Introductory description

This module focusses on the three key aspects of theory, practice and personal development through group process work. The theoretical concepts of this module are based on the unreal relationship, with an introductory element of object relations. The key theorists studied in this module are Freud and Jung, though other relevant psychodynamic theorists may be included (e.g., Malan and Della Selva, 2007). The module also exemplifies the centrality of 'personal within the professional' development of an integrative psychotherapist/psychotherapeutic counsellor. Through experiential exercises, reflection and group process, students are required to unfold the dynamics of the possibilities of unconscious processes. This occurs intra- and inter-personality. This form of learning is not without its demands and challenges. Formative assessment and feedback will be provided by the tutors, and students will also engage in peer feedback and reflection, most notably in the personal development ‘group process’ sessions and in clinical practice feedback. As with year 1 students engage in triad practicums on a weekly basis to enhance their burgeoning client frame. To help the development of students' HPI practice, there will be the opportunity for students to consider their supervised practice/placements with their teaching staff (as separate from clinical supervision). Also included in this facet of training will be teaching on working in time limited practice, EDI in psychotherapy, safeguarding, discussions on ethics, and discussions on the evolution of the students’ holistic phenomenological integration model of practice. This holistic phenomenological integration involves both an awareness of how theory integrates for clinical work, but also involves reflections on how the self of the therapist is integrating and how this personal integration aligns with the theories the trainee uses in practice.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Building upon the relationship model of year 1, module CE9A5 comprises teaching and learning on the unreal relationship at three levels: (i) psychodynamic models of psychotherapeutic practice (ii) Development of clinical and practice skills (iii) personal development process through engagement in ‘group process’. Each week, there will be a combination of teaching methods that are aligned with these three levels. Formative assessment and feedback will be provided by the tutors, and students will also engage in peer feedback and reflection, most notably in the personal development ‘group process’ sessions and in clinical practice feedback.

The key theorists studied in this module are Freud and Jung, though other relevant psychodynamic theorists may be included (e.g., Malan and Della Selva, 2007).

As part of the development of clinical and practice skills, students will engage in either fishbowls or triad practice sessions. Also included in this facet of training will be teaching on working in time limited practice, EDI in psychotherapy, safeguarding, discussions on ethics, and discussions on the evolution of the students’ holistic phenomenological integration model of practice. This holistic phenomenological integration involves both an awareness of how theory integrates for clinical work, but also involves reflections on how the self of the therapist is integrating and how this personal integration aligns with the theories the trainee uses in practice.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate a critical understanding of the unreal relationship and of its application to clinical practice
• Apply a psychodynamic model to a practice session
• Evidence a robust awareness of working with difference and diversity
• Demonstrate a critically reflective understanding of personal development, professional practice and supervision
• Understand, reflect on and demonstrate a working knowledge of the nature of the unconscious (e.g. archetypal symbolism, transference and counter transference phenomena, dreams etc).
• Evidence of competence for fitness to practice

Indicative reading list

Brewin, C.R. and Andrews, B. (2000) ‘Psychological Defence Mechanisms: The example of repression’, The Psychologist, 13(12), pp. 615–617.

Brooke, R. (2015) Jung and phenomenology. Classic ed. London: Routledge.

Calland, R. (2019) ‘Race, power and intimacy in the intersubjective field: the intersection of racialised cultural complexes and personal complexes’, Journal of Analytical Psychology, 64(3), pp. 367–385.

Cambridge companion to Freud. Cambridge: Cambridge University Press.

Casement, A. (2001) Carl Gustav Jung. London: SAGE Publications.

Cashdan, S. (1988) Object relations therapy: using the relationship. New York: Norton.

Freud S. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XVII (1917-1919): An Infantile Neurosis and Other Works.’

Goss P. (2015). Jung: A Complete Introduction. London: Hodder and Stoughton.

Greenberg, J.R. and Mitchell, S.A. (1983) Object relations in psychoanalytic theory. Cambridge, Massachusetts: Harvard University Press.

Jung, C.G. and Jaffé, A. (1983) Memories, dreams, reflections. London: Fontana Press.

Jung, C.G. and Read, H. (1966) The collected works of C. G. Jung: Vol.16: The practice of psychotherapy : essays on the psychology of the transference and other subjects. 2nd ed. London: Routledge & Kegan Paul.

Jung, C.G. and Storr, A. (2013) The essential Jung. Paperback reissue, with a new foreword by John Beebe. Princeton, N.J.: Princeton University Press.

Kaplan-Solms, K. and Solms, M. (2002) Clinical studies in neuro-psychoanalysis: introduction to a depth neuropsychology. 2nd ed. New York: Karnac.

Knox, J. (2003) Archetype, attachment, analysis: Jungian psychology and the emergent mind. Hove, East Sussex: Brunner-Routledge.

Malan, D.H. and Selva, P.C. Della (2007) Lives transformed: a revolutionary method of dynamic psychotherapy. Rev. ed. London: Karnac Books.

Quinodoz, J.-M. (2018) Sigmund Freud: an introduction. Abingdon, Oxon: Routledge.

Samuels, A. (2002) Psychopathology: contemporary Jungian perspectives. London: Karnac.

Strachey J. (Ed.) The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV (1914-1916): Mourning and Melancholia’, 237.

Solms, M. (2018) The feeling brain: selected papers on Neuropsychoanalysis. London: Routledge, Taylor & Francis Group.

Solms, M. and Panksepp, J. (2012) ‘The “Id” Knows More than the ”Ego” Admits: Neuropsychoanalytic and Primal Consciousness Perspectives on the Interface Between Affective and Cognitive Neuroscience’, Brain Sciences, 2(2), pp. 147–175.

Storr, A. (1995) Jung. London: Fontana Press.

Storr, A. (2001) Freud: a very short introduction. Oxford: Oxford University Press.

Sugarman, S. (2016) What Freud really meant: a chronological reconstruction of his theory of the mind. Cambridge: Cambridge University Press.

Translated from the German under the General Editorship of James Strachey (1955b) ‘Group Psychology’, The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XVIII (1920-1922).

View reading list on Talis Aspire

Subject specific skills

Building on year one modules, students who complete and pass this module will consistently evidence and synthesise key skills in the areas of practice, cognitive knowledge and understanding of the unreal relationship (Including transference, counter transference, dreams and archetypal symbolism) in addition to relational/emotional development and an awareness of their and their client's cultural identity.

Students also need to effectively self-reflect by sustaining an experience-near commitment to their own personal process and development in terms of the unreal relationship. A similarly reflective capacity for clinical supervision, furthermore, facilitates and extends the learning of year 1 . This extends the students' ability and depth of understanding to enhance their communication skills to rigorously interrelate with other peers.

Students will learn and practice insight and communication skills to provide constructive feedback to peers in small groups.

Students will provide oral and written evidence that they are fit to practice by the end of the year.

Transferable skills

This module promotes an inter-relational set of attitudinal qualities and skills that will enable students to develop their assimilative understanding of the complexity of clinical and supervisory work and to accommodate their successes into practice.