Download 1 - Birkbeck

Department of Psychosocial studies
CERTIFICATE OF HIGHER
EDUCATION IN
PSYCHODYNAMIC
COUNSELLING &
ORGANISATIONAL DYNAMICS
AWARD HANDBOOK
2009 - 10
In addition to this Student Handbook, further information is available in the My Birkbeck Student Guide 2009 –
available from the My Birkbeck Student Centre (Ground Floor, Birkbeck Malet St building) or electronically from
www.bbk.ac.uk
Certificate of Higher Education in
Psychodynamic Counselling and Organisational
Dynamics
Award Handbook
Contents
1.
Introduction
2.
Equality Statement
3.
Disability Statement
4.
Aims
5.
Learning Objectives
6.
Course Membership
7.
Teaching & Learning Methods
8.
Course Times and Dates
9.
Course Outline
10.
Reading Lists
11.
Student Representatives
12.
Written Coursework Requirements
13.
Guidelines for the Presentation of Written Coursework
14.
Plagiarism
15.
Criteria for Marking of Written Coursework
16.
Presenting Coursework for Final Assessment
17.
The Student Review
18.
Assessment Weighting
19.
Personal Counselling/Therapy
20.
Learning Support
21.
Course Evaluation
22.
Progression
1.
INTRODUCTION
Welcome to the Department of Psychosocial Studies at Birkbeck, University of London
We hope you will enjoy your time with us.
The staff responsible for this award are listed below and are always pleased to answer your
queries. Our teaching staff are part-time and may be contacted via the Counselling Administrator
Administration
Counselling Administrator: Kieran Lee Marshall Contact for advice about fees, enrolments,
application forms, general enquiries, availability of places, change of courses, room bookings,
contact/messages for sessional lecturers or for general information.
e.mail [email protected]
For advice and information on confidential matters and guidance, late submissions, submission of
mitigating circumstances and missed deadlines, contact the Counselling Administrator (see above)
who will direct your query to the appropriate person.
Academic and teaching staff
Course Director and Award Co-ordinator: Paul Terry.
Course Lecturers/Tutors:
Sharman Harding MA, member of the Institute of Group Analysis (London)
Asuncion Lopez BA(hons), DipCouns(Bbk) MSc(Bbk)
Visiting Lecturers: The course also draws on visiting lecturers from time to time.
Further Information
Further information on the following topics is available in the My Birkbeck Student Guide 200910 available from the My Birkbeck Student Centre (Ground Floor, Birkbeck Malet Street
building) or electronically from: www.bbk.ac.uk
Advice and information: Accomodation; Disability and dyslexia support; Eating and Drinking;
English language, study skills and learning support; Enrolment and fees; Enrolment and ID
cards; Financial support; Health Services; International students services; IT services; Library
and e-library service; Nursery; Stratford; Student’s Union, welfare, sports and social life; Term
dates and study planner (including Academic Schools and departments and Travel and maps –
central London, Stratford).
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2.
EQUALITY STATEMENT
Birkbeck is committed to providing the highest quality academic and working environment where
all staff, students, visitors and contractors are welcomed, respected and treated in a consistent
and non-discriminatory manner. This approach will be applied irrespective of race, gender,
disability, age, sexual orientation, religion\faith, political belief and social status. We underpin
this by ensuring our policies, procedures, academic courses, and training and development
programmes are consistently applied, monitored regularly and all breaches treated seriously.
3.
DISABILITY STATEMENT
At Birkbeck there are students with a wide range of disabilities including dyslexia, visual or
hearing impairments, mobility difficulties, mental health needs, HIV, M.E., respiratory conditions
etc. Many of them have benefited from the advice and support provided by the College’s
disability service.
The Disability Office
The College has a Disability Office located on the main corridor of the Malet Street building. We
have a Disability Co-ordinator, Mark Pimm, and a Disability Administrative Assistant, Steve
Short.
Mark is your first point of referral for students who have enquiries regarding disability, Steve is
the first point of referral for students with dyslexia. They can provide advice and support on
travel and parking, physical access, financial support, special equipment, personal support,
examination arrangements etc. If you have a disability or dyslexia, we recommend you make
an appointment to see them as soon as possible after commencing your course. Appointments
lasting one hour, are available from 12 noon to 4 pm Monday to Friday and are booked by
Steve (details below). There is also a drop in session between 5pm – 6pm Monday to Friday.
At your first appointment at the Disability Office they will ask you to complete a Confidentiality
Consent Form. This allows you to state who in the College can be informed of your disability.
Remember, if you wish, we do not need to inform people of the exact nature of your disability,
just your disability related needs.
They will also complete an Individual Student Support Agreement form, confirming your support
requirements and send this to your School and relevant Departments at the College so they are
informed of your needs.
The Personal Assistance Scheme
Some students need a personal assistant to provide support on their course, for example a
note-taker, sign language interpreter, reader, personal assistant, disability mentor or dyslexia
support tutor. Birkbeck uses a specialist agency to recruit Personal Assistants and they can
assist you with recruiting, training and paying your personal assistant. Please contact Steve for
information on this scheme.
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Support in your School
The provision which can be made for students with disabilities by Schools is set out in the
procedures for Students with Disabilities. This is available from the Disability Office and the
Disability website (see below).
As mentioned above, your School will receive a copy of your Individual Student Support
Agreement from the Disability Office. This will make specific recommendations about the
support you should receive from the School. We anticipate that this support will be provided by
the Programme Director, tutor and Counselling Administrator (for contact details see above).
Support in IT and Library Services
There is a comprehensive range of specialist equipment for students with disabilities in IT
Services. This includes software packages for students with dyslexia (TextHELP Read and
Write and Inspiration), screen reading and character enhancing software for students with visual
impairments, specialist scanning software, large monitors, ergonomic mice and keyboards,
specialist orthopaedic chairs etc. For advice and assistance please contact Disability IT
Support. There is also a range of specialist equipment in the Library, including a CCTV reading
machine for students with visual impairment as well as specialist orthopaedic chairs and writing
slopes. The Disability Office refers all students with disabilities to the Library Access Support
service who provides a comprehensive range of services for students with disabilities.
Specific Learning Difficulties (Dyslexia)
Mature students who experienced problems at school are often unaware that these problems
may result from their being dyslexic. Whilst dyslexia cannot be cured, you can learn strategies
which make studying significantly easier. If you think you may be dyslexic you should contact
Steve, he can screen you and where appropriate refer you to an Educational Psychologist for a
dyslexia assessment. These assessments cost £215. Some students can receive assistance in
meeting this cost from their employer. In exceptional cases students may receive assistance
from the Access to Learning Fund.
The Disability Handbook
The Disability Handbook provides detailed information on the support available from the
College. Copies are available from all main reception areas, the Disability Office and from the
College disability web site at: http://www.bbk.ac.uk/disability/policies
For further information or to make an appointment to see Mark or Steve, please call Steve Short
(Disability Advisor) on 020 7631 6336 or email [email protected]
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4.
AIMS
The overall aims of modules 1 – 4 are:

to offer a grounding in core psychodynamic counselling concepts and their application to
helping relationships in various settings

to offer an introduction to the application of psychodynamic ideas in the understanding of
group and organisational dynamics

to further the development of the capacity for observation of self and others and for
reflecting upon both

to provide, where appropriate, a relevant pre-qualifying course for those students who
might wish to go on to study on a professional qualifying course such as the MSc in
Psychodynamic Counselling at Birkbeck
5.
LEARNING OBJECTIVES
At the completion of modules 1 - 4, students should have developed:

a sound knowledge of key aspects of theory and practice in the psychodynamic approach
to counselling as it can be applied to helping relationships

a variety of skills appropriate to enhancing their capacity to offer a helping relationship

a greater capacity to observe, think about/reflect upon and appropriately respond to
various aspects of relationships at intra-psychic, interpersonal, intra-group and inter-group
levels

a sound knowledge and greater alertness to unconscious forces that may be at play in the
workplace

an understanding of the type of environment that best facilitates ‘on task’ work and
enhances healthy working relationships

a competence in articulating, both orally and in writing, ideas and experience within a
psychodynamic frame

a readiness and preparedness (for those interested) for applying for a professional
qualifying course in counselling (such as the MSc in Psychodynamic Counselling)
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6.
COURSE MEMBERSHIP
The course is designed for those interested in exploring psychodynamic ideas and their
application in terms of personal development, therapeutic relationships and work settings.
Course members come from very varied work backgrounds including social services,
business/managerial professions – particularly those involved in human resource departments
and in change management – the voluntary services, medical (both general and psychiatric)
professions, the arts, public relations, marketing and teaching. They have included those
presently in occupations not directly related to people management and/or the caring
professions but who are interested in developing aspects of their personal and professional
lives and/or changing professions.
After successful completion of the course, a substantial number of students go on to continue
their training at MSc level and this Certificate is the preferred method of doing so. However, it is
important to emphasise that many course members are not planning to go on to train as
professional counsellors or as organisational consultants but wish to enhance their personal
development and their understanding of, and their skills within, the workplace.
It is recommended that students, prior to this course, have undertaken an introductory course in
counselling or have equivalent professional and/or therapeutic/life experience.
Students are strongly encouraged to undertake their own personal psychodynamically-oriented
counselling or psychotherapy whilst on the course because experience of therapy can benefit
their learning about psychodynamic ideas and practice. If students are interested in entering
therapy, the tutors will be pleased to discuss suitable ways of arranging this. However, the
undertaking of personal therapy is not a course requirement.
Because of the nature of the learning on this course, regular attendance is
essential.
7.
TEACHING & LEARNING METHODS
The theoretical knowledge taught on the course needs to be learnt both conceptually and
experientially. The former is conveyed primarily through reading and seminars; the latter
through workshops and the experiential group.
NB You may note that while the title of the course and the course description that follows refers
to psychodynamic theory, many of the references (for example, in the reading lists) are to
psychoanalytic theory – i.e., to psychoanalysis. These two terms, though not exact equivalents,
are closely related and the theoretical input from this course is indeed from mainstream
psychoanalysis.
Theoretical Seminars
Weekly reading is provided prior to each theoretical seminar. The seminars clarify and elaborate
on the reading. Basic psychodynamic concepts are explored, such as the unconscious and
transference, and particular attention is given to theory developed by the British Object
Relations School. These ideas are used to explore both therapeutic and working relationships
as well as the nature of human development. In addition, systemic theory is introduced in the
context of examining the dynamics of organisations. Some major social issues are also
considered from a psychodynamic perspective.
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In the final term, students are given the opportunity to explore areas of special interest to them
and to apply psychodynamic ideas as a way of understanding these areas in greater depth.
Workshops
The first term’s workshops are designed to provide experiential opportunities to explore aspects
of theory as well as opportunities to explore a psychodynamic approach to counselling in a
practical way.
In the second term, and to some large degree in the third, the workshops focus on ‘work
discussions’. In these forums, students bring their experience and observations of work and
work relationships to reflect upon in a small group context and from a psychodynamic
perspective.
Experiential Groups
The experiential group is an unstructured and time-limited group, the purpose of which is to offer
an opportunity for students to explore and reflect upon their experience of learning and of being
on the course, including the experience of being in a group.
More than any other aspect of the course, this group depends upon the willingness of members
to share their experience. The establishment of clear boundaries such as those of time,
attendance and confidentiality are very important and help to provide a secure setting in which
such explorations can take place.
The course as a whole, and this aspect of the course in particular, can be challenging at both a
personal and practical level and commitment to regular and consistent attendance are essential.
Weekend Experiential Study of Group and Organisational Dynamics
An essential aspect of the course is attendance at a Group Relations Conference which
provides an experiential study of group and organisational dynamics. This takes place from
April 16th to April 18th 2010. The fees for this conference are paid as part of your general
course fees. However, you will need to register and you will be given registration forms at the
appropriate time during the course.
The group relations weekend is a temporarily created organisation and includes students from
several courses. The conference is an opportunity for members to gain greater understanding of
group life and how the individual can get caught up in unconscious organisational dynamics.
Such understanding may enable individuals better to exercise their own authority and gain
greater influence over their working environment.
Tutorials
Students are assigned individual tutors for the duration of the course. There is one tutorial per
term in which there is an opportunity for students to discuss their progress and to address any
issues that might be helpful to their development on and beyond the course.
As a basis for discussion at tutorials, students are asked to bring with them a completed SelfAssessment form. Copies of this form are included in your introductory pack.
Independent Study
Students are required to undertake substantial individual study and should be aware that time
will need to be set aside for this on a regular basis. Weekly reading (usually a chapter or a
paper) is a regular requirement for the first two terms and there are several pieces of written
work to complete. From the second term, students will also be asked, from time to time, to bring
material from work to share and to think about within the work discussion groups. In addition,
they will need to put aside a few hours over the duration of the course for observing both their
own and another’s workplace. Finally, in the third term, students take part in small group
presentations of interest. These will require some additional research time.
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8.
COURSE TIMES AND DATES
The Certificate in Psychodynamic Counselling and Organisational Dynamics runs for three
terms.
Autumn Term:
September 30th – December 9th 2009
(Reading Week – November 4th)
Spring Term:
January 6th – March 17th 2010
(Reading Week – February 10th)
Summer Term:
April 21st – June 30th 2010
(Reading Week – May 26th)
The course takes place over 30 sessions of three and a half hours each on Wednesday
evenings between 6.00 pm and 9.30 pm.
The evening is divided into three parts:
6.00 – 7.00 pm: Administration & Workshop or Work Discussion
7.00 – 8.00 pm: Seminar
8.15 – 9.30 pm: Experiential Group
There is a break between 8.00 and 8.15 pm.
In addition, all students attend a long weekend (Friday, Saturday and Sunday) of a Group
Relations Conference from 16th – 18th April 2010.
9.
COURSE OUTLINE
The course consists of 4 modules. Each term focuses on one module, whilst the fourth module
is delivered through the group relations conference.
Below is a module by module (term by term) course outline. Some details may be amended in
minor ways.
Module One/Term One: Intra-Psychic and Inter-Personal Dynamics: Theory and
Observation
This module focuses on the structure and processes of the mind from a psychodynamic
perspective. Drawing on several major psychoanalytic thinkers from Freud to the present day, it
explores how the mind can be seen to develop through the process of relating to others. The
development of observational skills – of self and other - are integral in enabling an embodied
appreciation and understanding of theory.
The aims of this module are to provide:
 A knowledge of the basic tenets of psychodynamic theory.
 A knowledge of basic aspects of object relations theory (a major contemporary strand of
psychodynamic thinking) relating to the development of mind
 An understanding of how the individual mind develops in relationship to significant others
 An understanding of the basic discipline of psychodynamic counselling practice
 An opportunity to develop essential analytic skills of observation of self and other
 An opportunity to participate in experiential learning and to increase self-knowledge in
relation to the professional task
 An opportunity to develop confidence in learning and the ability to develop effective oral,
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written, communication and counselling skills
The methods of delivery used for this module are:

workshops focusing mainly on the development of basic counselling and observational
skills

seminars focusing on basic psychodynamic concepts of the Freudian, Kleinian and postKleinian schools. The development is also from a focus on the individual mind, to the mind in
relationship with others.

experiential group offering an opportunity to integrate and deepen learning initiated through
the workshops and seminars
Week by week outline:
Week One
Workshop:
Seminar:
Experiential Group
Week Two
Workshop:
Seminar:
Experiential Group
Week Three
Workshop:
Seminar:
30th September
Introductions
What is Psychodynamic Counselling? - Theory, Practice & Context
7th October
Counselling Skills: Listening, not listening and observing
Freud: Two Models of the Mind
14th October
Observation Skills: Observing self and others in groups
Transference & Counter-transference: the past in the present and the
self in the other
Experiential Group
Week Four
Workshop:
Seminar:
Experiential Group
Week Five
Workshop:
Seminar:
Experiential Group
21st October
Counselling Skills: Silence
Klein: the Paranoid-Schizoid Position - primitive ways of relating
28th October
Counselling Skills: Reflecting and Reflection
Klein: the Depressive Position – mature ways of relating
Reading Week
4th November
Week Six
11th November
Workshop:
Seminar:
Experiential Group
NB
Counselling Skills: Further Basic Skills
Klein: Admiration, Envy and Other Everyday Emotions
Observation Essay due in.
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Week Seven
Workshop:
Seminar:
Experiential Group
Week Eight
Workshop:
Seminar:
Experiential Group
Week Nine
Workshop:
Seminar:
Experiential Group
Week Ten
Workshop:
Seminar:
Experiential Group
NB
18th November
What we put into others
Post-Kleinians: Projective Identification
25th November
Madonna Exercise
Post-Kleinians: Transference & Counter-transference Revisited
2nd December
Counselling Skills: Consolidation (Observed)
Freud, Klein and the Post-Kleinians: Oedipal Relations
9th December
Open Forum Review/Emotional Map
Family Dynamics
1st Theory Essay due in
Observational Essay due back
Module Two/Term Two: Group and Organisational Dynamics
This module broadens the context in which dynamic processes can be seen to be influencing
feeling, thinking and behaviour by studying interactions in groups and organisations. In addition
to psychodynamic ways of seeing, students will be introduced to a systemic perspective.
The aims of this module are to provide:
 An application of basic psychodynamic concepts to the context of family, groups and
organisations
 An elaboration of psychodynamic theory pertinent to understanding the dynamic processes
at work in organisations
 An introduction to basic systems theory
 An understanding of how the individual mind relates to organisational and group processes
 An understanding of the some of the work involved in a psychodynamic approach to
organisational consultancy
 An opportunity to develop essential analytic skills of observation of self and other, especially
in relation to groups and organisations
 An opportunity to reflect on work interactions from a psychodynamic perspective
 An opportunity to participate in experiential learning and to increase self-knowledge in
relation to the professional task
 An opportunity to develop confidence in learning and the ability to develop effective oral,
written, communication and counselling skills
The methods of delivery used for this module are:
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 workshops mainly in the form of work discussion groups in which students bring
observations of and reflections on their place of work for the group to think about from a
psychodynamic point of view.
 seminars focusing mainly on the application of basic psychodynamic and systemic concepts
to groups and organisations.

experiential group offering an opportunity to integrate and deepen learning initiated through
the workshops and seminars
Week by Week outline
Week One
Seminar:
Seminar:
Smart
Experiential Group
Week Two
Seminar:
Seminar:
Experiential Group
Week Three
Workshop:
Seminar:
Experiential Group
Week Four
Workshop:
Seminar:
Experiential Group
Week Five
Workshop:
Seminar:
Experiential Group
NB
6th January
Further Perspectives: Winnicott & the Facilitative Environment
Providing a space to play and be – working with children
Carol
13th January
Attachment & loss – video and discussion
Further Perspectives: Bowlby & Attachment Theory
20th January
Project Discussion
The Unconscious at Work
27th January
Work Discussion Groups
Bion: Basic Assumptions
3rd February
Work Discussion Groups
Authority, Power and Leadership at Work
1st Theory Essay due back
Reading Week
10th February
Week Six
17th February
Workshop:
Seminar:
Experiential Group
Week Seven
Work Discussion Groups
Projective Identification at Work
24th February
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Workshop:
Seminar:
Experiential Group
Week Eight
Workshop:
Seminar:
Experiential Group
Work Discussion Groups
Anxiety and Defence in Institutions
4th March
Work Discussion Groups
Attachment and the Organisation
2nd Theory Essay due in
NB
Week Nine
Workshop:
Seminar:
Experiential Group
Week Ten
Workshop:
Seminar:
Experiential Group
10th March
Work Discussion Groups
The MSc & the group relations conference – Visiting Lecturer
17th March
Student Presentations Preparation
Organizational Consultancy: video & discussion
Module Three: Group and Organisational Dynamics - Experiential Learning
The aims of this module are to provide:
 an opportunity to study organisational dynamics through experiential learning
 an introduction to a basic concepts relevant to the group relations conference method
The main methods of delivery used for this module are:

a group relations conference 3 day experiential – see group relations conference leaflet

seminar exploring relevant basic concepts

experiential groups
The Group Relations Conference will take place between April 16th and April 18th 2010 (venue
to be confirmed).
A more detailed description and timetable will be available nearer the time
Module Four/Term Three: Applied Psychodynamics
This module applies psychodynamic theories directly to the wider world of work and of social,
cultural and political interaction. It also offers the opportunity for students to apply
psychodynamic theory to other areas that are of special interest to them.
The aims of this module are to provide:
 A deepening appreciation of how psychodynamic and systems theory can be used to
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understand group and organisational processes
An appreciation of how psychodynamic theory can be used to understand a diverse range of
social, cultural and political issues
Further development of essential analytic skills of observation of self and other, especially in
relationship to groups, organisations as well as broader social and political issues and
contexts
An opportunity to reflect on interactions on a personal, group, organisational and social level
from a psychodynamic perspective
An appreciation of the use of counselling skills in research (e.g. semi-structured interviews)
An opportunity to participate in experiential learning and to increase self-knowledge in
relation to the professional task and to the student’s place in the broader community
An opportunity to develop confidence in learning and the ability to develop effective oral,
written, communication and counselling skills






The methods of delivery used for this module are:
 workshops mainly in the form of work discussion groups in which students bring
observations of and reflections on their place of work for the group to think about from a
psychodynamic point of view.
 Seminars, some of which will be tutor led and some student led. The latter will call for
independent research of a collaborative nature. Common to all seminars will be the
application of theory covered in the first three modules to diverse fields.

experiential group offering an opportunity to integrate and deepen learning initiated through
the workshops and seminars
Week by Week Outline
Week One
21st April
Workshop:
Work Discussion Groups
Seminar:
Bilingualism, culture and identity
Experiential Group
Week Two
Workshop:
Seminar:
Experiential Group
NB
Week Three
Workshop:
Seminar:
Experiential Group
Week Four
Workshop:
Seminar:
28th April
Researching Racism
Some Psychodynamic Aspects of Racism
2nd Theory Essay due back
5th May
Work Discussion Groups
Dealing with Trauma: Torture – a personal story
12th May
Work Discussion Groups
Project update
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Louis Munoz
Experiential Group
NB
Week Five
Workshop:
Seminar:
Experiential Group
Group Relations Essay due in
19th May
Work Discussion Groups
Student Presentation 1
Reading Week
26th May
Week Six
2nd June
Workshop:
Seminar:
Experiential Group
NB
Week Seven
Workshop:
Seminar:
Experiential Group
Week Eight
Workshop:
Seminar:
Experiential Group
Work Discussion Groups
Student Presentation 2
Group Relations Essay due back
9th June
Work Discussion Groups
Student Presentation 3
16th June
Counselling Skills: Review & Consolidation
Student Presentation 4
NB Project due in
Week Nine
Workshop:
Seminar:
Experiential Group
Week Ten
Workshop:
Experiential Group
Social
23rd June
Counselling Skills: Review & Consolidation
Open Forum Review
30th June
Course Review Exercise
(There is no seminar this week)
NB You will be advised on how the coursework will be collated for external moderation
during the course.
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10. READING LISTS
There are two reading lists
The weekly reading list
Most weeks you are required to do some reading in preparation for the theory seminar. This
‘essential reading’ is set out in the weekly reading list.
The general reading list
You are encouraged, whenever possible, to follow up your essential reading with ‘further
reading’ from the general reading list. Please ask your tutor for further guidance.
TERM ONE
Weekly Reading List
Week One
Jacobs, M. (1988), ‘Introducing the Psychodynamic Approach’ in Psychodynamic Counselling in
Action, London: Sage
Week Two
Stevens, R. (1983), ‘The Unconscious’ in R. Stevens Freud and Psychoanalysis, Milton Keynes:
Open University Press.
Week Three
Jacobs, M. (1988), ‘The Middle Phase of Counselling: The Relationship between Counsellor
and Client’ Psychodynamic Counselling in Action. London: Sage
Week Four
Salzberger-Wittenberg, I. (1970), ‘Persecutory anxieties and defences against them in the adult,
child and infant’ in Psycho-Analytic Insight and Relationships: a Kleinian Approach, London:
Routledge.
Week Five
Salzberger-Wittenberg, I. (1970), ‘Depressive anxieties and defences against them in the adult,
child and infant’ in Psycho-Analytic Insight and Relationships: a Kleinian Approach, London:
Routledge.
Week Six
Salzberger-Wittenberg, I. (1970), ‘Admiration and Envy’ in Psycho-Analytic Insight and
Relationships: a Kleinian Approach, London: Routledge.
Week Seven
Roth, P. (2005), ‘Projective Identification’ in S. Budd & R. Rusbridger, Introducing
Psychoanalysis, London: Routledge.
Week Eight
Spurling, L. (2004), ‘Transference and its Manifestations’ in L. Spurling, An
Introduction to Psychodynamic Counselling. London: Palgrave Macmillan.
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Spurling, L. (2004), ‘Working in the Transference’ in L. Spurling, An Introduction to
Psychodynamic Counselling, London: Palgrave Macmillan.
Week Nine
Jacobs, M. (1992), ‘The Oedipus Complex’ & ‘Gender and Female Psychology’ in‘Freud’s Major
Theoretical Contributions’ in Sigmund Freud, London: Sage pp 50 – 57.
Hinshelwood, R. D. (1994), ‘The Pre-Genital Oedipus Complex’ & ‘The Early Superego’ in ‘A
Method for Children’ in Clinical Klein, London: Free Association Books. pp 52 – 56.
Week Ten
Fox, H. (1996), ‘Projective Identification and Family Dynamics’ retrieved September 2006 from
www.psychematters.com
Slipp, S. (1993), ‘Object Relations Family Therapy’ in ‘Family Therapy and Multiple-Family
therapy’ in H. I. Kaplan & B. J. Sadock (eds) Comprehensive Group Psychotherapy, Baltimore:
Williams and Wilkins.
TERM TWO
Weekly Reading List
Week one
Phillips, A. (1988), ‘War-time’ in Winnicott, London: Fontana Press.
Phillips, A. (1988), ‘The Appearing Self’ in Winnicott, London: Fontana Press.
Week Two
Bowlby, J. (1979), ‘The Making and Breaking of Affectional Bonds’ in The Making and Breaking
of Affectional Bonds, London: Routledge, 1989.
Week Three
Halton, W. (1994), ‘Some unconscious aspects of organizational life’ in A. Obholzer & V.Z.
Roberts (eds) The Unconscious at Work, London: Routledge.
Week Four
Stokes, J. (1994) ‘The unconscious at work in groups and teams: contributions from the work of
Wilfred Bion’ in A. Obholzer & V.Z. Roberts (eds) The Unconscious at Work, London:
Routledge.
Week Five
Obholzer, A. (1994) ‘Authority, power and leadership: contributions from group relations training’
in A. Obholzer & V.Z. Roberts (eds) The Unconscious at Work, London: Routledge.
Week Six
Moylan, D. (1994) ‘The dangers of contagion: projective identification processes in institutions’
in A. Obholzer & V.Z. Roberts (eds) The Unconscious at Work, London: Routledge.
Week Seven
Menzies Lyth, I. (1988) ‘The functioning of social systems as a defence against anxiety’ in
Containing anxiety in institutions: selected essays, volume 1. London: Free Asssociation Books.
Week Eight
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Holmes, J. (1996), ‘Attachment theory: A secure base for policy?’ in S. Kraemer and J. Robert, J
(eds) The politics of attachment: towards a secure society, London: Free Association Books.
Rustin, M. (1996), ‘Attachment in context’ in S. Kraemer and J. Robert, J (eds) The politics of
attachment: towards a secure society, London: Free Association Books.
Week Nine
Tba
Week Ten
Tba
TERM THREE
Weekly Reading List:
Week one
De Zulueta, F. (1995), ‘Bilingualism, Culture and Identity’, Group Analysis,28: 179-190.
Week Two
Rustin, M. (1991), ‘Psychoanalysis, Racism and Anti-Racism’ in The Good Society and the
Inner World, London: Verso.
.Week Three
Garland, C. (2005), ‘Trauma and the possibility of recovery’ in S. Budd & R. Rusbridger (eds)
Introducing psychoanalysis, London: Routledge
tba
General Reading List
Core Reading
Core Reading texts are those texts which we recommend you having to hand and which you
would do well to purchase. They provide an important supplement to the weekly reading.
On Psychodynamic Counselling
Spurling, L. (2004), An Introduction to Psychodynamic Counselling, London: Palgrave
Macmillan.
On Psychodynamic Concepts
Budd, S. & Rusbridger, R. (2005), Introducing Psychoanalysis: Essential Themes and Topics,
London: Routledge.
Salzberger-Wittenberg, I. (1970), Psycho-Analytic Insight and Relationships, London: Routledge
On the Application of Psychodynamic Ideas to Work Settings
Obholzer, A. & Robers, V. Z. (eds) (1994), The Unconscious at Work: individual and
organizational stress in the human services, London: Routledge.
Further Reading
The further reading list is not exhaustive. Neither is it obligatory. We encourage you, however,
to dip into some of these books and explore areas of particular interest to you.
Theory & Technique
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Barwick, N. (2001), ‘Core Conditions of the Psychodynamic Environment’ in Hazler, R. J. &
Barwick, N. The Therapeutic Environment, Milton Keynes: Open University Press.
Bowlby, J. (1988), A Secure Base: Clinical Applications of Attachment Theory, London:
Routledge.
Briggs, A. (ed) (2002), Surviving Space: Papers on Infant Observation, London: Karnac Books.
Eleftheriadou, Z. (1994), Transcultural Counselling, London: Central Book Publishing.
Holmes, J. (1993), John Bowlby & Attachment Theory, London: Routledge.
Jacobs, M. (2004), Psychodynamic Counselling in Action, 2nd edition, London: Sage.
Jacobs, M. (1992), Sigmund Freud, London: Sage.
Jacobs, M. (2007), The Presenting Past: The Core of Psychodynamic Counselling and Therapy,
3rd Edition, Milton Keynes: Open University Press.
Milton, J., Polmear, C. & Fabricius, J. (2004), A Short Introduction to Psychoanalysis, London:
Sage.
Miller, L., Rustin, M., Rustin, M., & Shuttleworth, J. (1989), Closely Observed Infants, London:
Duckworth.
Noonan, E. (1983), Counselling Young People, London: Routledge.
O’Connor, N. & Ryan, J. (1998), Wild Desire and Mistaken Identities (Between Men – Between
Women: Lesbian and Gay Studies), Columbia: Columbia University Press.
Phillips, A. (1988), Winnicott, London: Fontana Press.
Rana, R. (2000), Counselling Students: a psychodynamic perspective, London: Macmillan
Press.
Rayner, E. Joyce, A., Rose, J., Twyman, M. & Clulow, C. (2005), Human Development: an
Introduction to the Psychodynamics of Growth, Maturity and Ageing, 2nd Edition,
London:Routledge.
Salzberger-Wittenberg, I. (1983), The Emotional Experience of Learning and Teaching, London:
Routledge.
Skynner, R. & Cleese, J. (1983), Families and How to Survive them, London: Methuen
Stevens, R. (1983), Freud & Psychoanalysis, Milton Keynes: Open University Press.
Symington, N. (1986), The Analytic Experience: Lectures from the Tavistock, London: Free
Association Press.
Waddell, M. (1998), Inside Lives: psychoanalysis and the growth of the personality, London:
Duckworth.
Youell, B. (2006), The Learning Relationship: Psychoanalytic Thinking in Education. London:
Karnac Books.
On the whole, we have not included key primary texts in this list – that is, texts by the major
psychodynamic thinkers whose theoretical approaches others have then followed, described
and/or elaborated. These include, for example, Freud, Klein and Winnicott. Bowlby is an
exception here and one work of his is included.
Should you wish to follow up some of these primary texts, please ask for suggestions.
Groups and Organisations
Bion, W. (1961), Experiences in Groups and other papers, London: Tavistock/Routledge, 1989.
p17
DeBoard, R. (1978), The Psychoanalysis of Organizations, London: Routledge. 1990.
Hinshelwood, R. & Skogstad, W. (2000), Observing Organisations: anxiety, defence and culture
in health care, London: Routledge.
Hirschorn, L. (1990), The Workplace Within: the psychodynamics of organizational life,
Cambridge, Massachusetts: the MIT Press.
Kraemer, S. & Robert, J. (eds) (1996), The Politics of Attachment: towards a secure society,
London: Free Association Books.
Menzies Lyth, I. (1988), Containing Anxiety in Institutions, London: Free Association Books.
Menzies Lyth, I. (1989), The Dynamics of the Social, London: Free Association Books.
Marris, P. (1986), Loss and Change, Revised Edition, London: Routledge.
Rustin, M. (1991), The Good Society and the Inner World, London: Verso.
Dictionaries
Abram, J. (1996), The Language of Winnicott: A Dictionary of Winnicott’s Use of Words,
London: Karnac.Books.
Hinshelwood, R. D. (1991), A Dictionary of Kleinian Thought, 2nd Edition, London: Free
Association Books.
Rycroft, C. (1972), A Critical Dictionary of Psychoanalysis. London: Penguin.
Journals
There are numerous professional journals on the market relevant to the field of psychodynamic
counselling and organisational dynamics. We particularly recommend you subscribing to
Psychodynamic Practice which is published by Routledge (Taylor and Francis). As a Birkbeck
counselling student, you are eligible for reduced rates. Please enquire from
[email protected]
11. STUDENT REPRESENTATIVES
The class will be invited to elect two Student Representatives whose responsibility will be to act
as a conduit for student feedback. The Student Representatives are asked to attend termly
meetings with the tutors.
12. WRITTEN COURSEWORK REQUIREMENTS
Written components of the course
Six pieces of written coursework are required on the course. These are:
a) Personal Journal.
b) Observational Essay of 1,500 words
c) 1st Theoretical Essay of 2,500 words
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d) 2nd Theoretical Essay of 4,000 words
e) Group Relations Essay of 3,000 words
f) Project of 4,000 words
All coursework submitted must remain within 250 words of the word limit (i.e. the 1st theoretical
essay must be between 2,250 and 2,750 words). Essays with words in excess of these limits
will not be included in the assessment. Essays submitted under these limits may be penalised.
Essay Deadlines
The deadlines for submitting these essays are:
Observation Essay:
1st Theoretical Essay:
2nd Theoretical Essay:
Group Relations Essay:
11th
9th December 2009
3rd
12th May 2010
Project (final essay):
16th June 2010
November
2009
March
2010
NB The Journal is not for formal submission but is to be used as a reflective exercise and,
where appropriate, as a source of material for your more formal submissions (see below).
Three copies of each essay are required.
The Journal
This intended as a personal reflective piece of writing which you are encouraged to maintain on
a weekly basis though you may wish to utilise it more. You will not need to submit your journal
for assessment and it is important for you to use it freely in a way that is helpful to you. You may
wish to capture some of the ideas which you become particularly interested in or which you
have reacted strongly too. You are encouraged, in particular, to keep a record of how you are
experiencing your learning in the context of the course. This is likely to include your experience
of interpersonal relationships and group dynamics, in all areas of the course but particularly in
the experiential group. As the course progresses, you may find you are more able not only to
record your observations (of self and others) but to use your theoretical understanding to try and
think about what is or has been going on for you and others.
The journal should also be a source of data upon which you can draw when writing some of
your assessed essays.
Observation Essay (Module One)
This essay focuses on observations of interactions within your work setting (or failing this, in a
social or community setting). It is intended to develop your observational skills (of self and
others) and your capacity to reflect upon what you observe. You will be given more detailed
guidelines during the first term of the course.
1st Theoretical Essay (Module One)
In this essay you are asked to explore a core psychodynamic idea and to illustrate it with
material from your observations of self and other, including, where appropriate, your experience
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of these within the context of the course. (Aspects of your journal may be drawn upon here).
You will be given more detailed guidelines during the first term of the course.
2nd Theoretical Essay (Module Two)
In this essay you are asked to explore a core psychodynamic organisational concept and
illustrate it with material from your work and from your observations of self and others within this
context. Where appropriate, you may draw upon aspects of your journal for further material. You
will be given more detailed guidelines in the second term of the course.
Group Relations Essay (Module Three)
This essay will focus upon your learning from the three day group relations event. Further
material may drawn from your experience of the course as a whole, including the experiential
group. Again, your journal may prove useful here. More detailed guidelines will be given in the
second term of the course.
Project (Module Four)
In this final piece of written work, you will have an opportunity to bring together, in a more
extended way, theory and observations of yours and another’s workplace. You will have the
opportunity to negotiate your own title for this piece of work. More detailed guidelines will be
provided in the third term of the course.
13. GUIDELINES FOR THE PRESENTATION OF WRITTEN
COURSEWORK
Three printed copies of each essay should be submitted, together with one accompanying cover
sheet. (Cover sheets will be provided by your tutor.) Please use double spacing on A4 paper
and number each page. Remember to include your word count.
Referencing
You should use the following system for referencing. You will find it best to note and type
out in full your referencing as you write your paper. This will save time and effort later on.
Key information and examples are shown in bold type below for emphasis.
In the Text
Identify all references to books, articles and other sources at a suitable point in the main
text by the author’s last name, year of publication, and page numbers if appropriate,
separated by commas within parentheses.
If the author’s name is in the text, use the year only in parenthesis e.g. ...Theory is
outlined in Smith (1998) showing …
If the author’s name is not in the text, include both the author’s name and year of
publication thus: (Jones, 1980) or with pagination (Brown, 1978, 44-45).
With dual authorship use both names: (Easton and West, 1967). For more than two
authors use “et al.” (Easton et al, 1984).
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If there is more than one reference to the same author distinguish them with the use of
letters: (West, 1983a).
A series of references can be shown within parentheses separated by semi-colons:
(Brown, 1986; West 1983; MacArthur 1979).
Quotations
Quotations in the text should be within ‘single inverted commas’. A quotation within a
quotation has double inverted commas. If longer than two or three sentences, a quotation
should be indented without inverted commas.
The Format of References
Every reference in the text should appear in a reference list at the end of your paper,
listed alphabetically by author and year of publication as shown in the examples below
which are fictional.
Note the order of the reference as follows:

Books
Brown, S. (1978) Unmanageable Institutions, Manageable People. London: Macmillan.
pp. 44-45

Articles
Brown, S. (1986) ‘The Management of Mental Space.’ Psychoanalysis and Management
Today. 13(4): pp. 41-43

Chapters
Easton, E. and West, W. (1967) ‘Outer Work and Inner Life’ in C.B. Peters and E.
Fitzgerald, E. (ed) Working Patterns and Mental Sets. Oxford: Oxford University Press.

Electronic References
Electronic sources include online journals, websites or webpages, web- or e-mail-based
discussion groups and newsletters.

Online Journals
Always add the date the Journal was retrieved to the main reference

Online documents
Jones, A.
(2000)
www.london.gov.uk
Counselling
in
London.
Retrieved
12th
December
2006
from
14. PLAGIARISM
Using the work of others without acknowledging it is known as plagiarism. This applies to printed
sources, electronic sources (e.g. web-sites`) or getting someone else to write your coursework for
you. Academic institutions treat plagiarism very seriously and it can result in a loss of marks or
work not being marked.
In essays or reports, any reference to information from a book, journal or website, whether it is a
literal quotation or a paraphrase of the theory or idea, must be attributed to the original author,
using the methods described above.
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Plagiarism constitutes an Assessment Offence and may be considered under the College Policy
on Assessment Offences (http://www.bbk.ac.uk/reg/regs/).
15. CRITERIA
COURSEWORK
FOR
MARKING
OF
WRITTEN
In general, to pass:
All course work should where appropriate, show some understanding of issues of equality as
they affect, for example race, gender, class, sexual orientation, religion, disability, age or
political belief.
All course work must remain within the word limit. If work is more than 10% over the limit then
only the words within the limit will be considered.
In addition:
To achieve a Pass (40% and above)

The assignment should attempt to present coursework using the relevant prescribed format
(essay or report)

show some evidence of knowledge gained from regular attendance and participation in class

indicate some use of the recommended reading and class materials

show some evidence of understanding in planning, ordering of thoughts, selecting and
describing material in relation to the assignment task.
To obtain a mark of 40-49%:
The assignment should fulfil the requirements described above and in addition:

present the work in a clear and legible format

focus on the topic

begin to acknowledge and draw on the work of others and provide references

show written fluency

draw on one’s own and others’ experiences as appropriate

not be purely descriptive, but show some critical awareness when expressing personal
views, evidence or experience.
To obtain a mark of 50-59%:
The assignment should fulfil the requirements described above and in addition:

develop a coherent presentation of relevant information and views based on and illustrated
by appropriate reading and other relevant sources and where appropriate reach a logical
conclusion

identify some issues raised by the topic and show evidence and understanding of some
further reading
p22

make appropriate use of personal views, evidence and experience and show an awareness
of their relevance and limitations.
To obtain a mark of 60-69%:
The assignment should fulfil the requirements described above and in addition:

present interesting sources and materials in creative ways

cite all sources and provide accurate and complete references using an acceptable system

identify and address the significant issues raised by the topic

make selective use and show understanding of up-to-date reading and resources

show evidence of ability to use own and others’ experience critically.
To achieve a Distinction (70% and above)
The assignment should fulfil the requirements described above and in addition:

show the ability to use theory / concepts to underpin, interrogate and reflect on own and
others’ practice

use a wide range of sources that includes and goes beyond class and recommended
material

show critical analysis and independent discussion of theoretical and conceptual issues and
perspectives

make original observations and connections for example by linking theories or theory and
practice.
Double Marking/Internal Moderation
All written work is double marked by both tutors and is returned with a single mark and
comments by the dates indicated in your course outline.
Moderation
In order to assure fairness and objectivity, samples of coursework are moderated by an external
moderator. This means that marks awarded by your tutors are, in the first instance, necessarily
provisional until they have been confirmed by the Examination Board at the end of the academic
year. Your final results will be sent out to you after this.
Late Work/Mitigating Circumstances
Students must submit work by the set deadlines. Please see the following text.
Late Submission of Work for Assessment
Any work that is submitted for formal assessment after the published final deadline will be
subject to a penalty mark, unless mitigating circumstances are accepted by the Mitigation Subcommittee of the Examination Board. See the Late Submissions Policy document for full details.
p23
Late work is given two marks: a penalty mark (maximum 40% for undergraduate students or
50% for postgraduate students) and the ‘real’ mark that would have been awarded if the work
had not been late. Both marks are given to the student on the cover sheet. Late work should be
submitted to the Counselling Administrator.
Please note that coursework submitted after the final submission date for the module will not be
accepted and will be returned to the student, unless otherwise agreed with the Programme
Manager. See Counselling Administrator for date. This date does not replace the published
submission date.
If you submit late work and wish mitigating circumstances to be taken into
consideration:
 You should complete the standard Mitigating Circumstances form (available from the
Counselling Administrator or http://www.bbk.ac.uk/reg/regs/mitcircsform) and submit it,
with documentary evidence as appropriate, to the Counselling Administrator.
 The case will then be considered by the Mitigation Sub-committee of the Examination
Board. This is in confidence and you may request that only the Chair of the panel has
sight of your form.
 If no case is made, or the mitigating circumstances are not accepted, then the penalty
mark will stand. If a case is made and accepted then the examination board may allow
the ‘”real” mark to stand.
 A student who fails to attend or submit one or all elements of assessment for reasons
judged to be valid by the Mitigation Sub-committee of the Examination Board may be
allowed to be assessed as if for the first time. This shall be known as a ‘deferral’. Any
request for deferral should be made on the Mitigating Circumstances form.
Mitigating Circumstances
The College Policy on Mitigating Circumstances determines how the Examination Board will
treat assessment that has been affected by adverse circumstances.
Mitigating Circumstances are defined as unforeseen, unpreventable circumstances. This should
not be confused with long term issues such as disability for which the College can make
adjustments before assessment. Contact your Counselling Administrator for details.
Guidance on what may constitute acceptable mitigating circumstances is available as an
appendix to the policy and available from http://www.bbk.ac.uk/reg/regs; you should note that
this is not an exhaustive list, and that each case will be treated on its merits by the Mitigation
Sub-Committee of the Examination Board.
A Mitigating Circumstances claim should be submitted if valid detrimental
circumstances result in:
a) the late or non-submission of assessment;
b) non-attendance at examination(s);
c) poor performance in assessment.
Discussing your claim with a member of staff does not constitute a submission of a
claim of mitigating circumstances. For a claim to be accepted you must produce
independent documentary evidence to show that the circumstances:
p24
a)
b)
c)
d)
have detrimentally affected your performance or will do so;
were unforeseen;
were out of your control and could not have been prevented;
relate directly to the timing of the assessment affected.
Please send in the Mitigating Circumstances form to the Counselling Administrator with
supporting documentation. Any supporting documents should be
a) on the official headed paper of the issuing body
b) include the dates of the period in which the circumstances applied.
c) the original document (photocopies of documentary evidence will not normally be
accepted. If you need an original document for another purpose, you should arrange
to bring in the original so that a copy can be made by the Counselling Administrator or
other member of the subject team, who must then indicate on the copy that they have
seen the original.
d) submitted at the earliest opportunity and in advance of the Mitigating Sub-Committee.
Outcomes
If you submitted work late and your mitigating circumstances are accepted, then the higher mark
(the “real” mark) will be considered by the Examination Board.
If you feel that your mark was lower than it might have been because of mitigating
circumstances, you should be aware that individual marks will almost never be changed in the
light of mitigating circumstances. Assessment is designed to test your achievement rather than
your potential; it is not normally possible to gauge what you would have achieved had mitigating
circumstances not arisen. Where mitigating circumstances are accepted, and it is judged by an
examination board that these circumstances were sufficiently severe to have affected your
performance in assessment the usual response will be to offer you another opportunity for
assessment without penalty, at the next available opportunity.
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16.
PRESENTING
ASSESSMENT
COURSEWORK
FOR
FINAL
PLEASE KEEP COPIES OF ALL WORK SUBMITTED
Cover Sheets

Each individual piece of written work requires a completed individual cover sheet.

The portfolio of written work requires a completed white summary cover sheet.

All cover sheets should be signed by yourself and your tutor.
17. THE STUDENT REVIEW
In counselling and related fields, the assessment process needs to reflect not only each
student’s academic progress but also their personal and interpersonal skills, contributions and
development. This is the function of the student review.
Criteria
The student review considers the student’s:

capacity to engage with the course and its demands, including time commitments

capacity to learn and use what they are learning in their work

evidence of pursuit of private study to supplement the material presented on the course

capacity to think and behave in a professional manner

responsibility in attending to their own personal difficulties as they may impact upon their
work

the ability to contribute constructively to the creation of a coherent group

the development, over the course, of both personal self awareness and counselling ability
and of the capacity to learn from experience

ability to think and conceptualise theoretically
Students will have an opportunity to discuss their progress in tutorials.
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18. ASSESSMENT WEIGHTING
Module 1:Intra-psychic and inter-personal dynamics: theory and observation
Element of Assessment
Weighting (%)
Characteristics (e.g., word count, duration of exam)
Observational Account: process recording
40%
and reflection
2,000 words
Theory: core psychodynamic concept essay
2,000 words
60%
Module 2: Group & Organisational Dynamics
Element of Assessment
Theory
Essay:
core
organisational concept
Weighting (%)
psychodynamic
Characteristics (e.g., word count, duration of exam)
4,000 words
100%
Module 3: Group & Organisational Dynamics – Experiential Learning (Group Relations
weekend school)
A 3000 word essay about their understanding of group and organisational dynamics based on their learning from the
experience of the three day experiential study of group and organisational dynamics.
Module 4: Applied Psychodynamics
Element of Assessment
Project: topic chosen by student
Weighting (%)
100%
Characteristics (e.g., word count, duration of exam)
4,000 words
19. PERSONAL COUNSELLING/PSYCHOTHERAPY
There is no requirement for students to enter into personal counselling/psychotherapy on this
course. However, in the psychodynamic counselling tradition, an experience of one’s own
therapy is an essential aspect of training to be a psychodynamic practitioner and is a
requirement on more advanced training courses. This is because personal therapy is seen as
facilitating personal understanding and self-reflection and these are essential components of
psychodynamic practice. Students are therefore encouraged to enter into personal therapy,
preferably of a psychodynamic type, and are welcome and indeed encouraged to discuss this
with their tutor who may be able to advise them on the matter of choosing an appropriate
counsellor/psychotherapist.
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20. LEARNING SUPPORT
Study Skills
Help from Birkbeck’s Centre for Learning and Professional Development (CLPD)
Some study skills support will be offered as part of your class. Details of further support from the
CLPD can be found on their website www.clpd.ac.uk/students.
Birkbeck College Library Facilities:
Please note that your Birkbeck College ID is your library ticket. This ID is issued for 2 years but
borrowing of library resources is dependent on being enrolled on a course that is running. The
Library card will be valid from 1 week before the first class to 28 days after your last class.
Students following on from Introduction to Counselling please note that your previous library
card will be valid for further use and no new card will be issued to you. If you have lost your
library card and need a replacement, you are required to pay a £10 fee. Please submit a
request along with the payment of £10 and a coloured photograph to the Counselling
Administrator. Do not forget to write your name, student number and course on the back of the
photograph.
The College Library provides books, journals, CD-ROMs and networked information services.
The Library web site is www.bbk.ac.uk/lib and from here you can access:







Library catalogue
Over 20,000 full text electronic journals
Databases to help you find out what articles have been written about the subject you are
researching
Online reference books including dictionaries and encyclopaedias
Past Exam papers
ePrints - a full text database of research papers written by Birkbeck staff
Other useful web sites for your subject
Computers and electronic resources:
In order to log on to computers within the Library and access electronic resources from outside
College, you need to set up an IT Services username and password. Your password can be
activated via a web form on the IT Services website or via a PC in the Malet Street Library. See
http://tilia.ccs.bbk.ac.uk/reg/active.
Blackboard Virtual Learning Environment:
Lecturers may use Blackboard to provide course-related on-line resources for you. On
enrolment you are automatically given access to your course on Blackboard. Our shared
Bloomsbury Blackboard site is located at www.ble.ac.uk. Birkbeck users can log in with their
normal IT Services username and password.
p28
You may use Blackboard to share with your fellow students any information, articles, links etc
which are directly relevant to the course. If you wish to do so but are unsure of the relevance
of the information, please consult your tutor.
Networked printing facilities
Having activated your ITS account your networked printing credit will be £2.50. This can be
topped-up by any amount, the minimum being 5p.You can either use a charge machine
(enquire at the My Birkbeck Student Centre, Ground Floor, Birkbeck Malet St building) or you
can go going directly to ITS Reception.
Using PCs outside the Library and other facilities
You can have access to College PCs outside of the library, obtain a Birkbeck email address,
connect your laptop to the Birkbeck wireless network, have access to ITS workshops, have
access to Birkbeck student intranet and re-charge your print account via the web (using a credit
/debit card).
Helping you learn your way around the Library
For a tutorial on how to use the Malet Street Library visit http://www.bbk.ac.uk/lib/life
p29
21. COURSE EVALUATION
We are very interested in students’ views and take them very seriously. Indeed, we are
constantly developing the course in terms of content, timing and delivery in response to student
feedback. We therefore try to provide a number of forums for offering such feedback. These
include:

administration time for issues arising (weekly)

formal tutorials (termly)

student representation (termly meetings with tutors)

formal written evaluation (end of each module)
If you feel that you are unable to resolve any issues within the context of the course and in
discussion with your tutors, contact the programme manager in the first instance for further
discussion.
22. PROGRESSION
Advice and guidance will be available during the course concerning possible routes of
progression. Tutorials are an appropriate time to raise this issue.
The School of Psychosocial Studies at Birkbeck offers a British Association for Counselling and
Psychotherapy accredited Masters degree in Psychodynamic Counselling for working with
adults or for working with children and adolescents. Although the Certificate of Higher Education
in Psychodynamic Counselling and Organisational Dynamics is not intended primarily as a
feeder for these courses and is very much an independent, stand-alone course, a substantial
number of students on the Certificate do go on to study on the Masters. Indeed, this Certificate
course is the preferred course for entry onto the MSc.
Please note that if you wish to continue with your study then you should contact the institution in
spring as some courses are heavily oversubscribed.
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