PUB HLTH 7019 - Expressive Therapies: Creative Arts in Counselling
North Terrace Campus - Winter - 2020
General Course Information
Course Code PUB HLTH 7019 Course Expressive Therapies: Creative Arts in Counselling Coordinating Unit Public Health Term Winter Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 7 x 5 hours Available for Study Abroad and Exchange Prerequisites PUB HLTH 5006, PUB HLTH 5007, PUB HLTH 6018, PUB HLTH 6021 Restrictions Available to MCounsPsych students only, or with approval of Program Coordinator Course Description Counselling with expressive and creative arts therapies is an area of specialised competencies that requires an advanced person-centred perspective. Expressive and creative arts therapies involve flexible application of skills and knowledge to the practice of counselling and psychotherapy. This course will introduce theory, research and skills in a range of strength-based modalities that utilise the creative arts. Expressive therapies skills and approaches are designed to provide highly flexible, individualised and evidence-based ways of supporting a wide range of clients across the lifespan, who present for counselling with a variety of presenting issues. Expressive therapies can be most valuable in support of the development of emotional regulation, self-reflection, self-awareness and self-discovery.
Presented in an intensive seminar format, this course introduces students to a range of modalities, that include the use of metaphor, symbol work, art, therapeutic writing, music in therapy, and somatic-focused activities. Reviews of recent research, and the use of non-verbal, creative arts-based activities will be integrated into a highly experiential skills-based program.
Course Coordinator: Ms Paula Gillespie-Fotheringham
The full timetable of all activities for this course can be accessed from Course Planner.Timetable details are located on MyUni.
Course Learning Outcomes
1 Outline knowledge of the underlying theories, core concepts, and therapeutic stages of key creative arts modalities as applied to counselling and psychotherapy across the lifespan; 2 Critically appraise research studies related to the clinical application of various creative arts modalities; 3 Demonstrate an understanding of the practical application of expressive therapies, the structure of counselling sessions, developmental stages in therapeutic alliances; 4 Analyse and apply a variety of techniques to specific counselling populations; techniques may include therapeutic writing, use of
art and music, sandplay therapy and symbol work, somatic and dance/movement activities, and their application within integrative models;
5 Demonstrate practical knowledge of common counselling issues presented by clients of all ages, and the application of an integrated use of expressive therapies in response; 6 Recognise and respond to issues of cultural diversity and individual differences, including trans-cultural therapeutic support, learning styles and multiple intelligence preferences in the application of expressive therapies; 7 Synthesise and apply intervention skills for working with clients to reduce distress; 8 Appraise resources to support continuous learning regarding the application of expressive therapies in counselling and psychotherapy.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
.. Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
.. Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
.. Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
.. Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
.. Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesON-LINE TEXTBOOK:
Pearson, M., & Wilson, H. (2009). Using expressive arts to work with mind, body and emotions. Theory and practice. London: Jessica Kingsley Publishers.
Links to a selection of current research articles on expressive therapies modalities will be made available.
Counselling and Therapy in Video – via university library:
Recommended ResourcesCarey, L. (2006). Expressive and creative arts methods for trauma survivors. London: Jessica Kingsley Publishers.
Malchiodi, C. A. (Ed.) (2005). Expressive therapies. New York: Guilford Press.
Malchiodi, C. A. (Ed.) (2012). Handbook of art therapy (2nd ed.). New York: Guilford Press.
RECOMMENDED ON-LINE TEXTS:
Bolton, G., Field, V., & Thompson, K. (2006). Writing works: A resource handbook for therapeutic writing workshops and activities. London: Jessica Kingsley Publishers.
Darnley-Smith, R., & Patey, H. M. (2003). Music therapy. London: Sage.
Halprin, D. (2002). The expressive body in life, art, and therapy: Working with movement, metaphor and meaning. London: Jessica Kingsley Publishers.
Levine, E., Knill, P., & Levine, S. K. (2004). Principles and practice of expressive arts therapy: Towards a therapeutic aesthetics. London: Jessica Kingsley Publishers.
Pearson, M., & Wilson, H. (2001). Sandplay and symbol work: Emotional healing and personal development with children, adolescents and adults. Melbourne: ACER Press. (On-line as separate chapters).
Wiener, D. J. (Ed.) (1999). Beyond talk therapy: Using movement and expressive techniques in clinical practice. Washington, DC: American Psychological Association. doi: 10.1037/10326-000
Online LearningSeminar and activity notes will be made available through MyUni.
Links to an extensive list of recommended articles and DVDs will be made available via MyUni.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
No information currently available.
Learning Activities Summary
No information currently available.
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 SummaryParticipation, one short-practice refection quiz, one written assingment, one collaborative video presentatin.
Assessment DetailStudents are required to:
Submit 1 quiz and 1 written essay.
Complete a collaborative video project with at least two others, and facilitate an in-class learning conversation related to the video.
Willingness to engage in a range of creative arts therapy modalities, engage in personal development activities, including the use of a process journal, demonstrate respect for other students art works and expressions, facilitation and participating in warm-up activities.
No information currently available.
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.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.