Main Theoretical
Model of Course.
Integrative theory within the humanistic/analytic
model provides the core of this course. The model
being humanistic/analytic. This model will be presented
to students for comparison and debate in order to
create an ongoing process where intellectual, emotional
and imaginative responses are brought alive. Our
underlying assumption is that therapy is most effective
when the individual therapist’s theoretical
understanding of his/her practice is deeply connected
to his/her whole person. It is on this basis that
the model is essentially holistic.
In working with this model, we see the relationship
between the therapist and the client as the key issue.
For example, when we explore this area, we look at
how the core conditions put forward by Carl Rogers
apply to all counselling situations and how the accurate
perception of the transference/counter-transference
dynamics can open the way for a more congruent ‘I
/ thou’ understanding. The areas of overlap,
for example, in the works of Rogers, Kohut and Jung
are discussed and their differences both in tradition
and emphasis are examined. The contributions of Lowen,
Boadella and Kellerman to the embodiment of feeling
and thought also provide a key component.
We expect lively debate about the nature of human
existence, highlighting the optimism of Rogers, Jung
and Winnicott and the pessimism of Freud and Melanie
Klein. The philosophical and sociological contexts
of psychology underpinning these theoretical approaches
will be explored. An extremely important area for
exploration is the powerful nature of the unconscious
and its importance for practice, where we examine
the contrasting views of Freud, Jung and Rogers.
During the course, further explorations of unconscious
communications, the way that we hold thoughts and
feelings in our bodies, body language and psychosomatic
illness are undertaken. We see the psychodynamic
approach contributing a rich collection of ideas
about human development and psychopathology, and
Person-centred thought providing humanistic concepts
for understanding perception and behaviour that underlie
the whole ethos of the course.
In addition to the core integrative model, we will
also present Gestalt and Cognitive-behavioural approaches
to therapy as part of the teaching and skills components.
Our experience is that, in attending to difference,
respecting diversity and holding the tension of the
opposites, a richer unity and symbolism emerges for
each student.
The course work is designed to provide ongoing inter-related
opportunities for students to develop their own position
from the first of the monthly journal entries, synthesising
personal and theoretical enquiry, through to the
extended essay and to the final case study.
