Therapeutic Engagements/Partnerships in Occupational Therapy Practice 3

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Discriminate between a range of theoretical approaches of therapeutic dialogue, as a therapeutic intervention, to maximise occupational performance, insight and transformation.
• Critically review the effectiveness of your advanced therapeutic dialogue and engagement skills across a range of complex scenarios to facilitate individual or group participation.
• Critically reflect on your therapeutic dialogue knowledge and skills, within the context of occupational therapy and assess the impact of this dialogue, for your self as a therapist, and your service users and multi-disciplinary professionals.
• Reflect, evaluate and modify your professional and personal effectiveness in response to constructive feedback from your peers and module tutors.
• Appraise the complexity of ’service users’ lived experiences and the contexts in which they live and work
• Adapt and justify therapeutic interactions to support a client-centred approach based on evidence and clinical reasoning.

Topics covered are:

• Examining the evidence base for talking as a therapeutic approach.
• Developing and maintaining boundaries in therapeutic relationships
• Therapeutic use of silence
• Using metaphor in therapeutic conversations
• Unexpected disclosure in therapeutic conversations
• Transference and counter transference
• Therapeutic dialogue components - such as reflection, summarising, challenging and empathy
• Concepts of therapeutic use of self and therapeutic alliance within occupational therapy
• Application of theory to occupational therapy practice, building on your practice placement experiences

Teaching and learning methods

There will be an emphasis on experiential learning. You will be supported in personal and critical reflection through the use of videotaped practical sessions, feedback and opportunities to practice and develop your skills in advanced therapeutic dialogue. Other methods include lectures, seminars, tutorials, group-work and collaborative peer learning tasks.

Resources & Reading list

Journal Articles

Singer JA, Blagiv P, Berry m, Oost KM (2013). Self defining memories, scripts and the life story: narrative identity and psychotherapy. Journal of Personality, (81 6 pp 569-582).

Egan M (2007). Speaking of Suffering and Occupational Therapy. Canadian Journal of Occupational Therapy, (74 293).

Legowski, Brownlee (2001). Working with metaphor in narrative therapy. Journal of Family Psychotherapy, (12 1 pp 19-27).

Morrison T (2013). ) Individual and environmental implications of working alliances in occupational therapy. British Journal of Occupational Therapy, (76 11 pp 507-514).

Katz N, Fleming J, Keren N, Lightbody S, Hartman-Maeir A (2002). Unawareness and/or denial of disability: Implications for occupational therapy intervention. Canadian Journal of Occupational Therapy, (69 pp 281-292).

Haene LD, Grietens H, Vershueren K (2010). ) Holding harm: narrative methods in mental health research on refugee trauma. Qualitative Health Research, (20 12 pp 1664-1676).

Textbooks

Nelson-Jones R (2016). Basic Counselling Skills – A Helper’s Manual. London: SAGE Publications Ltd.

McLeod J (2009). An Introduction to Counselling. Maidenhead: Open University Press.

Nelson-Jones R (2015). Theory and Practice of Counselling and Psychotherapy. London: SAGE Publications Ltd.

Murran C, Barber J (2010). The therapeutic alliance: an evidence-based guide to practice.. Oxford: Guildford Press.

Mearns D, Thorne B and McLeod J (2013). Person-Centred Counselling in Action. London: SAGE Publications Ltd.

Dryden W (2007). Dryden’s Handbook of Individual Therapy. London: SAGE Publications Ltd.

Nelson-Jones R (2013). Introduction to Counselling Skills – Text and Activities. London: SAGE Publications Ltd.

Tolan J (2012). Skills in Person-Centred Counselling and Psychotherapy. London: SAGE Publications Ltd.

Hough M (2014). Counselling Skills and Theory. London: Hodder Education.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Class participation

• Assessment Type: Formative
• Feedback: Constructive verbal feedback weekly from module tutors and peers.
• Final Assessment: No
• Group Work: No

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat Information

Repeat type: External