Course Information Pack
MA in COUPLE & INDIVIDUAL PSYCHODYNAMIC COUNSELLING & PSYCHOTHERAPY
(MASTERS VALIDATION PENDING)
2015 / 2016
Validated by the University of East London
A BACP Accredited Course
History of the PROGRAMME
The MA has developed from training in marriage guidance offered by London Marriage Guidance, renamed Relationship Counselling for London (RCL) in 2003. In 1990 this developed into a Diploma in Psychodynamic Marital and Couple Counselling in collaboration with the Roehampton Institute and validated by the British Association for Counselling (now renamed the British Association for Counselling and Psychotherapy (BACP). In 2002 the collaborative partnership was moved to the School of Psychology at UEL and the programme became a Postgraduate Diploma in Psychodynamic Marital and Couple Therapy, subsequently renamed the Postgraduate Diploma in Psychodynamic Couple Counselling.
With an increasing number of BACP courses of similar depth and intensity to Tavistock Relationships’s PG Dip being designated as psychotherapy courses and a desire to reflect the fact that students learn to work with individuals as well as couples, the programme’s name has been changed to Postgraduate Diploma in Couple and Individual Psychodynamic Counselling and Psychotherapy.
When Tavistock Relationships took over the training from RCL in 2005 the programme included a non-accredited Post-qualification Certificate for individually-trained counsellors and therapists. This has been discontinued in favour of offering individually-trained counsellors and therapists the opportunity to obtain the accredited Postgraduate Diploma in Couple and Individual Psychodynamic Counselling and Psychotherapy through entry with advanced standing in the second year.
Whilst at Roehampton, a further year’s training had been available in Psychosexual Therapy. This had developed into a 2-year Diploma programme and was accredited with the British Association of Sexual and Relationship Therapists (BASRT). BASRT now require a 4-year programme and the content of the PG Diploma Programme has been adjusted accordingly to include sufficient psychosexual teaching to enable a 1-year add-on to the PG Diploma training to lead to a Masters in Psychosexual and Relationship Therapy.
The Postgraduate Diploma programme is professionally accredited by the British Association for Counselling and Psychotherapy (BACP) and graduates from the programme can, after completing further clinical hours, apply for individual accreditation with BACP.
Tavistock Relationships
Established in 1948, Tavistock Relationships (Formerly The Tavistock Centre for Couple Relationships) is the leading charity provider of highly specialised and affordable couple and parent counselling and psychotherapy. We also offer a range of other relationship, parenting and psychosexual support services.
Tavistock Relationships is also recognised in its field as a centre of advanced practice and study, both nationally and internationally. We run a rich and varied range of trainings from introductory courses, professional trainings through to professional doctorates in psychodynamic couple counselling and psychotherapy. Our courses are accredited by BACP, BPC and validated by the University of East London (UEL).
Tavistock Relationships is a registered charity founded in 1948. Tavistock Relationships is an operational unit of the Tavistock Institute of Medical Psychology, which was founded in 1920. It is a registered charity (No. 211058) and a company limited by guarantee (No. 241618).
Aims of the organisation
Tavistock Relationships is a specialist centre of excellence for advanced training and clinical practice providing tertiary level support to the mental health and family support field.
The Centre:
- Supplies specialist therapeutic services to couples, parentsand individuals experiencing difficulties in their relationships
- Provides clinical training for the next generation of couple counsellors and psychotherapists
- Provides specialist training for counsellors and therapists working with relationship breakdown and its adverseeffects on children
- Provides training and consultancy on delivering, developing and managing services for couples and families
- Undertakes research that contributes to the understanding of couple and family relationships and how best they might be improved
- Collaborates with the University of East London (UEL) to provide the first UK Professional Doctorate in Couple Psychoanalytic Psychotherapy and Masters Degree in the Psychoanalytic Study of the Couple Relationship. The University also validates the Post Graduate Diploma in Couple and Individual Psychodynamic Counselling and Psychotherapy.
- We are committed to providing training, research and services that:
- Alleviate the distress caused by family breakdown
- Enhance the lives of children
- Contribute to furthering understanding about the nature of couple relating.
- Are available and accessible to all, regardless of ethnic origin, gender, sexual orientation, age or disability.
Our work is grounded in the experience of training practitioners and supporting couples, making us uniquely placed to develop practical, groundbreaking services to support couple stability and improve family functioning.
Tavistock Relationships staff have qualified and practised in one or more of the following professions: social work, clinical psychology, psychiatry, counselling and psychoanalytic psychotherapy. In addition, staff undertake professional development to top up their substantial experience and have expertise in teaching, training and consultation, as well as research and writing.
Tavistock Relationships has been involved in adult learning since its inception and has run professionally-accredited programmes for many years. It has delivered programmes academically-validated by UEL since 1999. In September 2009 it moved from its base within the Tavistock Centre building in Swiss Cottage to its own premises in Central London. It remains a part of the Tavistock family of organisations, with their distinctive approach to individual, couple, family and social life.
CORE THEORETICAL MODEL
The training programme is fundamentally psychodynamic in orientation. It draws from a number of different psychoanalytic theories and enables its students to recognise, and critically consider unconscious processes and then work with them therapeutically. Because the adult couple is inevitably part of the wider system, the core theoretical model also encompasses consideration of systemic aspects of couple interaction.
Working with clients’ sexual difficulties is addressed throughout the course. In couple counselling it is necessary to consider a theoretical frame which allows the couple to be viewed as an interlocking system contingent on other social systems as well as on issues of nature and nurture.
The couple relationship is always ‘the client’ and the ability to conceptualise, understand and work effectively with it is the particular expertise of the couples counsellor.
Programme Structure
The programme structure offers a clinical and academic training in Psychodynamic Individual and Couple Counselling and Psychotherapy. Students will qualify professionally and gain a Postgraduate Diploma and it is possible to either stop there or go on to do a Masters in Psychosexual and Relationship Therapy or an academic Masters degree programme in the psychoanalytic study of the couple relationship or a clinical and academic training in Couple Psychoanalytic Psychotherapy.For the Postgraduate Diploma part of the programme, a modular credit awarding system has been adopted with a double module of 60 M level credits being taken each year. In order to meet the professional needs of the clinical training as well as the academic framework of the Diploma, the programme begins with a non-clinically assessed Foundation Year of 40 credits at Graduate level. This year is academically assessed. There are entry possibilities via Entry with Advanced Standing up to Module 2 (nominally year 2 of the Qualifying training) for students with specific previous clinical and academic qualifications.
The programme can be divided informally into two parts.
Part one is the Foundation Year- a GraduateCertificate Programme
This is the foundation yearfor the Postgraduate Diploma in Psychodynamic Couple Counselling(whichoccupiesthe second and third years of the full training programme). In this year, students begin theory seminars, lectures, a self-reflective group, and workshops. Subject to an assessment interview and satisfactory performance in the skills training component, students may be given the go ahead to start clinical work in the Summer term or, otherwise, in the 2nd Year. They have a tutor. This year is administratively separate from the next two years of the Clinical Training because of therequirements of the AcademicFramework.It is not separate in terms of content, task or structure.
Part twoconsists of the two M level Modules of thePostgraduate Diplomaprogramme.
This ordinarily lasts two years until the academic and clinical requirements of the Postgraduate Diploma Training have been completed. In this part students continue with theory, a self-reflective group, and workshops. They start clinical work and have a supervisor for their clinical work. They continue to have a Tutor. Part two generally ends with qualification as a Couple and Individual Psychodynamic Counsellor and Psychotherapist.
Students entering with Advanced Standing would usually do so in the second year of the training at Module 2, and complete the Postgraduate Diploma part of the programme. Eligible students are those with an approved individual counsellor or psychotherapy training/qualification or with sufficient couple experience. Individual counsellors and psychotherapists do not ordinarily need to be in personal psychotherapy as an entry requirement if they have already been in psychoanalytic psychotherapy in their previous training but they may be asked to re-enter therapy over the course of the training if this is felt to be necessary.
Completion of Programme
It is expected that students will normally complete the Diploma Programme in not less than three and not more thansix years after enrolment(if a period of intermission is granted). However given the opportunities for Entry with Advanced Standing it may be that, in exceptional circumstances, some students will receive credit from prior learning. In these cases successful completion of the programme may be less than three years but it may not be less than two years after enrolment.
Programme aims and learning outcomes
Programme aims
Broad Aims
1. The programme is designed to provide a professional training in order that suitably qualified and experienced people can become couple and individual counsellors and psychotherapists. By the end of the programme students will have completed a programme of theory and practice which will equip them to work towards professional accreditation with appropriate bodies.
2. The programme aims to provide a training which occupies a highly significant position within the field of couple counselling. By combining rigorous theoretical and clinical standards with an approach which takes into account relevant and effective therapeutic practice from a range of disciplines, this training offers both clients and practitioners the opportunity to develop in ways congruent with their own individual needs.
3. Students will be offered a containing environment within an organisational setting in which to weave together theory, practice, self-reflective skills and supervision. They will have the opportunity to develop critical thinking by means of written assignments, reading, discussion and assessed case work.
4 The core philosophy of the programme is that change comes about through integration of conscious and unconscious material. Therefore emphasis is placed on both the conscious and unconscious interaction between client and therapist and attention is given to understanding and analysing the process of the therapeutic endeavour. The therapeutic relationship is used as a ''vessel'' within which relationships both conscious and unconscious can be understood.
5. The programme focuses on the purpose and practice of the intervention and on how the effectiveness of intervention can be assessed. In particular it considers the ethical framework within which this happens.
6. In order to equip students to work with clients' unconscious material they are encouraged and enabled to work towards a greater understanding of their own unconscious processes. It is recognised that the task of bringing together and integrating all the material cannot be contained totally within the programme structure, value is consistently given to students' life experience and to making it conscious.
7. Throughout the programme students are encouraged to explore their attitudes to diversity whether cultural, religious or in terms of sexual orientation. Opportunities are provided, theoretical, experiential and clinical in order to facilitate this exploration. There is a commitment to reflect the diversity of the London community in recruitment to the programme.
Overall Aims:
To offer a pluralistic, rich and wide ranging programme of study in the therapeutic approach to people in couple relationships.
To encourage a study of unconscious processes.
To understand and analyse the process of the therapeutic relationship and the purpose and practice of intervention.
To encourage students to reflect at all times on their own life experience and to use this creatively in understanding the work.
To encourage a thoughtful and critical approach to the programme.
To encourage practice based research.
Learning Outcomes:
Knowledge
To develop and apply therapeutic understanding and technique to psychodynamic work with couples and individuals from a relationship perspective
To integrate clinical practice and research mindedness in order to create innovative responses to professional problems.
Thinking skills
To critically evaluate psychodynamic theory of human behaviour and development.
Touse their skills, knowledge and experience to deal with complex and unpredictable situations that demand innovative professional thinking and action
Subject-Based Practical skills
To engage in professional and academic dialogue with peers and colleagues in the field.
To collaborate with couple counsellors/psychotherapists and other professionals to formulate discriminating hypotheses, assessments and judgements of conscious and unconscious processes active in the work.
Skills for life and work (general skills)
To facilitate and demonstrate a consistent and a skilled level of reflective and reflexive practice as clinician, researcher and potential trainer.
Psychosexual
By the end of the PG Diploma the students will have been sensitised to explicit sexual material. They will be aware of the common dysfunctions and be able to undertake a psychosexual assessment. Students will have some experience of working with clients who have HSD (Hypoactive Sexual Desire Disorder). Students will understand the rationale behind using behavioural interventions such as sensate focus and also when this is contra-indicated. They will be able to use the early stages of a sensate focus programme to reconnect a couple with loss of desire where there is no other dysfunction present.
PATHWAY THROUGH THE PROGRAMME
Graduate Certificate Award / Couple and Individual Psychodynamic Counselling and Psychotherapy: theory and skills (40 credits Level 3)1 year
40 Credits
Module 1: / Couple and Individual Psychodynamic Counselling and Psychotherapy: theory and skills
Leads to
Postgraduate Diploma Award / Couple and Individual Psychodynamic Counselling and Psychotherapy (120 credits M Level)Year 1
60 Credit Module 2: / Theory and Practice of Couple and Individual Psychodynamic Counsellingand Psychotherapy
Year 2
60 Credit
Module 3: / Couple and Individual Psychodynamic Counselling and Psychotherapy: Clinical Professional Development
Description of programme components: theGraduate Certificateand the Postgraduate Diploma
Induction to the Programme
Induction begins in the week prior to the start of teaching. The Induction will include meeting with the Programme Leader and the Training Administrator as well as with the senior staff from Tavistock Relationships, UEL Rep(s), the Librarian and students on other Tavistock Relationships programmes. There is also an induction to the building and its facilities.
Students are encouraged to take advantage of the opportunity to visit UEL in order to be inducted into the facilities available to them through the university. These include access to university libraries and IT facilities.
Theory Seminars
These are weekly theory seminars run over a period of three academic years (Foundation – Module 3) A variety of theoretical approaches will be presented using analytic, behavioural and systemic concepts. The theory seminars will be run as reading and discussion seminars with some lecture inputs and will consider key texts. Students will be expected to make presentations as a way of introducing ideas to the wider group, and from the second year bring clinical examples. It will be assumed that all students will read the texts which may require one or two hours of preparation a week. In the first year the emphasis will be on the founding thinkers of psychoanalysis. This will be developed in the second and third years. Throughout the programme attention will be given to the couple in context, attachment issues, sexuality and mental health. Students will be encouraged to think critically and to evaluate the different models presented and to appraise their effectiveness in clinical practice.
Core Skills Seminar and Practical Work
These training sessions are held on one evening (or afternoon if there is sufficient demand) a week throughout year one of the programme. They focus on the therapeutic process and the core therapeutic skills.
They offer a model or organising framework and the opportunity for students to reflect on the components of the therapeutic relationship. They also provide an opportunity for students to practice the core skills and to consider and critically evaluate therapeutic strategies in a safe environment.
Self Reflective Practice Group
The Self Reflective Practice Group runs during the Graduate Certificate year and the first year of the Postgraduate Diploma. The group provides a setting in which students can reflect on the material offered during the programme. It is an opportunity for them to explore their motivation forembarking on the training and where the impact of the training can be processed.
Once clinical work has begun students use the group to reflect upon the effect of the clients' material on their own responses in the work. Through working in a group setting students develop a greater awareness of themselves in relation to others and thereby develop the ability to work more freely, effectively and creatively with clients.
Workshops
These provide a longer time frame within which students can absorb new material and work interactively with colleagues in developing and practising therapeutic skills.
Clinical Practice Seminars
In the third year of the programme students take part in Clinical Seminar groups which focus on the integration of theory, practice and students' experience. Members take responsibility with the group leader of the content, direction and focus of the clinical seminar. The seminar is led by a skilled and experienced couple therapist and the learning is by means of detailed group reflection on process recordings.