Outline

Overview

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 PSTY5208. 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.

Unit details and rules

Academic unit	Brain and Mind Science
Credit points	3
Prerequisites ?	PSTY5201 and PSTY5202 and PSTY5203 and PSTY5204 and PSTY5205
Corequisites ?	PSTY5206
Prohibitions ?	None
Assumed knowledge ?	This unit assumes a working clinical knowledge of basic counselling
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anthony Korner, anthony.korner@sydney.edu.au
Lecturer(s)	George Lianos, george.lianos@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Discussion Board Post and Reply Required	20%	Multiple weeks	> 250 words each post
Outcomes assessed:
Participation	Participation In-class participation	20%	Ongoing	N/A
Outcomes assessed:
Assignment	Case Report - Initial Essay Submission	10%	Week 08	2,500 words
Outcomes assessed:
Assignment	Case Report - Final Final Essay Submission	50%	Week 12	2,500 words
Outcomes assessed:

Assessment summary

Discussion Boards: These will be open in weeks 4, 7 and 11 and will each remain open for a minimum of 2 weeks. Each student is expected to make a post of no less than 250 words including one or more references. Each student is also expected to make a response to one of the other student’s posts of no less than 100 words. Note some discussion boards will require at least one citation.
Essay (draft): Present a case report based upon the early phase of engagement with a longer term client in Semester 1, 2020. The written case study should follow a standard format (see below), including assessment, therapeutic progress, and management plan. All domains need not be reported on to the same extent and the whole should be a coherent account of the case. There needs to be particular attention to psychodynamic aspects of the case demonstrating understanding of the Conversational Model. These include assessment of suitability for psychodynamic therapy, developmental history, formulation, anticipation of potential problems and an associated management plan. The formulation is of central importance in demonstrating psychodynamic understanding.
Essay (final): the final essay submission is expected to have incorporated feedback that has been provided. A length of 2500 words is required

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assignments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form or request will a penalty

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Assessment for long-term psychotherapy	Seminar (2 hr)
Week 02	The minute particulars	Seminar (2 hr)
Week 03	Complex trauma	Seminar (2 hr)
Week 04	Beginning therapy - establishing safety	Seminar (2 hr)
Week 05	Play	Seminar (2 hr)
Week 06	Coping mechanisms	Seminar (2 hr)
Week 07	The trauma system	Seminar (2 hr)
Week 08	Processing trauma	Seminar (2 hr)
Week 09	The polyvagal theory	Seminar (2 hr)
Week 10	Affect systems	Seminar (2 hr)
Week 11	The proto-conversation	Seminar (2 hr)
Week 12	Language in psychotherapy	Seminar (2 hr)
Week 13	Reflections on "The Long Conversation A"	Seminar (2 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Understand and be able to develop a clinical formulation emphasising psychodynamic/developmental principles within biopsychosocial framework
LO2. Identify patients likely to benefit from longer term psychotherapeutic interventions
LO3. Understand emotional development including biological and psychosocial factors, including complex trauma and dissociation, and apply this knowledge in understanding the presentation of individuals patients
LO4. Identify potential risks of psychotherapeutic intervention as part of the assessment for psychotherapy
LO5. Describe the relational factors that shape the development of self with a particular focus on the interactions of the proto-conversation
LO6. Describe the major forms of attachment and their therapeutic implications
LO7. Recognise the importance of the therapeutic framework and the need to maintain clear boundaries in all forms of psychotherapy
LO8. Identify the ethical parameters for the conduct of psychodynamic psychotherapy
LO9. Discuss the major principles of psychodynamic therapy including the role of feeling in mental life; trauma and dissociation and implications for development; the growth of self; transference and counter-transference
LO10. Develop a flexible technique adaptable to a range of specific clinical presentations

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We value your feedback about any aspect of the unit of study and your experience as a student of Sydney Medical School. To help ensure our courses meet your needs and maintain a high standard, we welcome your feedback at any time and we ask you to complete the Mid-Semester Evaluation Survey and the unit of study Evaluation Survey at the end of the semester. You can also rate any component of the unit using our star rating system found at the bottom of many pages as you progress through the unit. Your ratings and comments are anonymous and specifying what you liked and didn’t like about any of the learning materials, assessment items, discussion forums, feedback etc will help us to target our improvement efforts. Please note that your participation in this unit of study permits de-identified information about your learning experience and interaction with learning resources to be used for the purpose of improving the student learning experience.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PSTY5207: The Long Conversation 1A

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect