Demonstrate a continuous ability to receive feedback, to appraise it critically and to integrate it, as appropriate, into your work.

Communication
Application
Reflection

Critically reflect on self in the therapeutic relationship to facilitate your professional development as a psychotherapist.

Reflection
Problem Solving

Demonstrate a critical awareness of ethical and legal issues and obligations relating to psychotherapy.

Learning

Demonstrate a critical awareness of the significance of cultural, social and diversity issues and the impact of these on the client and the therapeutic relationship.

Analysis

Demonstrate a continuous capacity for self-awareness, self- reflection and openness to challenge of personal attitudes, assumptions, beliefs and values.

Application
Reflection

Maintain respectful and cooperative relationships with others on the course and identify areas of development.

Communication

01 Peer Reviews (assessing LO’s 1, 5 & 6)
02 Personal Development Plan (assessing LO’s 4 & 5)
03 PCO submissions (assessing LO’s 1 - 3)
04 Personal Learning Journal (assessing LO 5)

Formative assessments are those ongoing assessment opportunities whereby students can gain an enhanced understanding of how well they are progressing with their learning. Any mark generated through formative assessment is for feedback purposes only and will not contribute to the overall module grade. Formative assessments also allow Facilitators to focus on the needs of the student group as well as to improve student attainment.

Formative assessments are made throughout the course; feedback is regularly given to the student regarding their participation in small and large group discussions, including strengths, limitations and areas for development in skills-based practice and exercises. In addition, Facilitator, peer and self-assessments opportunities occur twice during the academic year.

Summative assessments are used to make judgements about what students have learned from studying the module. Therefore, they contribute to the overall mark for the module and for progression or the award. Summative assessments are taken at the end of the module. For each assessment it is important to identify which learning outcomes are being assessed. Learning outcomes are the specific skills and knowledge that students expected to demonstrate because of taking a module. Summative assessment consists of essays, case studies transcript analyses, presentations and Vivas.

This module continues to address the fundamental aspects of ethical and professional practice necessary for undertaking a clinical practice placement as a TA Psychotherapist. There will be a focus on the student’s personal and professional development throughout the training stage as the academic year concludes with self and peer reviews. Time will be given to ending of this academic year and rituals created as a way of acknowledging the closure of this year.

The purpose of the teaching and learning methods used is to facilitate the student’s ability to develop self-awareness, to offer alternative ways of thinking, feeling and behaving, so that the student becomes a robust, ethical and competent clinician with the ability to comprehend and appreciate a wide range of frames of reference.¿
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To facilitate this process students can expect a variety of teaching and learning strategies, designed to support an integration of theory into practice, that will range from:

Didactic input
Teach back
Large and small Group discussion
Experiential exercises
Group Process
Skills sessions
Peer discussions and feedback
Personal therapy
Modelling way of being
Self-learning through reading
Journaling

The teaching throughout seeks to model by the trainers approach a contactful and contractual relationship and audio, visual and kinaesthetic learning preferences are catered for.

CORE TEXTS

Bond, Tim & Reeves Andrew (2021): Standards Ethics for Counselling in Action: Sage

Finlay, Linda (2019): Practical Ethics in Counselling and Psychotherapy: A Relational Approach: Sage

Hawkins, J. & Shohet, R. (1989): Supervision in the Helping Professions. Milton Keynes: Open University Press

Khan, Myira (2023) Working Within Diversity: A Reflective Guide to Anti-Oppressive Practice in Counselling and Therapy: Jessica Kingsley

Minikin, Karen (2023): Radical-Relational Perspectives in Transactional Analysis Psychotherapy: Oppression, Alienation, Reclamation (Innovations in Transactional Analysis: Theory and Practice): Routledge

Sedgwick, M. James (2021) Contextual Transactional Analysis, The Inseparability of Self & World: Routledge

Turner, Dwight (2021): Intersections of privilege and Otherness in Counselling and Psychotherapy: Routledge

EATA Ethics & Professional Practice (December 2022)

UKCP Code of Ethics and Professional Practice (October 2019) Sherwood Psychotherapy Institute: Code of Professional Conduct (2020) Sherwood Psychotherapy Institute: Fitness to Practice (2022) Sherwood Psychotherapy Institute: Equality & Diversity Policy (2020)

ITAA Journal articles – these will be referenced prior to the commencement of each module in order to reflect the changing nature of current thinking and practice in Psychotherapy

Students should make their own arrangements, using SPTI guidance, to access a suitably qualified therapist to provide the required sessions of personal therapy. Please refer to the ‘Personal Therapy’ section within the programme handbook.

Access to a PTSTA/TSTA supervisor to provide the required sessions of supervision (at a minimum ratio of 1 to 6) using SPTI guidance.