychodynamic theory into their practice.

Students will demonstrate reflective practice, in which they use their observation and analytic skills to review their own actions to develop and consolidate self-knowledge.

Process

Part A – Role Play Practice Sessions

Students are required to video 2 x 20 minute counselling role play practice sessions using the zoom platform. Instructions on how to record a counselling role play session can be found

at https:/ students.acap.edu.au/assets/CurrentStudents/Managing-My-Course/A-Z-Forms/How-to-conduct- a-Practice-Counselling-Session-via-Zoom.pdf.

Students must seek informed, written consent from the client to record and submit the session for assessment. Use the Client/Interviewee Consent Form located in A-Z forms on the ACAP current student website. Please submit a copy of the signed consent form with the written evaluation of the session. Client must be 18 years or older.

Part B – Transcript

Transcribe 10 minutes from each role play and include as appendices. Label the relevant psychodynamic- interpersonal skills used.

The transcript should include counsellor and client statements using an appropriate abbreviation (e.g. CNS for counsellor, and CL for client). The suggested format below allows you to identify time and skills in the segment.

Critical Analysis

Students need to critically analyse the effectiveness of therapeutic skills and processes used across the two sessions and how these align with the stages of competence in psychodynamic-interpersonal therapy.

Students will also critically reflect on the integration of psychodynamic theory into their practice.

As a part of this analysis, students will reflect on their practice by drawing on their observation and analytic skills to evaluate their actions. This self-reflection component examines what motivated the student counsellor to practice the way they did during the session, what has been learned from this exercise in terms of the use of skills, strengths and areas requiring strengthening, and future learning goals. The evaluation is to include integration of relevant academic literature, concepts and theory

Information on how to present a critical analysis can be found at https:/ sls.navitas- professional.edu.au/critical-evaluation-or-analysis-counselling-session

Marking Criteria

Standard

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