Outline

Overview

This unit provides an opportunity, when followed by Critiquing Contemporary Practice B (PSTY5212) for the development of critical thinking in relation to psychotherapy theory, research and practice. It is the first of 2 sequential units, each of one semester, and is intended to be followed up by Critiquing Contemporary Practice B (PSTY5212) 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.

Unit details and rules

Academic unit	Brain and Mind Science
Credit points	3
Prerequisites ?	PSTY5201 and PSTY5202 and PSTY5203 and PSTY5204 and PSTY5205 and PSTY5206 and PSTY5207 and PSTY5208
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Loyola McLean, loyola.mclean@sydney.edu.au
Lecturer(s)	Anthony Korner, anthony.korner@sydney.edu.au
Lecturer(s)	Deborah Chisholm, deborah.chisholm@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Annotated Bibliography (Draft) See Canvas for details	10%	Week 08 Due date: 21 Apr 2024 at 23:59	2000 words
Outcomes assessed:
Presentation	Recorded Presentation 1 x Presentation and 2 x peer review, see Canvas for details	30%	Week 10 Due date: 05 May 2024 at 23:59	20 minutes
Outcomes assessed:
Assignment	Annotated Bibliography (Final) See Canvas for details	30%	Week 13 Due date: 26 May 2024 at 23:59	2000 words
Outcomes assessed:
Online task	Discussion Boards Participation, Post and Reply required	30%	Weekly	1st post: 100 words, 2nd post: 50 words.
Outcomes assessed:

Assessment summary

Classes: Think Tank (1hr/wk); Online lectures and required readings for discussion; 1 hr sem/wk (ND available on Thursday morning); online discussion boards.

Assessment: Seminar/Discussion Board discussions (30%); 1 x 20min recorded presentation (30%); 1 x 2000wd annotated bibliography (% 10 initial and 30% final)

Discussion Boards will formally open at the start of each academic week: an initial post will be required within 2 weeks of that opening and a reply to at least one other student within another.

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:

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 incur the following penalties: • Late assignments that have not been granted extensions and are of a standard to receive a pass or higher mark will attract a penalty of 5% of the maximum mark per day (or part thereof) late including weekend days (e.g. if the assignment is worth 40 marks, the penalty is 2 marks per day late) until the mark reaches 50% of the maximum mark (e.g. 20 marks if the maximum is 40 marks). • Assignments that are not of a pass standard will not have marks deducted and will fail regardless. • Assignments submitted more than 10 days late without prior approval from the unit of study coordinator will not be accepted and will be given a zero (0) mark.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Dialectical Behaviour Therapy (DBT)	Seminar (1 hr)
Week 02	Transference- Focussed Psychotherapy (TFP)	Seminar (1 hr)
Week 03	1. Object Relations 2. Literature search	Seminar (1 hr)
Week 04	1. Mentalization-Based Therapy (MBT) 2. EndNote	Seminar (1 hr)
Week 05	Self Psychology	Seminar (1 hr)
Week 06	Philosophy Theme: Intersubjectivity, postmodernism	Seminar (1 hr)
Week 07	Relational Psychoanalysis	Seminar (1 hr)
Week 08	Research and Treatise Development	Seminar (1 hr)
Week 09	Trauma-Focussed Cognitive Behaviour Therapy (TF-CBT)	Online class (1 hr)
Week 10	EMDR and Tapping	Seminar (1 hr)
Week 11	Somatic Experiencing Therapy	Seminar (1 hr)
Week 12	Neurofeedback and Biofeedback	Seminar (1 hr)
Week 13	Schema Therapy	Seminar (1 hr)
Week 13	Weekly modules (pre-readings, lecture recordings, discussion boards, tasks and research methods)	Independent study (130 hr)
Weekly	Think tank Grand rounds (1hr/week)	Lecture (13 hr)

Attendance and class requirements

Classes: Think Tank (1hr/wk); Online lectures and required readings for discussion; 1 hr sem/wk (ND available on Thursday morning); online discussion boards.

Students must attend a minimum of 11 out of 13 of weekly classes or 100% of block mode workshops. Failure to meet this requirement will result in an Absent Fail grade for the unit.

Non-attendance for reasons of illness or misadventure can be approved provided a special consideration form is submitted along with supporting documents (e.g. Professional Practitioners Certificate or Statutory Declaration). The University policy document regarding special consideration can be found in “Help and Resources” module in every Canvas course, under Special Consideration and other Policies, or at the link (https://sydney.edu.au/students). Note that special consideration must be requested within 3 days of the assessment due date.

Students must submit a genuine attempt for every assessment and earn an average mark of at least 50% for the unit as a whole.

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.

Required readings

Winnicott, D. W. (2005 edition, initially published 1971). Playing and Reality. Taylor and Francis.
Meares, R. (2005). The Metaphor of Play: Origin and Breakdown of Personal Being, Revised and enlarged edition. London: Routledge.
Hobson, R. (1985). Forms of Feeling. London: Tavistock. http://opac.library.usyd.edu.au/record=b1375238~S4

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. Discuss the history of ideas and practice in psychodynamic psychotherapy
LO2. Critically review historical and contemporary psychodynamic practice
LO3. Compare and contrast the Conversational Model with other contemporary psychodynamic and trauma-informed approaches
LO4. Discuss the history of trauma and traumatology and its treatment in health settings
LO5. Describe and critique the current evidence for psychodynamic psychotherapy from neuroscience, developmental research, linguistics and other biopsychosocial research and mental health research.
LO6. Describe and critique the evidence for current approach to trauma-informed care, trauma-informed treatments and trauma-informed psychotherapy
LO7. Explain and demonstrate the concept of an open versus a closed theory
LO8. Understand and explain the nature of evidentiary support in psychotherapeutic research and practice
LO9. Discuss the concepts of evidence-based practice, practice-based evidence and reflective practice as they pertain to contemporary psychodynamic and trauma-informed psychotherapy
LO10. Reflect on their own practice considering evidence-based practice and practice-based evidence and be aware of the gaps in current professional and practitioner knowledge
LO11. Critique and synthesize the scholarly literature to prepare presentations and a draft publication in the field.

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.

No changes have been made since this unit was last offered.

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

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

PSTY5211: Critiquing Contemporary Practice A

Semester 1, 2024 [Normal day] - Westmead, 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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

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