Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Trauma And Loss | |||
| Reference | SSM226 | Version | 3 |
| Created | June 2022 | SCQF Level | SCQF 11 |
| Approved | June 2020 | SCQF Points | 15 |
| Amended | July 2022 | ECTS Points | 7.5 |
| Aims of Module | |||
|---|---|---|---|
| To enable the investigation of the emotional and psychological development of the human individual within the context of trauma and loss. Particular attention will be paid to intergenerational trauma and unconscious dynamics and processes within families and communities. Time will be spent examining links between trauma, brain development and somatisation. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Critically analyse the impact of adverse childhood experiences on human development. |
| 2 | Critically analyse the impact of trauma and loss on the individual, families and communities. |
| 3 | Examine the impact of diverse cultural and religious perspectives on death and dying and how these influence behaviours. |
| 4 | Critically explore Psychodynamic perspectives on the human experience of the awareness of death and the experience of loss. |
| 5 | Critically explore the links between early trauma, brain development and somatisation. |
| Indicative Module Content |
|---|
| Students will examine ideas and Psychodynamic theories about the impact on human experience of separation, death, loss and disappointment. They will make links between grief and mourning processes and the diversity of modes of distress. Intergenerational trauma and adverse childhood experiences will be studied and links made to their ongoing work as a Psychodynamic Counsellor. |
| Module Delivery |
|---|
| A range of teaching and learning approaches and environments will be utilised including: tutor presentations, experiential workshops, large and small group discussions and student presentations. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | N/A | 44 |
| Non-Contact Hours | N/A | 106 |
| Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
| TOTAL | N/A | 150 |
| Actual Placement hours for professional, statutory or regulatory body |
| ASSESSMENT PLAN | |||||
|---|---|---|---|---|---|
| If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
| Component 1 | |||||
| Type: | Coursework | Weighting: | 100% | Outcomes Assessed: | 1, 2, 3, 4, 5 |
| Description: | Essay, 3000 words (+/- 10%) with firstly a focus on the impact of adverse childhood experiences on physical and psychological development and the presence of symptoms in adulthood. Then a focus on the experience of loss, death and dying. | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| Grade D or above must be achieved in all components to achieve a module pass. | |
| Module Grade | Minimum Requirements to achieve Module Grade: |
| A | A |
| B | B |
| C | C |
| D | D |
| E | E |
| F | F |
| NS | Non-submission of work by published deadline or non-attendance for examination |
| Module Requirements | |
|---|---|
| Prerequisites for Module | Successful completion of Stage 1 and SSM225 Identity. |
| Corequisites for module | SSM224 Professional Practice 2. |
| Precluded Modules | None. |
| ADDITIONAL NOTES |
|---|
| There is a requirement of an 85% attendance rate in this module. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | Becker, E. (2011) (Main Edition)The Denial of Death. NY & London: Souvenir Press |
| 2 | Shubs C H (2020) Traumatic Experiences of Normal Development, Routledge |
| 3 | McGinley, E. & Varchevker, A. (2010) Enduring Loss: Mourning, Depression and Narcissism Throughout the Life Cycle. London: Karnac Books |
| 4 | Waite R and Ryan RA, 2019, Adverse Childhood Experiences: What Students and Health Professionals Need to Know. Routledge |
| 5 | Murray Parkes, C. (2008) Love and Loss: the Roots of Grief and Its Complications. London: Routledge |