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

Reflection
Communication
Application

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

Reflection

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

Learning

Critically reflect on the significance of culture, social and diversity issues and the impact of these on the client and the therapeutic relationship

Knowledge and Understanding

Continue to demonstrate capacity for self-awareness, self- reflection and openness to challenge of personal attitudes, assumptions, beliefs and values.

Reflection
Application

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

Reflection

01 Peer Reviews (assessing LO’s 1, 5 & 6)
02 Personal Development Plan (assessing LO’s 2, 3 & 4)
03 PCO submissions (assessing LO’s 1 - 2)
04 Personal Learning Journal (assessing LO’s 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. Further consideration and reflections of the years training is given in relation to the significance of cultural, social and diversity issues and the impact of these on the client and the therapeutic relationship. Ethical thinking will be placed continuously and centrally within the process of TA Psychotherapy by drawing attention to the personal and moral qualities of the practitioner, including our unconscious biases and the application of codes of conduct and/or ethical frameworks to therapeutic practice. Students will be invited to consider how they can communicate and take action to reduce the harm and trauma caused by power differentials within the therapeutic service provision, training and supervisory relationship. Ethical and professional practice is seen as underpinning all modules and their content and processes. This module expands further the above issues, which will be returned to at this depth in modules 12, and 14. 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. Students will be introduced to models of loss and endings as they reflect on the ending of this academic year. Rituals are 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.

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

Turner, Dwight (2021): Intersections of Privilege and Otherness in Counselling and Psychotherapy: Routledge.
Ryde, J. (2011). 8 Issues for white therapists. In Lago, C. (Ed.) The handbook of transcultural counselling and psychotherapy. Berkshire: McGraw-Hill

EATA Ethics & Professional Practice (December 2022)
UKCP Code of Ethics and Professional Practice (October 2019)
SPTI: Code of Professional Conduct (2020)
SPTI: Fitness to Practice (2022)
SPTI: 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.