Course Coordinator: Dr Mark Pearson
Phone: +61 8313 1633
Email: mark.pearson@adelaide.edu.au
Location: Level 11, 178 North Terrace

Successful completion of this course will enable the student to:

1	Apply knowledge of attachment theory and research, as well as developmental theories, to counselling and psychotherapy case planning and practice;
2	Employ an increased understanding of the relationship of attachment theory with life stages, such as infancy, adolescence and adulthood, in the context of counselling and psychotherapy practice;
3	Recognise the relationship between attachment issues and life events and influences, such as childhood trauma and adult relationship challenges, as well as socio-cultural influences;
4	Integrate skills in the application of attachment theory and the treatment of attachment disturbances within counselling and psychotherapy practice;
5	Illustrate knowledge of the challenges that can emerge for clients and counsellors as a result of early attachment patterns, through small-group discussions and written assignments;
6	Demonstrate advanced ability to formulate, communicate and apply attachment theory and its therapeutic relevance across the lifespan, through written assignments and class discussion.

Cassidy, J., & Shaver, P. R. (Eds.) (2008). Handbook of attachment: Theory, research, and clinical applications (2nd ed.). New York: The Guilford Press.

NOTE: This text is available as an ebook – go to: http://proxy.library.adelaide.edu.au/login?url=http://AP7ZD9YB6X.search.serialssolutions.com/?V=1.0&L=AP7ZD9YB6X&S=JCs&C=TC0000167131&T=marc&tab=BOOKS

Links to recent literature that will support learning and assignment preparation will be provided, via MyUni.

Howe, D. (2011). Attachment across the lifecourse. A brief introduction. New York: Palgrave Macmillan.

Grossmann, K. E., Grossman, K., & Waters, E. (Eds) (2005). Attachment from infancy to adulthood. The major longitudinal studies. New York: Guilford Press.

Obegi, J. H., & Berant, E. (Eds) (2009). Attachment theory and research in clinical work with adults. New York: The Guildford Press.

3.3.1  MyUni

All students enrolled in a postgraduate coursework program have access to a Postgraduate Coursework Student Centre on MyUni. This course is available on MyUni at www.adelaide.edu.au/myuni/

Please check the website regularly as it may contain announcements that are relevant to your study in the course.
Weekly lecture notes will be provided via MyUni.

Links to literature that supports class discussions and assignment preparation will be available via MyUni.

If you would like the opportunity to network with other students, you can use the Communication features in the site
Send Email – This feature enables users to send email to fellow students.

Please note that you also have access to individual MyUni sites for EACH course you are enrolled in. Please check the sites regularly as they may contain important announcements that are relevant to your study in the course.

3.3.2 Access Adelaide

Access Adelaide is the name of the online service that allows you to access and, in some cases, amend your records. It can be found at: https://access.adelaide.edu.au/sa/login.asp.
You can log into Access Adelaide to view:
your enrolment details for any term
your academic results
your unofficial academic transcript
your personal details
the fees, charges and payments on your University account
your exam schedule
your graduation eligibility details.
As a student you can:
change your address and telephone details (please inform the Discipline as well) change your password
set a password clue to help you remember your password.

3.3.3 Student email

It is important that you set up your student email and check it regularly. Information from your course coordinator and student administration will be sent to you at your University of Adelaide email address. It is your responsibility to check your email. You will need your student number located on your student card to log in. http://webmail.adelaide.edu.au/

3.3.4 Computers

Where can I use a computer in the University?
Computing facilities are provided to students by the University, and there are several suites of computers available, including at the Barr Smith Library and in Hub Central. The University web site has a list of computer labs at: http://www.adelaide.edu.au/its/student_support/labs/University of Adelaide

3.3.5 Internet Access

The University provides a free dial-up service to students without the need for a commercial ISP account. This service is available at the cost of a local call to students residing within Adelaide (please refer to your telecommunications provider for confirmation of call costs). Students residing outside these numbers can dial into the University at STD call rates (www.adelaide.edu.au/its/desktop/dialup/)

Postgraduate Coursework students will receive a University Funded Quota of 500Mb

The course material will be explored through:
- lectures
- personal reflection on a weekly basis
- class discussions
- small-group learning tasks
- viewing of relevant YouTube clips
- reading and assignment preparation.

In addition to lectures being presented by an experienced practitioner in the field, students will be asked to discuss course material in small groups and relate course material to their own experience. This will enable you to increase your understanding and integration of the content presented. Students will also be encouraged to discuss the links between theory and professional practice and you will be asked to reflect on, and develop awareness regarding the potential influence of your own attachment history on professional practice.

We hope to create an environment that promotes the practice of individual responsibility as essential, encouraging you to contribute to your own and others’ learning. Respectfully engaging with others within the course will also complement the expectations adopted within current professional workplaces.

Students will keep a journal through the course and record reflections and responses to the course material. This journal will not form part of the course assessment tasks.

The course comprises two hours every week of lecture, seminar and small-group discussions. Sessions will be seminar/workshop format, with a mixture of lectures and interactive exercises, and it is compulsory for all students to attend. Essential readings or on-line video material will be recommended.

Face to Face lectures and practicals: 2.5 hours / week
Core/background readings: 6 hours / week
Preparation of assignments: 4 hours / week

The course content will include the topics as listed in the course timetable (see page 3). The material will be explored through:

• lectures
• personal reflection on a weekly basis
• class discussions
• small-group learning tasks
• viewing of relevant Youtube clips
• reading and assignment preparation.

Week	Topic	Lecture
Week 1	Attachment Theory Overview	Overview of psychodynamic principles; Foundations of theory in clinical observation and research
Week 2	Patterns of Attachment	Overview and details of basic attachment patterns; Parenting skills; Self-reflection activity
Week 3	Emotional and Brain Development	Emotional regulation; the role of memory; the developing brain; exploring an adult attachment measure
Week 4	Socio-cultural issues	Differing cultural views of attachment; Is there an Australian indigenous perspective? Cultural sensitivity in counselling
Week 5	Trauma and Psychopathology	Types of trauma; disorganised attachment; trauma and brain development; dissociation. Discussion: Trauma recovery steps
Week 6	Erikson - Psychosocial Theory	Functions of identity; Erikson’s psychosocial theory; Lifespan development
Week 7	Adolescent Attachment	Individuation challenges; Impact of abuse; Adolescent alliance indicators; Kohlberg’s stages of moral development; counselling needs of adolescents
Week 8	Adult Attachment	Assessment measures; The adult attachment interview; Attachment in marriage and friendship; Implications for counsellors
Week 9	Therapeutic Alliances	Developing clinical attachments with clients; Common factors in therapy; Overcoming hindering incidents; gathering alliance feedback from clients
Week 10	Applications of Attachment Theory	The impact of theory on treatment; Case studies; Practical implications of attachment
Week 11	Overview of Attachment Research	Prevention and intervention programs; Research implications for clinical practice; Family therapy implications.
Week 12	Small-group Learning Tasks	Treatment planning; case conceptualisation; therapeutic a support of children; therapist responses to attachment styles; Mindfulness as a support for attachment issues.

None.

Throughout the course, and particularly in week 12, small-group learning activities will be used as a teaching tool, with close supervision from the lecturer. Students should expect to integrate their background reading of the course textbook and recommended journal articles with learning tasks presented in class.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Class Participation	Summative	10%	5, 6
Reading Review 1 - Understanding Attachment	Summative	25%	1, 2, 4-6
Reading Review 2 - Clinical Applications	Summative	25%	1-6
Written Assignment - Attachment Patterns	Summative	40%	1-6

To pass this course, students must attend all sessions within the course, record weekly reflections on course material, as well as submit and achieve a minimum of a Pass (50%) for each component of assessment.

If special circumstances arise which prevent the student attending any sessions during the course, the student should discuss these with the Course Coordinator. If the student nominates illness as the reason for missing these sessions, a medical certificate will be required. If students are unable to attend a minimum of six sessions, they may be able to Withdraw Not Fail and to re-enrol the following year, but will be required to pay full fees.

Lecturers will aim to mark and return assignments to students within 4 weeks of the due date, or before the due date for the next assignment (whichever comes earlier).

Assessment is based upon in-class participation, plus written assignments to be handed up during the course. There is no examination for this course.

Assessment is based upon in-class participation, plus written assignments to be handed up during the course. There is no examination for this course.

1 Class Participation 10%

Assessment by instructor. Students are expected to attend and actively participate in the class discussions and small-group learning tasks. Assessment of class participation is based on consideration of the student's attendance record, their ability to manage time (in terms of attendance and assignment submission), their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.

2 Reading Review 1 – Understanding Attachment 25%

Max 1,500 words Due date: 27 March 2015

Summarise your reading of Chapter 5 of the course text Internal Working Models, and reflect on the content. Demonstrate your understanding of the topic by analysing the information with reference to at least one (and no more than 3) of the recommended reading/s (links will be on the server). You will be expected to demonstrate: knowledge of the concepts and principles, ability to articulate an argument, analytical and evaluative skills. Marking Guide Summary of Chapter 5: 20 Reflection on the content: 10 Understanding of the topic: 15 Analysis of the information: 20 Knowledge of the concepts and principles: 10 Articulation of an argument: 10 Analytical and evaluative skills: 10 APA referencing and style: 5

3 Reading Review 2 – Clinical Application of Attachment 25%

Max 1,500 words Due date: 27 April 2015

Describe and critically reflect on a clinical application of Attachment Theory described in Part 5 of the course text (e.g. Chapters 30, or 32 or 34) in conjunction with several contemporary articles. You will be expected to demonstrate: understanding of the clinical application, critical thinking in relation to the suitability of the application, a coherent argument of use of the application. Marking Guide Ability to describe the clinical application: 20 Ability to locate, analyse and synthesise information from a variety of sources: 20 Knowledge and understanding of the content and techniques at advanced levels: 10 Critical thinking - suitability of the application: 10 Coherent argument for or against use of application: 20 Evidence of research – use of current articles: 10 Correct use of APA referencing: 10

4 Written Assignment - Attachment pattern challenges 40%

Max 2,500 words Due date: 22 May 2015

Work in paris or trios. Choose one attachment classification as described in the course text, and discuss the possible origins of this attachment pattern. Outline the challenges that a person with this relational style may encounter in childhood, adolescence and into adulthood (including parenthood).  You will be expected to structure the assignment in a clear and coherent manner, (e.g. use a concise introduction and conclusion, one main idea per paragraph, use of headings),clearly describe the pattern across the lifespan, illustrate your understanding of it (e.g. What would this pattern look like? What problems might be presented to a counsellor?) use correct APA style referencing, show evidence of wider and up-to-date reading,, and display an ability to reflect on the impact of this pattern (e.g. What does this mean for the person? What does this mean for those around the person? What does this mean for relationships? What might this mean for counselling treatments?). Marking Guide Structure of assignment - clear and coherent: 10 Description of the pattern – across the lifespan: 25 Illustrate your understanding of it: 25 Use correct APA referencing style: 10 Evidence of wider, up to date research: 10 Ability to reflect on the impact of this pattern: 20

Word / Time Limits
Students are advised to comply with word limits for written assignments, and time limits for assignment submission. A 10% leeway on word limits on either side is acceptable.

Submission
Written assignments should be submitted through the “Assignments” section of MyUni. Instructions on how to submit an assignment in this way can be found at: http://www.adelaide.edu.au/myuni/tutorials/

Hand-written presentations will not be accepted for the written submissions. All written work must be referenced accurately and consistently, using the American Psychological Society Referencing Format (APA 6). Information regarding this system can be found at http://libguides.library.curtin.edu.au/data/files6/173202/APA_referencing_guide.pdf or more detailed information can be found at http://owl.english.purdue.edu/owl/resource/560/01/. Marks will be deducted for incorrect referencing in all assignments.

Students must use a course Cover Page. Assignments must be submitted by 5pm on the day that they are due (please note that MyUni will accept assignments after this time but it will be marked Late.) Students should include their name(s) in a header or footer on each page of assignment, and retain a copy for their records. Feedback on the first written assignment will be provided to students before the due date of the second assignment, so that students can take advantage of this feedback.