Demonstrate a comprehensive knowledge of evidence- based/practice-based research findings and practical understanding of their implications for the theory and practice of TA Psychotherapy.

Knowledge and Understanding
Enquiry
Analysis

Demonstrate a critical awareness and evaluation of the relevance of established techniques of research and enquiry to the theory and practice of TA Psychotherapy.

Enquiry
Analysis
Communication

Demonstrate a critical awareness of the relevance of ethics to research undertaken in relation to TA Psychotherapy.

Learning
Problem Solving

Written Assignment (assessing LO’s 1 – 3)
Describe and critique a research project you are aware of or have been involved in, consider the findings reported in the article and discuss the implications for transactional analysis theory and/or practice.

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.

The module will introduce students to a variety of approaches to research, including research methodology (quantitative, qualitive and mixed methods), research philosophy and research methods, such as phenomenology IPA, heuristic, case study research etc. and utilising audit and evaluation methodologies to contribute to improving the process and outcomes of therapy. Concepts such as ontology and epistemology will be explored and the importance of understanding our place in the universe and the inter-connectedness of all things will underpin this module. The importance of reflexivity in research will be explored. Students will be supported to critically review research papers including the ethical issues which underpin research endeavours. By the end of the module students have sufficient knowledge to undertake a small-scale research project as well as the skills to evaluate current research and consider its relevance to TA Psychotherapy. This module prepares students to undertake an in-depth case study in year 4.

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
McLeod, J. (2003) Doing Counselling Research. 2nd edn. London: Sage
Cooper, M. (2008) Essential Research Findings in Counselling and Psychotherapy. London: Sage
Creswell, J. W. (1994) Research Design, Qualitative & Quantitative Approaches. London: Sage
Etherington, K. (2004) Becoming a Reflexive Researcher: Using Our Selves in Research. London: Jessica Kingsley
Final, L. & Evans, K. (2009) Relational-centred Research for Psychotherapists. Wiley Blackwell
McLeod, J. (2001) Qualitative Research in Counselling and Psychotherapy, London: Sage Sanders, P., & Liptrot, D. (1994) An Incomplete Guide to Qualitative Research Methods for Counsellors. Manchester: PCCS Books

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.