Module overview
This practical module explores the theory and practice of commonly used components of therapeutic dialogue through the use of role play and video recordings.
You will:
- examine the verbal and non-verbal components of therapeutic dialogue which enhance the therapeutic value of dialogue interactions with service users and multi-disciplinary professionals
- build the skills and confidence required to use talking as a therapeutic tool within occupational therapy at an advanced level and in preparation for practice
- work collaboratively with your peers and module tutors to give and receive constructive feedback in relation to your role play and video recordings.
The module builds on your previous work at levels 4 and 5 regarding understanding of both the therapeutic alliance ; and actions and skills needed to develop and maintain therapeutic relationships.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Critically review the effectiveness of your advanced therapeutic dialogue and engagement skills across a range of complex scenarios to facilitate individual or group participation.
- Adapt and justify therapeutic interactions to support a client-centred approach based on evidence and clinical reasoning.
- 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.
- Discriminate between a range of theoretical approaches of therapeutic dialogue, as a therapeutic intervention, to maximise occupational performance, insight and transformation.
- 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
Syllabus
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
Learning and Teaching
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.
| Type | Hours |
|---|---|
| Lecture | 10 |
| Preparation for scheduled sessions | 35 |
| Wider reading or practice | 72.5 |
| Practical classes and workshops | 30 |
| Follow-up work | 35 |
| Total study time | 182.5 |
Resources & Reading list
Journal Articles
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).
Egan M (2007). Speaking of Suffering and Occupational Therapy. Canadian Journal of Occupational Therapy, (74 293).
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).
Morrison T (2013). ) Individual and environmental implications of working alliances in occupational therapy. British Journal of Occupational Therapy, (76 11 pp 507-514).
Legowski, Brownlee (2001). Working with metaphor in narrative therapy. Journal of Family Psychotherapy, (12 1 pp 19-27).
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 (2015). Theory and Practice of Counselling and Psychotherapy. London: SAGE Publications Ltd.
Nelson-Jones R (2013). Introduction to Counselling Skills – Text and Activities. London: SAGE Publications Ltd.
Dryden W (2007). Dryden’s Handbook of Individual Therapy. London: SAGE Publications Ltd.
Mearns D, Thorne B and McLeod J (2013). Person-Centred Counselling in Action. London: SAGE Publications Ltd.
Nelson-Jones R (2016). Basic Counselling Skills – A Helper’s Manual. London: SAGE Publications Ltd.
Murran C, Barber J (2010). The therapeutic alliance: an evidence-based guide to practice.. Oxford: Guildford Press.
McLeod J (2009). An Introduction to Counselling. Maidenhead: Open University Press.
Hough M (2014). Counselling Skills and Theory. London: Hodder Education.
Tolan J (2012). Skills in Person-Centred Counselling and Psychotherapy. London: SAGE Publications Ltd.
Assessment
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.
| Method | Percentage contribution |
|---|---|
| Critical Reflection | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Critical Reflection | 100% |
Repeat Information
Repeat type: External