Therapeutic Approaches

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A meta-system that might be part of exploring critical therapeutic pluralism.

TUESDAYS 2-6pm

Module Convener: Winship

31st January Visual methods (CH) .

Room A35, B7

7th February Using gestalt approaches with children and young people (BH)

Room A35, B7

14th February The assignment task (GW) Preparation for Interpersonal Process Recall 1 Rooms A35, B7. IPR Rooms: B21, B22, A2, B4, A7, A6 Please bring along: DVD-RW 8cm Mini Disc 1.4gb

21st February 2-4pm Towards a plural model of supervision (Penny Bricknell) Rooms A35, B7. 4.30-6 (GW) reflections on CBT

Given that we are considering the challenges of therapeutic pluralism: are there occasions when you have had a dilemma in supervision where your supervisor's opinion has differed from yours? That is to say are there occasions when your philosophy or perspective on practice has differed from your supervisor's opinion? In preparation for the session can you construct a short narrative of your supervision dilemma and bring this along to the session next week with Penny. Just to set you going, I would say the most common conflicting discussions I have with supervisees are around the following:

i) having tissues in the consulting room yes/no?

ii) the stringencies of confidentiality; should these be different if you are working in private practice compared to a public/state health service?

iii) the role of therapist opinion, feedback, giving advice, taking a moral stance

iv) how much/how little to self disclose

v) the role of interpretation/ to interpret or not to interpret

Even if you do not have supervision case discussion material, you may want to reflect on the above scenarios and see what you think.

28th February The shop window of pluralism. Rooms A35, B7. (GW)

6th March Using a sandtray in counselling (BH). Room A35, B7

13th March Interpersonal Process Recall (GW). Rooms A35, B7. IPR Rooms: A2, A30, B4, A6, B37, B40. Room code for A6 & A7: C3147X

20th March Nomads, Settings, Ideal Spaces: couch, footstools & sand-trays (GW). REBT (Thembie). Transference & Countertransference (Lynn). TA (Ruth). Projective Identification (Nicoletta & Athine). AOB The assignment essay planning. Rooms A35, B7

18th April VISIT TO YORKSHIRE SCULPTURE PARK. 9.30am Depart Nottingham. 11 am Arrive at YSP. 11-1.00pm: visit selected sculpts. 1.00-1.30pm Lunch (bring a packed lunch). 1.30-2.30 Recreation of Hepworth’s Family of Man. 2.30: Leave YSP. 4pm Arrive back at Nottingham.

1st May Interpersonal Process Recall (GW). Rooms A35, B7. IPR Rooms: B21, B22, B90, B4, A7, B73

8th May Solution-Focused Brief Counselling (Lindsay Cooper). Room A35, B7

15th May 2-4 Pet assisted therapy. 4-6 A brief history of therapy with Children & Young People. Towards a plural framework or diluting what we have learned? (GW) (to be confirmed: this session is an addendum to the module programme and will be a repeat of topics for 2nd year students who will have already covered these in a previous module). Room TBC.

22nd May 2-6 Final session: consolidation

THE ASSESSMENT

a) Assessment:

The purpose of the 3 IPR sessions this semester is to allow you to work towards the production of an assignment focusing on the following elements:

1. Personal Philosophy of Counselling (and/or helping) (2,500 words)

What theoretical model is your practice based on?

Any significant personal life experiences that have helped you form this view of the world and people?

What do you do that helps people to change/grow?

This section MUST include a sub-section on learning from counselling supervision or other consultative support

2. Critique of Video Work (2,000 words)

This section should be closely referenced to the transcript and as well as providing a general overview of the process in the session under investigation should address the specific elements below:

• analysis and evaluation of specific interventions in terms of their impact and effectiveness for both parties

• make a clear link between the philosophy outlined in 1 above and what actually happens in real time i.e. demonstrate the relationship/match between espoused theory and theory in action

• clearly show how IPR has contributed to the learning process

3. Implications for Future Practice (1, 500 words)

To include a critical appreciation of your growing edge, how you will seek to develop this beyond the course, and how this learning might be applied in your particular context.

The IPR Process

1. Form into groups of about 4/5. Please be aware that you will stay in these groups for all four sessions.

2. Prepare 2 x 20-minute DVDs of counselling session with the same client (chosen from your IPR group). We would advise that you record all of your sessions.

3. Observe work of other group members and offer feedback to counsellor and client as negotiated by the group.

TIP: make an simultaneous audio recording AS WELL AS a DVD recording of your session as therapist. It is easier to transcribe this way.

ISSUES

Part of the richness of the process is the cultural diversity of the group. You may wish to challenge yourself working with someone who you have no worked with previously in depth ( eg process work). An intercultural critique might prove very rich data for analysis.
Everyone should play an active part in the process over the 3 weeks. Remember however this is not private therapy – the task is to learn from both observation and participation of the counseling process.
Sources of personal and professional development are: