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Unit outline_

PSTY5212: Critiquing Contemporary Practice B

Semester 2, 2021 [Online] - Westmead, Sydney

This unit builds on Critiquing Contemporary Practice A (PSTY5211) in critically reviewing historical and contemporary psychodynamic practice, comparing and contrasting 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.

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 and PSTY5211
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Anthony Korner, anthony.korner@sydney.edu.au
Type Description Weight Due Length
Assignment Treatise (Final)
See Canvas for details
40% Formal exam period 3000-4000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Presentation 20 minutes presentation at the Think Tank Grand Rounds
Presentation You are also required to provide a recorded trial run in Wk 7.
30% Week 08 20 minutes
Outcomes assessed: LO1 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Treatise (Draft)
See Canvas for details
10% Week 10 3000-4000 words
Outcomes assessed: LO1 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Online task Discussion Boards
Participation, Post and 2 responses required Refer to Canvas
20% Weekly 1st post: 100 words/Responses: 50 words
Outcomes assessed: LO1 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2

Assessment summary

  • Seminar/Discussion Board discussions (30%); - Weekly
  • Treatise – 3000 - 4000 words (30%)
  • Presentation at the Think Tank Grand Rounds Week 8 (30%)You will be required to do a 20 minute presentation at Think Tank Grand Rounds in Week 8.

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.

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.

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.

WK Topic Learning activity Learning outcomes
Formal exam period Feedback session Seminar (1 hr) LO5 LO6 LO7 LO8 LO9 LO10 LO11
Multiple weeks Weeks 4-6 STUDENT'S CHOICE of topic who will lead a seminar relating to their treatise each week Seminar (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 01 Contemporary approaches to trauma Seminar (1 hr) LO3 LO4 LO6 LO7 LO8 LO9 LO10 LO11
Week 02 Unrecognised Countertransference & Enactment Seminar (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 03 The centrality of affect and the body Seminar (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 07 Fighting the Good Fight? Seminar (1 hr) LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 08 Effects of trauma and psychotherapy on the therapist and self-care Seminar (1 hr) LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 09 Language Seminar (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 10 The role of the therapist Seminar (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 11 A. Integrating Trauma and Growing Post-Traumatic Selves Seminar (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 12 Discussion of feedback on treatises Seminar (1 hr) LO5 LO6 LO7 LO8 LO9 LO10 LO11
Week 13 Reflections on the learning journey Seminar (1 hr) LO7 LO8 LO9 LO10 LO11
Weekly Weekly modules (pre-readings, lecture recordings, discussion boards, tasks and research methods) Independent study (130 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11
Think tank Grand rounds (1hr/week) Lecture (13 hr)  

Attendance and class requirements

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 on Special consideration and arrangement.

Seminars

There is a weekly seminar (1 hour) and online modules (average 9 hours per week). Students are also expected to keep up with prescribed reading, participate in discussion boards and complete assignments as specified.

Grand rounds

Students are required to attend a weekly one-hour presentations during the semester by faculty or invited speakers on topics of interest and relevance to Trauma-informed Psychotherapy.

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

Required Textbook:

Korner, A., Communicative Exchange, Psychotherapy and the Resonant Self. London & New York, Routledge, 2021.

Recommended:

  1. Winnicott, D. W. (2005 edition, initially published 1971). Playing and Reality. Taylor and Francis.
  2. Meares, R. (2005). The Metaphor of Play: Origin and Breakdown of Personal Being, Revised and enlarged edition. London: Routledge.
  3. Hobson, R. (1985). Forms of Feeling. London: Tavistock.

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.

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 and opportunities for contribution across a full range of process and outcome work and methodologies.
  • 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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.