Trauma-Informed Psychotherapy

 

Trauma-Informed Psychotherapy

Graduate Certificate

Students must complete 24 credit points of stream-specific units of study from the units listed below:
PSTY5201 Psychodynamic Principles and Frameworks

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 2x 1hr lec and 1x2hr seminar/wk (nd takes place on thursday morning). Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: quizzes x 2 (10%); journal club x 5 (20%);1 x oral presentation (30min);1 x 3000wd essay (draft 10% and final 30%) Practical field work: 2017 Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit provides an introduction to psychodynamic psychotherapy principles, the psychodynamic model of care and how to apply these to setting up a therapeutic framework in a model of health delivery that is person-centred, recoveryfocussed and trauma-informed. This unit is suitable for graduate students studying psychology, mental health nursing, psychiatry and for interested clinicians from general medicine and allied health Students will be introduced to basic concepts in the development of self, reflective capacity, attachment theory, trauma theory and trauma-informed care and the basics of interpersonal neurobiology that underlie contemporary psychodynamic psychotherapy. Students will gain a basic understanding of the psychodynamic approach to assessment and treatment and its evidence-based applications. Students will gain a basic understanding of the Conversational Model and its application to psychotherapy interventions across the continuum of care in mental health. Students will also develop verbal and written skills in psychodynamic case formulation and case reporting.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F.Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London: Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5202 Psychodynamic Interpersonal Therapy

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1,Semester 2 Classes: nd, online: 1 x sem/wk; 1x sup/wk (45 min) ( in group of 2); 2 hrs ce/wk nd on thursday morning.) bm: online discussions forums and supervision; 2x1 day face to face workshops; 2hrs ce/wk oral examination may be done online. Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: supervision log-book (20%); reflective diary (20%); 1 x 3000wd case supervision log-book (20%); reflective diary (20%); 1 x 3000wd case study (draft 10% and final 25%); 1 x oral examination (40min) (35%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online, Block mode
This unit offers an introduction to ultra-brief psychodynamic psychotherapy using the evidence-based approach of Psychodynamic -Interpersonal Therapy (PIT) suitable for acute and general medical and mental health practice, including as an approach to Project Air clinics, emergency department presentations, self-harm and psychosomatics. This unit is suitable for interested clinicians from a variety of backgrounds, including counselling, nursing, social work, medicine, psychiatry and psychology. The techniques generalize well to developing the therapeutic relationship. Over the semester students will be able to communicate the strong theory and RCT evidence base of this model and how this model can offer a person-centred and recovery-based approach to trauma-informed care and stepped care. Students will attend some initial training and then group supervision to support their acquisition of knowledge, attitudes and clinical skills in the clinical experience of running 2 brief psychodynamic therapies of 4-8 sessions. Students will bring cases from their workplace or allocated from an affiliated clinical program. Students will apply the basics of assessment and engagement and feeling language, using statements and developing formulations. They will demonstrate the PIT structure including the writing of a good bye letter and collaborative future planning, whether for maintenance, onreferral or further treatment.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Hobson R. Forms of Feeling: The Heart of Psychotherapy. Originally London: Tavistock, 1985. Reprint New York: Routledge
PSTY5203 Psychodynamic Psychotherapy Practice A

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 2 x 20min lec/wk; 1x sup/wk (45 min) (in group of 2); 2 hrs ce/wk (nd on thursday morning) Corequisites: PSTY5201 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling Assessment: supervision log-book (25%); 1 x case presentation (15%); 1 x 3000wd case study (30%); 1 x oral examination (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: Special permission is required for students those wishing to do one short and one long case and not enrolled in the GradDip(Psychotherapy) or the MMed(Psychotherapy). Examples may include those seeking a unit of study to support a training case for FRANZCP Basic or Advanced Training.
The unit provides an initial clinical experience supported by small group supervision, to be followed by the unit PSTY5003B, structuring learning in psychodynamic practice. The initial focus is on assessment for psychotherapy and the structure of short term psychodynamic intervention as comprising initial, middle and ending phases. Students will bring suitable cases with audio-taped sessional material from their work setting or an affiliated psychotherapy program and begin 2 therapies, both short term psychotherapies of 10-15 sessions or one short term therapy and a longer term therapy, with cases continuing in PSTY5003B. This second option is open to those enrolled in the Grad Dip or Masters or requires Departmental permission. Supervision will focus on the micro-skills of engagement and attunement and use of language, assessment of states of mind and formulation and the construction of a safety plan, frame and contract. Students will gain skills in: developing the therapeutic relationship; identification of coping mechanisms, dissociation, transference and countertransference; the use of feeling/affective language and metaphor; managing the vicissitudes of therapy; construction of a goodbye letter. Students will gain a grounding in reflective practice, ethical conduct and self-care.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London:Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5204 Practising Psychodynamic Psychotherapy B

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 2 Classes: 1x 20min lec/wk; 1x sup/wk (45 min) (in group of 2); 2 hrs ce/wk (nd on thursday morning) Corequisites: PSTY5201 and PSTY5203 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: supervision log-book (20%) 1 x case presentation (20%) 1 x 3000wd case reflection (30%) 1 x oral examination (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: Department permission required for enrolment
Note: Departmental permission is requried for those wishing to do one short and one long case and not enrolled in the GradDip(Psychotherapy) or the MMed(Psychotherapy). Examples may include those seeking a unit of study to support a training case for FRANZCP Basic or Advanced Training.
The unit provides a subsequent clinical experience supported by small group supervision, begun in the unit PSTY5003B, structuring learning in psychodynamic practice. The focus is on the structured conduct of shorter psychodynamic interventions as comprising initial, middle and ending phases. Students will bring suitable cases with audio-taped sessional material from their work setting or an affiliated psychotherapy program and continue and finish 2 therapies, either short term psychotherapies of 10-15 sessions or one short term therapy and a longer term therapy, with cases continuing from PSTY5003A. The second option is open only to those enrolled in the Grad Dip or Masters or requires Departmental permission. Supervision will focus on the micro-skills of engagement and attunement and use of language, assessment of states of mind and formulation and the construction and monitoring of the safety plan, frame and contract. Students will deepen skills in: developing the therapeutic relationship; identification of coping mechanisms, dissociation, transference and countertransference; the use of feeling/affective language and metaphor; managing the vicissitudes of therapy; construction of a goodbye letter. Students will deepen their reflective practice, incorporating ethical conduct and self-care. CE/wk (ND on Thursday morning)
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London:Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5205 Growth, Trauma and Adaptation

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola Mclean Session: Semester 2 Classes: 2hr seminars/wk and 2x lec/wk. nd mode available only on thursdays. Assessment: quizzes (10%); reflective essay based on reflective diary entries (1 x 2000 word essay) (25%); online discussion board contributions (20%); case formulation (3000 wd) (10% formulative; 35% summative) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit explores the way human beings grow in sensitive and responsive relationships but are broken down by trauma - acute, chronic and complex. We begin by exploring the way early relational experiences develop personal organization and stress regulation in the infant and set up patterns of how a person rests, loves, plays and works, sometimes for a lifetime. Students will study research in human development to examine early development and healthy adaptation as the dyadic interaction known as the proto-conversation repeats thousands of times to establish of attachment states of mind and relational schemas. Patterns that foster a sense of self and those traumatic experiences that lead to dissociation and consequent disruption and constriction of the self will be described, including child sexual abuse. Students will reflect on personal and clinical experience to consider the way people adapt to stress and trauma and the ways the therapeutic relationship might mirror early relationships. We will describe the traumatic range of experience in acute and complex trauma and consider the hierarchical nature of consciousness, regulation and protection and the consequent need for a phase-based approach to trauma treatment. Students will apply the concepts to case studies within their area of practice.
Textbooks
1) Russell Meares. Metaphor of Play, 2005 2) Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012 3) Siegel, D. The Developing Mind: How Relationships and the Brain Interact To Shape Who We Are. 2nd edition. New York: Guilford: 2012

Graduate Diploma

Students must complete 6 credit points of compulsory units of study
PSTY5206 Psychotherapy Research Methods

Credit points: 6 Teacher/Coordinator: Dr Lea Crisante, Associate Professor Loyola McLean Session: Semester 1 Classes: 1hr lec and 1x2hr seminar/wk (nd on thursday morning) oral presentation (30min) (30%) Prerequisites: PSTY5201, PSTY5202, PSTY5203, PTSY5204, PSTY5205 Prohibitions: NURS5101 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: journal club (20%); 1 x 3000wd essay (draft 10% and final 40%); 1 x oral presentation (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit will support students to build skills, knowledge and attitudes in research methods in psychotherapy, mental health and trauma-informed care appropriate to critical and reflective practice in Psychotherapy. This learning will provide a foundation for appraisal and design of psychosocial research and further scholarship in the area. The student will gain an understanding of the case study, qualitative and quantitative methods, and mixed methods approaches, linguistics and dyadic research and the applications of these methods to epidemiological, process and outcomes research. The student will also develop and demonstrate critical thinking that considers philosophical approaches and analytic investigation. The student will be able to describe the research cycle. The student will apply the concepts to critical appraisal of journal articles and synthesise learning by proposing a research project.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Bergin and Garfield's Handbook of Psychotherapy and Behavior Change (ed. Michael Lambert) 6th Edition Publisher John Wiley and Sons, 2013. Departmental readings
Students must complete 24 credit points of stream specific units of study from the units listed below:
PSTY5201 Psychodynamic Principles and Frameworks

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 2x 1hr lec and 1x2hr seminar/wk (nd takes place on thursday morning). Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: quizzes x 2 (10%); journal club x 5 (20%);1 x oral presentation (30min);1 x 3000wd essay (draft 10% and final 30%) Practical field work: 2017 Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit provides an introduction to psychodynamic psychotherapy principles, the psychodynamic model of care and how to apply these to setting up a therapeutic framework in a model of health delivery that is person-centred, recoveryfocussed and trauma-informed. This unit is suitable for graduate students studying psychology, mental health nursing, psychiatry and for interested clinicians from general medicine and allied health Students will be introduced to basic concepts in the development of self, reflective capacity, attachment theory, trauma theory and trauma-informed care and the basics of interpersonal neurobiology that underlie contemporary psychodynamic psychotherapy. Students will gain a basic understanding of the psychodynamic approach to assessment and treatment and its evidence-based applications. Students will gain a basic understanding of the Conversational Model and its application to psychotherapy interventions across the continuum of care in mental health. Students will also develop verbal and written skills in psychodynamic case formulation and case reporting.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F.Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London: Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5202 Psychodynamic Interpersonal Therapy

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1,Semester 2 Classes: nd, online: 1 x sem/wk; 1x sup/wk (45 min) ( in group of 2); 2 hrs ce/wk nd on thursday morning.) bm: online discussions forums and supervision; 2x1 day face to face workshops; 2hrs ce/wk oral examination may be done online. Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: supervision log-book (20%); reflective diary (20%); 1 x 3000wd case supervision log-book (20%); reflective diary (20%); 1 x 3000wd case study (draft 10% and final 25%); 1 x oral examination (40min) (35%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online, Block mode
This unit offers an introduction to ultra-brief psychodynamic psychotherapy using the evidence-based approach of Psychodynamic -Interpersonal Therapy (PIT) suitable for acute and general medical and mental health practice, including as an approach to Project Air clinics, emergency department presentations, self-harm and psychosomatics. This unit is suitable for interested clinicians from a variety of backgrounds, including counselling, nursing, social work, medicine, psychiatry and psychology. The techniques generalize well to developing the therapeutic relationship. Over the semester students will be able to communicate the strong theory and RCT evidence base of this model and how this model can offer a person-centred and recovery-based approach to trauma-informed care and stepped care. Students will attend some initial training and then group supervision to support their acquisition of knowledge, attitudes and clinical skills in the clinical experience of running 2 brief psychodynamic therapies of 4-8 sessions. Students will bring cases from their workplace or allocated from an affiliated clinical program. Students will apply the basics of assessment and engagement and feeling language, using statements and developing formulations. They will demonstrate the PIT structure including the writing of a good bye letter and collaborative future planning, whether for maintenance, onreferral or further treatment.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Hobson R. Forms of Feeling: The Heart of Psychotherapy. Originally London: Tavistock, 1985. Reprint New York: Routledge
PSTY5203 Psychodynamic Psychotherapy Practice A

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 2 x 20min lec/wk; 1x sup/wk (45 min) (in group of 2); 2 hrs ce/wk (nd on thursday morning) Corequisites: PSTY5201 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling Assessment: supervision log-book (25%); 1 x case presentation (15%); 1 x 3000wd case study (30%); 1 x oral examination (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: Special permission is required for students those wishing to do one short and one long case and not enrolled in the GradDip(Psychotherapy) or the MMed(Psychotherapy). Examples may include those seeking a unit of study to support a training case for FRANZCP Basic or Advanced Training.
The unit provides an initial clinical experience supported by small group supervision, to be followed by the unit PSTY5003B, structuring learning in psychodynamic practice. The initial focus is on assessment for psychotherapy and the structure of short term psychodynamic intervention as comprising initial, middle and ending phases. Students will bring suitable cases with audio-taped sessional material from their work setting or an affiliated psychotherapy program and begin 2 therapies, both short term psychotherapies of 10-15 sessions or one short term therapy and a longer term therapy, with cases continuing in PSTY5003B. This second option is open to those enrolled in the Grad Dip or Masters or requires Departmental permission. Supervision will focus on the micro-skills of engagement and attunement and use of language, assessment of states of mind and formulation and the construction of a safety plan, frame and contract. Students will gain skills in: developing the therapeutic relationship; identification of coping mechanisms, dissociation, transference and countertransference; the use of feeling/affective language and metaphor; managing the vicissitudes of therapy; construction of a goodbye letter. Students will gain a grounding in reflective practice, ethical conduct and self-care.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London:Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5204 Practising Psychodynamic Psychotherapy B

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 2 Classes: 1x 20min lec/wk; 1x sup/wk (45 min) (in group of 2); 2 hrs ce/wk (nd on thursday morning) Corequisites: PSTY5201 and PSTY5203 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: supervision log-book (20%) 1 x case presentation (20%) 1 x 3000wd case reflection (30%) 1 x oral examination (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: Department permission required for enrolment
Note: Departmental permission is requried for those wishing to do one short and one long case and not enrolled in the GradDip(Psychotherapy) or the MMed(Psychotherapy). Examples may include those seeking a unit of study to support a training case for FRANZCP Basic or Advanced Training.
The unit provides a subsequent clinical experience supported by small group supervision, begun in the unit PSTY5003B, structuring learning in psychodynamic practice. The focus is on the structured conduct of shorter psychodynamic interventions as comprising initial, middle and ending phases. Students will bring suitable cases with audio-taped sessional material from their work setting or an affiliated psychotherapy program and continue and finish 2 therapies, either short term psychotherapies of 10-15 sessions or one short term therapy and a longer term therapy, with cases continuing from PSTY5003A. The second option is open only to those enrolled in the Grad Dip or Masters or requires Departmental permission. Supervision will focus on the micro-skills of engagement and attunement and use of language, assessment of states of mind and formulation and the construction and monitoring of the safety plan, frame and contract. Students will deepen skills in: developing the therapeutic relationship; identification of coping mechanisms, dissociation, transference and countertransference; the use of feeling/affective language and metaphor; managing the vicissitudes of therapy; construction of a goodbye letter. Students will deepen their reflective practice, incorporating ethical conduct and self-care. CE/wk (ND on Thursday morning)
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London:Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5205 Growth, Trauma and Adaptation

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola Mclean Session: Semester 2 Classes: 2hr seminars/wk and 2x lec/wk. nd mode available only on thursdays. Assessment: quizzes (10%); reflective essay based on reflective diary entries (1 x 2000 word essay) (25%); online discussion board contributions (20%); case formulation (3000 wd) (10% formulative; 35% summative) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit explores the way human beings grow in sensitive and responsive relationships but are broken down by trauma - acute, chronic and complex. We begin by exploring the way early relational experiences develop personal organization and stress regulation in the infant and set up patterns of how a person rests, loves, plays and works, sometimes for a lifetime. Students will study research in human development to examine early development and healthy adaptation as the dyadic interaction known as the proto-conversation repeats thousands of times to establish of attachment states of mind and relational schemas. Patterns that foster a sense of self and those traumatic experiences that lead to dissociation and consequent disruption and constriction of the self will be described, including child sexual abuse. Students will reflect on personal and clinical experience to consider the way people adapt to stress and trauma and the ways the therapeutic relationship might mirror early relationships. We will describe the traumatic range of experience in acute and complex trauma and consider the hierarchical nature of consciousness, regulation and protection and the consequent need for a phase-based approach to trauma treatment. Students will apply the concepts to case studies within their area of practice.
Textbooks
1) Russell Meares. Metaphor of Play, 2005 2) Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012 3) Siegel, D. The Developing Mind: How Relationships and the Brain Interact To Shape Who We Are. 2nd edition. New York: Guilford: 2012
Students must complete 6 credit points of General Elective Units of study
PSTY5207 The Long Conversation 1A

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 45 min supervision/ wk; ce of 2 hours/wk; 1hr x lec/wk nd on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205 Corequisites: PSTY5206 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling Assessment: supervision log-book (20%) 1 x case presentation (20%) 1 x 3000wd essay (5% formative and 25% summative ) 1x 30min viva exam (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit provides teaching and supervision to support the clinical experience of running an intensive psychodynamic psychotherapy of 2 sessions per week in the Conversational Model. It is the first of 2 sequential units and is intended to be followed up by PSTY5006B. Small group supervision will center on listening to audio-taped sessions of the psychotherapy of a patient brought from the student's workplace or allocated from an associated psychotherapy program, discussing the assessment and formulation and the establishment of the frame and contract, including a safety plan. Ongoing supervision will focus on the micro-processes of the interaction including attunement, affect, differentiate flowing from traumatic states of mind, language, transference, countertransference and cotransference and separation anxiety. The student will learn to identify initial, middle and ending phases of therapy. The aim is to develop student's skills in sensitive and responsive practice that will foster the conversational flow of the therapy, the development of the therapeutic relationship and the patient's self, facilitating higher levels of reflective capacity and coherence to allow the integration of trauma. The way the difficult past repeats itself in the therapy, known as working in the co-transference, will be explored and addressed. Formative assessments will scaffold learning towards the final assessments.
Textbooks
Meares R. The Metaphor of Play. 2005 Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012 Hobson R. Forms of Feeling: The Heart of Psychotherapy. Originally published London:Tavistock, 1985 . Reprinted New, York: Routledge
PSTY5208 The Long Conversation 1B

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 2 Classes: 45 min supervision/ wk; ce of 2 hours/wk; 1hr x lec/wk nd on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205, PSTY5206, PSTY5207 Assessment: supervision log-book (20%) 1 x case presentation (20%) 1 x 3000wd essay (5% formative and 30% summative) 1x 30min oral exam (30%) Mode of delivery: Online, Normal (lecture/lab/tutorial) day
This unit provides teaching and supervision for a second semester following PSTY5006A to support the clinical experience of running an initial intensive psychodynamic psychotherapy of 2 sessions per week in the Conversational Model. Small group supervision will center on listening to audiotaped sessions of the psychotherapy of a patient brought from the student's workplace or allocated from an associated psychotherapy program, discussing the ongoing developmental and relational formulation and maintenance of the frame and developing work on the middle and ending phases of therapy. Ongoing supervision will focus on the micro-processes of the interaction including attunement, affect, language, states of mind, transference, countertransference and co-transference and separation anxiety. The student will deepen their capacity to work with traumatic states of mind. The aim is to further develop student's skills in sensitive and responsive practice that will foster the conversational flow of the therapy, the development of the therapeutic relationship and the patient's self, facilitating higher levels of reflective capacity and coherence to allow the integration of trauma. The way the difficult past repeats itself in the therapy and is then addressed with work in the co-transference will be explored. Formative log-book assessments will scaffold the learning for final assessments.
Textbooks
Meares R. The Metaphor of Play. 2005 Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Hobson R. Forms of Feeling: The Heart of Psychotherapy. Originally published London:Tavistock, 1985 . Reprinted New, York: Routledge

Master

Students must complete 12 credit points of compulsory units of study
PSTY5206 Psychotherapy Research Methods

Credit points: 6 Teacher/Coordinator: Dr Lea Crisante, Associate Professor Loyola McLean Session: Semester 1 Classes: 1hr lec and 1x2hr seminar/wk (nd on thursday morning) oral presentation (30min) (30%) Prerequisites: PSTY5201, PSTY5202, PSTY5203, PTSY5204, PSTY5205 Prohibitions: NURS5101 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: journal club (20%); 1 x 3000wd essay (draft 10% and final 40%); 1 x oral presentation (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit will support students to build skills, knowledge and attitudes in research methods in psychotherapy, mental health and trauma-informed care appropriate to critical and reflective practice in Psychotherapy. This learning will provide a foundation for appraisal and design of psychosocial research and further scholarship in the area. The student will gain an understanding of the case study, qualitative and quantitative methods, and mixed methods approaches, linguistics and dyadic research and the applications of these methods to epidemiological, process and outcomes research. The student will also develop and demonstrate critical thinking that considers philosophical approaches and analytic investigation. The student will be able to describe the research cycle. The student will apply the concepts to critical appraisal of journal articles and synthesise learning by proposing a research project.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Bergin and Garfield's Handbook of Psychotherapy and Behavior Change (ed. Michael Lambert) 6th Edition Publisher John Wiley and Sons, 2013. Departmental readings
PSTY5211 Critiquing Contemporary Practice A

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: think tank (1hr/wk); 1x 20minute pre-recorded lecture; 2 hr sem/wk nd available on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205, PSTY5206, PSTY5207, PSTY5208 Assessment: seminar discussions (20%) 2x 20min presentation (2x 15%) 1 x 4000wd essay (draft 10% and final 40%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit provides an opportunity over 2 semesters, when taken sequentially with PSTY5008B to critically review historical and contemporary psychodynamic practice and compare and contrast other approaches with that of the Conversational Model. Psychodynamic practice has in the past been accused of being a closed theory, not open to being disproved or to new evidence. Contemporary practice needs to be highly responsive to information from neuroscience, developmental research, linguistics and other psychosocial research and mental health research. However research needs to be thoughtfully applied to practice. The history, philosophy and conceptual underpinning of 20th century psychoanalytical and psychodynamic thought will be reviewed in a seminar format, requiring the student to pre-read and pre-view material and come ready to discuss the implications for their own practice, the questions raised by their own practice and the broader questions that challenge the field. This unit will help scaffold the student in their capstone experience to critique and synthesise the scholarly literature to prepare a draft publication in the field in an area of interest.
Textbooks
Hobson R. Forms of Feeling 1985 Wallin D. Attachment and Psychotherapy, 2007
PSTY5212 Critiquing Contemporary Practice B

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 2 Classes: think tank (1hr/wk); 1x 20minute pre-recorded lecture; 2 hr sem/wk nd available on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205, PSTY5206, PSTY5207, PSTY5208, PSTY5211. Assessment: seminar discussions (20%) 2x 20min presentation (2x 15%) 1 x 4000wd essay (draft 10% and final 40%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit provides an opportunity to build on PSTY5008A to critically review historical and contemporary psychodynamic practice and compare and contrast other approaches with that of the Conversational Model in a capstone experience. Psychodynamic practice has in the past been accused of being a closed theory, not open to being disproved or to new evidence. Contemporary practice needs to be highly responsive to information from neuroscience, developmental research, linguistics and other psychosocial research and mental health research. However research needs to be thoughtfully applied to practice. The history, philosophy and conceptual underpinning of 20th century psychoanalytical and psychodynamic thought will be reviewed in a seminar format, requiring the student to pre-read and pre-view material and come ready to discuss the implications for their own practice, the questions raised by their own practice and the broader questions that challenge the field. This unit will help scaffold the student in their capstone experience to critique and synthesise the scholarly literature to prepare a draft publication in the field in an area of interest.
Textbooks
Hobson R. Forms of Feeling 1985 Wallin D. Attachment and Psychotherapy, 2007
Students must complete 24 credit points of stream specific units of study
PSTY5201 Psychodynamic Principles and Frameworks

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 2x 1hr lec and 1x2hr seminar/wk (nd takes place on thursday morning). Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: quizzes x 2 (10%); journal club x 5 (20%);1 x oral presentation (30min);1 x 3000wd essay (draft 10% and final 30%) Practical field work: 2017 Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit provides an introduction to psychodynamic psychotherapy principles, the psychodynamic model of care and how to apply these to setting up a therapeutic framework in a model of health delivery that is person-centred, recoveryfocussed and trauma-informed. This unit is suitable for graduate students studying psychology, mental health nursing, psychiatry and for interested clinicians from general medicine and allied health Students will be introduced to basic concepts in the development of self, reflective capacity, attachment theory, trauma theory and trauma-informed care and the basics of interpersonal neurobiology that underlie contemporary psychodynamic psychotherapy. Students will gain a basic understanding of the psychodynamic approach to assessment and treatment and its evidence-based applications. Students will gain a basic understanding of the Conversational Model and its application to psychotherapy interventions across the continuum of care in mental health. Students will also develop verbal and written skills in psychodynamic case formulation and case reporting.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F.Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London: Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5202 Psychodynamic Interpersonal Therapy

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1,Semester 2 Classes: nd, online: 1 x sem/wk; 1x sup/wk (45 min) ( in group of 2); 2 hrs ce/wk nd on thursday morning.) bm: online discussions forums and supervision; 2x1 day face to face workshops; 2hrs ce/wk oral examination may be done online. Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: supervision log-book (20%); reflective diary (20%); 1 x 3000wd case supervision log-book (20%); reflective diary (20%); 1 x 3000wd case study (draft 10% and final 25%); 1 x oral examination (40min) (35%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online, Block mode
This unit offers an introduction to ultra-brief psychodynamic psychotherapy using the evidence-based approach of Psychodynamic -Interpersonal Therapy (PIT) suitable for acute and general medical and mental health practice, including as an approach to Project Air clinics, emergency department presentations, self-harm and psychosomatics. This unit is suitable for interested clinicians from a variety of backgrounds, including counselling, nursing, social work, medicine, psychiatry and psychology. The techniques generalize well to developing the therapeutic relationship. Over the semester students will be able to communicate the strong theory and RCT evidence base of this model and how this model can offer a person-centred and recovery-based approach to trauma-informed care and stepped care. Students will attend some initial training and then group supervision to support their acquisition of knowledge, attitudes and clinical skills in the clinical experience of running 2 brief psychodynamic therapies of 4-8 sessions. Students will bring cases from their workplace or allocated from an affiliated clinical program. Students will apply the basics of assessment and engagement and feeling language, using statements and developing formulations. They will demonstrate the PIT structure including the writing of a good bye letter and collaborative future planning, whether for maintenance, onreferral or further treatment.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Hobson R. Forms of Feeling: The Heart of Psychotherapy. Originally London: Tavistock, 1985. Reprint New York: Routledge
PSTY5203 Psychodynamic Psychotherapy Practice A

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 2 x 20min lec/wk; 1x sup/wk (45 min) (in group of 2); 2 hrs ce/wk (nd on thursday morning) Corequisites: PSTY5201 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling Assessment: supervision log-book (25%); 1 x case presentation (15%); 1 x 3000wd case study (30%); 1 x oral examination (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: Special permission is required for students those wishing to do one short and one long case and not enrolled in the GradDip(Psychotherapy) or the MMed(Psychotherapy). Examples may include those seeking a unit of study to support a training case for FRANZCP Basic or Advanced Training.
The unit provides an initial clinical experience supported by small group supervision, to be followed by the unit PSTY5003B, structuring learning in psychodynamic practice. The initial focus is on assessment for psychotherapy and the structure of short term psychodynamic intervention as comprising initial, middle and ending phases. Students will bring suitable cases with audio-taped sessional material from their work setting or an affiliated psychotherapy program and begin 2 therapies, both short term psychotherapies of 10-15 sessions or one short term therapy and a longer term therapy, with cases continuing in PSTY5003B. This second option is open to those enrolled in the Grad Dip or Masters or requires Departmental permission. Supervision will focus on the micro-skills of engagement and attunement and use of language, assessment of states of mind and formulation and the construction of a safety plan, frame and contract. Students will gain skills in: developing the therapeutic relationship; identification of coping mechanisms, dissociation, transference and countertransference; the use of feeling/affective language and metaphor; managing the vicissitudes of therapy; construction of a goodbye letter. Students will gain a grounding in reflective practice, ethical conduct and self-care.
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London:Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5204 Practising Psychodynamic Psychotherapy B

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 2 Classes: 1x 20min lec/wk; 1x sup/wk (45 min) (in group of 2); 2 hrs ce/wk (nd on thursday morning) Corequisites: PSTY5201 and PSTY5203 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients. Assessment: supervision log-book (20%) 1 x case presentation (20%) 1 x 3000wd case reflection (30%) 1 x oral examination (30min) (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: Department permission required for enrolment
Note: Departmental permission is requried for those wishing to do one short and one long case and not enrolled in the GradDip(Psychotherapy) or the MMed(Psychotherapy). Examples may include those seeking a unit of study to support a training case for FRANZCP Basic or Advanced Training.
The unit provides a subsequent clinical experience supported by small group supervision, begun in the unit PSTY5003B, structuring learning in psychodynamic practice. The focus is on the structured conduct of shorter psychodynamic interventions as comprising initial, middle and ending phases. Students will bring suitable cases with audio-taped sessional material from their work setting or an affiliated psychotherapy program and continue and finish 2 therapies, either short term psychotherapies of 10-15 sessions or one short term therapy and a longer term therapy, with cases continuing from PSTY5003A. The second option is open only to those enrolled in the Grad Dip or Masters or requires Departmental permission. Supervision will focus on the micro-skills of engagement and attunement and use of language, assessment of states of mind and formulation and the construction and monitoring of the safety plan, frame and contract. Students will deepen skills in: developing the therapeutic relationship; identification of coping mechanisms, dissociation, transference and countertransference; the use of feeling/affective language and metaphor; managing the vicissitudes of therapy; construction of a goodbye letter. Students will deepen their reflective practice, incorporating ethical conduct and self-care. CE/wk (ND on Thursday morning)
Textbooks
Barkham, M., Guthrie, E., Hardy, G. and Margison, F. Psychodynamic Interpersonal Therapy: A Conversational Model. London: Sage, 2017. Haliburn J, An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician's Guide, London:Karnac, 2017. Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5205 Growth, Trauma and Adaptation

Credit points: 6 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola Mclean Session: Semester 2 Classes: 2hr seminars/wk and 2x lec/wk. nd mode available only on thursdays. Assessment: quizzes (10%); reflective essay based on reflective diary entries (1 x 2000 word essay) (25%); online discussion board contributions (20%); case formulation (3000 wd) (10% formulative; 35% summative) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit explores the way human beings grow in sensitive and responsive relationships but are broken down by trauma - acute, chronic and complex. We begin by exploring the way early relational experiences develop personal organization and stress regulation in the infant and set up patterns of how a person rests, loves, plays and works, sometimes for a lifetime. Students will study research in human development to examine early development and healthy adaptation as the dyadic interaction known as the proto-conversation repeats thousands of times to establish of attachment states of mind and relational schemas. Patterns that foster a sense of self and those traumatic experiences that lead to dissociation and consequent disruption and constriction of the self will be described, including child sexual abuse. Students will reflect on personal and clinical experience to consider the way people adapt to stress and trauma and the ways the therapeutic relationship might mirror early relationships. We will describe the traumatic range of experience in acute and complex trauma and consider the hierarchical nature of consciousness, regulation and protection and the consequent need for a phase-based approach to trauma treatment. Students will apply the concepts to case studies within their area of practice.
Textbooks
1) Russell Meares. Metaphor of Play, 2005 2) Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012 3) Siegel, D. The Developing Mind: How Relationships and the Brain Interact To Shape Who We Are. 2nd edition. New York: Guilford: 2012
Students must complete 12 credit points from General Elective Units of study
PSTY5207 The Long Conversation 1A

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 45 min supervision/ wk; ce of 2 hours/wk; 1hr x lec/wk nd on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205 Corequisites: PSTY5206 Assumed knowledge: This unit assumes a working clinical knowledge of basic counselling Assessment: supervision log-book (20%) 1 x case presentation (20%) 1 x 3000wd essay (5% formative and 25% summative ) 1x 30min viva exam (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit provides teaching and supervision to support the clinical experience of running an intensive psychodynamic psychotherapy of 2 sessions per week in the Conversational Model. It is the first of 2 sequential units and is intended to be followed up by PSTY5006B. Small group supervision will center on listening to audio-taped sessions of the psychotherapy of a patient brought from the student's workplace or allocated from an associated psychotherapy program, discussing the assessment and formulation and the establishment of the frame and contract, including a safety plan. Ongoing supervision will focus on the micro-processes of the interaction including attunement, affect, differentiate flowing from traumatic states of mind, language, transference, countertransference and cotransference and separation anxiety. The student will learn to identify initial, middle and ending phases of therapy. The aim is to develop student's skills in sensitive and responsive practice that will foster the conversational flow of the therapy, the development of the therapeutic relationship and the patient's self, facilitating higher levels of reflective capacity and coherence to allow the integration of trauma. The way the difficult past repeats itself in the therapy, known as working in the co-transference, will be explored and addressed. Formative assessments will scaffold learning towards the final assessments.
Textbooks
Meares R. The Metaphor of Play. 2005 Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012 Hobson R. Forms of Feeling: The Heart of Psychotherapy. Originally published London:Tavistock, 1985 . Reprinted New, York: Routledge
PSTY5208 The Long Conversation 1B

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 2 Classes: 45 min supervision/ wk; ce of 2 hours/wk; 1hr x lec/wk nd on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205, PSTY5206, PSTY5207 Assessment: supervision log-book (20%) 1 x case presentation (20%) 1 x 3000wd essay (5% formative and 30% summative) 1x 30min oral exam (30%) Mode of delivery: Online, Normal (lecture/lab/tutorial) day
This unit provides teaching and supervision for a second semester following PSTY5006A to support the clinical experience of running an initial intensive psychodynamic psychotherapy of 2 sessions per week in the Conversational Model. Small group supervision will center on listening to audiotaped sessions of the psychotherapy of a patient brought from the student's workplace or allocated from an associated psychotherapy program, discussing the ongoing developmental and relational formulation and maintenance of the frame and developing work on the middle and ending phases of therapy. Ongoing supervision will focus on the micro-processes of the interaction including attunement, affect, language, states of mind, transference, countertransference and co-transference and separation anxiety. The student will deepen their capacity to work with traumatic states of mind. The aim is to further develop student's skills in sensitive and responsive practice that will foster the conversational flow of the therapy, the development of the therapeutic relationship and the patient's self, facilitating higher levels of reflective capacity and coherence to allow the integration of trauma. The way the difficult past repeats itself in the therapy and is then addressed with work in the co-transference will be explored. Formative log-book assessments will scaffold the learning for final assessments.
Textbooks
Meares R. The Metaphor of Play. 2005 Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Hobson R. Forms of Feeling: The Heart of Psychotherapy. Originally published London:Tavistock, 1985 . Reprinted New, York: Routledge
PSTY5209 The Long Conversation 2A

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 90 min supervision/ wk; 2 hr of ce; 1x hr lec nd on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205, PSTY5206, PSTY5207, PSTY5208 Assessment: supervision log-book (30%) 1 x 4000wd essay (draft 10% and final 30%) 1x 30min viva exam (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit builds on PSTY5006, providing supervision, intending to continue in semester 2 with 5007B to support the clinical experience of running a second intensive psychodynamic psychotherapy of 2 sessions per week in the Conversational Model, while continuing supervision of a first case. Individual and small group supervision will center on listening to audiotaped sessions of the psychotherapies of patients brought from the student's workplace or allocated from an associated psychotherapy program, discussing assessment, formulation and the establishment of the frame and contract, and the relevant initial, middle and ending phases of therapy. Supervision will focus on the microprocesses of the interaction including attunement, affect, transference, countertransference and co-transference, states of mind and language. The student will develop and refine skills in sensitive, responsive and reflective practice to foster the conversational flow of the therapy, the development of the therapeutic relationship and the patient's self, and higher levels of reflective capacity and coherence to allow the processing of trauma and the integration of traumatic experience. The way the difficult past repeats itself in the therapy and is then addressed therapeutically will be explored. This unit represents a higher order of knowledge, skills and attitudes in psychotherapy, preparing the student for specialist psychotherapy practice.
Textbooks
Meares R. The Metaphor of Play. 2005 Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
PSTY5210 The Long Conversation 2B

Credit points: 3 Teacher/Coordinator: Dr Anthony Korner, Associate Professor Loyola McLean Session: Semester 1 Classes: 90 min supervision/ wk; 2 hr of ce; 1x hr lec nd on thursday morning. Prerequisites: PSTY5201, PSTY5202, PSTY5203, PSTY5204, PSTY5205, PSTY5206, PSTY5207, PSTY5208, PSTY5209. Assessment: supervision log-book (30%) 1 x 4000wd essay (draft 10% and final 30%) 1x 30min viva exam (30%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit builds on PSTY5007A, providing supervision, intending to continue in semester 2 and support the clinical experience of running a second intensive psychodynamic psychotherapy of 2 sessions per week in the Conversational Model, while continuing supervision of a first case. Individual and small group supervision will center on listening to audiotaped sessions of the psychotherapies of patients brought from the student's workplace or allocated from an associated psychotherapy program, discussing assessment, formulation and the establishment of the frame and contract, and the relevant initial, middle and ending phases of therapy. Supervision will focus on the microprocesses of the interaction including attunement, affect, transference, countertransference and co-transference, states of mind and language. The student will develop and refine skills in sensitive, responsive and reflective practice to foster the conversational flow of the therapy, the development of the therapeutic relationship and the patient's self, and higher levels of reflective capacity and coherence to allow the processing of trauma and the integration of traumatic experience. Repetitions and enactments will be addressed. Supervised case ending will be encouraged. This unit represents a higher order of knowledge, skills and attitudes in psychotherapy, preparing the student for specialist psychotherapy practice.
Textbooks
Meares R. The Metaphor of Play. 2005 Russell Meares, Nick Bendit, Joan Haliburn, Anthony Korner, Dawn Mears, David Butt. Borderline Personality Disorder and the Conversational Model: A Clinician's Manual. Sydney: Norton, 2012
NURS5101 Interprofessional Open Dialogue

Credit points: 6 Session: Semester 1,Semester 2 Classes: four intensive, on campus study days Assumed knowledge: Completion of a clinical undergraduate qualification if not a postgraduate student in Sydney Nursing School. Assessment: student assessment 100%, conducted throughout the semester, as advised within the relevant unit of study outline Mode of delivery: Block mode
The Australian social and health care workforce needs to adapt to rapidly changing emphases on health care service provision, in particular working with a stronger focus on early intervention, families and community. The innovative Open Dialogue approach orients service provision around a series of network meetings that involve the individual in crisis or psychological distress, family members, and others in the individual's support network, including professional helpers. The Open Dialogie approach is based on seven principles of treatment: 1) Immediate help, 2) A social network perspective 3) Flexibility and mobility 4) Responsibility 5) Psychological continuity 6) Tolerance of uncertainty; and 7) Dialogism.
This unit of study introduces these principles by focusing on how health care services can be organised, and healthcare practices adapted, to facilitate Open Dialogue network meetings, and how network meetings are organised to empower service users and families to genuinely participate in transparent decision-making processes. The course will be taught using a blended learning approach of both online discussions to familiarise students with key readings and ideas, and four study intensive blocks that will provide opportunity for experiential learning. At all points in the course, students are encouraged to reflect on the relevance of course content to their own practice context.

Master (Advanced)

Students must complete 48 credit points of the Master program and an additional 12 credit points of project work.
MEDF5301 Project (Advanced Masters)

Credit points: 12 Teacher/Coordinator: Students must have a University of Sydney staff member or university approved supervisor for their project. Session: Semester 1,Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress of their project. Assessment: 2000 word written project proposal (30%) and written final work of up to 10000 words, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.
Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, critical care for example, projects may be available for students to select. It is essential, where there is the use of patient information or recruitiment of patient study subjects, that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will be guided through the steps required to plan and execute a substantial research project, and prepare a scholarly work which may be a paper for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.
MEDF5302 Project (Advanced Masters) (Part A)

Credit points: 6 Teacher/Coordinator: Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project. Session: Semester 1,Semester 2 Classes: Students must have a University of Sydney staff member or affiliate or University approved supervisor for their project. Assessment: 2000 word written project proposal (30%) and written final work of up to 10000 words, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval of the project and supervisor by the course coordinator must be confirmed prior to commencing the project.
Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, critical care for example, prjects may be available for students to select. It is essential, where there is the use of patient information or recruitment of patient study subjects, that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will be guided through the steps required to plan and execute a substantial research project and prepare a scholarly work which may be a paper for publication. Where appropriate students will prepare a work suitable for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.
MEDF5303 Project (Advanced Masters) (Part B)

Credit points: 6 Teacher/Coordinator: edf Session: Semester 1,Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress of their project Assessment: 2000 word written project proposal (30%) and written final work of up to 10000 words, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.
Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, critcal care for example, projects may be available for students to select. It is essential where there is the use of patient information or recruitment of patient study subjects that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will be guided through the steps required to plan and execute a substantial research project and prepare a scholarly work which may be a paper for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.