Advanced Diploma in Integrative Psychotherapy
Module Descriptions
1.1 Issues in Professional
Practice
This module explores the practical and ethical aspects of
working professionally as a psychotherapist beyond acquisition of
theory.
We will examine how theory and the integrative perspective apply
in practice through discussion about the day-to-day activities of
the therapist in context. Such practical issues as setting up in
private practice, working in interdisciplinary teams or
volunteering presents many trainees with new and unfamiliar
professional territory that requires development.
The module will take an interactive approach, stressing the use
of examples from and problems arising in practice that each trainee
psychotherapist experiences in their placement. The emphasis will
be on establishing an understanding of professional issues and
their implications for an integrative approach to
psychotherapy.
1.2 Systemic and
Psychosexual Approaches
This module sets out the main premises of the systemic and sex
therapy approaches and offers perspectives on their integration.
The application of theory and concepts to practice will be
presented through clinical examples supported by recorded client
sessions.
The emphasis will be on integrating the dimension of sexuality
as part of the human condition and relationships, notwithstanding
therapists’ particular theoretical orientation. The module will be
interactive at all stages and offer opportunities for discussion
throughout.
1.3 Gestalt and
Focusing Approaches
The experiential paradigm is one of the major influences within
the profession of psychotherapy, with a rich tradition of research,
philosophy, and clinical invention. An experiential base allows
practitioners to ground their approach to practice in something
more than theory or technique. It helps the student foster a
spiritually integrated and humane approach to self and other.
There is a wealth of research evidence supporting the efficacy
of experiential understandings of how clients achieve change in
therapy. Students can be encouraged to integrate the way of being
they develop from their experiential training into their use of
other modalities, demonstrating the deepening effect of adding the
experiential dimension to any other approach to therapy.
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2.1 Critical
Psychopathology
It is essential for professional practitioners in mental health
to have knowledge of the nomenclature of psychopathology and
diagnostic systems used in clinical settings and interdisciplinary
teams. It is also important to have a critical perspective of the
issues, concerns and dilemmas that arise in the use of such systems
along with a readiness to explore alternative ways of viewing
psychological distress and treatment strategies in mental health
settings.
2.2
Cognitive-Behavioural Approaches
The cognitive behavioural school is one of the four major
traditions in psychotherapy, and has recently been identified by
NICE as the therapy of choice for certain psychological disorders.
This recognition stems from its emphasis upon evaluating its models
and methods and thus the evidence base which has accumulated, its
short-term nature and the economical use of resources that this
implies, and its acceptability to clients. It is, therefore, a
skill and training that is being increasingly sought by the NHS and
private health insurers.
As well as this, as one of the major traditions it should
constitute a significant part of any integrative training and the
techniques and theoretical perspective it brings needs to be
assimilated and synthesised within the trainee’s development of a
personal psychotherapy integration.
2.3 Jungian and Transpersonal Approaches
The fourth dimension in psychotherapy pays attention to the
soulful and spiritual aspects of living and its relation to world
wide cultures and traditions. Jung’s work and the field of
Transpersonal Psychotherapy has been informed by perennial
approaches to wisdom from the great spiritual traditions as well as
more contemporary developments within psychotherapy, e.g. cognitive
and neuroscientific research. Mindfulness practices, for example,
are being increasingly incorporated into NHS contexts of practice
for a variety of mental health problems including depression and
anxiety.
Jungian and Transpersonal approaches can offer psychotherapists
a basic ground and context for the whole therapeutic enterprise and
provide different kinds of maps of self, soul, individuation,
spirit and consciousness to orientate human evolution during the
life journey. In some important ways, these perspectives also
challenge conventional psychotherapeutic attitudes to suffering, to
human purpose and community.
This module includes a consideration of the journey towards
individuation (Jung’s term for the psyche’s seeking after wholeness
and therefore towards a person becoming ‘who they are’) in
particular relation to trainees’ journey towards becoming
psychotherapists. The module draws on a Jungian understanding of
this journey and on other transpersonal approaches (e.g. Assagioli
and Ken Wilber), and it also is aimed at allowing the student to
bring in their own understanding.
Each week the academic presentation is followed by exercises
aimed to allow students to decide the meaning (if any) it has in
their own experience. In addition, the second part of the morning,
i.e. student presentations, is designed to allow students to
present further their own insights and knowledge, which may draw on
Jungian and Transpersonal approaches, and/or be critical of
them.
The emphasis within the module is on inner and outer dialogue:
the former between aspects of the psyche and the latter between all
participating in the module.
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Page last updated 5/17/2012