Year 1: Unit 1
Unit Learning Outcomes
Reflection and Grounding
At the end of the unit students should:
• understand and critically evaluate the Tobias Core Theoretical Model and basic concepts of different psychological approaches with understanding for the moving nature of transformative processes.
• be able to respond with awareness for the Person-Centred 6 Core Conditions, through accurate reflections, paraphrasing and summaries with a careful, sensitive and thoughtful attitude.
• have the ability to notice their own emotional responses.
• have the ability to notice the emotional and somatic impact that a variety of creative and relational processes have on self.
• have a sense of their relationship with the transpersonal, its role in interpersonal relationships and in the creative process.
• have an understanding of the importance of the search for meaning for many clients.
• be able to explore this search without imposition of the therapist’s own beliefs.
• have an experience of exploring and discussing their own creativity, spirituality, meanings and beliefs, and be able to put this exploration within an artistic and theoretical context.
• have an awareness of professional and ethical issues.
• be able to contribute to learning process and be self-reflexive.
• have an awareness of how their personal goals and the aims of the profession in-form each other.
• have an awareness of core issues in therapy such as the ‘use of self’.
• have an awareness of the potential of art in therapy.
Knowledge and Understanding:
• Analyse and evaluate the evidence and implementation of health and wellbeing in line with the understanding and development of the Tobias Core Theoretical Model.
• Understand and apply current relevant government policies and the legal framework for work with clients. (Placement Preparation)
• Understand various models of human development.
• Reflect on and make use of own emotional responses in simulated practice.
• Analyse therapeutic interactions in simulated therapeutic practice in relation to the Tobias Core Theoretical Model. (Peer and Tutor Assessed)
• Demonstrate application of the Tobias Core Theoretical Model in practice. (Workshop Assignment)
Professional and Practice skills
• Integrate art and creativity into therapeutic practice within negotiated boundaries. (Placement Preparation)
• Critically assess own competency. (Learning Statements and tutorials)
• Contribute thoughtfully and with insight in simulated therapeutic practice and make constructive use of the experience. (Tutor and Peer Assessment)
• Work effectively as a team member.
• Work autonomously. (Project and Assignment Research)
In order to place ourselves in the context of the profession as a whole, the module aims to examine the historical conditions which bring about the “science of the soul” or psychology, as a mirror of the evolution of consciousness. In parallel to this the students will explore how their own personal history brought them to arts in therapy.
In the context of psychotherapy and personal development, various therapeutic themes are explored through theory and artistic processes. This will help the student become conscious of themselves and access their creative potential for reflection and grounding for their future clinical work with a variety of client groups.
Students will be guided to identify and select essential reading to orient themselves around the unit topics and in relation to their particular learning focus.
Access and skills
All students are encouraged to make use of the resources provided by the Tobias School Library.
Reflective Creative Journal and Essay
- 3000 word essay
- Reflective Journals
Rhythm Sequence Art Enquiry: An Art and Research Therapeutic Project
- Essay: 3000 word essay
- Artistic Enquiry Project Presentation 20 minutes
Prejudice and Diversity Counselling Assignment
- 2000 word essay
Plant Research and Observation Study
- Practical assignment
Readiness for Placement Assessment
- Counselling Assessment (Pass Required)
- The Use of Art Media Assessment (Terms 2 & 3) – Tutor Reports (Pass Required)
(For Students wishing to Achieve City & Guilds Level 5 ACGI Award)
- A series of workshops (minimum of 3) with a themed programme throughout the series.
- 3000 word report
Reflective Creative Journal:
By keeping a personal learning journal students are encouraged to reflect upon the content of each session and the issues that have arisen for them as individuals. It should also be used to consider and reflect upon situations related to the course content that occur in their everyday life and those they come across in the media or society as a whole.
These reflections will help course members to develop a deeper understanding of their own personal attitudes, values, beliefs and those of society as a whole along with a greater awareness of their own skills and knowledge. It can also identify new areas of learning that the course member may then wish to pursue.
Student feedback during tutorials together with learning statements from students encourages: teacher and student dialogue around learning; positive motivational beliefs; self-esteem and closing the gap between current and desired performance. This helps students take responsibility for their own learning and become users of assessment alongside the teacher developing valuable lifelong skills of self-evaluation, self-assessment and goal setting.
Invitation onto the Transpersonal Arts in Therapy training.
Throughout unit 1 students are assessed for suitability for progression (if appropriate) to the Transpersonal Arts Counselling training units 2, 3 & 4. Eligible students are then invited onto this training and can either accept this offer or defer it until a later date.