成人大片

Course Coordinator: Paula Gillespie-Fotheringham
Phone: +61 8313 6276
Email: paula.gillespie-fotheringham@adelaide.edu.au
Location: Level 11, 178 North Terrace

Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273

1	Outline knowledge of the underlying theories, core concepts, and therapeutic stages of key creative arts modalities as applied to counselling and psychotherapy across the lifespan;
2	Critically appraise research studies related to the clinical application of various creative arts modalities;
3	Demonstrate an understanding of the practical application of expressive therapies, the structure of counselling sessions,  developmental stages in therapeutic alliances;
4	Analyse and apply a variety of techniques to specific counselling populations; techniques may include therapeutic writing, use of art and music, sandplay therapy and symbol work, somatic and dance/movement activities, and their application within integrative models;
5	Demonstrate practical knowledge of common counselling issues presented by clients of all ages, and the application of an  integrated use of expressive therapies in response;
6	Recognise and respond to issues of cultural diversity and individual differences, including trans-cultural therapeutic support,  learning styles and multiple intelligence preferences in the application of expressive therapies;
7	Synthesise and apply intervention skills for working with clients to reduce distress;
8	Appraise resources to support continuous learning regarding the application of expressive therapies in counselling and psychotherapy.

ON-LINE TEXTBOOK:

Pearson, M., & Wilson, H. (2009). Using expressive arts to work with mind, body and emotions. Theory and practice. London: Jessica Kingsley Publishers.
E-book: http://library.adelaide.edu.au/item/1734429

READINGS:
Links to a selection of current research articles on expressive therapies modalities will be made available.

WEB-LINKS:
Counselling and Therapy in Video – via university library:
http://search.alexanderstreet.com.proxy.library.adelaide.edu.au/ctiv

BOOKSHOP CONTACTS:
http://libguides.adelaide.edu.au/bookshops http://www.unibooks.com.au/Pages/ContactUs.aspx#locations

Carey, L. (2006). Expressive and creative arts methods for trauma survivors. London: Jessica Kingsley Publishers.

Malchiodi, C. A. (Ed.) (2005). Expressive therapies. New York: Guilford Press.

Malchiodi, C. A. (Ed.) (2012). Handbook of art therapy (2nd ed.). New York: Guilford Press.

RECOMMENDED ON-LINE TEXTS:

Bolton, G., Field, V., & Thompson, K. (2006). Writing works: A resource handbook for therapeutic writing workshops and activities. London: Jessica Kingsley Publishers.

Darnley-Smith, R., & Patey, H. M. (2003). Music therapy. London: Sage.

Halprin, D. (2002). The expressive body in life, art, and therapy: Working with movement, metaphor and meaning. London: Jessica Kingsley Publishers.

Levine, E., Knill, P., & Levine, S. K. (2004). Principles and practice of expressive arts therapy: Towards a therapeutic aesthetics.  London: Jessica Kingsley Publishers.

Pearson, M., & Wilson, H. (2001). Sandplay and symbol work: Emotional healing and personal development with children, adolescents and adults.  Melbourne: ACER Press.   (On-line as separate chapters).
 
Wiener, D. J. (Ed.) (1999). Beyond talk therapy: Using movement and expressive techniques in clinical practice. Washington, DC:  American Psychological Association. doi: 10.1037/10326-000

Seminar and activity notes will be made available through MyUni.

Links to an extensive list of recommended articles and DVDs will be made available via MyUni.

This course will be experiential and interactive, with 7 workshop/seminars in the second semester. The overall teaching philosophy aims to catalyse critical and reflective thinking, embed learning through experiential activities/ skills practice sessions, in order to prepare for flexible responding to counselling clients.

Workshops will include short didactic sessions, small group and large group discussions, and regular skills practice activities. The  lecturer/s will use illustrations from their case work, and case scenarios presented by students on practicum, along with structured exercises and small-group learning activities, as a way of supporting students to engage with – and reflect on – the various  creative arts modalities. 

Students will be exposed to a variety of creative arts modalities. There will be an emphasis on applying the learning to students’ practicum work where relevant.

The didactic and other face-to-face sessions will be supported by relevant readings and video demonstrations. Assessment is  designed to assist integration of learning and development of skills.

All workshops will include the application of theoretical perspectives through skill development exercises and role-plays, with a final workshop in which collaborative videoed skills demonstration by student groups will be both peer-assessed and lecturer-assessed.
Class work will be supported by regular reflection in a personal Process Journal. Two written individual assignments will assist integration of theoretical and experiential perspectives.

In order to develop a further sense of competence with the relevant therapeutic skills, students will be asked to form small groups of 3 or 4 students and record a short video of a counselling session in which they will be required to use a specific creative arts modality. An excerpt (15 mins) from the video-taped session will be screened in class. Students will facilitate a learning conversation with the
class. The aim of the video is to provide students with the opportunity to learn through collaborative reflection on the skills they are developing.

An intensive format of 1 x 7 hour, 5 x 4 hour, 1 x 3 hour practicals.

Week	Topic	Activities
Week 1 9am - 5pm 7hrs	Orientation to the course; History of Expressive Therapies; Theory of multiple intelligences and its relevance to counselling and psychotherapy; Client-centred practice; Strength-based support. Introduction to creative arts modalities.	Client assessment and evaluation using multiple intelligences Developing emotional literacy through imagery.
Week 2 9am - 1.30pm 4hrs	Rationale for multi-modal approaches; Session stages and planning; Case conceptualisation; Record-keeping; Use of metaphor.	Combining the creative arts in therapy Communication through metaphor
Week 3 9am - 1.30pm 4hrs	The development of the creative therapist; Art in therapy – use of colour, line, shape and imagery. Research methods in the use and application of creative arts.	Reflective, process and completion drawing. Creativity self-reflection.
Week 4 9am - 1.30pm 4hrs	Therapeutic writing – the co-construction of healing narratives Music as a therapeutic intervention	Use of sentence starters, journals, and poetry. Responding to recorded music, music making
Week 5 9am - 1.30pm 4hrs	Enhancing clients’ somatic awareness; Use of movement in therapy; Dance  therapy.	Body focus; bioenergetics;  expressive movement; Relaxation.
Week 6 9am - 1.30pm 4hrs	Symbol work; Enhancing client reflection. Responding to cultural diversity.	Rapport-building using miniatures
Week 7 9am - 12.30pm 3hrs	Analysis of collaborative videos of skills presentations / assessments.	Review and discuss collaborative video skills presentations; Peer-assessed video presentation.

Students must be able to apply skills learned in the course, and present a case report in assignment form, during placement or in a counselling practice (with an adult client) in order to complete an assessment task.

To pass this course, students must:
· Attend all seven workshops.  In the case of illness a medical certificate will be required. If other unforeseen circumstances result in  missing a session, replacement work may be negotiated.
· Submit two written assignments.
· Participate in a collaborative video project / assignment, with at least two others, and facilitate an in-class learning conversation.
· Participate in peer assessment of the video and facilitation of discussion.
· Participate in class activities and discussions throughout the workshops.
· Maintain a personal Process Journal, which may be viewed by the lecturer, but which is not assessed.

N/A

Assessment Task	Task Type	Weighting	Learning Outcome
Literature Review Essay	Summative	30%	1-4, 6, 8
Collaborative Skills Video Presentation and Class Discussion Facilitation	Summative	25%	1, 3, 4, 5, 7
Clinical Report: Analysis of Client Work	Summative	35%	1, 3 - 7
Class Participation	Summative	10%	3, 5, 7

N/A

1. Literature Review Essay:

Research and Application of Expressive Therapies
30%   Word count: 2,000  

Students will compare and contrast one expressive therapies technique from the course textbook with at least three recent (within the last 10 years) research papers relevant to the technique. The literature review will briefly describe the chosen technique and summarise its development, e.g. history, applications, typical client presenting problems where it is most useful, rationale for its inclusion, contemporary developments, and critique the types of researchevidence for effectiveness/non-effectiveness.

MARKING GUIDE:                                        MARKS:
Summary of history                                        15
Description of modality                                   15
Applications and client problems                    15
Rationale for use of technique                       10
Contemporary developments                         10
Critique of research evidence                         25
Correct use of APA referencing style              10

 
2. Collaborative Skills Video:

Presentation and Class Discussion Facilitation
25%   Word count: 750    Presented in class at the final workshop.

PART A: Students will work in small groups (3 or 4) to plan, script and video a 15 minute role-play of a session where one or more of the expressive therapy modalities presented within the course is used / demonstrated. Students will consult with the course
coordinator about the chosen modality(s) before video recording.

PART B: Each group will provide a short introduction to the video content, screen the video in class, and facilitate an interactive discussion following the viewing (approximately 30 minutes in total). The discussion facilitation should aim to elicit class reflection and engagement about the skills observed.

MARKING GUIDE:
Course coordinator assessment 15% - made up of:

7.5% for skills demonstrated in video
7.5% for facilitating class discussion on skills in video

Peer assessment of skills in video and facilitation of discussion
–as per matrix 10%

3. Clinical Report:

Planning and Analysing Client Work
35%   Word count: 2,000  

After meeting an adult client and a discussion about offering an expressive therapies-based session, gaining formal consent (signing of a Consent Form) you will be required to plan, conduct, reflect and report on a counselling session (usually the second or third session with the client). One or more of the expressive therapies modalities will be used during the session. Using a provided Session Summary Form you will give a brief description of the client’s needs and interests, describe your rationale for the use of the modality, your plan, the client’s main responses, the modifications that were needed to the plan, any observable outcomes from the session, your reflections and observations about the session, self-assessment of skills used, and ideas for possible future work
with this client.

NB: You must gain consent from the agency where the session is to take place, as well as from your clinical supervisor, and the client. A signed and dated Consent Form is to be forwarded to the Counselling and Psychotherapy Program administration staff
at the same time the assignment is submitted, i.e. it is not to be submitted with the assignment.

Consent Forms and Session Summary Forms will be made available via MyUni.

MARKING GUIDE:                                                                                        MARKS:

Description of the client’s needs and interests                                               10

Rationale for use of the modality                                                                    20

The session plan                                                                                             20

Session Summary Form – includes client responses to modality                     20

Reflection, modifications to the plan, self-assessment of skills                       20

Future plans for work with this client                                                             10

 
4. Course Participation

10% Assessed by lecturer at completion of course.

Assessment of class participation is based on consideration of your attendance record, ability to manage time (in terms of  attendance and assignment submission), engagement in developing and fostering group norms for the class, willingness
to offer questions in class, engagement in small-group discussions and learning tasks, respectful and professional engagement with peers and staff, evidence of tolerance with peers and clients, and ability to modify behaviour in response to feedback from peers or staff.

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/>. Students who 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.