GEN PRAC 5007 - Attachment across the Lifespan
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code GEN PRAC 5007 Course Attachment across the Lifespan Coordinating Unit General Practice Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week Available for Study Abroad and Exchange N Course Description Emotional security has a significant impact on our ability to function as an adult. This subject will introduce students to the theoretical basis for this area, covering areas such as patterns of infant attachment, relevant childhood development theories, challenges of adolescence, adult attachment styles, how different attachment issues may manifest at different stages of life, and practical implications of the theories. Teaching will include lectures and seminars involving class discussion and small-group activities.
Course Coordinator: Dr Mark PearsonCourse Coordinator: Dr Mark Pearson
Phone: +61 8313 1633
Location: Level 11, 178 North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesSuccessful 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.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 5, 6 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 3, 5, 6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 4, 6 Skills of a high order in interpersonal understanding, teamwork and communication. 3, 4, 5 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3, 5
Required ResourcesCassidy, 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.
Recommended ResourcesHowe, 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.
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/
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Weekly lecture notes will be provided via MyUni.
Links to literature that supports class discussions and assignment preparation will be available via MyUni.
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3.3.3 Student email
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Learning & Teaching Activities
Learning & Teaching Modes
The course material will be explored through:
- 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 information below is provided as a guide to assist students in engaging appropriately with the course requirements.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
Learning Activities SummaryThe course content will include the topics as listed in the course timetable (see page 3). The material will be explored through:
- 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
Assessment measures; The adult attachment interview; Attachment in marriage and friendship; Implications for counsellors
Therapeutic Alliances Developing clinical attachments with clients; Common factors in therapy; Overcoming hindering incidents; gathering alliance feedback from clients
Applications of Attachment Theory The impact of theory on treatment; Case studies; Practical implications of attachment
Overview of Attachment Research Prevention and intervention programs; Research implications for clinical practice; Family therapy implications.
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.
Specific Course RequirementsNone.
Small Group Discovery ExperienceThroughout 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.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
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
Assessment Related RequirementsIf 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 DetailAssessment 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.
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.
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?).
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
SubmissionWord / 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.
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.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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