Module PPC-4008:
Approaches & Therapies 2

Module Facts

Run by School of Psychology

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Prof Fay Short

Overall aims and purpose

Following on from the first Approaches and Therapies module, this module provides you with a further 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 Behavioural and Cognitive 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 show you counselling in action. You will also be invited to begin developing your own therapeutic philosophy integrating the different approaches and therapies that fit with you as an individual, and you will share your therapeutic philosophy with peers at the end of the semester.

Course content

Topics covered in this module include: • History of the Behavioural Approach with focus on Skinner • Behavioural Theories of Human Nature and Personality • Therapeutic Relationship in Behaviour Therapy • Therapeutic Techniques in Behaviour Therapy • History of the Cognitive Approach with focus on Beck • Cognitive Theories of Human Nature and Personality • Therapeutic Relationship in Cognitive Therapy • Therapeutic Techniques in Cognitive Therapy • Compare, Contrast, Critique, and Apply • Integrative Therapy: REBT • Integrative Therapy: Gestalt Therapy • Eclectic Therapy: Multimodal Therapy Please note that these topics are subject to change dependent on staff availability, unexpected circumstances, and the assessed needs of the students

Assessment Criteria

good

• Some insight into the interplay between different approaches, therapies, and models • Strong knowledge of Behavioural and Cognitive Approaches and 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

threshold

• Limited insight into the interplay between different approaches, therapies, and models • Some knowledge of Behavioural and Cognitive Approaches and 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

excellent

• Insightful consideration of the interplay between different approaches, therapies, and models • Comprehensive knowledge of Behavioural and Cognitive Approaches and 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

Learning outcomes

  1. Compare, contrast, critique, and apply psychological interventions with an understanding of therapies based on eclecticism and integration

  2. Describe and critically evaluate the history, social context, theories of nature, and theories of personality from the Behavioural approach

  3. Recognise and critically evaluate the client-therapist relationship and therapeutic techniques of Behaviour therapy

  4. Describe and critically evaluate the history, social context, theories of nature, and theories of personality from the Cognitive approach

  5. Recognise and critically evaluate the client-therapist relationship and therapeutic techniques of Cognitive therapy

  6. Research and present own therapeutic philosophy integrating theories of counselling and psychotherapy

Assessment Methods

Type Name Description Weight
INDIVIDUAL PRESENTATION Presentation

Fifteen-minute presentation to introduce and explain the therapeutic philosophy of the student and how this philosophy is applied in work with clients, with reference to relevant research and theory. Presentation should include ten-minutes of prepared content and five-minutes of questions, may use any appropriate visual aid to support the delivery, and must be accompanied by a handout including references.

 30.00
ESSAY Critical Analysis: Behavioural approach and therapy

Essay of 1500wds critically describing and evaluating the applications of the Behavioural approach and Behaviour therapy.

 35.00
ESSAY Critical Analysis: Cognitive approach and therapy

Essay of 1500wds critically describing and evaluating the applications of the Cognitive approach and Cognitive therapy.

 35.00

Teaching and Learning Strategy

Hours
Lecture

Your lectures will focus on the core theories and concepts for each of the topics in the curriculum content.

 24
Workshop

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.

 12
Private study 164

Transferable skills

  • 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.

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/ppc-4008.html

Reading list

Beck, A. T. (1975). Cognitive Therapy and the Emotional Disorders. Oxford, England: International Universities Press. Ellis, A. (2003). Early theories and practices of rational emotive behavior therapy and how they have been augmented and revised during the last three decades. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 21, 3, 219-243. Meichenbaum, D. (1977). Cognitive-behavior modification: An integrative approach. New York, US: Springer. Perls, F. (1969). Gestalt Therapy Verbatim. Colorado, US: Real People Press. Short, F. E., & Thomas, P. (2014). Core approaches in counselling and psychotherapy. UK: Routledge. Skinner, B. F. (1938). The behaviour of organisms. MA, US: B. F. Skinner Foundation. Watson, J. B. (1930). Behaviourism. Chicago, US: University of Chicago Press. Watson, J.B. & Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1, 1-14.

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses: