PUB HLTH 5007 - Attachment Processes in the Therapeutic Relationship
North Terrace Campus - Semester 1 - 2024
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General Course Information
Course Details
Course Code PUB HLTH 5007 Course Attachment Processes in the Therapeutic Relationship Coordinating Unit Public Health Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Restrictions Available to MCounsPsych, GDipCounsPsych, GCertCounsPsych students only or with approval of Program Coordinator Assessment Participation, Online quiz, Written assignment on attachment patterns, Written assignment Course Staff
Course Coordinator: Dr Matt Doherty
Course coordinator: Dr Matthew Doherty
Phone: +61 8 8313 4340
Email: matthew.doherty@adelaide.edu.au
Course Timetable
The full timetable of all activities for this course can be accessed from .
Timetable details are located on MyUni. -
Learning Outcomes
Course Learning Outcomes
1
Apply knowledge of attachment theory, research, and developmental theories to counselling and psychotherapy case planning and practice
2
Understand childhood and adult attachment patterns, how they present in the clinical setting, and reflect on one's own attachment pattern and how this impacts upon the psychotherapeutic relationship
3
Define the processes of containment and holding through the psychodynamic theoretical lens and distinguish the nuanced role that attachment plays in the nature of the psychodynamic therapeutic relationship and alliance
4
Articulate how trauma interfaces with psychodynamic attachment related processes and describe the role of neurobiology, attachment experiences and the brain
5
Interpret how modern environments and cultures impact upon attachment and how this effects the therapeutic relationship
6
Recognise the nature of projection, transference, countertransference and erotic transference in relation to the psychodynamic principles of attachment. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1-6 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1-6 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2,3, 6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
N/A Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
5 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
N/A Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
N/A Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
N/A -
Learning Resources
Required Resources
Please note that most of these resources are available in the Adelaide University library and easily accessed. They are NOT compulsory for the course, but rather provide a series of resources that will enhance your learning and help with understanding psychodynamic and attachment theories.
Holmes, J., & Slade., A. (2017). Attachment in Therapeutic Practice. Sage Publications.
Jacobs, M. (2012). The presenting past : The core of psychodynamic counselling and therapy. McGraw-Hill Education.
Maroda, K. (2012). Psychodynamic Techniques: Working with Emotion in the Therapeutic Relationship. Guilford Press
Quinn, N., & Mageo, J. (2013). Attachment Reconsidered: Cultural Perspectives on a Western Theory (1st ed.). Palgrave Macmillan. https://doi.org/10.1057/9781137386724
Wallin, D. (2007). Attachment in Psychotherapy. New York: Guilford Publications.
NOTE: This text is available as an ebook via the .
Links to recent literature that will support learning and assignment preparation will be provided, via MyUni.
Recommended Resources
Howe, D. (2011). Attachment across the lifecourse. A brief introduction. New York: Palgrave Macmillan.
Grossmann, K. E., Grossman, K., & Waters, E. (Eds) (2005). Attachment from infancy to adulthood. The major longitudinal studies. New York: Guilford Press.
Obegi, J. H., & Berant, E. (Eds) (2009). Attachment theory and research in clinical work with adults. New York: The Guildford Press.
Online Learning
MyUni
All students enrolled in a postgraduate coursework program have access to a Postgraduate Coursework Student Centre on MyUni. This course is available on MyUni at Please check the website regularly as it may contain announcements that are relevant to your study in the course. Weekly lecture notes will be provided via MyUni.
Links to literature that supports class discussions and assignment preparation will be available via MyUni.
Please note that you also have access to individual MyUni sites for EACH course you are enrolled in. Please check the sites regularly as they may contain important announcements that are relevant to your study in the course.
MyAdelaide
MyAdelaide is where you can view your enrolment, timetable, fees, charges and payments on your University account, official grades, and conferral details.
Student email
It is important that you set up your student email and check it regularly. Information from your course coordinator and student administration will be sent to you at your 成人大片 email address. It is your responsibility to check your email. You will need your student number located on your student card to log in.
Computers
Where can I use a computer in the University? Computing facilities are provided to students by the University, and there are
several suites of computers available, including at the Barr Smith Library and in Hub Central. The University web site has a list of computer labs at: /technology/your-tools/academic/student-computer-suite
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Learning & Teaching Activities
Learning & Teaching Modes
The course material will be explored through:
- lectures
- class discussions
- small-group learning tasks
- an understanding of psychodynamic theory
- reading and assignment preparation.
In addition to lectures being presented by an experienced practitioner in the field, students will be asked to discuss course material in small groups and relate course material to their own experience. This will enable you to increase your understanding and integration of the content presented. This course will also focus heavily on psychodynamic theory and its application to attachment principles. Students will be expected to develop their knowledge of psychodynamic theory and learn to apply this to the co-creation of the therapeuic relationship in the counselling space.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course comprises two hours every week of lecture, seminar and small-group discussions. Sessions will be seminar/workshop
format, with a mixture of lectures and interactive exercises, and it is compulsory for all students to attend. Essential readings or on-line video material will be recommended.
Face to Face lectures and practicals: 2.5 hours / week
Core/background readings: 6 hours / week
Preparation of assignments: 4 hours / week
Learning Activities Summary
The course content will include the topics as listed in the course timetable (see page 3). The material will be explored
through:
. seminars
. personal reflection on a weekly basis
. class discussions
. small-group learning tasks
. viewing of relevant Youtube clips
. reading and assignment preparation.
Topic
Seminar
Attachment Theory Overview
Overview and foundation of Attachment Theory
Patterns of Attachment
Overview and details of basic attachment patterns;
Emotional and Brain Development
Emotional regulation; the developing brain;
Socio-cultural issues
Differing cultural views of attachment;
Trauma and Attachment
Trauma and disorganised attachment
Adolescent Attachment
Counselling needs of adolescents
Adult Attachment
Adult attachment patterns; implications for counsellors
Therapeutic Alliances
Therapeutic attunement to different attachment patterns; common factors in therapy;
Applications of Attachment Theory
The impact of theory on treatment; Case studies; Practical implications of attachment
Small-group Learning Tasks
Therapist responses to attachment styles; Mindfulness as a support for attachment issues.
Specific Course Requirements
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task
Assessment Type
Weighting
Learning Outcome(s) being addressed
Class Participation
Summative
10%
1-6
Online quiz
Summative
20%
1-4
Written Assignment 1
Summative
30%
1-2
Written Assignment 2
Summative
40%
1-6
To pass this course, students must attend all sessions within the course, record weekly reflections on course material, as well as submit and achieve a minimum of a Pass (50%) for each component of assessment.Assessment Related Requirements
If special circumstances arise which prevent the student attending any sessions during the course, the student should discuss
these with the Course Coordinator. If the student nominates illness as the reason for missing these sessions, a medical certificate will be required. If students are unable to attend a minimum of six sessions, they may be able to Withdraw Not Fail and to re-enrol the following year, but will be required to pay full fees.
Lecturers will aim to mark and return assignments to students within 4 weeks of the due date, or before the due date for the next assignment (whichever comes earlier).
Assessment is based upon in-class participation, plus written assignments to be handed up during the course. There is no examination for this course.
Assessment Detail
Assessment is based upon in-class participation, plus written assignments to be handed up during the course. There is no examination for this course.
1 Class Participation 10%
Assessment by instructor. Students are expected to attend and actively participate in the class discussions and small-group learning tasks. Assessment of class participation is based on consideration of the student's attendance record, their ability to manage time (in terms of attendance and assignment submission), their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.
2 Online Quiz – Understanding Attachment 20%
Assess knowledge of terms and concepts that underpin the theory of attachment, based on readings and lectures from classes 1 to 4 (text book chapters 1 to 7).
3 Written Assignment- Attachment Patterns 30%
Word count 1,000 words
Reflect on your own attachment style and how it influences your relationships and decision-making
processes. Include your reflections on a developmental milestone in light of attachment styles and concepts. Link your reflections to attachment theory and concepts.4 Written Assignment - Clinical Application of Attachment 40%
Word count 2,000 words
Choosing one of the case vignettes provided, identify the client’s attachment pattern, and provide a brief overview of the chosen pattern. Back up your assessment with appropriate research and scholarship related to the attachment pattern. Then describe a treatment plan for the first three counselling sessions using attachment theory.
Submission
Submission
Written assignments should be submitted through the “Assignments” section of MyUni. Instructions on how to submit an assignment in this way can be found at:
Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or
impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be
returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process
</student/grievance/process/>. Studentswho are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
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- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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