PUB HLTH 7019 - Expressive Therapies: Creative Arts in Counselling

North Terrace Campus - Winter - 2022

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 a 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.

  • General Course Information
    Course Details
    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 5005, PUB HLTH 5006, PUB HLTH 5007, PUB HLTH 5008, PUB HLTH 6018 and 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 a 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 Staff

    Course Coordinator: Dr Alexandra Bloch-Atefi

    Course coordinator and lecturer
    Dr Alexandra Bloch-Atefi
    Email: alexandra.bloch-atefi@adelaide.edu.au 
    Phone: 08-8313-6228

    Student & Program Support Services Hub
    Email: askhealthsc@adelaide.edu.au 
    Phone: +61 8313 0273
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Timetable details are located on MyUni.
  • Learning Outcomes
    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 trauma, cultural diversity and individual differences, including trans-cultural therapeutic support, and learning styles 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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1,3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2,4,7,8

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    N/A

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    3, 5,6

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    4,6

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    N/A

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    4
  • Learning Resources
    Required Resources
    ON-LINE TEXTBOOK:

    Pearson, M., & Wilson, H. (2009). Using expressive arts to work with mind, body and emotions. Theory and practice. London: Jessica Kingsley Publishers.
    E-book: http://library.adelaide.edu.au/item/1734429

    READINGS:
    Links to a selection of current research articles on expressive therapies modalities will be made available.

    WEB-LINKS:
    Counselling and Therapy in Video – via university library:
    http://search.alexanderstreet.com.proxy.library.adelaide.edu.au/ctiv

    BOOKSHOP CONTACTS:
    http://libguides.adelaide.edu.au/bookshops http://www.unibooks.com.au/Pages/ContactUs.aspx#locations



    Recommended Resources
    Carey, 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 Learning
    Seminar 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.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Participation (10%)
    Short practice refection quiz (15%)
    Written assignment (45%)
    Collaborative video presentation (30%)
    Assessment Detail
    Students 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.

     
    Participation:
    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.

         

    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

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