Critically reflect on the use of supervision as a resource to support ongoing clinical practice.

Knowledge and Understanding
Analysis
Learning

Demonstrate a systematic understanding of the knowledge and skills relevant to the theory and practice of TA Psychotherapy.

Knowledge and Understanding
Application

Demonstrate a comprehensive understanding and critical evaluation of key concepts and approaches of TA Psychotherapy and their relationship to clinical practice.

Application
Analysis
Reflection

Demonstrate a range of therapeutic responses and critically evaluate the appropriateness and effectiveness of these with reference to therapeutic intent, the impact on the client and the process and progression of the therapeutic relationship.

Communication
Application
Reflection

Demonstrate the qualities and skills of reflexivity in relation to personal and experiential material.

Application
Reflection

Synthesise a personal integration of theory and clinical practice.

Reflection

Written Assignment – Supervised Practice Report (assessing LO 1)

Analysing and evaluating the use you have made of your supervision in supporting your professional practice.

Written Assignment - A clinical case study (assessing LO’s 2 – 5 and meeting the UKATA assessment criteria for registration as a UKCP Registered Psychotherapist (September 2023))

Making an in-depth diagnosis using both the DSM and your chosen TA models. Link this to your treatment planning and contract. Critically reflecting on key episodes and the therapeutic process as a transactional analyst psychotherapist. Consideration where relevant must be given to diversity, intersectionality, ecology, social justice, political context, and issues of power and difference in the therapeutic relationship

Presentation (assessing LO’s 5 – 6 and meeting the UKATA assessment criteria for registration as a UKCP Registered Psychotherapist (September 2023))

Self-reflection on professional journey as a psychotherapist using transactional analysis.

Viva (assessing LO’s 2 - 5

and meeting the UKATA assessment criteria for registration as a UKCP Registered Psychotherapist (September 2023))

A 40-minute viva exam presenting a 6-minute recording of a piece of in-depth adult psychotherapy work along with a transcript, including a front sheet containing details of contract, treatment stage and diagnosis.

Present yourself as personally and professionally competent and ethically responsible.

Demonstrates knowledge and competent TA application as a Transactional Analyst

Is able to evaluate the piece of work competently in practice and able to relate this to TA theory and make an assessment.

Shows sufficient competence as a Transactional Analyst.

Demonstrates during the examination process that you have assimilated values and principles compatible with TA such as respect, autonomy, acceptance, and positive confrontation.

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 during and 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.

The aim of this module is to further develop an in-depth understanding of TA and what it means to work relationally. This year provides an opportunity to explore the breadth of TA theory approaches further to topics such as couple therapy and group work. Students will have opportunity to explore the application of TA theories to different clinical presentations such as trauma, shame, depression & anxiety, conceptualising and formulating ways of working with clients with chronic enduring mental health issues. The module will also explore the relational approach to risk to self and others. Students will have an opportunity to channel and focus skills of synthesis and critique gained in previous years to specific area of psychotherapy practice or theory through case study research.

The module provides students with an opportunity to develop, advance and consolidate their understanding of the practice of TA Psychotherapy and offers students a focus for further development of self-reflexivity and personal style as a practitioner. The emphasis on values and principles is maintained, stressing the personal and professional dimensions and the quality of the relationship in theory and ethical practice. The module begins with an in-depth evaluation on the use of supervision, to enhanced and promote effective and lasting relational change in clinical practice. Students will reflect on the use of supervision and the supervisory relationship, focusing on how supervision has informed and furthered the therapeutic relationship. There will be a focus on professional registration with UKCP and preparation for those undertaking the CTA in the following year. Relevant research and issues related to ethics and professional practice are incorporated throughout this module.

Students will have opportunity to focus at depth on different clinical presentations (e.g. depression, anxiety, trauma, spiritual crisis) and ways of working (Couple and Group) in order to develop a personal reflexive therapeutic style of practice. There will be a focus on comparative psychological approaches and the use of research in these areas to support clinical practice.

The module also involves the preparation and undertaking of a substantial case study and viva, relevant to the theory and practice of TA Psychotherapy. This will provide evidence of the student’s integration of relevant theory and practice within their clinical work and demonstrate their development as a Transactional Analyst and of advancing the profile of this approach to Psychotherapy.

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.¿

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

William F. Cornell (2018): At the Interface of Transactional Analysis, Psychoanalysis, and Body Psychotherapy: Clinical and Theoretical Perspectives: Taylor & Francis LTD
Cornel, W. F. and Hargaden, H. (Eds).s From transactions to relations: the emergence of a relational tradition in transactional analysis. Haddon Press
Fowlie, H. and Sills, C. (Eds.): (2011). Relational Transactional Analysis: principles in practice. London: Routledge
Finlay, Linda (2019): Practical Ethics in Counselling and Psychotherapy: A Relational Approach: Sage
Hargaden, H. and Sills, C. (2002). Transactional Analysis: a relational perspective. Hove: Brunner-Routledge
Hargaden, H. (Ed.) (2016). The art of relational supervision: clinical implications of the use of self in supervision. Oxon: Routledge
Hawkins, J. & Shohet, R. (1989): Supervision in the Helping Professions. Milton Keynes: Open University Press
Landaiche, Michael N (2021): Groups in Transactional Analysis, Object Relations, & Family Systems: Routledge
Minikin, Karen (2023): Radical-Relational Perspectives in Transactional Analysis Psychotherapy: Oppression, Alienation, Reclamation (Innovations in Transactional Analysis: Theory and Practice): Routledge
Poelje, Sari van & Graaf, Anne de (2022): New Theory & Practice of Transactional Analysis in Organisations: Routledge
Tangolo, Emanuela A & Massi Anna (2022): groups in Transactional Analysis. Theory Through Practice. Routledge
White, Tony (2011): Working with Suicidal Individuals. A Guide to providing Understanding, Assessment and Support: Jessica Kingsley
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.