Approaches and Therapies 1
Run by School of Psychology
20.000 Credits or 10.000 ECTS Credits
Organiser: Prof Fay Short
Overall aims and purpose
This module provides you with an opportunity to critically explore psychological approaches and therapies. You will gain an insight into the development of professional relationships and the interventions applied within a therapeutic framework for Humanistic (person-centred) and Psychodynamic (psychoanalytic) practice. You will learn about how these psychological approaches are used to understand human nature, with an appreciation of the social and historical development of these approaches. You will then use this knowledge to understand how to manage the therapeutic relationship and apply therapeutic techniques to support a client. This theoretical knowledge will then be illustrated with video examples to demonstrate counselling in action. You will also be invited to independently research other therapeutic approaches, and share your research findings with peers.
Topics covered in this module include: • Approaches, Therapies, and Models in Counselling and Psychotherapy (Observation Skills) • History of the Humanistic Approach with focus on Rogers (Carl Rogers and Gloria Video) • Humanistic Theories of Human Nature and Personality (Elaine Ward and Phil Video) • Therapeutic Relationship in Person-Centred Therapy (Ed Neukrug and Jose) • Therapeutic Techniques in Person-Centred Therapy (Carl Rogers and Client) • History of the Psychodynamic Approach with focus on Freud (Vic Sedlak and Peter Video) • Psychodynamic Theories of Human Nature and Personality (Tina Usherwood and Phil Video) • Therapeutic Relationship in Psychoanalytic Therapy (Jane Goldberg and Group Video) • Therapeutic Techniques in Psychoanalytic Therapy (Susie Orbach and Sinead Video) • Compare, Contrast, Critique, and Apply (Gerald Corey and Stan Video) • Integrative Therapy: Transactional Analysis (Bob Cooke and Susie/Collette Video) • Skilled Helper Model (Help Yourself) Please note that these topics are subject to change dependent on staff availability and the assessed needs of the students
• Some insight into the interplay between different approaches, therapies, and models • Strong knowledge of Humanistic and Psychodynamic Approaches and Person-centred and Psychoanalytic Therapies • Clear understanding and mostly free of factual errors • Some analysis showing critical evaluation and links between ideas • Some originality in approach, interpretation, and/or voice • Some independent research • Coherent arguments with evidence for most claims • Focused and well structured • Good presentation with accurate and appropriate expression • Mostly correct format in appropriate referencing style
• Limited insight into the interplay between different approaches, therapies, and models • Some knowledge of Humanistic and Psychodynamic Approaches and Person-centred and Psychoanalytic Therapies • Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Highly limited originality in approach, interpretation, and/or voice • Highly limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format in appropriate referencing style
• Insightful consideration of the interplay between different approaches, therapies, and models • Comprehensive knowledge of Humanistic and Psychodynamic Approaches and Person-centred and Psychoanalytic Therapies • Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format in appropriate referencing style
Recognise and critically evaluate the client-therapist relationship and therapeutic techniques of Person-Centred therapy
Describe and critically evaluate the history, social context, theories of nature, and theories of personality from the Psychodynamic approach
Research and present academic theories and empirical research into original integrative and eclectic counselling and psychotherapy
Compare, contrast, critique, and apply different approaches, therapies, and models, with an understanding of purism, integration, and eclecticism
Recognise and critically evaluate the client-therapist relationship and therapeutic techniques of Psychoanalytic therapy
Describe and critically evaluate the history, social context, theories of nature, and theories of personality from the Humanistic approach
Fifteen-minute presentation to introduce, explain, and evaluate an original therapy or therapeutic technique to peers. Presentation should include ten-minutes of prepared content and five-minutes of questions, and may use any appropriate visual aid to support the delivery.
|ESSAY||Critical Analysis: Humanistic Approach and PCT||
Essay of 1500wds critically describing and evaluating the applications of the Humanistic approach and Person-centred therapy.
|ESSAY||Critical Analysis: Psychodynamic Approach and PAT||
Essay of 1500wds critically describing and evaluating the applications of the Psychodynamic approach and Psychoanalytic therapy.
Teaching and Learning Strategy
Your lectures will focus on the core theories and concepts for each of the topics in the curriculum content.
Your video and discussion sessions will include a video showing of counselling in action followed by a discussion about the use of the approach and therapy by the therapist.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Communicate psychological concepts effectively in oral form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Engage in effective teamwork for the purpose of collaborating on psychological projects.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Understand and investigate the role of brain function in all human behaviour and experience.
- Be aware of ethical principles and approval procedures.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/ppc-4004.html
Berne, E. (1961). Transactional analysis in psychotherapy. New York, US: Grove Press. Berne, E. (1964). Games people play. New York, US: Ballantine Books.
Egan, G. (1994). The skilled helper. Belmont, CA: Brooks/Cole Publishing Company. Freud, A. (1936). The Ego and the mechanisms of defence. Translated by Baines. US: Hogarth Press Ltd. Freud, S. (1923). The Ego and the Id. Reprinted in The standard edition of the complete psychological works of Sigmund Freud, Volume XIX (1923-1925): The Ego and the Id and other works, 1-66 (trans. J. Strachey). London, UK: The Hogarth Press and the Institute of Psycho-analysis. Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London, UK: Constable. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 2, 95-103. Rogers, C. (1961). On becoming a person: A therapist's view of psychotherapy. London, UK: Constable. Short, F. E., & Thomas, P. (2014). Core approaches in counselling and psychotherapy. UK: Routledge.
Pre- and Co-requisite Modules
- PPC-4006: Mental Health & Wellbeing
- PPC-4008: Approaches & Therapies 2
- PPC-4007: Counselling Skills 2
- PPC-4005: Research Methods & Statistics
- PPC-4009: Research and Counselling Pract
Courses including this module
Compulsory in courses:
- C8DX: MSc Counselling year 1 (MSC/CNSL)