Year 2: Unit 2
Unit Learning Outcomes
Deepening and Mobility
At the end of the unit students should:
• Use the Tobias Core Model as a framework for the potential integration of explanatory concepts and/or techniques from other models or approaches and as the basis for the development of the student’s own personal synthesis and way of working.
• Be able to demonstrate integration of the above and a genuine and insightful way of responding to client.
• Have the ability to invite and contain another person in an artistic activity with deepening levels of emotional involvement.
• Have a greater awareness of self. Gained substantial experience of working autonomously with a range of clients and presenting problems.
• Be able to establish and maintain an effective therapeutic alliance and conduct safe and ethical theory.
• Gain an understanding of assessment, referral and multi-agency working integration.
• Be able to monitor own capacity to carry a small case load (average of 3 clients per day)
• Can keep records and journals, can write process notes of sessions.
• Can make case presentations for group supervision, can reflect on supervisory experiences and use them in sessions.
Knowledge and Understanding
• Understand and critically evaluate the Tobias core theoretical model. (Essay)
• Understand and critically evaluate The Tobias core theoretical model for work with a variety of clients. (Assessed by Placement and Supervision)
• Analyse and evaluate appropriate therapeutic interventions in line with the integrative approach as embodied in the Tobias theoretical model. (Assessed by Placement and Supervision)
• Recognise the existence of diversity and prejudice and the implications of this for the student’s supervised practice. (Essay)
• Show a systematic understanding of the role of other practitioners and agencies.
• Evaluate and reflect on the student’s developing therapeutic philosophy and Style. (Placement and Supervision)
• Reflect on and make use of the student’s emotional responses in a therapeutic setting and in supervision and integrate this into their understanding of The Tobias core theoretical model. (Placement and Supervision)
• Begin the requirement of a minimum of 100 days of client work and related clinical supervision. (Placement and Supervision)
Professional and Practice Skills
• Record, reflect on and critically evaluate own work and development as a supervisee and identify aspects for further professional development. (Learning Statement, Placement Logs, Placement self-assessment evaluation, Supervision)
• Operate effectively and with empathy in the placement system. (Placement Report)
• Work reflectively as a team member. (Placement Report)
• Work autonomously (Placement and Supervision)
The student should be able to identify coherently issues which are part of a therapeutic process; to identify relevant aspects of the therapeutic alliance, and to coherently justify their choice of interventions, to express clearly and coherently in written and spoken form their reflections, questions and insights into the therapeutic process.
Students should show adequate skills in the application of a relevant artistic activity, and clear perception of the transformative processes which govern it.
Students should be able to plan and realise a meaningful practical activity with clients and make effective use of supervision feedback and recommendations. Students should also have the ability to make appropriate records and effect changes in the therapeutic plan as needed to meet the aims of the client.
Students will be guided to identify and select essential reading to orientate 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 and the faculty.
The Therapeutic Relationship (Boundaries and Containment):
• 2500 word essay
Tobias Core Model and The Use of Art Media in Therapy:
• 3000 word essay
• 500 word essay
- Counselling Assessment – Pass Required
- The Use of Art Media Assessment (Terms 2 & 3) – Tutor Reports – Pass Required
- Ongoing Placement Assessment – Pass Required
- Placement Client Reports – Pass Required
Student feedback during tutorials 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.
Reflective Creative Journal Continued:
Students continue keeping a personal learning journal where they are encouraged to reflect upon the content of each session and their placement experiences and 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 students 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 student may then wish to pursue.
In clinical placement journaling can be used as a potential tool with clients.