Assignment 1- philosophy and theories of counselling 6104
Assignment 1- philosophy and theories of counselling 6104
Is there an unconscious and if so, what is it, and why is it therapeutically relevant?
Into 250 words divide into three
BodyPara 1 What is the mind and does it differ from the self to understand the concept on the unconsciousness of the mind/ Unconscious what is it 500 words CBT and Psychoanalysis/psychodynamic
What is the mind? what is the self ? What is the relation between the body and the mind ? what is the conscious? What is the unconsciousness? Dowie 2018 describes the mind and the self as to be the self is to be a participant in the complex intersections between the lived experience in the actual world and the constant flow of our imaginings, both of which seem to happen to us. .
Cambridge dictionary states the mind is a faculty that manifests itself in mental phenomena like sensation, perception ,thinking, reasoning, memory, belief desire emotion and motivation (Bollas C, 2015) explains that most go through simple realities daily not giving it much thought for instance the routine of breakfast daily to the unexpected ,road blocks on the way to work, such events seem to follow another in a unpredictable pattern which happens to be life
Is all the mind accessible to us or are elements of the unconscious How are the mind and the body related
What is the self
Freuds theory that the mind is like the iceberg it floats with a seventh of its bulk above the water as his basic visual metaphor
Freud theory analytical psychology 1912 symbols of transformation
Jungian psychoanalysis theory series of confrontation of the unconscious
The idea the psyche is evolving changing and goal seeking individuating remains the core perception around which everything else in constructed
Jungs articulation of the unconscious as purposive and of the total psyche as oriented by the self which guide and governs the lived processes of psychological life
Jung Ego the doer shaped by unconscious events and beliefs and activities and ideas, in both the personal the experiences in my lifetime and the collective unconscious narratives, collective complexes
What is the unconscious according to Sigmond Freud 1900-1905 (McLeod 2024) was visible with his iceberg theory where the unconscious is potentially part of the human mind. Yet it is the source of human behaviour and acts as the reservoir of human behaviour and human thoughts and memories ( Reference ) elaborates further stating that the theory metaphorically represents the minds 3 x levels conscious tip of the iceberg preconscious, just below the surface and unconscious vast submerged portion.
Whilst were aware of the conscious and the preconscious containing easily accessible memories the unconscious houses deep seeded desires and memories influencing ones behaviours despite
Dowie (2018) states the mind and is organisational characteristics by feedback loops and interconnected non linear processes and patterns hetarchies and hierarchies. He continues to report his theory the mind is central to many living varying complexities ??????
Para 2 My Argument agree and references in favour 500 words
Para 3 Arguments disagree and references against 500words Para 4 Differences and Different theories 500 words
Freud the mind is responsible for both conscious and unconscious divisions that it makes on the basis of psychological drive he uses the metaphor of the iceberg ice burg divides the ego- superego and id are the three aspects of the mind freud believes to
Freuds psychoanalytic theory the id ( instinct) is the primitive and instinctual part of the mind containing sexual, aggressive drives and hidden memories
The superego- ( morality)operates as a coral conscious and the Ego (reality)the realistic part that mediates between the desires of the id and super-ego
Although each parts of the personality comprises unique
Features, they interact to form a whole , and each part makes a contribution to an individuals behaviour (Freud 1894-1896) Carl Jung
Jung
L
Maslows theory- self actualization
Conclusion -- 250 summaries the above finding and re word the intro
arrow_right?
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UNITOUTLINE
COUN6104:Philosophy and Theories of CounsellingDiscipline ofCounsellingEDUCATOR INFORMATION
Name:Dr Julien Tempone-Wilshire
Email:julien.tempone-wiltshire@acap.edu.au
1. UNIT DESCRIPTION
This unit is designed to provide students with a thorough grounding in major paradigms associated with counselling and psychotherapy. Students critically analyse the underlying structure of different therapeutic practices. They begin the process to identify specific counselling and psychotherapy approaches that resonate with their own developing framework of practice.
ACAP classes are an open space for the critical and civil exchange of ideas, and this Unit will include topics that may be difficult for you to confront or discuss. If you feel uncomfortable discussing certain content during class, please seek the support of your educator or fellow students in the first instance. Additional free and confidential counselling support is available on all ACAP campuses. Please visithttps://www.acap.edu.au/student-resources/support-services/counselling-support/for further information on the ACAP Counselling Support Service and external supports including Lifeline, Beyond Blue, MensLine, and others.
2. UNIT INFORMATION
Unit level and type Level 600, (1st Year) Core
Credit point value 6 (out of a total of 96)
Prerequisites Nil
Co-requisites COUN6103
Equivalent Units Nil
Delivery modes Blended
Course Master of Counselling and Psychotherapy
3. DEVELOPMENT OF LEARNING OUTCOMES AND GRADUATE ATTRIBUTES
3.1 Unit Learning Outcomes
On successful completion of this unit, students will be able to:
[a] Critically review, interpret, integrate, synthesise knowledge of major paradigms associated with counselling and psychotherapy.
[b] Exercise adaptability and judgment when critically analysing, evaluating and applying the underlying structure of different therapeutic practices.
[c] Critically apply self-awareness and self-reflexivity to identify specific counselling and psychotherapy approaches that resonate with their own developing framework of practice.
[d] Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches.
3.2 ACAP Graduate Attributes
Successful completion of this unit also contributes specifically to the development of the following ACAP Graduate Attributes:
GA1 COMMUNICATE:Apply effective communication skills with others in diverse contexts and through multiple modalities
GA2 SUSTAIN:Sustain an intentional commitment to maintain currency and further develop knowledge and skills over their lifetime
GA3 THINK:Apply critical, creative and flexible thinking to contribute and respond constructively across diverse settings
GA4 ENGAGE:Engage effectively with contemporary and traditional knowledges across multiple contexts
GA5 WELLBEING:Utilise skills and knowhow to maintain resilience, personal and professional wellbeing when responding to challenges and opportunities
GA6 EQUALITY:Enact inclusive practices that deliver social justice and equality of opportunity
GA7 INTEGRITY:Apply integrity and ethical standards to study, research and practice
GA8 COMMUNITY:Use teamwork and leadership knowledge and skills to advance teams, groups and communities
GA9 GLOBAL:Apply culturally sensitive professional knowledge and skills to contribute to a sustainable global future
4. LEARNING EXPECTATIONS
This unit has been designed to help maximise your learning and integrate it with knowledge and skills developed in earlier and later units in your course, so that you will have mastered all of the necessary learning outcomes and graduate attributes. You will need to be active in your approach to learning, completing the set learning activities before class, participating during class and consolidating what you have learned afterwards. This means that as well as the time spent learning in class, you will need to put aside additional time each week for independent learning. TheStudent Code of Conductoutlines our expectations of behaviour and is designed to align with the professional expectations of students graduating from our courses. Content of units may be personally challenging at times for yourself or others, and we encourage you to reflect on how we can all support each other to achieve our learning goals.
The workload may include regular weekly learning experiences, tasks, attending classes (face-to-face / online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle class space. TheStudent Support Policyoutlines our expectations and ensures international students maintain conditions of their study visa.
To assist you to plan for study in this trimester, follow the link to the ACAP key dateshttps://www.acap.edu.au/student-resources/key-dates/4.1 Unique student learning expectations for this unit
Attendance requirements are in accordance with theStudent Participation and Attendance Policyand also ensure students' participation and attendance is consistent with the conditions approved by professional and regulatory bodies.
This unit is Blended.
Blended
Fortnightly 60-minute lecture to be livestreamed and recordedweeks, 1, 3, 5, Break Week / No Classes, 8, 10, 12.Fortnightly Online scheduled 120-minute interactive tutorialweeks 2, 4, 6, Break Week / No Classes, 9, 11, 13.
Fortnightly Online scheduled 120-minute consultation drop-in sessions startingweeks 1, 3, 5, Break Week / No Classes, 8, 10, 12.Consultation drop-in sessions are organised in the same timeslot as the online interactive tutorials.
On-Campus 2-day interactive skills training workshop scheduled during the trimester.
Attendance requirements are only associated with tutorials and workshop.
When students enrol in this modality they are enrolling in the national lecture, the tutorials and the 2-day workshops on their local campus.
A quick guide to important assessment issues in this subject
You must meet the attendance requirements for the mode of delivery that you are studying, as detailed in this Unit Outline. Yes
Submit all assessment in the designated timeframe. Yes
Pass all assessment tasks in order to pass the unit overall. Yes
5. WEEKLY SCHEDULE
Week Topic Activities and Assessments
1 Philosophy and the Mind: Implications for Therapeutic Practice N/A
2 The Behaviourist and Cognitivist Paradigms and Cognitive-Behavioural Therapy N/A
3 The Psychoanalytic Paradigm and the Unconscious N/A
4 Paradigms of Modernity: Psychotherapy in Contemporary Times N/A
5 The Humanistic Paradigm and Person-centred Psychotherapy N/A
6 The Existential Paradigm and Deep Listening N/A
7 Break week: no classes Assessment 1: Reflective EssayDue
8 Gestalt Therapy N/A
9 Contemporary Psychodynamic Approaches N/A
10 Systems and Process Paradigms N/A
11 Contemporary Family Systems Therapy Assessment 2: Reflective Essay due
12 The Embodiment Paradigm: Somatic Psychotherapy N/A
13 The Transpersonal Paradigm: Therapy Beyond the Self N/A
6. ASSESSMENT OVERVIEW
The summative assessment tasks are the graded component of this unit. It is an assessment of learning that is used primarily at the completion of a sequence of teaching, such as at the end of each unit of work. Summative assessment task provides a comprehensive evaluation of all learning outcomes over a certain period.
Students must submit each assessment task to the online class space assessment dropbox (Turnitin) in Moodle by the due date.
Students in the Discipline of Counselling need to pass both assessments to meet learning outcomes and pass the unit.
Assessment Type Due Date Learning Outcome Weighting Length
Assessment 1:Reflective Essay Week 7Monday at 4.00pm AEST/AEDT a, b, c & d 50% 2500 words
Assessment 2: Reflective Essay Week 11Monday at 4.00pm AEST/AEDT a, b, c & d 50% 2500 words
7. ASSESSMENT POLICY AND PROCEDURES
TheAssessment Policy and Procedurelocated on the ACAP website is a full statement of the principles and practice which inform the design, development and implementation of assessment at ACAP. All policies are available viahttps://www.acap.edu.au/pages/policies-procedures/. Application forms such as the extension request, academic considerations and appeals against grades are available viahttps://www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/.
7.1. Assessment Practice
Academic integrity and professional standards
Academic integrity and professional standards Plagiarism is the inclusion of another persons work within your submission without acknowledgment or permission. Plagiarism is regarded as a form of cheating. The penalties associated with misconduct are severe, and plagiarism may result in failure or variation of grade in the Unit. All ACAP students must familiarise themselves with theAcademic Integrity Statement, and theStudent Misconduct Policy.
Submitting Assessments
Assignments are submitted via the class space by the due date in the Assessment Overview. Unit educators will provide instructions and demonstration of the submission process prior to the due date for the first assessment in the unit. Students who experience technical issues when attempting to submit their assignment should contactACAP IT Supportand email their educator.
Examinations and presentations must be attended as scheduled, unless by prior arrangement viaAcademic Consideration in Assessment. Non-attendance at a scheduled assessment may result in a Fail grade for the assessment and may impact a student's ability to demonstrate an assurance of learning against each learning outcome.
Late submission of assessments
Should a student without an approved extension fail to submit an assessment piece by the due date, they will attract a 5% penalty for every calendar date the assessment is submitted late. The late penalty is deducted from the total marks available for the assessment piece, not the mark awarded. For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment will be accepted after 10 calendar days from the due date unless an extension has been granted.
Extensions
Should a student require an extension they must apply in accordance with the Official Assessment Extension Guidelines (refer to Attachment 2 of theAssessment and Feedback Policy). Some, but not all assessments may permit the use of an auto-extension facility in Moodle to apply for a one week extension. If this applies the option is available until the original due date and no supporting documentation is required. Otherwise, students apply online via the official Assessment Extension Request Form.https://www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/Academic Consideration in Assessment
Students may submit an application forAcademic Consideration in Assessmentbased on unforeseeable adverse circumstances which have impacted their ability, or one or more members of their groups ability, to meet assessment deadlines (refer to Attachment 4 of theAssessment and Feedback Policy.
Receiving marks for assessments
Students will be notified of marks for individual assignments via the class space.
Appeals against grades
Each student has the right to appeal against an assessment decision. The student is the only person who can lodge an appeal. In the case of an assessment appeal, the student must approach the unit Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If there are grounds for a more formal appeal, access theAssessment Appeal Application Form.
8. PRESCRIBED, RECOMMENDED AND FURTHER READINGS
The prescribed textbook for this unit is:
Gehart, D. (2016).Theory and treatment planning in counseling and psychotherapy(2nd ed.). CengageAdditional prescribed, recommended, and further readings are made available in the online class space
9. LEARNING RESOURCES AND SUPPORT
Learning Hub
Learning Hubis your academic companion on your education journey. Explore a wealth of online resources available around the clock, personalised webinars, and friendly advisors who are here to support you. Find all theprint and electronic books, scholarly journals, referencing guides and other resourcesyou need to support your studies, and if you need help with finding the right resources you canbook an appointment with an advisor. Explore resources oneffective study habits and tips on structuring, formatting and referencing assignments successfully. You can evenbook an appointment to meet with an academic skills advisorto help plan your study and assignments.
Academic and Learning Support
Students first point of contact for academic support is their unit educator. Contact details for the staff in this unit are available in the class space. Here students will find consultation hours for this unit and the best means for contacting individual staff.
User guides, IT policies and Technical Support
For user guides, IT policies and technical support:https://www.acap.edu.au/student-resources/support-services/it-student-helpdesk/.
Personal Support
ACAP counsellors provide free confidential support and personalised assistance to help students manage their personal issues and develop strategies to concentrate on their studies. Sessions are available online or in person at selected campus locations. Find more information viahttps://www.acap.edu.au/student-resources/support-services/counselling-support/.
Administrative Support
The Student Engagement team can assist with administration matters. For more informationhttps://www.acap.edu.au/student-resources/support-services/student-engagement-and-administration/.10. ASSESSMENT DETAIL
Assessment 1
Assessment Type Reflective Essay
Due Date Week 7, Monday at 4.00pm (AEST/AEDT)*
Learning Outcome a) Critically review, interpret, integrate, synthesise knowledge of major paradigms associated with counselling and psychotherapy.b) Exercise adaptability and judgment when critically analysing, evaluating and applying the underlying structure of different therapeutic practices.c) Critically apply self-awareness and self-reflexivity to identify specific counselling and psychotherapy approaches that resonate with their own developing framework of practice.d) Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches
Weighting 50%
Length 2500 words
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check yourtime zoneto ensure that you submit your assessment on time. If required, use atime zone converter.
Assessment Details and Instructions
Purpose:
In this essay you will have an opportunity to demonstrate your capacity for critical thinking, and your grasp of the theoretical paradigms and their clinical application in specific modalities. Address one of the following questions exploring why it is relevant to therapeutic practice.
Q1: Can you reason your way to health and happiness, and if so, why and how? If not, why not?
Q2: Is there an unconscious and if so, what is it, and why is it therapeutically relevant?
Process:
In your essay you must:
Explore how BOTH Cognitive-Behavioural and Psychoanalytic paradigms would respond to either Q1 or Q2.
Please also draw upon at least two therapeutic modalities/approaches that are illustrative of each paradigm (For instance, you might chose CBT, DBT or ACT to illustrate Cognitive-Behaviouralism or you may draw upon Freudian, Lacanian or Jungian analysis to illustrate Psychoanalysis).
Use these modalities to argue for or against this question and illustrate how the paradigms offer contrastive responses.
Based on this critical evaluation which position do you feel more comfortable with, and is there a therapeutic modality that you are drawn to working within in the future? (You may answer this question reflectively and in the first person)
Marking Criteria
Standards
Criterion High Distinction Distinction Credit Pass Did Not Achieve Learning Outcomes
Content:
Demonstrate knowledge of the core philosophical assumptions of Cognitive-Behaviouralism and Psychoanalysis, and how they diverge
10 marks Sophisticated demonstration of understanding concerning the core philosophical assumptions of Cognitive-Behaviouralism and Psychoanalysis, how they diverge, and how they would respond to the question Comprehensive demonstration of understanding concerning the core philosophical assumptions of Cognitive-Behaviouralism and Psychoanalysis, how they diverge, and how they would respond to the question Effective demonstration of understanding concerning the core philosophical assumptions of Cognitive-Behaviouralism and Psychoanalysis, how they diverge, and how they would respond to the question Adequate demonstration of understanding concerning the core philosophical assumptions of Cognitive-Behaviouralism and Psychoanalysis, how they diverge, and how they would respond to the question Unsatisfactory demonstration of understanding concerning the core philosophical assumptions of Cognitive-Behaviouralism and Psychoanalysis, how they diverge, and how they would respond to the question
Application:
Demonstrate knowledge of two counselling theories that embody cognitive-behaviourism and psychoanalysis, respectively, with reference to philosophy, basic assumptions, concepts, goals, and processes.
10 marks Sophisticated demonstration of knowledge regarding both counselling theories; there underlying philosophy, basic assumptions, concepts, goals, and processes.
Comprehensive demonstration of knowledge regarding both counselling theories; there underlying philosophy, basic assumptions, concepts, goals, and processes. Effective demonstration of knowledge regarding both counselling theories; there underlying philosophy, basic assumptions, concepts, goals, and processes. Adequate demonstration of knowledge regarding both counselling theories; there underlying philosophy, basic assumptions, concepts, goals, and processes. Unsatisfactory demonstration of knowledge regarding both counselling theories; there underlying philosophy, basic assumptions, concepts, goals, and processes.
Critical Evaluation:
Illustrate how the paradigms offer contrastive responses to the essay question, using the therapeutic modalities as illustrations, whilst arguing for which you find more compelling
10 marks Sophisticated demonstration of knowledge of the different paradigms and therapeutic approaches, demonstrating how they would respond to the question.
Argument is clear, lucid, and substantiated Comprehensive demonstration of knowledgeof the different paradigms and therapeutic approaches, demonstrating how they would respond to the question.
Effective demonstration of knowledgeof the different paradigms and therapeutic approaches, demonstrating how they would respond to the question.
Adequate demonstration of knowledgeof the different paradigms and therapeutic approaches, demonstrating how they would respond to the question.
Unsatisfactory demonstration of knowledgeof the different paradigms and therapeutic approaches, demonstrating how they would respond to the question.
Argument is unsubstantiated and confusing
Reflective Analysis:
Reflect upon the relevance of the different counselling theories and paradigms for your own developing perspective as a clinician.
10 marks Sophisticated reflections upon how you would answer the question personally, and how your own perspective on 'therapy' and 'healing' has evolved/remained the same having explored the different theories and paradigms Comprehensive reflections upon how you would answer the question personally, and how your own perspective on 'therapy' and 'healing' has evolved/remained the same having explored the different theories and paradigms Effective reflections upon how you would answer the question personally, and how your own perspective on 'therapy' and 'healing' has evolved/remained the same having explored the different theories and paradigms Adequate but still developing reflections upon how you would answer the question personally, and how your own perspective on 'therapy' and 'healing' has evolved/remained the same having explored the different theories and paradigms Unsatisfactory reflections upon how you would answer the question personally, and how your own perspective on 'therapy' and 'healing' has evolved/remained the same having explored the different theories and paradigms
Academic literacies:
10 marks Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical.
No errors in grammar, punctuation and or spelling.
No errors in APA referencing and formatting. Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical.
Very few (<2) errors or repeated errors in grammar, punctuation and spelling. Meaning is not impeded.
Very few (<2) errors minor repeated errors in APA referencing and formatting. Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear.
Few errors (<4) or repeated errors in grammar, punctuation and spelling. Meaning is mostly clear.
Few (<4) minor repeated and unique errors in APA referencing and formatting. Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate.
Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded.
Some errors (>4) in APA referencing and formatting. Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity.
Considerable errors in grammar, punctuation and spelling. Meaning unclear.
APA referencing and formatting contain unacceptable number of errors.
Grade:
Feedback/Comments:
Assessment 2
Assessment Type Reflective Essay
Due Date Week 11, Monday at 4.00pm (AEST/AEDT)*
Learning Outcome a) Critically review, interpret, integrate, synthesise knowledge of major paradigms associated with counselling and psychotherapy.b) Exercise adaptability and judgment when critically analysing, evaluating and applying the underlying structure of different therapeutic practices.c) Critically apply self-awareness and self-reflexivity to identify specific counselling and psychotherapy approaches that resonate with their own developing framework of practice.d) Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches
Weighting 50%
Length 2500 words
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check yourtime zoneto ensure that you submit your assessment on time. If required, use atime zone converter.
Assessment Details and Instructions
Purpose:
Comment on one of the following statements and explore why it is relevant to therapeutic practice.
We are condemned to freedom.
The body keeps the score.
The whole is greater than the sum of its parts.
The goal of life is self-actualisation.
Process:
In your essay you must:
Explore the meaning of the statement through only one of the psychological paradigms explored between week 5-10 of this trimester (Existentialism, Somatic Psychodynamic, Humanistic). To do this you will need to succinctly define the paradigm, and its relevance to the selected statement.
Having demonstrated your understanding of the statement in relation to the paradigm, explain the way one therapeutic modality draws upon these principles (modalities might include: Existential Psychotherapy, Somatic Experiencing, Sensorimotor Psychotherapy, Person-Centred Therapy, Gestalt Therapy).
Comment on your own philosophical leanings, how they have changed, evolved or stabilised and been reinforced through the process of this trimesters study.
Marking Criteria
Standards
Criterion High Distinction Distinction Credit Pass Did Not Achieve Learning Outcomes
Content:
Demonstrate knowledge of the literature base of both chosen psychological paradigm and chosen counselling theory with reference to philosophy, basic assumptions, concepts, goals, and processes.
10 marks Sophisticated demonstration of knowledge of the literature base of chosen psychological paradigm and counselling theory.
Knowledge of all aspects including philosophy, basic assumptions, concepts, goals, and processes are insightfully examined. Comprehensive demonstration of knowledge of the literature base of chosen counselling theory.
Knowledge of all aspects including philosophy, basic assumptions, concepts, goals, and processes are effectively examined. Effective demonstration of knowledge of the literature base of chosen counselling theory
One aspect: either (philosophy, basic assumptions, concepts, goals, or processes) require more refinement. Adequate demonstration of knowledge of the literature base of chosen counselling theory
Two aspects (either philosophy, basic assumptions, concepts, goals, and processes) require more refinement. Unsatisfactory demonstration of knowledge of the literature base of chosen counselling theory.
Application:
Apply your understanding of the theory and paradigm to the given statement
10 marks Sophisticated understanding of the statement's meaning for the relevant counselling theory and psychological paradigm.
Highly accurate and detailed discussion, Comprehensiveunderstanding of the statement's meaning for the relevant counselling theory and psychological paradigm.
Detailed discussion supported by at least four relevant examples.
Effectiveunderstanding of the statement's meaning for the relevant counselling theory and psychological paradigm.
Discussion supported by at least three relevant examples. Adequateunderstanding of the statement's meaning for the relevant counselling theory and psychological paradigm.
Supported by at least two relevant examples. Unsatisfactoryunderstanding of the statement's meaning for the relevant counselling theory and psychological paradigm.
Insufficient or irrelevant examples.
Critical Analysis:
Demonstrate your knowledge of the statements meaning in the context of the psychological paradigm out of which it emerges, and evaluate the arguments made for its truth.
10 marks Sophisticated demonstration of your knowledge of the statements meaning in the context of the psychological paradigm out of which it emerges, and clear evaluation of the arguments made for its truth.
Comprehensive demonstration of your knowledge of the statements meaning in the context of the psychological paradigm out of which it emerges, and reasonable evaluation of the arguments made for its truth.
Effective demonstration of your knowledge of the statements meaning in the context of the psychological paradigm out of which it emerges, and some evaluation of the arguments made for its truth.
Adequate demonstration of your knowledge of the statements meaning in the context of the psychological paradigm out of which it emerges, and minimal evaluation of the arguments made for its truth.
Unsatisfactory demonstration of your knowledge of the statements meaning in the context of the psychological paradigm out of which it emerges, and no evaluation of the arguments made for its truth.
Critical Analysis:
reflection upon the relevance of the paradigm, theory and statement to your developing approach to clinical practice
10 marks Comprehensive and insightful reflection upon the relevance of the paradigm, theory and statement to your developing approach to clinical practice Detailed and some insightful reflection upon the relevance of the paradigm, theory and statement to your developing approach to clinical practice Clear but limited reflection upon the relevance of the paradigm, theory and statement to your developing approach to clinical practice An attempt to provide some reflection upon the relevance of the paradigm, theory and statement to your developing approach to clinical practice Limited to no reflection upon the relevance of the paradigm, theory and statement to your developing approach to clinical practice
Academic literacies
10 marks Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical.
No errors in grammar, punctuation and or spelling.
No errors in APA referencing and formatting. Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical.
Very few (<2) errors or repeated errors in grammar, punctuation and spelling. Meaning is not impeded.
Very few (<2) errors minor repeated errors in APA referencing and formatting. Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear.
Few errors (<4) or repeated errors in grammar, punctuation and spelling. Meaning is mostly clear.
Few (<4) minor repeated and unique errors in APA referencing and formatting. Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate.
Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded.
Some errors (>4) in APA referencing and formatting. Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity.
Considerable errors in grammar, punctuation and spelling. Meaning unclear.
APA referencing and formatting contain unacceptable number of errors.
Grade:
Feedback/Comments:
This is not a controlled document when printed.
Philosophy and Theories of CounsellingMy ClassesMy courses
ACAP 2024T1 COUN6104Welcome to COUN6104 Philosophy and Theories of CounsellingCOUN6104 Readings ListCOUN6104 Readings List
Reading List COUN6104
-Gehart, D. (2016). Theory and treatment planning in counselling and psychotherapy (2nd ed.).
- Philosophy and the Mind: Implications for Therapeutic Practice
-Dowie, T. I. Thinking, Philosophy and Psychotherapy, PACFA 15.Link to PDF
- The Cognitivist Behavioural Paradigm
-Beck, J. S. (2020).Cognitive behavior therapy: Basics and beyond. Guilford Publications. Read as much as you feel. Seelink hereorhere.
- The Psychoanalytic Paradigm and the Unconscious
(Contemporary Psychoanalysis in General)
-McWilliams, N. (2000). On teaching psychoanalysis in antianalytic times: A polemic. The American journal of psychoanalysis, 60, 371-390. HYPERLINK "https://unilinc-acp.primo.exlibrisgroup.com/permalink/61UNI_ACP/3itc92/cdi_proquest_miscellaneous_72483611" See linkhere.
(On Jungian Analysis)
-Johnson, R. A. (1986). Inner work: Using dreams and active imagination for personal growth.See link here.
-Stein, M. (Ed.). (2010). Jungian Psychoanalysis: working in the spirit of CG Jung. Open Court Publishing.See link here.
(On Freudian Analysis)
-Storr, A. (2001). Freud: A very short introduction. OUP Oxford.,see link here.
(On Lacanian Analysis)
-Introduction to Lacanhttps://plato.stanford.edu/entries/lacan/-Natoli, A. P. (2019). The DSMs reconnection to psychoanalytic theory through the alternative model for personality disorders. Journal of the American Psychoanalytic Association, 67(6), 1023-1045 seelink here.
-Yalch, M. M. (2020). Psychodynamic underpinnings of the DSM5 Alternative Model for Personality Disorder. Psychoanalytic Psychology, 37(3) seelink here.
-Hillman, James, and Michael Ventura. "We've had a hundred years of psychotherapyand the world's getting worse."The Political Self. Routledge, 2018. 189-206.See link here.-Davies, J. (2021). Sedated: How modern capitalism created our mental health crisis. Atlantic Books.See link here. Or HYPERLINK "https://ebookcentral.proquest.com/lib/acap/detail.action?pq-origsite=primo&docID=6421790" Ebook here.
-Marcuse, H. (2013). One-dimensional man: Studies in the ideology of advanced industrial society. Routledge.See link here.
-Debord, G. (2021). The society of the spectacle. Unredacted Word.See link here.
-Gendlin, E. T. (2003).Focusing. Random House.Part 1: Unlocking the wisdom of your body (pp. 1-46).
-Rogers, C. R. (1961).On becoming a person. Boston, MA: Houghton Mifflin. Chapters 1 9.See link here.
-Wilberg, P. (2004).The therapist as listener: Martin Heidegger and the missing dimension of counselling and psychotherapy training. New Gnosis Publications.Being and listening (pp. 5-41).
-Gendlin, E. T. (1978). Heidegger and the Philosophy of Psychology. Review of Existential Psychology and Psychiatry, 16(1-3), 43-71.See PDF link here.
(Existentialism)
-Yalom, I. D. (2020). Existential psychotherapy. Hachette UK.Chapter 1
-Yalom, I. D. (2012).Love's executioner and other tales of psychotherapy. Basic Books. The wrong one died (pp. 79-106).See link here.
-Jacobsen, B. (2006). The life crisis in a existential perspective. Existential Analysis: Journal of the Society for Existential Analysis, 17(1), 39-53.See link here-Fuchs, T. (2021). Grief, melancholy, and depression: An existential phenomenology of reactions to transience. In A. Kster, E. Holte Kofod (Eds.), Cultural, existential and phenomenological dimensions of grief experience (pp. 11-24). Routledge.See link here.
-Mann, D. (2020). Gestalt therapy: 100 key points and techniques. Routledge.See link here.
-Yontef, G. (1993). Gestalt Therapy: An Introduction. In Yontef, G. (Ed.),Awareness, dialogue, and process.Gouldsboro, ME: Gestalt Journal Press. Retrieved fromhttp://www.gestalt.org/yontef.htm-Allen, J. G. (2018).Mentalizing in the development and treatment of attachment trauma. Routledge.Chapter 1: Attachment in childhood (pp. 1-59).
-Brown, D. P., & Elliott, D. S. (2016).Attachment disturbances in adults: Treatment for comprehensive repair. W.W. Norton & Co. Chapter 1: Attachment research: A history of ideas (pp. 33-101). Please use the download/ print chapter/ pages feature from theACAP Library ebook.
-Tempone-Wiltshire, J., & Dowie, T. I. (2023). Bateson's Process Ontology for Psychological Practice. Process Studies, 52(1), 95-116.Tempone-Wiltshire, J., & Dowie, T. I. (2023). Bateson's Process Ontology for Psychological Practice. Process Studies, 52(1), 95-116.See link to PDF here.
-Tempone-Wiltshire, J. (2023). The Matter With Things: Our Brains, Our Delusions, and the Unmaking of the World. Journal of Process StudiesSee link to PDF here.-Tempone-Wiltshire, J. (2024). Sand Talk: Process Philosophy and Indigenous Knowledges. Journal of Process Studies.See link to PDF here.
-Rothbaum, F., Rosen, K., Ujiie, T., & Uchida, N. (2002). Family systems theory, attachment theory, and culture. Family process, 41(3), 328-350.See PDF link here.
-Ng, K. M., & Smith, S. D. (2006). The relationships between attachment theory and intergenerational family systems theory. The Family Journal, 14(4), 430-440.See link to PDF here.
-Hendrix, H., Hunt, H. L., Luquet, W., & Carlson, J. (2015). Using the Imago dialogue to deepen couples therapy. The Journal of Individual Psychology, 71(3), 253-272.See PDF here.
-Hendrix, H. (1996). The evolution of imago relationship therapy: A personal and professional journey. Journal of Imago Relationship Therapy, 1(1), 1-17.See PDF here.
-Mat, G. (2011).When the body says no: The cost of hidden stress. Vintage Canada. (pp. 1-38)
-Van der Kolk, B. (2014).The body keeps the score: Mind, brain and body in the transformation of trauma. Allen Lane.Running for your life: The anatomy of survival(pp. 51-73)-Levine, P. A. (1997).Waking the tiger: Healing trauma: The innate capacity to transform overwhelming experiences. North Atlantic Books.(i)Prologue: Giving the body its due (pp. 5-12) -https://flex.copyright.com.au/secure/link?id=c2825262-a92a-ee11-87dd-201642445886(ii)Chapter 1: The body as healer (pp.13-21) -https://flex.copyright.com.au/secure/link?id=f76367d2-a92a-ee11-87dd-201642445886(iii)Chapter 2: The mystery of trauma (pp.23-32) -https://flex.copyright.com.au/secure/link?id=9c514888-aa2a-ee11-87dd-201642445886
-Ogden, P., & Fisher, J. (2015).Sensorimotor psychotherapy: Interventions for trauma and attachment.
(i)Chapter 1: Essential Principles(pp. 13-64). HYPERLINK "https://ebookcentral.proquest.com/lib/acap/detail.action?docID=7170961&pq-origsite=primo" Ebook link.
-Goleman, D. (1981). Buddhist and Western psychology: Some commonalities and differences. The Journal of Transpersonal Psychology, 13(2), 125.See PDF link here.
-Mikulas, W. L. (2007). Buddhism & western psychology: Fundamentals of integration. Journal of Consciousness Studies, 14(4), 4.See link here.
-Grof, S. (2008). Brief history of transpersonal psychology. International Journal of Transpersonal Studies, 27(1), 6.See link here.
-Wilber, K., Engler, J., & Brown, D. (1986). Transformations of Consciousness: Conventional & Contemplative Perspectives on Development. Shambhala, Boston & London. Wilber, K.(1989) The Spectrum of Consciousness. Illinois, USA.See link here.
-Lajoie, D. H., & Shapiro, S. I. (1992). Definitions of transpersonal psychology: The first twenty-three years. The Journal of Transpersonal Psychology, 24(1), 79.See link here.
-Hartelius, G., Caplan, M., & Rardin, M. A. (2007). Transpersonal psychology: Defining the past, divining the future.The Humanistic Psychologist,35(2), 135-160.See link to PDF here-Friedman, H. (2002). Transpersonal psychology as a scientific field. International Journal of Transpersonal Studies, 21(1), 19.See link to PDF here-Caplan, M., Hartelius, G., & Rardin, M. A. (2003). Contemporary viewpoints on transpersonal psychology. Journal of Transpersonal Psychology, 35(2), 143-162.See link to PDF here.
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2022).Intentional interviewing and counseling: Facilitating client development in a multicultural society(10th ed.). Cengage Learning.
Developing your own culturally intentional style (pp. 10).
Rnnestad, M. H., & Skovholt, T. M. (2013).Thedeveloping practitioner growthandstagnationoftherapistsandcounsellors. Routledge.
Chapter 4: The novice student phase (pp. 55-70)Chapter 5: The advanced student phase (pp. 71-82)McLeod, J. & McLeod, J. (2011).Counselling skills: A practical guide for counsellors and helping professionals(2nded.). Open University Press.
Working collaboratively: building a counselling relationship (pp. 125-142).
P11-15 Cengage Learning.Geldard, D., Geldard, K., & Foo, R. (2016).Basic personal counselling: A training manual for counsellors(8thed.). Cengage Learning.
Basic Personal Counselling: A training manual for counsellors by David Geldard, Kathryn Geldard,Rebecca Yin Foo. 2016
Kelly, K. and Lees-Oakes, R. (2021).Online and Telephone Counselling: A Practitioners Guide. Warrington: Counselling Tutor.
Becoming a Therapist : On the Path to Mastery
Thomas M. SkovholtWillig,C,2019 Ontological and epistemological Reflexivity: A core skill for Therapists, Couselling and Psychotherapy, 19,(3) pp186-194
