Demonstrate the capacity to assess clients using the DSM* and indicating the diagnostic indicators, integrating this information within clinical practice and assessing suitability for psychotherapy and referral on.

Knowledge and Understanding
Learning

Construct and justify a treatment plan which synthesise principles of treatment direction (with its component elements of content, process and treatment sequence and contracting) as they apply to issues in each clinical area.

Problem Solving

Demonstrate a critical understanding of diagnosis, through the lens of the social, cultural, political and historical contexts in which they occur.

Analysis

Demonstrate the qualities and skills necessary for reflection and reflexivity in relation to personal and experiential material.

Application

Integrate theory into practice by selecting, justifying and critically reflecting upon the use of specific interventions and techniques to facilitate curative outcomes using the methodology of your chosen school(s) or approach.

Communication
Application

Written Assignment (assessing LO’s 1 - 5)
Present a case study making an in-depth diagnosis using both the DSM and your chosen TA models. Link this to your treatment planning and contract. Critically discuss the importance of an understanding of diagnosis with reference to your client in your approach to TA psychotherapy.

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.

*DSM – Diagnostic and Statistical Manual

The module will focus on diagnosis and treatment planning. It provides opportunities for students to critically explore diagnosis from the medical model, drawing on the DSM and other applied theories. We will reflect on diagnosis through history and the lens of the social, cultural, political, environmental impact and historical contexts in which they occur. We then explore diagnosis from a humanistic perspective, drawing on relational and integrative models. We will consider key identifying factors of someone presenting along the continuum, with regard to how much energy is in Adult, script pays-offs, degrees of Games, implications around risk including self-harm and suicide ideation. An exploration of significant psychiatric issues presenting in clinical practice, as well as those who present with trauma responses, loss and existential crisis will be considered, as well as the different personality adaptations. Reflecting on diagnosis on a continuum, students will begin to recognise the difference between an adaptation, self-disorder, a trauma response, those experiencing loss and bereavement as well as those in an existential/spiritual crisis.

Students will demonstrate the capacity to assess clients drawing on these models and theories, to develop treatment plans and treatment strategies that are appropriate to clients’ stage of therapy. Students will present case studies in order to make an in- depth TA diagnosis. This will include an overview of ethical codes and implications for practise. Here we will develop an understanding of psychiatric assessment and liaison with other mental health professionals. This module will link later to the basis for students to embark on their mental health familiarisation placement.

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

American Psychiatric Association (2022): Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Greenberg, Elinor (2016): Borderline, Narcissistic, and Schizoid Adaptations: The Pursuit of Love, Admiration, and Safety: CreateSpace Publishing
Johnson, S. M. (1987): Humanizing the Narcissistic Style. New York:
Johnson, S. M. (1994): Character Styles. New York: W.W. Norton

Masterson, J. F. (1981): Narcissistic and Borderline Disorders: An Integrated Developmental Approach. New York: Brunner/Mazel
Minikin, Karen (2023): Radical-Relational Perspectives in Transactional Analysis Psychotherapy: Oppression, Alienation, Reclamation (Innovations in Transactional Analysis: Theory and Practice): Routledge
Stewart, Ian, Joines Van (2002): Personality Adaptations: Lifespace Publishing

EATA Ethics & Professional Practice (December 2022)
UKCP Code of Ethics and Professional Practice (October 2019)
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.