| CODE | FSD5106 | ||||||||||||
| TITLE | Core Practicum 2 | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 15 | ||||||||||||
| DEPARTMENT | Child and Family Studies | ||||||||||||
| DESCRIPTION | This study-unit continues to build on the first year "Application of Family Therapy Techniques" and ''Core Practicum 1'' respectively. It focuses on teaching students the application of theory to practice. In small groups, students will take turns to present a client family from their area of work and reflect on the theory underpinning their work. Trainees will be encouraged to take a reflective stance in relation to both theory and practice. They will also present a video or audio excerpt of their work and highlight their thinking about the family, their learning points and any dilemmas presented. The trainees will also learn to think about their position as part of the wider system. Specific practice skills will be developed through discussion within the small groups, emphasizing an open attitude towards giving and receiving feedback and coming up with alternative interventions. Trainees will be given the opportunity to observe 4 family therapy sessions (8-10 hours). The study unit will give importance to awareness of difference in relation to gender, age, class, race, culture, sexual orientation of the therapist and the clients. Study-unit Aims: This study unit aims to: (a) help students reflect on the application of theory to practice; (b) enhance students' practice skills and techniques; (c) develop an in-depth understanding of systemic concepts and how these fit with them and with their style of working, with their work with families, within their working contexts; (d) increase student's self knowledge, where they will learn to understand their own assumptions, beliefs, values, strengths and weaknesses and how these may influence their interactions with clients, thus develop anti-discriminatory practice. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: (a) link the theoretical input that they will be exposed to during the duration of the course to family situations they encounter in their practice; (b) reflect on their ability to work within a team, on giving and receiving feedback, prepare for and learn from video reviews; (c) be creative and conceptualise and use therapeutic work including new interventions from the systemic field; (d) present an extensive case study coherently to a group of peers/professionals. 2. Skills: By the end of the study-unit the student will be able to: (a) deliver a presentation in a way that is professional, interesting and engaging to an audience of peers/professionals; (b) be self-critical and reflexive about their clinical practice; (c) think systemically around a case to conceptualise not just about the client/s but also the wider system around them, including support networks, cultural and other contexts. Main Text/s and any supplementary readings: Selected Bibliography: - Bateson, G. (1972). *Steps to an ecology of mind. New York: Ballantine. The logical categories of learning and communication. pp. 250 279. The cybernetics of "self": a theory of alcoholism. pp. 280 308. (See also Psychiatry, 1971, 34, 1 18). - Burnham, J. B. (1986).*Family Therapy. First steps towards a systemic approach. London: Tavistock Publications. - Corey, G. (1996). Theory and Practice of Counselling and Psychotherapy. (5th Ed.) New York: Brooks/Cole. See Chapter 12. Main Text: - Gurman, A. S., & Kniskern, D.P (Eds.) (1991). Handbook of family therapy. Vol. II. New York: Brunner Mazel. - Hoffman, L. (1981). *Foundations of Family Therapy: a conceptual framework for systems change. New York: Basic Books. - Minuchin, S., & Fishman, H.C. (1981). Family Therapy techniques. London: Harvard University Press. - Papp, P. (1983). *The process of change. London: Guilford Press. - Sarup, M. (1993). An introductory guide to post-structuralism and postmodernism. Harlow:Pearson. - Watzlawick, P. (1967). Pragmatics of human communication. New York: W. W. Norton. - Anderson, H. & Goolishan. H. (1988). Human systems as linguistic systems preliminary and evolving ideas about implications for clinical theory. Family Process, 27, 371-393. - Anderson, H. & Goolishan. H. (2002). The client is the expert: a not-knowing approach to therapy. In McNameee, S., & Gergen, K.J. (eds.) Therapy as social construction. Pp25-39. London: Sage. - Hoffman, L. (1992). A reflective stance for family therapy. In McNameee, S., & Gergen, K.J. (eds.) Therapy as social construction. Pp7-24. London: Sage. The Collaborative Approach: - Andersen, T. (2002). Reflection on reflecting with families. In McNameee, S., & Gergen, K.J. (eds.) Therapy as social construction. Pp25-39. London: Sage. - Andersen, T. (1993).See and hear, and see and heard. In s. Friedman(ed), The New Constructive Language of Change. Pp303. The Guilford Press: New York. - Anderson H. (1993). On a roller coaster: a collaborative language systems approach to therapy. In S. Friedman. Pp 323-344. The Guilford Press: New York. |
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| ADDITIONAL NOTES | Pre-requisite qualifications: 1st degree in Social or Human Sciences Please note that a pass in all assessment components is obligatory for an overall pass mark to be awarded. |
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| STUDY-UNIT TYPE | Group Learning | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Roberta Farrugia Debono (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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