• Group process – 14 hours
• Experiential and theoretical learning – 11 hours
• Supervised clinical practice in small and/or large groups – 14 hours
• Self-reflective journal writing – 4 hours
• student-focused activities encouraging active participation,(including tutorials, accessing electronic systems and support staff for data, literature, resources and contacts) – 7 hour

Guided Independent Study is considered to include:
• Reading and research (7 hours per week = 85 hours per module)
• Placement attendance (25 hours per module)
• Assignment preparation and workshop preparation (40 hours per module)

• access to an approved placement which provides suitable learning opportunities
• access to a suitably qualified supervisor to provide the required ratio of supervision hours to clinical practice

1. Demonstrate knowledge and critical understanding of the concepts and principles of transference and countertransference within the Humanistic and Integrative approach.¿¿
2. Demonstrate skill in the recognition of transference and countertransference phenomena in personal and professional life and demonstrate understanding of the limits to your awareness.¿
3. Evaluate critically the appropriateness of integrating transference phenomena into Humanistic and Integrative psychotherapy and counselling and communicate effectively a rationale for integration.¿¿
4. Demonstrate and apply reflexive understanding of transference phenomena in relation to the intersections of social positions.

It is important to note that personal experiences and links to clinical practice are an important part of all BSc assignment submissions. Direct quotes should be short and used sparingly. Students should describe theoretical concepts in their own words referencing who has informed their thinking and referenced according to the Staffordshire APA refencing system.

1. Unconscious process written assignment (assessing learning outcomes 1, 2, & 3 & 4)¿
Title:¿ Explain whether or notUsing personal and clinical examples, demonstrate how you would integrate knowledge of transference phenomena into your practice as a humanistic and integrative therapist, evaluating any possible benefits.

2. 1,000 word Personal development profile (assessing learning outcomes 2)¿
The PDP will be based on information written in your learning journal and comments made in tutorial and peer feedback forms (R09 & R10) and should demonstrate¿¿
- Capacity for self-reflection and overall professionalism including awareness of limits to competence.¿
- Ability to relate personal development to clinical work
- Ability to chart future directions in personal work and professional development

This module will focus on the concepts of transference and countertransference and the way in which this can be conceptualised. Learning in this module will support students to recognise the way in which they can integrate the theory and practice of these phenomena into their own personal development and also their clinical work.

Indicative Content may include the following topics:¿¿
1. The transferential and counter-transferential relationship¿¿
2. Projection¿¿
3. Reactive and proactive countertransference¿¿
4. Projective identification¿¿
5. Self-psychology¿¿
6. Somatic countertransference
7. Bracketing and self-disclosure¿¿
8. Relational needs in the therapeutic relationship¿¿
9. Developmental needs in the therapeutic relationship¿¿
10. Identifying social positions
11. Microaggressions and unconscious bias
12. Shame¿¿
13. Working with shame¿¿
14. Defences to shame
15. Working with transference phenomena with telephone and remote working

Core Texts
Cashdan, S. (1988). Object relations therapy: Using the relationship. Norton Books.¿¿
Chapter on the Transferential Relationship in:¿
Clarkson, P. (2003). The therapeutic relationship (2nd ed.). Whurr.¿
De Young, P. A. (2015). Understanding and treating chronic shame: A relational/neurobiological approach. Routledge. https://doi.org/10.4324/9781315734415¿
Grant, J. & Crawley, J. (2002). Transference and projection. Open University Press.¿¿
Kahn, M. (1997). Between therapist and client: The new relationship (revised ed.). MacMillan.¿¿
Turner, D. (2021). Intersections of privilege and otherness in counselling and psychotherapy: Mockingbird. Routledge.¿

Recommended Reading¿¿
Casement, P. (2013). On Learning from the Patient (2nd ed.). London: Routledge. https://doi.org/10.4324/9781315879468¿
Casement, P. (2013). On Learning from the Patient (2nd ed.). Routledge. https://doi.org/10.4324/9781315879468¿
https://doi.org/10.1177/036215379402400209¿¿
Gomez, L. (1997). An introduction to object relations. Free Association Books.¿¿
Kaufman, G. (1992). Shame: The power of caring. Rochester. Schenkman Books.¿¿
Mearns, D. & Cooper, M. (2017). Working at relational depth in counselling & psychotherapy (2nd ed.). Sage.¿¿
McCluskey, U. & O’Toole, M. (2019). Transference and countertransference from an attachment perspective: A guide for professional caregivers. Routledge. https://doi.org/10.4324/9780429323911¿¿
Murdin, L. (2010). Understanding transference: The power of patterns in the therapeutic relationship. Palgrave Macmillan.¿¿
Nathanson, D. (1987). The many faces of shame. Guildford Press.¿
Racker, H. (1968). Transference and countertransference. International Universities Press. https://doi.org/10.4324/9780429484209¿¿
A-Counter-Theory-of-Transference_John-M.-Shlien_1.pdf (adpca.org)¿
Siegel, A. (1996). Heinz Kohut and the psychology of self. Routledge. https://doi.org/10.4324/9780203135563