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  2. Dynamic Models of Counselling [COU0101]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Dynamic Models of Counselling

  • Unit Code

    COU0101

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

The unit provides students with a basic outline of the meaning and developments of psychodynamic counselling and therapy. The unit will include amongst other things: a presentation of the historical and cultural roots of the model; the underlying philosophy and theory implied in the approach; the key theorists and their contributions; the definition of human nature and healing that is inferred in the term psychodynamic.

Equivalent Rule

Unit was previously coded COU1101, COU5111

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the advantages and shortcomings of the theory studied.
  2. Discuss the connection between psychodynamic theory from a personal perspective; and,
  3. Discuss the fundamental principles of psychodynamic theory covered in the unit.
  4. Discuss the link between basic dynamic concepts in relation to the counselling process.
  5. Discuss the philosophy that underpins the psychodynamic school of thought.

Unit Content

  1. A basic framework of psychodynamic theory and technique and the counselling process.
  2. Brief psychodynamic models of counselling.
  3. Contemporary psychodynamic ideas.
  4. Donald Winnicott and the British school.
  5. Historical background and origins of Freudian ideas.
  6. Margaret Mahlers developmental model.
  7. The psychodynamic model of the mind.
  8. Theory of dreams and defences.
  9. Working with children. Melanie Kleins developmental model.

Additional Learning Experience Information

Lectures, small and large group discussions, student presentations, tutorials.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
EssayTheoretical paper40%
AssignmentPresentation paper10%
ExaminationEnd of semester examination50%
ONLINE
TypeDescriptionValue
EssayTheoretical paper40%
AssignmentPresentation paper10%
ExaminationEnd of semester examination50%

Text References

  • ^ Frosh, S. (2002). Key concepts in psychoanalysis. London: New York University.
  • ^ Appignanesi, R., & Zarate, O. (2006). Introducing Freud. Icon.
  • Person, E.S., Cooper, A. M., & Gabbard G.O. (Eds.). (2006). The American Psychiatric Publishing Textbook of Psychoanalysis. Washington, DC: American Psychiatric Pub.
  • Johnson, S., & Ruszczynski, S. (Eds.). (1999). Psychoanalytic psychotherapy in the independent tradition. London: Karnac Books.
  • Dare, C., Dreher, A. U., Holder, A.. and Sandler, J. (2012) Freud's Models of the Mind: An Introduction. London: Karnac Books
  • Casement. P. (2006). Learning from life: Becoming a Psychoanalyst. London: Routledge.
  • Easthope, A. (1999). The unconscious. London: Routledge.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU0101|1|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Dynamic Models of Counselling

  • Unit Code

    COU0101

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

The unit provides students with a basic outline of the meaning and developments of psychodynamic counselling and therapy. The unit will include amongst other things: a presentation of the historical and cultural roots of the model; the underlying philosophy and theory implied in the approach; the key theorists and their contributions; the definition of human nature and healing that is inferred in the term psychodynamic.

Equivalent Rule

Unit was previously coded COU1101, COU5111

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the advantages and shortcomings of the theory studied.
  2. Discuss the connection between psychodynamic theory from a personal perspective; and,
  3. Discuss the fundamental principles of psychodynamic theory covered in the unit.
  4. Discuss the link between basic dynamic concepts in relation to the counselling process.
  5. Discuss the philosophy that underpins the psychodynamic school of thought.

Unit Content

  1. A basic framework of psychodynamic theory and technique and the counselling process.
  2. Brief psychodynamic models of counselling.
  3. Contemporary psychodynamic ideas.
  4. Donald Winnicott and the British school.
  5. Historical background and origins of Freudian ideas.
  6. Margaret Mahlers developmental model.
  7. The psychodynamic model of the mind.
  8. Theory of dreams and defences.
  9. Working with children. Melanie Kleins developmental model.

Additional Learning Experience Information

Lectures, small and large group discussions, student presentations, tutorials.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
EssayTheoretical paper40%
AssignmentPresentation paper10%
ExaminationEnd of semester examination50%
ONLINE
TypeDescriptionValue
EssayTheoretical paper40%
AssignmentPresentation paper10%
ExaminationEnd of semester examination50%

Text References

  • ^ Appignanesi, R., & Zarate, O. (2006). Introducing Freud. Icon.
  • ^ Frosh, S. (2002). Key concepts in psychoanalysis. London: New York University.
  • Person, E.S., Cooper, A. M., & Gabbard G.O. (Eds.). (2006). The American Psychiatric Publishing Textbook of Psychoanalysis. Washington, DC: American Psychiatric Pub.
  • Johnson, S., & Ruszczynski, S. (Eds.). (1999). Psychoanalytic psychotherapy in the independent tradition. London: Karnac Books.
  • Dare, C., Dreher, A. U., Holder, A.. and Sandler, J. (2012) Freud's Models of the Mind: An Introduction. London: Karnac Books
  • Casement. P. (2006). Learning from life: Becoming a Psychoanalyst. London: Routledge.
  • Easthope, A. (1999). The unconscious. London: Routledge.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU0101|1|2