MSc PSYCHODRAMA PSYCHOTHERAPY
2012
The University of Worcester and the Oxford School of Psychodrama and Integrative
Psychotherapy are committed to ensuring that disabled people, including those with
specific learning difficulties and/or mental health difficulties, are treated fairly. Reasonable
adjustments to provision will be made to ensure that disabled students and other disabled
people are not disadvantaged. This handbook can be provided in a variety of formats
upon request.
This handbook is for advice and guidance only and is not a substitute for the formal
Academic Regulations and Procedures of the University of Worcester. In case of any
conflict these formal statements and requirements take precedence over the handbook.
Every effort has been made to ensure the accuracy of the information contained in the
handbook at the time of publication. The University reserves the right to change the
information given at any time.
© 2012 University of Worcester
1
Welcome to the Institute of Health and Society
About the Institute
The Institute of Health and Society is a dynamic, multiprofessional department, which has expertise in health & wellbeing, learning disability, mental health, midwifery, nutritional
therapy, nursing, psychology, social welfare and social work. It
is based at the Henwick Grove Campus, with excellent
facilities including skills laboratories, programmable androids
and dedicated computer suites.
Academic Areas
The Institute is sub-divided into four academic units: Allied Health Sciences, Applied Social
Sciences, Psychological Sciences and Pre-Registration Nursing. All offer both vocational
and non-vocational undergraduate and postgraduate courses that are taught by well
qualified and enthusiastic staff. In addition, some of our courses are offered by local
colleges (e.g. NEW College in Bromsgrove or Gloucestershire College in Cheltenham/
Gloucester). Underpinning all our courses is the belief that our students should be not just
employable - “fit for work” - but that they should be “fit for life” and whatever the
future holds in store for them.
New Courses
New courses are added regularly to the Institute provision. We are very pleased to have
recently validated the first Masters course in the UK for Nutritional Therapy. Wherever
possible, we seek recognition of our courses by relevant professional bodies such as the
British Psychological Society, the Nursing and Midwifery Council, the General Social Care
Council and the Health Professions Council.
Research and Consultancy
Within the Institute we are committed to providing teaching, research and consultancy
relevant to today’s workplace. We work closely with local employers such as the NHS,
Worcestershire County Council and St Richard’s Hospice, along with other private sector
and voluntary organisations. We have strong links with other Universities, e.g. Coventry
University, and subject specific organisations such as the British Institute for Learning
Disability.
I am delighted to welcome you to the Institute of Health and Society and the University and
wish you every success as you start this new course.
You should ensure you read this handbook in conjunction with the Student Handbook, a
copy of which you will find via the “My Course Details” tab within your SOLE page.
Louise Jones
Head of Institute of Health and Society
2
Welcome to Oxford School of Psychodrama and Integrative Psychotherapy
About OSPIP
Oxford Psychodrama Group (OPG) (renamed OSPIP in 2008) was
started in 1979 as a peer support group for people working in
Oxford, who were involved in running psychodrama groups. At
that time there were psychodrama groups being run at the
Phoenix Unit, an acute admissions unit and the Ashhurst “A”,
which was a day centre running a range of psychotherapy and
occupational therapy groups at Littlemore Mental Health Centre.
(A little known fact is that psychodrama had been practiced at
Littlemore Hospital since the late 1960’s).
The British Psychodrama Association (BPA) was founded in 1984
through collaboration between Peter Haworth, Susie Taylor, Marcia Karp and Ken
Sprague. In 1989 the BPA became the accrediting body for psychodrama training in the
UK and OPG became one of the first accredited training organisations. It emerged as an
informal partnership between Peter Haworth and Susie Taylor providing a diploma training
programme in Psychodrama Psychotherapy. Since then more than 50 trainees have been
awarded the Psychodrama Diploma from OPG.
In September 2007, Susie Taylor left OPG and Clark Baim joined the informal training
partnership along with associate trainers. During 2008-9 OSPIP had three associate
trainers alongside Peter as the Senior Trainer, Nancy Piercy, Dr. Lisle Scott and Gill
Attwood. Nancy Piercy became a BPA registered trainer in 2009 and from October 2009
the majority of training workshops have been run by Peter and Nancy.
The OSPIP programme also seeks to highlight Psychodrama’s unique position in the
wider context of different models of psychotherapy, providing an arena and tools for
coherent integration of clinical interventions in psychotherapy more broadly towards an
appropriate needs-responsive model of service provision.
This course handbook provides a comprehensive description of the programme with
relevant information regarding admission, progress, assessment and graduation.
OSPIP became a private company in 2010 and, in partnership with the University of
Worcester the psychodrama training becomes an MSc. From October 2012, the
psychotherapy qualification programme will include a series of nine academic modules
over 5 years. Successful participants will gain a post graduate certificate after 18 months,
a post graduate diploma after 3 years and an MSc after 5 years. In addition we will be
providing a “top up” MSc for candidates with a previous BPA accredited diploma in
psychodrama leading to UKCP registration and to candidates from a training organisation
member of FEPTO, who have the European Certificate of Psychotherapy awarded by the
EAP.
We look forward to working with you over the coming years.
Peter Haworth
Programme Lead
On behalf of the OSPIP training team.
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Contents
SECTION 1: Course Operation
7
Programme Structure and Requirements
Course Management
Assessment and Programme Requirements
Resources
Student Voice
Placement Learning
Services
Employability
8
12
15
21
23
24
27
29
SECTION 2: Module Specifications
30
Foundations of Psychotherapy – Psychodrama
Psychodrama and Action Methods in the Workplace
Group Dynamics and Sociometry
Theories of Human Development
Advanced Research Methods
Advanced Clinical Practice – Case Study
Dissertation
30
34
38
42
46
50
54
Appendix One
Appendix Two
Appendix Three
Appendix Four
57
66
83
85
Assessments
Placement Handbook
Mental Health Familiarisation Placements
Application and Selection Process
SECTION 3: Programme Specification
92
1. Awarding institution/body
2. Teaching institution
3. Programme accredited by
4. Final award
5. Programme title
6. Pathways available
7. Mode and/or site of delivery
8. Mode of attendance
9. UCAS code
10. Subject benchmark statement
11. Date of programme specification
12. Educational aims of programme
13 Intended learning outcomes
14. Assessment strategy
15. Programme structure and requirements
16. QAA academic infrastructure
17. Support for students
92
92
92
92
92
92
92
92
92
92
92
92
93
96
97
99
100
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18. Admissions policy, criteria and process
19. Methods for evaluating and improving the quality and standards of
teaching and learning
20. Regulation of assessment (PGT)
21. Indicators of quality and standards
22. Career opportunities and links with employers
101
Key Sources of Information
107
5
103
104
106
106
Welcome to the MSc Psychodrama Psychotherapy Programme
This is a five-year, part-time, postgraduate course which offers a comprehensive
academic and clinical training in Psychodrama Psychotherapy. Although the core training
is with adults, there is an option for those candidates who already work with children to do
some of the flexible clinical practice hours with children or adolescents; however the
specified hours of assessment and group and individual psychotherapy must be with
adults or adolescents over the age of 16. The programme will normally be completed
within a five year period. The maximum period before the MSc award is six years.
Trainees are required to meet academic and clinical/practical competencies before
eligibility for qualification is achieved, but this will also be dependent on whether the
trainee is considered personally competent in supervision. This training programme is fully
consistent and exceeds the training standards and learning outcomes required by the
British Psychodrama Association, The Humanistic and Integrative College of the United
Kingdom Council for Psychotherapy, the Federation of European Psychodrama Training
Organisations and the European Association of Psychotherapy.
On completion of the training, graduates will be eligible for registration as a Practitioner of
Psychodrama with the British Psychodrama Association and as a Psychotherapist with the
Humanistic and Integrative College of the United Kingdom Council for Psychotherapy.
The programme provides specialist training in Psychodrama Psychotherapy, conceived
and developed by Jacob L. Moreno, a late contemporary of Freud. Psychodrama employs
guided dramatic action to examine problems or situations introduced by an individual.
Using experiential action methods, sociometry, role theory, and group dynamics, it
facilitates insight, personal growth, and integration on cognitive, affective, and behavioural
levels. It can be practiced in group and individual settings.
Psychodrama is an internationally recognised model of exploratory psychotherapy
boasting institutes far and wide. Oxford hosted the first BPA International Conference in
1994, attended by leading psychodramatists from around the world. This conference
provided the launch-pad for the Federation of European and Mediterranean Psychodrama
Training Organisations after its foundation in 1992. OSPIP continues an active
involvement in international training programmes through our partnership with the
Regional Association of Integrative Psychotherapy, based in Serbia.
Most of the workshops during the MSc will be held at the Oxford Complex Needs Service
in Manzil way, off Cowley Road, Oxford. Oxford is known as the "city of dreaming spires",
a term coined by poet Matthew Arnold in reference to the harmonious architecture of
Oxford's university buildings. It is revered as a centre for academic excellence the world
over and in addition, offers social delights to suit any appetite. There are two residential
workshops each year, for the first year at least, these will be held at Boswedden House, in
Cape Cornwall. In addition to excellent workshop rooms and accommodation, participants
will also have free access to an on-site heated indoor swimming pool and sauna, plus
walks along the beautiful Cornwall Coastline. http://www.boswedden.org.uk/
6
SECTION 1: Course Operation
2012 – 2013 MSc Programme Calendar
All workshops are held at the Oxford Complex Needs Service, Manzil Way, Oxford unless
otherwise stated
Module
October
Full MSc Course
“Top up” MSc
MSPP4001
MPSY4002
th
th
13 and 14 Programme Introduction and Orientation
– University of Worcester
November
22nd to 26th Residential
Workshop – Boswedden
House
3rd and 4th Research
Methodology
December
8th and 9th Basic
Psychodrama Techniques
12th and 13th Introduction
to the field of
Psychotherapy including
confidentiality and ethical
practice
9th and 10th Sociodrama
and Action Methods
9th and 10th Psychology
and Philosophy of
Psychodrama
MSPP4002
13th and 14th
Psychodrama with
Children and Adolescents
9th to 13th Residential
Workshop – Boswedden
House
8th and 9th Grounding and
Expressing emotions
including the ethical use
of touch
13th and 14th Working with
offenders
27th and 28th
Psychodrama in
Educational settings
14th and 15th Therapeutic
Community Experience
weekend
1st and 2nd Research
Methodology
January
February
March
Module
April
May
June
July
September
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MSPP4007
1. Programme Structure and Requirements
Programme Structure – Full MSc Programme
Year 1
Year 2
Year 3
Year 4
Year 5
MSPP4001
Foundations of
Psychotherapy
– Psychodrama
5 weekend
workshops and
one residential
workshop
MSPP4003
Group
Dynamics and
Sociometry.
5 weekend
workshops and
one residential
workshop
MPSY4002
Research
Methodology
5 weekend
workshops
and one
residential
workshop
2 of the
workshops will
be on
research
methodology.
Candidates
will present
their research
proposal
MSPP4006
Advanced
Clinical
Practice –
Case Study
5 weekend
workshops
and one
residential
workshop
POST
GRADUATE
DIPLOMA
award
MSPP4007
Research
Project and
Dissertation
10 weekend
workshops
including
some
external
trainers. 2
residential
workshops.
Candidates
will direct
sessions
under
supervision
External
assessment
may be
taken
10 weekend
workshops including
external trainers and
opportunities for
candidates to direct
sessions under
supervision
External
assessment must be
completed
POST
GRADUATE
CERTIFICATE
award
MSPP4002
Psychodrama
and Action
Methods in the
Workplace
5 weekend
workshops and
one residential
workshop
MSPP4004
Theories of
Human
Development
5 weekend
workshops and
one residential
workshop
8
MSc
PSYCHODRAMA
PSYCHOTHERAPY
award
MSc “Top Up” Programme Map
Year 1
Year 2
MPSY4002
Research Methodology
3 weekend workshops, including one
Introduction and Orientation weekend at the
University of Worcester. Option for on-line
learning for overseas candidates.
Candidates will present their research
proposal
MSPP4007 continued
MSc PSYCHODRAMA PSYCHOTHERAPY
award
MSPP4007
Research Dissertation. There are no
workshops in this three module
dissertation. Candidates are entitled to 8
hours of research supervision
Clinical Practice
BPA/UKCP require that the client contact element of Clinical Practice,
undertaken as part of training, must be a minimum of 450 hours
This must include the following
 At least 2 psychodrama groups, one must be at least 80 sessions over a minimum
of 2 years. One must be at least 20 sessions over a minimum 6 months.
 At least 5 individual clients, one of which must be for at least 40 sessions.
 Trainees are expected to gain competence in psychotherapy assessment through
a minimum of 20 individual or group assessment sessions with at least 20 clients.
The following table is a guide and indicates how much clinical practice is expected to fulfil
the requirements for each module and to make good progress on the course.
Module
MSPP4001
MSPP4002
MSPP4003
MSPP4004
MPSY4002
MSPP4006
MSPP4007
9
Clinical Practice
Hours
0
20
30
30
30
40
300
Personal Therapy
Students are expected to be in personal therapy at their own expense for the duration of
the course; however it is a UKCP requirement that students should fulfil a minimum of 160
sessions of personal therapy over a four year period whilst studying on the programme. A
justification, break down and explanation of these requirements is explained at interview
and is standard in all humanistic and psychodynamic psychotherapy training.
The personal tutor is responsible for verifying that each student has completed
satisfactorily all additional course requirements relating to Clinical Practice and Personal
Therapy, in accordance with BPA requirements, as detailed in the Course Handbook.
Learning Outcomes Mapped to Modules
MPDP4004
Y
Y
2. Demonstrate a critical awareness of the
complexities of contemporary clinical practice
within psychodrama psychotherapy.
3. Critically apply with originality, appropriate
methods of enquiry to issues relating to areas of
psychotherapy practice to enable new
understanding.
Y
MPDP4007
MPDP4003
Y
MPDP4006
MPDP4002
Y
MPSY4002
MPDP4001
Knowledge and understanding
1. Demonstrate a systematic critical understanding
of the field of psychotherapy with specific
reference to psychodrama psychotherapy.
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Cognitive and intellectual skills
1. Critically evaluate research within the field of
psychodrama psychotherapy and critically
evaluate its value and application to practice.
2. Communicate complex concepts with the field
of psychodrama psychotherapy both verbally
and in written word to high levels of scholarly
competence.
3. Autonomously engage in designing,
implementing and evaluating and evaluating an
original research enquiry in Psychodrama
Psychotherapy.
Y
10
Y
Practical skills relevant to employment
1. Synthesise available evidence at the forefront of
psychotherapy practice, through consideration
of theory, practice, research findings,
systematic reflection, and evaluation in
informing decision to enhance ethical
professional practice.
2. Demonstrate the ability to work autonomously
and collaboratively in enhancing the
professional identity and advanced skills of self
and others.
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
3. Demonstrate an ability to practice psychodrama
psychotherapy at an advanced level, within a
clear ethical framework to a consistently high
professional standard.
Transferable key skills
1. Demonstrate a high level of critical appraisal,
self-reflection, competence and judgment in
retrieving, evaluating and communicating
information.
Y
Y
Y
Y
2. Work collaboratively, with professionalism, selfawareness and compassion within groups,
towards group goals.
Y
Y
Y
Y
Y
Y
3. Work independently making decisions in
complex situations with self-direction and selfmanagement to achieve his/her own personal
and professional goals whilst accessing
appropriate levels of supervision and support.
Y
Y
Y
Y
Y
Y
British Psychodrama Association (BPA)
The British Psychodrama Association is the Accrediting Body for Psychodrama
Psychotherapists in the U.K. The BPA is a member of the Humanistic and Integrative
Psychotherapy College of the United Kingdom Council for Psychotherapy. It holds
registers of trainees, practitioners, supervisors, trainers and training organisations. All
trainees and trainers with OSPIP on this programme are required to be members of the
BPA. For trainees, BPA registration is completed on acceptance into the programme and
after payment of the first set of course fees. Annual registration fees are administered by
OSPIP.
The BPA holds a conference, usually in June of each year, which is an optional training
experience that enables people to meet other trainees and practitioners and to be aware
of the latest developments in the field, as well an experiencing training workshops run by
UK and International trainers.
11
United Kingdom Council for Psychotherapy (UKCP)
The UKCP is the umbrella organisation for psychotherapy in the UK. It is divided into
colleges:
 Analytical Psychology and Psychoanalysis
 Hypno-psychotherapy
 Family, Couple, Sexual and Systemic Psychotherapy
 Experiential Constructivist
 Humanistic and Integrative Psychotherapy
 Behavioural and Cognitive Psychotherapy
 Psychotherapeutic Counselling
The British Psychodrama Association is a Member of the Humanistic and Integrative
Psychotherapy College (HIPC).
International Links
Federation of European Psychodrama and Mediterranean Psychodrama Training
Organisations (FEPTO)
OSPIP was accepted into membership of FEPTO in March 2011 and we have participated
in their annual conference and general assembly since 2010. FEPTO is the European
organisation responsible for setting European wide standards for training in psychodrama
psychotherapy. FEPTO is a member of the European Association of Psychotherapy (EAP)
which brings together psychotherapy trainings from all modalities throughout Europe.
UKCP is also a member of EAP. Graduates of OSPIP will be able to apply for the
European Certificate of Psychotherapy through UKCP and FEPTO.
Trainees are also required to have experience and introductory level training in another
form of psychotherapy, such as group analysis, transactional analysis or family therapy.
This is desirable prior to application but is a mandatory pre-requisite for MSPP4006.
Regional Association of Integrative Psychotherapy (RAIP)
OSPIP is in partnership with RAIP and two RAIP trainers are also members of the OSPIP
training team. Although not formally part of our training programme, candidates may be
invited to participate in the Regional Association Conference that usually takes place at
the end of May in Belgrade, Serbia every two years. The next one will be held in 2014.
OSPIP is also in discussions with another psychodrama training organisation, Amigdala in
Macedonia, with a view to joining in the partnership. OSPIP also has a bursary fund to
allow trainees from RAIP or Amigdala to visit OSPIP and join in one of our open
workshops.
2. Course Management
Tutorials
Each trainee will be allocated to one of the Senior Trainers, who will normally be their
“personal tutor” until accreditation as a practitioner with the BPA and individual
membership of UKCP. However during the research and dissertation modules, trainees
will also receive supervision/tutorials from colleagues from Worcester or another member
of the OSPIP training team.
12
Each trainee will be entitled to two tutorials outside the workshop times in each semester.
This may be face to face or online.
The meetings will generally have a clear academic focus to be negotiated and decided
prior to the meeting. Some group tutorials can be arranged if required during workshop
times, particular related to workplace issues such as working with children.
It is the trainee’s responsibility to ensure that they attend and use the sessions
appropriately. Some preparation is essential.
Tutorials are used to discuss progress on the course and to discuss reading and writing.
During clinical practice trainees will be expected to discuss their work with their primary
trainer/tutor in addition to clinical practice supervision.
There will be a formal review meeting on completion of the Post Graduate Certificate and
the Post Graduate Diploma.
The reviews will include individual appraisals and will seek to acknowledge
progress in the previous stage of training, identifying any areas of concern and
generating a personal development plan for the following year.
Personal Development Planning
Many students on the MSc Psychodrama Psychotherapy will belong to a range of
professions with their own professional development frameworks, or with guidelines for
demonstrating personal and professional development. The University also provides a
Student Qualities Profile which will support your engagement in personal development
planning as you progress through your studies.
A Progress File is a document which charts your progress as a student at the University of
Worcester. It aims to provide you with the opportunity to monitor and reflect on your
personal development with the support your personal tutor.
The process supported by the Progress File is commonly called Personal Development
Planning (PDP) and it is about you explicitly thinking your way through your studies and
recording the process. Engaging with this process will help you to gain greater insight into
what and how you are learning and to plan, review and take responsibility for your own
learning. There is more information about the University’s Personal Development Planning
system at:
Additional information with regard to PDP can be found by accessing documents at
UW Policy and Quality Standards for supporting PDP
Confidentiality
We aim to ensure the safety, well-being and protection of students and tutors. Tutor
disclosure of the content of a conversation may, at the discretion and professional
judgement of the tutor, be discussed with professional colleagues.
Course Management Committee
The Course Management Committee consists of the Course Team plus two
representatives from the trainee group. It is up to the trainee group to decide how they are
appointed. This committee meets once per semester and has a fixed agenda determined
13
by UW.
Programme Lead
The programme lead is Peter Haworth. His main role is the co-ordination of the course
team and liaison with the University of Worcester Link Tutor
Staff Team
The staff team consists of the OSPIP training team plus the University of Worcester Link
Tutor and is chaired by the programme lead. The team meets at least once each
semester. The meetings do not have a fixed agenda, but its function is to oversee the
content and structure of the training and to develop the training programme.
Workshops will be run either by members of the training team or by external trainers. At
least one of the Senior Trainers will be present at all of the workshops. In the first year it is
expected that both Senior Trainers will be present at most of the workshops.
Training Team:
Peter Haworth
Nancy Piercy
Lidija Vasiljevic
Jana Damjanov
Annei Soanes
Patricia Williams
Dr. Mark Farrall
Senior Trainer and
Programme Lead
Senior Trainer
Trainer
Associate Trainer
Associate Trainer
Associate Trainer
Associate Trainer
OSPIP
peter@ospip.co.uk
OSPIP
OSPIP
OSPIP
OSPIP
OSPIP
OSPIP
nancy@ospip.co.uk
lorelailv@gmail.com
janched@gmail.com
annei.soanes@btinternet.com
patriciawilliams48@btinternet.com
info@ignition-learn.com
Also involved in course planning and delivery are the following:
Dr Penney Upton
Huw Richards
Dr Peter Forster
Head of Department
Senior Lecturer & Link Tutor
Senior Lecturer
University of Worcester
University of Worcester
University of Worcester
Personal Tutors
Students will be allocated a personal tutor, either Peter Haworth or Nancy Piercy, prior to
the commencement of the course. Normally they will remain until registration with the BPA
and UKCP, but there will be a review of the personal tutor arrangements at the end of the
post graduate certificate and post graduate diploma levels.
External Assessor
The external assessor is a BPA registered trainer, who is not a member of the OSPIP
training team and does not have any prior relationship which may compromise their
external role. The external assessor conducts a psychodrama directing assessment and
decides whether the trainee should pass or fail that assessment. Further details of the
assessment process are included later. Currently the external assessor is Jonathan
Salisbury. (See Appendix 1)
14
Research Supervisors
During the dissertation module (MSPP4007) students will be assigned a research
supervisor, this will be Mark Farrell, Peter Haworth or Huw Richards.
External Trainers
Although the OSPIP training team provide a majority of the teaching hours, one of the
BPA training requirements is that trainees receive a substantial part of psychodrama
experiential training (250 hours) with external trainers, who are registered as Trainers or
Senior Trainers with the BPA, or an overseas equivalent. Some of the weekend
workshops each year will be run by external trainers in order to enable trainees to fulfil the
external training requirement.
External Moderator
The External Moderator is Heward Wilkinson; his role is to provide advice to the course
management team on aspects of the training. He will also be involved in the reaccreditation of OSPIP as a training organisation with the British Psychodrama
Association, which occurs every three years.
The committee may meet with the External Moderator from time to time.
3. Assessment and Programme Requirements
The MSc programme uses a wide variety of formal and informal assessment methods.
Practical assessment and informal feedback occurs throughout the course at nearly every
weekend and residential workshop. This assessment will be a mixture of verbal and
written feedback.
There are formal internal practical assessments during the final modules of the PG
Certificate and PG Diploma, and a final external assessment during year 4 or 5. In
addition to the practical assessment in the training group, the personal tutor will also
complete an assessment of competence to practice before trainees can commence a
clinical placement or receive the exit awards at PG Certificate or PG Diploma (for further
information on practical assessments see appendix 1).
Written Work
Module
MSPP4001
MSPP4002
MSPP4003
MSPP4004
MPSY4002
MSPP4006
MSPP4007
Submission
4,000 word portfolio
4,000 word portfolio
15 minute presentation and 3000 word
written assignment
Poster presentation and 3000 word written
assignment
4000 word Research Proposal
6000 word case study
15000 word dissertation
15
Apart from the dissertation, the deadline for submitting the written work for each module
will normally be 3pm on the last working day of the month of the final workshop in that
module (April and September).
Information about the University of Worcester Registry Services, including policy on
cheating, mitigating circumstances, appeals and complaints related to academic issues
rather than professional conduct are available via the following link:
http://www.worcester.ac.uk/registryservices/649.htm
Links to detailed information about referencing and bibliographies are available below:
Bibliographies and referencing.
Harvard
Submission Deadlines and Late Work
If you submit work within 5 five days of the deadline date your work will be marked but will
be capped to the minimum pass mark. Please note that you must submit work within 5
actual days of the deadline date NOT working days.
All work submitted later than 5 days will be graded ‘L2’ and will not be marked.
Late Submission of Assessment Procedure
You are expected to submit work. If you have mitigating circumstances preventing you
from meeting the deadline you should submit a claim by the appropriate date. You will be
expected to provide evidence to demonstrate mitigating circumstances for the period
immediately leading up to the assessment and in addition demonstrate if the work is not
submitted why it was not possible to submit the coursework within 14 days of the
deadline.
If you submit the work within 14 days of the due date and successfully claim mitigating
circumstances, your work will be marked as if on time.
PLEASE NOTE: Non-submission of assessment items will result in failure of the module
with no right of reassessment. This means that you will need to retake the module.
A transcript of results will be available on-line via your SOLE page once marks have been
agreed. To view your results click on the ‘My Results’ Tab when using your SOLE page.
Further information about University of Worcester Masters programmes can found via the
link below:
Postgraduate Programme Handbook.
Clinical Practice Assessment
Clinical supervisors will make regular six monthly reports on the students’ progress
alongside some discussion of their clinical work with their personal tutor and some
discussion and group supervision within the training group.
Clinical supervisors will provide a satisfactory final report on the student prior to the MSc
award.
Further details of clinical placement requirements and supervisors’ reports are detailed in
Appendix 2.
16
External Examiner
The University of Worcester will appoint an external examiner, who will be involved in the
process of assessment of written submissions.
Practical Assessments
There will be formative practical assessments during modules MSPP4003 and
MSPP4006. These are not pass or fail, but give students a chance for formal written
feedback on their progress during the course and also experience of the practical
assessment process. They will be given advice on their strengths and weaknesses and
guidance on future practical work, linked to personal development and supervised clinical
practice. Further details are in appendix 1 of this handbook.
The Final External Practical Assessment
Usually during the fourth year and with at least one year of running a clinical psychodrama
group, trainees are eligible for entering the external assessment. The training team must
also be in agreement that the trainee is ready.
External assessments are held during one of the training workshops that are not being run
by an external trainer.
The purpose of the external assessment, conducted in a training group under ‘exam’
conditions, is to decide whether the trainee is able to direct competently in a stressful
situation. It will focus mainly on three areas:



Technical use of psychodramatic interventions.
Understanding and using the group dynamics within the actual psychodramatic
enactment and the audience.
The processing session following the sharing in which the trainee must be able to
give a coherent explanation of his/her directing and demonstrate an awareness of
his/her strengths and weaknesses.
The session will be processed within the group, with their primary trainer taking notes. The
external examiner may also take notes during the session and the processing.
It is not the only measure of ability as a director – supervision of the trainees directing in
both a training group and the clinical practice setting are also part of the assessment
process.
The trainee’s primary trainer/tutor, a second trainer from OSPIP and the external
examiner will be present at the assessment. Before making a decision the external
examiner will meet with the trainers after the processing has taken place, without the
trainee or the rest of the group.
The decision to pass or fail is made by the external assessor in conjunction with the
OSPIP senior trainers. (See appendix 1)
17
External Assessor
The external assessor is external to OSPIP, will not have been one of the trainee’s
primary trainers, supervisors or therapists and is registered as a trainer with the British
Psychodrama Association.
If the current OSPIP external assessor has been in one of the above roles for the trainee,
then a different external assessor will be engaged for that particular trainee.
The external assessor may also be asked to comment on the scope and nature of
assessment process, in order to help to identify areas which OSPIP may make
improvements to the process.
It is essential that the trainee can give a full account of his/her thinking during the
processing and can respond to questions about the decision making process. The
external assessor may ask questions during the processing, but will not intervene during
the warm-up, enactment or sharing.
The external assessor will decide whether to pass or fail the trainee’s practical
assessment. This decision will be made in conjunction with a discussion in the training
group consisting of the other trainers present on the day. The assessment may also be
passed with recommendations to future work on either personal of training issues. A
decision on pass or fail will be made on the day of the assessment.
Final Practical Assessment Retakes
The trainee may retake a failed final assessment up to twice, normally after a minimum of
a further six months of attendance at training workshops and he/she may also be required
to obtain further supervised practice.
18
MARKING CRITERIA
COVERAGE
(Range and understanding of
sources; synthesis and focusing
of ideas on the topic)
70% - 100%
PRESENTATION
(Length; use of academic
conventions; spelling,
grammar, paragraphing,
etc; layout; proof-reading)
Is concise within the
requirements of the task;
skilled use of academic
conventions; skilful layout
etc.; accurate proof-reading.
Comprehensive coverage of
sources; evidence of scholarship in
understanding of ideas and focus
on the topic. Excellent theoretical
background showing critical
appreciation of underlying ideas.
Shows originality through
critical questioning of
received ideas; and
awareness of alternative
perspectives; meticulous,
well-supported analysis;
insightful
evaluation/conclusion/
implications
RESEARCH ONLY
Originality in identification of question.
Excellent theoretical background
showing critical appreciation of
underlying ideas. Skilled research
design, carefully and critically applied.
Insightful analysis with critical and
innovative interpretation of any
implications
60% - 69%
Competent coverage of major
relevant sources; shows depth of
understanding of the topic;
relationships between ideas
cogently made.
Critical review and synthesis
of ideas; coherent, realistic
and well-supported argument;
insightful use of own ideas
and experience; perceptive
appraisal of any implications.
Cogent, theoretically-based
rationale.
RESEARCH ONLY
Perceptive presentation of questions;
cogent, theoretically-based rationale;
good research design with critical
analysis of data where appropriate;
careful appraisal of any implications.
Competent control of length;
skilled use of academic
conventions; clear layout
etc.; almost all errors
eliminated in proof-reading.
50% - 59%
Shows acquaintance with and
understanding of relevant key
concepts and issues from a range
of sources; ideas synthesised and
related to the topic.
Ideas organised and grouped
to present a coherent
argument; some critical
analysis of ideas/evidence.
Some relation to underlying
theories made.
RESEARCH ONLY
Clear statement of research question; a
rationale is provided for research
approach taken and some relation to
underlying theories made; some critical
analysis, discussion and presentation of
any results; appropriate implications
drawn from the study.
Length requirements
observed; appropriate use
of academic conventions;
effective uses of spelling
etc; careful proof-reading.
19
40% - 49%
Evidence of appropriate reading in
the field; identification of some
pertinent issues; some
superficiality in treatment of the
topic.
Appropriate organisation;
some evidence of
understanding of ideas and
ability to relate ideas and
experience; mainly
descriptive with limited
attempt critical judgement;
occasional inconsistencies.
Some theoretical background
attempted.
RESEARCH ONLY
A research question is given though it
may not be fully contextualised; limited
rationale; some theoretical background
attempted; data collection methods
relevant; analysis attempted but may
lack depth; some implications examined.
Length requirements
observed; basic command
of academic conventions;
some errors in proof-reading
but largely accurate spelling,
etc.
0% - 39%
Limited range of ideas; shows
weak acquaintance with sources;
ideas unfocused.
Disjointed organisation;
unsupported arguments; little
use of relevant experience;
descriptive without critical
analysis. Theoretical
background very limited.
RESEARCH ONLY
Research question is unclear; rationale
is weak; theoretical background very
limited; methods not well chosen or
misapplied; analysis sketchy or
unjustified by data; implications not
asserted or untenable.
Length requirements not
observed; use of
unattributed material;
incomplete referencing;
presentation marred by
language errors affecting
comprehensibility;
inadequate proof-reading
The criteria above are to be used as a guide by markers to help to establish an overall mark.
Overall mark: Less than 50% = Fail, 50% - 59% = Pass, 60% - 69% = Merit, Over 70% = Distinction
20
4. Resources
Department of Information and Learning Services
The Department of Information and Learning Services (ILS) supports students and staff
using library and ICT services. ILS provides books, e-books, journals, online resources, IT
and study spaces. UW students automatically become members of the library. Further
information on ILS, including up-to-date opening times, can be found at:
http://www.worc.ac.uk/ils/
Library account and
information enquiries
Subject-related
enquiries
Technical IT Support
01905 855341
Email: askalibrarian@worc.ac.uk
01905 857500
E-Learning Support
(incl. Blackboard)
Log IT, ResNet and Wireless
problems at
http://eris.worc.ac.uk/studentpages/
Email: eos@worc.ac.uk
Support and advice
Academic Liaison Librarians provide both formal and informal teaching sessions on
information and research skills, which enable students to search for, retrieve and organise
information effectively and ethically. Librarians also provide advice on the selection of
resources and staff the enquiry service. The librarian for Health and Society is Clive Kennard
(c.kennard@worc.ac.uk). Clive is available to help individuals or groups of students at any
time during the course with regards to finding information or using ILS. A general enquiry
service is available in the library during staffed hours.
Books and journals
The library has an extensive collection of books relating to Health and Society. We also have
a growing collection of e-books, available to read online (accessible through the library
catalogue and Summon). You will need your student ID card to borrow material from the
library.
The library holds a range of print journals of relevance to Health and Society. However,
many of our journals are accessible solely or additionally online (through the e-resources link
on library catalogue or Summon) making them more accessible to students who are not on
campus.
Online resources
The Library Catalogue provides users with access to their library record, including a loan
renewal facility and a range of resources and full text journal articles. To get the most from
the library catalogue, students should log in using their UW network user name and
password at https://login.worc.ac.uk.
21
Summon is the library’s search engine, provided by ILS. It searches several million books,
journal and newspaper articles, conference papers, dissertations and more through a single
search box. All resources have been carefully selected by the library service.
The library subscribes to Academic Search Complete and other database packages which
provide electronic access to full text journal articles. The library also provides access to
subject-specific electronic resources, including the CINAHL Plus with Full Text, PsycINFO,
PsycARTICLES for full text articles, references and abstracts. LexisNews provides access
to full text newspaper articles. All of these resources are available on and off campus.
RefWorks, a bibliographic management tool, enables you to import and manage references
from online resources, databases and the library catalogue. You can then use RefWorks to
create bibliographies in an appropriate referencing style, and add citations to your work
using its ‘Write ’n’ Cite’ tool. Visit www.refworks.com for more information.
Go to the Health and Society Netvibes page http://www.netvibes.com/ihsresources for latest
professional news and links to additional resources.
Using other libraries
The SCONUL Access scheme enables staff, research students, full time postgraduates and
part-time, distance learning and placement students to borrow material from other higher
education libraries participating in the scheme. To check your eligibility and member
libraries, visit http://www.access.sconul.ac.uk/. You will need to register for the scheme
through ILS.
ICT Services
ICT technicians are available to help and advise students on matters relating to ICT or
equipment hire. Photocopying, laminating and binding services are also provided by ILS.
Library and social learning spaces at St Johns and City Campuses offer over 200 PCs, with
many more across the university. Wireless Internet connectivity is available across campus,
with many laptop-enabled desktops. ILS also lends netbooks for student use on request. All
machines have access to the Internet, Microsoft Office and networked printing facilities. All
students are given a University of Worcester network account providing them with access to
University PCs and a range of online facilities including a University email account, the
library’s subscription databases and online resources, and the virtual learning environment.
The Hive
Opening in July 2012, The Hive is a partnership initiative between University of Worcester
and Worcestershire County Council. It will bring a range of services, including the
University of Worcester Library, under one roof. For more information go to:
http://www.worc.ac.uk/ils/1385.htm
At the complex needs service in Manzil Way in Oxford, the course has the full use of a
number of teaching and small group and seminar rooms. The venue has good kitchen
facilities, dining room and an outside area with tables and chairs for our exclusive use.
22
We have TV and video playback facilities as well as our own electronic projector for
PowerPoint presentation. Musical instruments and art and other materials are also available
for use by staff and students running groups. There is full disabled access to this building.
Residential workshops are held in Boswedden House in Cornwall, where we use their
purpose built meditation room for the workshop. Wireless broadband is available for student
use. This is a popular holiday destination in the far South West of Cornwall and coastal
walks are optional extras as the use of the heated indoor swimming pool and sauna.
In addition to the learning resources available at the University of Worcester, which will be
introduced during the course induction in October, OSPIP have one of the largest
psychodrama libraries in the world, with almost every book ever written on psychodrama or
sociodrama in English. We also have a number of journals including the British Journal of
Psychodrama and Sociodrama and the American Psychodrama Journal back to the first
volume in 1946. The books are available for loan by prior arrangement at all OSPIP
workshops or by visit to the OSPIP office in Littlemore, which is open most days from 9 to 6
and in the evening by prearrangement.
Colour photocopying facilities are available at weekend workshops in Oxford.
5.
Student Voice
Course participants are encouraged by OSPIP to develop their own informal structures for
discussion about course content and the planning of workshops. The residential workshops
in particular do not have a set structure and will be designed in full consultation with course
participants. Most workshops will provide some opportunity for further feedback and we
welcome constructive comments and suggestions for improvements and we would
encourage course members to raise issues in the training group at an appropriate time.
The course management committee has two places for trainees that will be appointed by the
trainee body on the MSc programme as Student Academic Representatives (StARs).
At the end of each module there will be a meeting of the student body with the course
leader, module leader university link tutor and as many of the course team that can attend.
Every workshop will be evaluated by a questionnaire and students will evaluate each module
at mid and end point. Proposed changes to the module structure will be discussed by the
course management team and any decisions by the course team.
Students will have an opportunity to meet with the External Examiner to discuss their course
experience.
Every three years the course will be reaccredited by the BPA Training Organisation
Accreditation System (TOAS). Three members of this committee will normally visit for a day
at one of the weekend workshops and students will have an opportunity to discuss the
programme with them without staff members being present.
23
6. Placement Learning
OSPIP will support students in identifying suitable placements for the Mental Health
familiarisation placement if necessary and clinical practice placements.
Support in Practice
Roles
Mentor
Students on placement will have a mentor who works in the placement area who can offer
support for the candidate’s clinical practice. Ideally they will be a UKCP registered
psychodrama psychotherapist, where this is not possible the best possible mentor available
will be agreed with discussion with the placement co-ordinator
Clinical Supervisor
Candidates will be able to choose their own supervisor, who will not be their personal tutor.
The clinical supervisor will normally be a registered training supervisor with the British
Psychodrama Association who is not the candidate’s personal tutor. They will be expected to
write six monthly reports for discussion with the personal tutor. The clinical supervisor can
also be their placement mentor
Placement Coordinator:
The placement co-ordinator has overall responsibility for both familiarisation and clinical
placements. They will be responsible for ensuring the suitability of proposed placements and
will meet with the placement mentor.
See appendix 2 for further details on above roles.
Some candidates will be working in areas that will support their clinical practice needs,
others may be required to find placements in order to gain mental health experience or
clinical practice. OSPIP has developed a number of working relationships with organisations
in Oxfordshire, Berkshire and Buckinghamshire in particular for both types of placement.
At interview applicants will need to discuss their particular situation and how they envisage
being able to meet the mental health and clinical practice requirements of the MSc
programme, either through their current workplace, private practice or through a clinical
placement or both.
For placements within the remit of the Oxford Health Foundation Trust, we have an
agreement to also provide supervision to supplement what may be available on placement.
Candidates without a mental health professional training will need to have a structured
mental health placement of at least 100 hours in line with the HIPC policy “Mental Health
Familiarisation Placements” which is available on request. The purpose of such a placement
is to become familiar with patients with serious mental health problems such as severe
depression and acute psychosis. In addition to this we will provide the additional teaching on
24
diagnosis and DSMIV, legal issues and psychotropic medication and their side effects (see
appendix 3).
The other type of placement is a clinical placement where candidates can work in a setting
(usually in the NHS, voluntary sector or Prison Service) where they can run a psychodrama
group or see individuals for psychodrama psychotherapy. Candidates must complete an
assessment of competence to practice before seeing clients for clinical practice at post
graduate diploma and MSc levels (see appendix 2).
OSPIP has a placement co-ordinator who will help course participants to obtain placements.
Because of OSPIP’s relationship with the Oxford Health NHS trust and the Thames Valley
Initiative, we will also provide free supervision for placements in this area, if this is not
available as part of the placement itself.
Each candidate in training will discuss their placement needs with their tutor during the first
semester of year one.
OSPIP is committed to developing a placement guide covering both familiarisation
placements and clinical placements, with descriptions of places where placements are
available, contact details etc. For each placement s/he will have an assigned mentor,
normally a member of staff working in that area, who will liaise with the placement coordinator and tutor before and during the placement.
Our aim will be to enable all candidates in training who need placements to find a suitable
one as quickly as possible during the Post Graduate Diploma level. For candidates without a
mental health professional background, who are planning to continue beyond the post
graduate certificate level a mental health familiarisation placement and structured teaching
alongside this is a prerequisite for module MSPP4006 in year 3.
Further information on the QAA code of practice for work based and placement learning is
available via the attached link, but please not these are generic guidelines and not totally
applicable to all psychotherapy placements.
QAA Code of Practice: Work-based and Placement Learning
Supervision of Clinical Practice Guidelines
Introduction
Supervised clinical practice is a requirement for psychodrama training. The choice of
supervisors and use of supervision have a direct relevance on the trainee as your main
supervisors are required to submit a written report every six months and prior to the award of
the MSc. The cost of clinical supervision is not included in the MSc Course Fees (for more
information see appendix2). The BPA is currently developing registers of supervisors and
training supervisors. When this is established trainees will be required to have supervision
from a registered training supervisor approved by their personal tutor.
The requirements for supervision of clinical practice are as follows:

Supervision of the long term therapy group should occur weekly for a specified time and
following discussion with your Personal tutor thereafter at a minimum of fortnightly
intervals. Other supervision should be on a ratio of at least 1 hour supervision for 6 hours
of clinical practice
25


If you have a co-therapist the supervision needs to include both therapists
The supervisor should ideally be a qualified as a psychodrama trainer, but the minimum
qualification is an experienced UKCP registered training supervisor

You should discuss your supervision arrangements with your personal tutor prior to
starting your clinical practice

The supervisor should have an awareness of the psychodrama method and be willing to
submit a written report every six months

The trainee should meet the supervisor prior to starting clinical practice and discuss their
needs and the supervisor’s methods and experience.
What do you as a trainee need to know about the supervisor? - some useful
questions to ask at this first meeting might be:
o
o
o
o
o
o
o
o
What supervisory experience does the supervisor have?
How long have they been supervising?
What is their therapeutic background and qualifications?
If not a psychodramatist what do they know about psychodrama?
What kinds of ideas or theories inform the way they supervise?
What are their expectations of you as a trainee?
Ask yourself-how interested in helping you learn is this person?
What are the practical arrangements e.g. fees, times, where?

Also consider your own previous experience of supervision and what you might want to
discuss with your supervisor in relation to this.

Both individual and group supervision may be useful to the trainee during their clinical
practice. The pros and cons and appropriateness of each should be considered.
Some examples are as follows:
Individual Supervision
Pros




Cons

Time in session is all yours
Can feel safer when starting clinical
practice due to your knowledge base.
Not having to compete with others
May be more appropriate early on
when needing more guidance



26
May be influenced by the therapeutic
approach of supervisor in an unhelpful
way to your clinical practice
May be more expensive
Only one other viewpoint
Psychodrama clinical practice is about
running groups not individual therapy.
Group Supervision
Pros




Cons

The group process links well with
the clinical practice of running a
group.
Have access to a wide range of
ideas that might be useful in the
later stages of clinical practice.
Gain from experiences of others
May be cheaper.


May take longer to feel safe to be
totally open about problems/concerns.
Have to share time with others
May feel you have to compete with
others that might be unhelpful to your
clinical practice.
7. Services
The OSPIP website will be used to provide information to students in both the public and
trainee only sections. For most issues either weekend workshops or tutorials are the best
place for issues to be raised about any aspect of the course.
Participants will be expected to attend the University of Worcester campus for the induction
weekend at commencement of the programme.
Course Notices
Notices are posted on Blackboard. Students should check these regularly for important
course and module information.
SOLE Pages
Important announcements will be made via the “My Message” system and “Latest News”
containers on the SOLE home page.
Registry Services
Registry Services is the administrative department responsible for your student record. The
department also organises registration, keeps a central record of your progress, administers
the procedures for the consideration of claims of mitigating circumstances and appeals,
provides guidance regarding modules and arranges the awards ceremonies.
There is an enquiry office in Woodbury, open 8.30 – 6.00 Monday to Thursday and 8.30 –
4.00 on a Friday. If you have any queries relating to your registration as a student this
should be your first port of call.
Chris Brown (Registry contact for postgraduate programmesc.s.brown@worc.ac.uk 01905
855516
Christine Hinitt (Complaints and Appeals Officer and Mitigating Circumstances claims)
c.hinitt@worc.ac.uk 01905 85 5396
27
ILS
The University’s Information and Learning Services department provides a range of
resources for students.
Student Services
Student Services is the central department that provides non-academic support of students.
The department includes the following:
Careers (01905 85 5166)
Helping you to make your future career plans and put them into practice.
Chaplaincy (01905 85 5502)
Spiritual guidance and support. A prayer room is available in Bredon building, next to the
nursery, and a ‘Quiet Space’ is available in Woodbury, near the Student Enquiry Desk.
Community Development and Residential Support (01905 85 5104)
Ensure the security and discipline of students living in halls, and foster a community spirit on
and off campus.
Counselling (01905 85 5107) and Mental Health (01905 85 5447)
Supportive and confidential environment in which to explore your concerns with a
professional counsellor or mental health adviser.
Disability and Dyslexia Service (01905 85 5531)
Advice and guidance about all disability-related matters.
Student Wellbeing Centre (01905 54 2161)
Your first point of contact for health and related enquiries. A sexual health clinic is available
every Monday lunchtime during semesters. If necessary the Centre can arrange first aid.
Welfare and Financial Advice (01905 85 5501)
Help with all issues relating to welfare and financial support such as grants, student loans,
the Access to Learning Fund and state benefits.
The Disability and Dyslexia Service within Student Services provides specialist support on a
one to one basis. Reference should be made to the University policy, procedure and
guidance on arrangements for Disabled Students (doc).
Equal Opportunities
OSPIP aligns with the University of Worcester approach to Equal Opportunities. The
University has as an Equal Opportunities Policy, together with equality schemes and action
plans promoting equality in relation to race, disability, gender, age and sexual orientation.
OSPIP promotes an ethos free from discrimination and prejudice in any form and has
created an environment in which students are treated entirely on the basis of their merits,
abilities and potential.
28
Additionally, learning and teaching methods take into account the needs of disabled
students by allowing them to tape lectures if dyslexic, dyspraxic or suffering from sight
problems. The CNS building is suitably accessible and well-equipped for people with specific
needs.
8. Employability
Increasingly during the past few years NHS trusts have been moving away from the
traditional posts of clinical psychologist and consultant psychotherapist. The Royal College
of Psychiatrists change in the specialist psychiatrist to “Consultant Psychiatrist in
Psychotherapy” led to the development of non-medical psychotherapy posts in the NHS.
One of our senior trainers, Peter Haworth, became the first consultant psychodrama
psychotherapist in the country when he was re-graded from clinical nurse specialist and
remained as such until his retirement from the NHS in 2008. Candidates who complete this
course, which gives training in both individual and group psychotherapy, will be well placed
to apply for a number of different psychological therapist roles particularly in the developing
services for personality disorder, where psychodrama was part of the early drafts of the
NICE guidelines before being replaced by more general statements.
Graduates from any mental health or educational background will also gain a psychotherapy
qualification that is flexible and adaptable to a wide range of clinical and educational
settings. Previous graduates of OSPIP/OPG have gained employment in special education,
therapeutic communities (including prisons), psychotherapy services, CAMHS and in GP
surgeries.
29
SECTION 2: Module Specifications
FOUNDATIONS OF PSYCHOTHERAPY- PSYCHODRAMA
Module Code
MSPP4001
Module Title
Department
Subject
Module Leader
Module Type
Restrictions
Level
Module Credits
Module Status in
relation to courses
Foundations of Psychotherapy-Psychodrama
IHS
MSc Psychodrama Psychotherapy
Huw Richards/Peter Haworth
Postgraduate. Open
Pre-requisites
Co-requisites
Excluded
Combinations
Location of
Teaching
7
20
Mandatory
PG Cert in Psychodrama and Action Methods
PG Dip Psychodrama and Action Methods
MSc Psychodrama and Action Methods
MSc Psychodrama Psychotherapy
None
None
None
1 weekend at the University of Worcester, 4 weekends at the Complex Needs
Service, Manzil Way, Oxford and 1 residential workshop at Boswedden
House, Cape Cornwall
Short Module Descriptor
This is the first module in the Psychodrama/psychotherapy MSc pathway, which will enable the
participant to examine the development of psychodrama, and its techniques, taking into consideration
the philosophical influences on the model, and its continued development over the years, looking at
how it corroborates with other psychotherapy models allowing critical analyse of the various models,
and the clinical application of the models.
In addition to the theoretical content participants will be in their own personal therapy and attend
workshops, where they will have an opportunity to experience psychodrama and develop basic skills
in action methods.
Rationale
The establishment of advanced and competent practice within Psychodrama Psychotherapy requires
a critical understanding of the historical, psychological and philosophical antecedents of its
development. A critical knowledge of these issues provides a coherent foundation departure point to
the development of informed practice and the utilisation of core skills within this psychotherapeutic
modality.
30
Intended Learning Outcomes
On successful completion of the module students should be able to:
1. Critically appraise the development of Psychodrama Psychotherapy within an historical,
psychological and philosophical context.
2. Critically, compare and contrast Psychodrama Psychotherapy with other models of
Psychotherapy practice.
3. Identify, critically evaluate and demonstrate a range of core skills/methods within
Psychodrama Psychotherapy.
4. Analyse and critically reflect upon the implications of Psychodrama Psychotherapy to
contemporary clinical practice.
Indicative Content
Students will be encouraged to participate actively in a range of experiential workshops and didactic
teaching sessions and may include exploring the following themes:






Historical developments of Psychodrama Psychotherapy
Philosophical antecedents to Psychodrama Psychotherapy
Strengths and limitations of action based methodologies
Utilisation of action methods within a variety of clinical settings
Utilisation of action methods with varying client groups
Development of the role of director and co-therapist
Mode of Module Delivery
The module will be delivered over a range of weekend and residential workshops, offering a
combination of didactic, e learning and active teaching methods.
Learning and Teaching Activities
In addition to attending the monthly workshops students will take part in self-directed learning
activities, small and large group discussion, seminar presentations, skill building experiential
exercises, action-learning sets.
Attendance Requirement
Student will normally attend a minimum of 80% of workshops and 2 tutorials
31
Formative Assessment
Students will be give opportunities to give brief presentations of their developing thinking and plans
from commencing supervised clinical practice to the staff team and peers
Summative Assessment Items
Summative presentation to peers of their developing portfolio prior to eventual submission via the
Pebblepad gateway for self and peer assessment. Participants will also be expected to share their
on-going portfolios for on-going commentary for the duration of the module within action learning
sets.
Summative
Assessment
Items
A portfolio of
evidence
addressing each
of the learning
outcomes of the
module.
Indicative
Word Limit
or
Equivalent
(e.g. time)
Weighting
Learning
Outcomes
Assessed
Anonymous
Marking
4000
100%
1,2,3,4
No
Sample Assignment
Participants will be required to produce a portfolio of evidence utilising a range of assets to evidence
meeting the learning outcomes of the module. The submission will utilise Pebblepad software to
create and disseminate their portfolio of evidence. The portfolio will be electronically submitted and
shared within a gateway for on-going formative feedback. Assets for inclusion could include:



Reviewing of contemporary text in relation to the learning outcomes
Personal critical reflection on the content of the module
Video or audio recording of demonstration of abilities
Set Texts
(there are no set texts for this module)
Essential Reading
Clarkson, P & Pokorny, M (1996) The Handbook of Psychotherapy. London: Routledge
Karp, Marcia, Holmes, Paul and Bradshaw Tauvon, Kate, (1998) The Handbook of Psychodrama.
London: Routledge
Further Reading
Blatner, Adam (1974) Acting In: practical applications of Psychodramatic methods, New York:
Springer
32
Blatner, Adam (2004) Foundations of Psychodrama, Fourth Edition, New York: Springer
Feasey, Don (2001) Good Practice in Psychodrama: an analytic perspective, London: Whurr
Jenkins, Peter (1997) Counselling, Psychotherapy and the Law, London: Sage
Leveton, Eva (2001) A Clinician’s Guide to Psychodrama: third edition, New York: Springer
Parrott, Gordon (2009) Psychodrama the Stage and Setting, British Journal of Psychodrama and
Sociodrama, Vol 24 No 2, BPA:Cheltenham
Sanders, Diana and Wills, Frank (2005) Cognitive Therapy, an Introduction (2nd Edition) London:
Sage
Sternberg, Patricia and Garcia, Antonina (1989) Sociodrama: Who’s in your shoes? New York:
Praeger
Storr, Anthony (1990) Art of Psychotherapy, 2nd Edition, London: Routledge
Yalom, Irvin (1985) The Theory and Practice of Group Psychotherapy, New York: Basic Books
Moving into Action – Psychodrama in a Therapeutic Community DVD & Booklet (2008)
Key Journals
British Journal of Psychodrama and Sociodrama
Psychotherapy Research Journal of the Society of Psychotherapy Research
Electronic Resources
www.psychodrama.org.uk
Website of the British Psychodrama Association
www.psychotherapy.org.uk
Website of the United Kingdom Counsel of Psychotherapy (UKCP)
www.ospip.co.uk
Website of the Oxford School of Psychodrama and Integrative Psychotherapy
Date specification validated
33
PSYCHODRAMA AND ACTION METHODS IN THE WORKPLACE
Module Code
Module Title
Department
Subject
Module Leader
Module Type
Restrictions
Level
Module Credits
Module Status in
relation to course
Pre-requisites
Co-requisites
Excluded
Combinations
Location of
Teaching
MSPP4002
Psychodrama and Action Methods in the Workplace
IHS
MSc Psychodrama Psychotherapy
Peter Haworth/Huw Richards
Postgraduate.
7
20
Mandatory
PG Cert in Psychodrama and Action Methods
PG Dip Psychodrama and Action Methods
MSc Psychodrama and Action Methods
MSc Psychodrama Psychotherapy
None
None
None
5 weekend workshops at Complex Needs Service, Manzil Way, Oxford, and
1 residential workshop at Boswedden House, Cape Cornwall
Short Module Descriptor
This module seeks to enable the course participant to begin to use psychodramatic techniques and
other action methods into their work situation. Through presentations from experts in different
clinical settings, theoretical discussion and practical explorations, students will develop an
awareness of how psychodramatic techniques can begin to be used safely, including the importance
of supportive frameworks including clinical supervision.
In addition to the theoretical content and discussion, participants will attend workshops that will
include an active experiential enquiry into the method of Psychodrama as protagonist and auxiliary
and director, focussing on their own workplace but also considering comparisons with other settings.
This will include some group supervision of their developing role of psychodrama director.
Rationale
Developing from the Foundations of Psychotherapy- Psychodrama module, this module places
psychodrama in the context of a range of clinical and educational settings, including that of the
participants. Course members will discover the range of situations in which psychodrama and action
methods can be practiced and continue to practice the safe use of the basic techniques in the
workshops, whilst learning to apply these to different client groups including adults and children.
Through this process they will start to use psychodrama techniques and action methods in their
work and continue on their own personal development through their personal experiences of the
Method.
34
Intended Learning Outcomes
On successful completion of the module students should be able to:
1. Critically evaluate an understanding of the suitability of psychodrama and action methods for
specific clients groups/needs/settings
2. Critically evaluate an understanding of standards of safe, ethically informed practice.
3. Demonstrate the ability to utilise critically informed core psychodrama techniques within a
clinical setting
4. Critically analyse and assess, his/her own reaction to practice based issues through the
processes of personal reflection
Indicative Content
Participants will be provided with the opportunity to engage in a range of experiential workshops and
didactic teaching sessions that will include:






Introductions to the use of psychodrama and action methods in a range of settings facilitated
by experts in their field
Opportunities to be protagonist and take auxiliary roles in psychodrama sessions directed by
one of the training team
An opportunity take on the role of director in structured exercises and psychodramatic
vignettes
Experience different psychodrama directing styles and to critically evaluate these through
processing of sessions
Discussions about the different aspects to the role of director in a psychodrama group
Experience the differences between group and individual therapy
Mode of Module Delivery
The module will utilise a blended learning approach. Classroom learning will take place during
weekend and residential workshops, which offer a combination of didactic teaching and experiential
learning. Additional learning will take place in course reading, seminar groups, individual and small
group tutorials.
Learning and Teaching Activities
In addition to the didactic teaching and experiential learning on the weekend workshops and
residential events, students will be expected to direct structured exercises and vignettes as part of
the overall learning experience.
Students will be expected to undertake reading prior to and after workshops, and asked to process
their learning based on David Kolb’s Four Stage Experiential Learning Cycle (Recall the experience;
Reflect on the experience; Analyse and understand the experience; Form a plan of action for next
steps in learning and development).
Use of Learning Technologies
The module will utilise a range of technologies, including the virtual learning environment
Blackboard and Pebblepad e portfolio software. Participants will utilise PowerPoint for the purposes
of presentation assessment of the presentational assessment.
35
Attendance Requirement
Students must normally attend a minimum of 80% of the workshops.
Formative Assessment
A formative assessment will include a presentation to peers which will include an evaluation of their
current work setting and the scope for the use of psychodrama and other action methods.
Summative Assessment Items
Summative
Assessment
Items
A portfolio of
evidence
addressing the
learning
outcomes of the
module
Indicative
Word Limit
or
Equivalent
(e.g. time)
4000
Weighting
Learning
Outcomes
Assessed
Anonymous
Marking
100%
1,2,3,4
No
Sample Assignment
Participants will be required to produce a portfolio of evidence utilising a range of assets to evidence
meeting the learning outcomes of the module. The submission will utilise Pebblepad software to
create and disseminate their portfolio of evidence. The portfolio will be electronically submitted and
shared within a Gateway for on-going formative feedback. Assets for inclusion could include.




Reviewing of contemporary text in relation the learning outcomes
Personal critical reflection on the content of the module
Personal critical reflection on their use of action methods in the workplace
Video or audio recording of demonstration of abilities
Set Texts
(There are no set texts for this module)
Essential Reading
Blatner, Adam (1974) Acting In, Springer: New York
White, Liz (2002) The Action Manual: Techniques for Enlivening Group Process and Individual
Counselling Toronto: Liz White in Action
Further Reading
Cordless, Christopher and Cox, Murray (1996) Forensic Psychotherapy: Crime, Psychodynamics
36
and the Offender Patient, London: Jessica Kingsley
Cossa, Mario (2006) Rebels Without a Cause: working with adolescents using action techniques,
London: Jessica Kingsley
Farmer, Chris (1995) Psychodrama and Systemic Therapy London: Karnac Books
Fuhlrodt, Robert L. Ed. (1990) Psychodrama: its application to ACOA and substance misuse
treatment, east Rutherford, N.J.: Thomas W. Perrin
Hawkins, Peter and Shohet, Robin (1989) Supervision in the Helping Professions , Milton Keynes:
Open University Press
Haydon-Seman, Joyce (1998) Action Modality Couples Therapy, using Psychodramatic techniques
in helping troubled relationships, Northvale, New Jersey: Jason Aronson
Kaufman, Arthur (2009) Group Psychotherapy with Morbidly Obese Subjects: Reality Show
Experiment, British Journal of Psychodrama and Sociodrama Vol 24, No 1 pp21-44,
BPA:Cheltenham
Kellermann, Peter Felix, (1992) Focus on Psychodrama: The therapeutic aspects of psychodrama,
London: Jessica Kingsley
Sternberg, Patricia and Garcia, Antonina (1989) Sociodrama: Who’s in your shoes? New York:
Praeger
White, Liz (2011) Still Life: A therapist’s Responses to the Challenge of Change, Toronto: Liz White
in Action
Wiener, Ron, Adderley, Di and Kirk, Kate (2011) Sociodrama in A Changing World, self-published at
www.lulu.com
Key Journals
British Journal of Psychodrama and Sociodrama
Psychotherapy Research Journal of the Society of Psychotherapy Research
Electronic Resources
www.psychodrama.org.uk
Website of the British Psychodrama Association
www.psychotherapy.org.uk
Website of the United Kingdom Counsel of Psychotherapy (UKCP)
www.ospip.co.uk
Website of the Oxford School of Psychodrama and Integrative Psychotherapy
Date Module Specification Validated
37
GROUP DYNAMICS AND SOCIOMETRY
Module Code
MSPP4003
Module Title
Department
Subject
Module Leader
Module Type
Restrictions
Level
Module Credits
Module Status in
relation to
courses
Group Dynamics and Sociometry
IHS
MSc Psychodrama Psychotherapy
Peter Haworth
Postgraduate
Pre-requisites
Co-requisites
Excluded
Combinations
Location of
Teaching
7
20
Mandatory
PG Cert in Psychodrama and Action Methods
PG Dip Psychodrama and Action Methods
MSc Psychodrama and Action Methods
MSc Psychodrama Psychotherapy
None
None
None
5 weekend workshops at Complex Needs Service, Manzil Way, Oxford, and 1
residential workshop at Boswedden House, Cape Cornwall
Short Module Descriptor
A thorough working understanding of group process and sociometric issues is central to the
effective practice of psychodrama and group psychotherapy. In this module, participants will gain an
understanding of the underlying theory of group process within therapeutic contexts. Furthermore,
participants will learn about the theory and practical applications of sociometry, as it applies to
relationships in small and large groups.
In addition to the theoretical content, participants will be in engaged in personal therapy and attend
workshops, where they will have an opportunity to experience psychodrama and further develop
their skills of facilitating action methods and psychodramas.
Rationale
In facilitating therapeutic work with groups, the practitioner needs to be aware that this type of work
is not simply with a group of individuals. On the contrary, therapeutic work with groups seeks also to
address the less observable connections between participants, which may include positive, negative
or neutral rapport (in psychodrama terminology, known as ‘tele’).
Competent Psychodrama Psychotherapists need to assess the sociometric connections within
groups, to build on them, to promote and encourage an environment for psychological recovery.
Psychodrama Psychotherapists need to develop an understanding of the typical stages of group
38
progression during the course of its existence, including the potential psychodynamic processes that
occur.
Intended Learning Outcomes
On successful completion of the module students should be able to:
1. Critically analyse key frameworks for understanding group process, taking into account the
views from systems theory, group work theory, group analytic theory and psychodrama
theory
2. Explore and critically evaluate his/her current personal repertoire of clinical skills related to
group process and sociometry
3. Develop and enhance advanced clinical skills related to group process and sociometry
4. Critically evaluate the theory of group process and sociometry, and the clinical applications
of these theories.
Indicative Content
Participants will be provided the opportunity to engage in a range of experiential workshops and
didactic teaching sessions that will include the exploration of themes including :






Principles of group process, from differing theoretical perspectives
Principles of sociometry, including Morenian theory and the difference between ‘cold’
(measuring) and ‘hot’ (change-oriented) sociometry
Development and utilisation of warm-ups and active methods that can build group cohesion,
enhance group process and sociometric connectedness in groups
Utilisation of sociometry in both small and large groups
Role of the facilitator as a model for enhancing sociometric connection.
Limits of sociometry, and the advantages and disadvantages of using sociometric techniques
in differing contexts
Mode of Module Delivery
The module will utilise a blended learning approach. Classroom learning will take place during
weekend and residential workshops, which offer a combination of didactic teaching and experiential
learning. Additional learning will take place in course reading, seminar groups, individual and small
group tutorials.
Learning and Teaching Activities
In addition to the didactic teaching and experiential learning on the weekend workshops and
residential events, students will be expected to present their own assignment ideas and plans to the
module leader/team for discussion in tutorials and to their peers as action learning sets in the
classroom, as part of the overall learning experience.
Students will be expected to undertake reading prior to and after workshops, and asked to process
their learning based on David Kolb’s Four Stage Experiential Learning Cycle (Recall the experience;
Reflect on the experience; Analyse and understand the experience; Form a plan of action for next
steps in learning and development).
39
Use of Learning Technologies
The module will make use of the University of Worcester virtual learning environment and
Pebblepad e-portfolio software. Participants will utilise PowerPoint for the purposes of presentation
assessment of the presentational assessment.
Attendance Requirement
Students must normally attend a minimum of 80% of the workshops.
Formative Assessment
Students will lead a one hour long group session with their peers demonstrating their developing
understanding of psychodrama and action methods including the warm-up action and sharing
phases. They will have their work processed by the training group. They will receive written
feedback from their personal tutor that will inform the review process and their further development
as a psychodrama psychotherapist.
Summative Assessment Items
A summative presentation to peers of the focus of
Summative
Assessment
Items
Indicative
Word Limit
or
Equivalent
(e.g. time)
Weighting
Learning
Outcomes
Assessed
Anonymous
Marking
Presentation
15 minutes
25%
All
No
Written
assignment
3000
75%
1,2,3,4
Yes
Sample Assignment
Presentation
Provide an overview of the focus of the written submission utilising industry standard presentation
software to peers and examiners.
Written assignment
An assignment of 3,000 words on a specific aspect of group process and sociometry of relevance to
the participant, identifying a specific connection to the practice of psychodrama psychotherapy. The
chosen areas should be relevant to the student’s own discipline and speciality and will be negotiated
with the module leader/team.
Set Texts
Kipper, David A and Hundal, Jasdeep (2005) The Spontaneity Assessment Inventory: The
Relationship Between Spontaneity and Nonspontaneity, Journal of Group Psychotherapy
Psychodrama and Sociometry, Vol 58 No 3, Washington DC: Heldref
40
Essential Reading
Hale, Ann E. (1985). Conducting Clinical Sociometric Explorations. Roanoke, Virginia: Royal
Publishing Company.
Yalom, Irvin (1985). The Theory and Practice of Group Psychotherapy, New York: Basic Books.
Further Reading
Aveline, Mark and Dryden, Windy Eds. (1988) Group Therapy in Britain, Milton Keynes: Open
University Press
Bion, W. R (1961) Experience in Groups Tavistock London
Blatner, Adam (2004) Foundations of Psychodrama, Fourth Edition, New York: Springer
Feasey, Don (2001) Good Practice in Psychodrama: an analytic perspective, London: Whurr
Foulkes, S.H. and Anthony, E.J. (1957) Group Psychotherapy: The Psychoanalytical Approach,
London: Maresfield
Haskell, M. R (1975) Socioanalysis: self-direction via Sociometry and Psychodrama: Role Training
Associates of California
Moreno, J. L. (1953). Who Shall Survive? Foundations of Sociometry, Group Psychotherapy
and Sociodrama (2nd edn), Beacon, NY: Beacon House. Student Edition, published 1985. Also
available for free download at www.asgpp.org/docs/wss
Moreno, J.L. Ed. (1954) Sociometry and the Science of Man, New York: Beacon House
Pines, Malcolm (1998) Circular Reflections: Selected papers on group analysis and psychoanalysis,
London: Jessica Kingsley
Sternberg, Patricia and Garcia, Antonina (1989) Sociodrama: Who’s in your shoes? New York:
Praeger.
Yablonsky, L (1967) The Violent Gang: Penguin New York
Key Journals
British Journal of Psychodrama and Sociodrama
Psychotherapy Research Journal of the Society of Psychotherapy Research
Electronic Resources
www.psychodrama.org.uk
Website of the British Psychodrama Association
www.psychotherapy.org.uk
41
Website of the United Kingdom Counsel of Psychotherapy (UKCP)
www.ospip.co.uk
website of the Oxford School of Psychodrama and Integrative Psychotherapy
Date Module Specification Validated
THEORIES OF HUMAN DEVELOPMENT
Module Code
MSPP4004
Module Title
Department
Subject
Module Leader
Module Type
Restrictions
Level
Module Credits
Module Status in
relation to course
Theories of Human Development
IHS
MSc Psychodrama Psychotherapy
Peter Haworth/Huw Richards
Postgraduate.
Pre-requisites
Co-requisites
Excluded
Combinations
Location of
Teaching
7
20
Mandatory
PG Dip Psychodrama and Action Methods
MSc Psychodrama and Action Methods
MSc Psychodrama Psychotherapy
None
None
None
5 weekend workshops at Complex Needs Service, Manzil Way, Oxford, and
1 residential workshop at Boswedden House, Cape Cornwall
Short Module Descriptor
This module provides the opportunity to develop critical understanding of the process of human
development across the lifespan and can be considered as a significant foundation for the
development of competent psychotherapy practice. In this module, participants will explore key
theories of human development, including the developmental pathways for mental illness,
psychological suffering, relationship difficulties and attachment insecurity. This will provide an
opportunity to enable students to assess, formulate and deliver appropriately informed treatment
plans.
Rationale
The critical understanding of human development is a central tenet of effective application within the
domain of psychotherapy practice. This domain includes the need to critically acknowledge
developmental theory from a range of perspective and orientations and how this informs the
competent practice of Psychodrama Psychotherapy.
Intended Learning Outcomes
On successful completion of the module students should be able to:
1. Critically evaluate the theories of human development, and their clinical application.
42
2. Identify and analyse the potential impediments to successful human development, including
familial, environmental, cultural and biological components.
3. Critically evaluate the implications for Psychodrama Psychotherapy practice.
4. Develop and enhance advanced clinical skills related to human development issues.
Indicative Content
Participants will be provided with the opportunity to engage in a range of experiential workshops
and didactic teaching sessions that may include the consideration and exploration of;




Principles of human development, from a range of theoretical perspectives.
Developmental routes of psychopathology
Developing and utilising warm-ups and active methods that can address different themes
related to human development, e.g. experiential exercises aimed at developing relationship
and communication skills
Role of the psychodrama director as a therapist and facilitator of catharsis, insight, new
learning and strategies for self-regulation
Mode of Module Delivery
The module will use a blended learning approach. The majority of the learning will take place during
weekend and residential workshops, which offer a combination of didactic teaching and experiential
learning cycles.
Learning and Teaching Activities
In addition to attending the monthly workshops, students will be expected to take part in selfdirected learning, small and large group discussion, seminar presentations, action learning sets and
the utilisation of action based methods. Students will be expected to undertake reading prior to and
after workshops, and asked to process their learning based on David Kolb’s Four Stage Experiential
Learning Cycle (Recall the experience; Reflect on the experience; Analyse and understand the
experience; Form a plan of action for next steps in learning and development).
Use of Learning Technologies
The module will make use of the University of Worcester virtual learning environment and
Pebblepad e portfolio software.
Attendance Requirement
Students must normally attend a minimum of 80% of the workshops.
Formative Assessment Items
Formative presentation opportunities will provided within the module prior to summative submission.
Summative
Indicative
Weighting Learning
Anonymous
Assessment
Word Limit
Outcomes
Marking
Items
or
Assessed
Equivalent
(e.g. time)
43
Poster
Presentation
15 minutes
25%
1,2,3
No
Essay
3,000
75%
1,2,3,4
Yes
Sample Assignment
Poster Presentation
Participants will be required to offer a 15-minute poster presentation of the focus of their written
assignment.
Essay
An essay on a specific aspect of human development of interest to the participant, and its
relationship to psychodrama psychotherapy. The chosen area should be relevant to the student’s
own discipline and speciality. If they are employed, it should be relevant to their own professional
practice and that of their organisation. The student may wish to draw on their current experience for
exemplars.
Set Texts
Moreno.J.L. and Florence B. (2002) Spontaneity Theory of Child Development: OPG Psychodrama
Monographs No 1: Oxford
Essential Reading
Fonseca, J. (2004). Contemporary Psychodrama: New Approaches to Theory and Technique.
Hove, East Sussex: Routledge.
Rayner E., Clulow, C., Joyce A. and Rose, J. (2005) Human Development: An Introduction to the
Psychodynamics of Growth, Maturity and Ageing. (4th Edition.) London: Routledge.
Further Reading
Cozolino, L. (2002). The Neuroscience of Psychotherapy: Building and rebuilding the human brain.
New York: Norton.
Crittenden, P.M. (2008) Raising Parents: Attachment, parenting and child safety. Devon: Willan.
Erikson, E. (1963). Childhood and Society. Harmondsworth: Penguin.
Gerhardt, S. (2004). Why love matters: How affection shapes the baby’s brain. Hove: Routledge.
Goldman & Morrison (1984) Psychodrama: Experience and Process. Iowa: Kendall/Hunt.
Gomez, L (1997) An Introduction to Object Relations, London: Free Association Books.
Holmes, J (1993) John Bowlby & Attachment Theory. London: Routledge.
Holmes, P (1992) The Inner World Outside, London: Routledge.
44
Horvatin, T. and Schreiber. E. (2006) The Quintessential Zerka: Writings by Zerka Toeman Moreno
on Psychodrama, Sociometry and Group Psychotherapy, London: Routledge.
Lemma, A (1996) Introduction to Psychopathology, London: Sage.
Meadows, S. (1986) Understanding Child Development. London: Unwin-Hyman.
Moreno, Z T et al (2000) Psychodrama, Surplus Reality and the Art of Healing, London: Routledge.
Siegel, D.J. (1999). The Developing Mind: How relationships and the brain interact to shape who we
are. London: Guilford Press.
Winnicott, D W (1977) Playing and Reality, London: Routledge.
Key Journals
British Journal of Psychodrama and Sociodrama
Psychotherapy Research Journal of the Society of Psychotherapy Research
Electronic Resources
www.psychodrama.org.uk
British Psychodrama Association
www.psychotherapy.org.uk
United Kingdom Council of Psychotherapy (UKCP)
www.nichd.nih.gov
National Institute of Child Health and Human Development
Date Module Specification Validated
45
Advanced Research Methods
*Module Code:
*Module Title:
*Department:
*Subject:
Module Leader:
*Module Type and
Restrictions:
*Level:
*Module Credits:
*Module Status in
relation to
courses:
*Pre-requisites:
*Co-requisites:
*Excluded
combinations:
*Location of
Teaching:
Short Module
Descriptor:
MPSY4002
Advanced Research Methods
IHS
Psychology
Dr Peter Forster
Mandatory
PG Dip Psychodrama and Action Methods
MSc Psychodrama and Action Methods
MSc Psychodrama Psychotherapy
Level M
20
Mandatory for the Issues in Applied Psychology MSc, PG Cert & PG
Diploma
OccPsy/Business Psy MSc,
Counselling MSc, PGCert & PG Diploma
Sports Therapy MSc, PGCert & PG Diploma
Psychology MSc. PG Diploma & MSc Psychodrama Psychotherapy
None
None
None
2 weekends at University of Worcester or Oxford
This module aims to consolidate undergraduate research abilities, and
equip the student with the skills necessary to undertake Masters level
research.
It is one of the core modules in the course.
*Rationale:
This module aims to consolidate undergraduate research abilities, and
equip the student with the skills necessary to undertake Masters level
research.
*Intended
Learning
Outcomes
On successful completion of this module students will be able to:
1. Retrieve and interpret specific knowledge concerning the selection of
appropriate research methods appropriate to given problems in the
field and laboratory.
2. Critique theoretical frameworks for understanding a range of
quantitative and qualitative statistical techniques.
3. Develop skills in communication through the organising and
presentation of descriptive statistics and statistical analysis.
4. Apply a range of appropriate statistical techniques to a number of
different research results.
5. Communicate to an audience both the fundamental principles behind
46
statistical analysis of data, and the processes involved.
Indicative
Content
An Introduction to the Research Process; choosing the research method;
critical issues in designing research; validity and reliability; constructing
questionnaires, interview schedules, attitude scales and using
standardised questionnaires; participant and non-participant observation;
conducting experiments and matching the method to the research
question.
*Mode of Module
Delivery
Mode of delivery is via two (2 day) whole day teaching blocks. Teaching
will be taught-lecture, seminar and workshop based.
Learning and
Teaching
Activities
The module will include a taught lecture-based component supported by
interactive and experiment based work in either a laboratory or seminar
session. Case studies, practical exercises and focused discussion will all
be used to relate theory and examples to practice. Directed reading is
also an important part of the module.
Pathway-specific sessions to facilitate the integration of key research
concepts to specific areas of work
Use of Learning
Technologies
Teaching will be supported through Blackboard. All lectures,
assessments and relevant papers will be made available via Blackboard.
*Attendance
Policy
/Requirement
There is no formal attendance requirement.
*Assessment
Details
Assessment Pathway:
Assignment 1: Assessment of the application of psychological
methodology to a particular problem/hypothesis (Weighting 100%) (Word
limit 4000) (Intended learning outcomes 1,2,3,4 and 5).
Summative
Assessment
Items
Report 1:
Assessment of the
application of
psychological
methodology to a
particular
problem/hypothesis
Word
Limit
4000
words
Weighting
100%
Learning
Outcomes
Assessed
LOs 1-5
Anonymous
Marking
Yes
Assessment deadline:
Any assignments submitted after 3pm on the assignment deadline date
will be subject to the usual penalties for late submission
Students who fail to submit an item of assessment lose their right to
reassessment in that module, and will be required to retake the module.
47
Sample
Assignments
Assessment Pathway:
For this assignment you should select an appropriate research
hypothesis, and prepare a written proposed research programme (4000
words; 100%). The programme should include the following points:







Set Texts
Overall aim and specific objectives
Relationship to published work in the area
Methodology
Data analysis
Ethical considerations
The Key references
Applications and limitations
Field, A. (2005). Discovering Statistics using SPSS. SAGE Publications
Ltd.
Silverman, D. (ed) (2004) Qualitative Research: Theory, Method and
Practice. Sage Publications Ltd: London.
Smith J.A. (Ed). (2008). Qualitative Psychology. A Practical Guide to
Research Methods. Second Edition. Sage Publications.
Essential
Reading
Clark-Carter, D. (2004). Quantitative psychological research. Psychology
Press.
Further Reading
Gaur, A.S., & Gaur, S.S. (2006). Statistical methods for practice and
research. SAGE Publications Ltd.
Haslam, S.A., & McGarty, C. (2003). Research Methods and Statistics in
Psychology. SAGE Publications Ltd.
Kerr, A.W., Hall, H.K. and Kozub, S.A. (2002). Doing Statistics with SPSS.
SAGE Publications Ltd.
Petrie A. Sabin C.(2000) Medical statistics at a glance. Blackwell Science
Oxford
Bland MJ. (2000) An introduction to medical statistics. 3rd Ed. Oxford
University Press.
Gordis L. (2000) Epidemiology. Philadelphia, W.B. Saunders
Vetter N.M. (1999) Epidemiology and public health medicine. Edinburgh,
Churchill Livingstone
Farmer R, Miller D, Lawrence R (1999) Epidemiology and public health
medicine. 4th Edition.Oxford, Blackwell Science.
48
For students taking OccPsy/Business Psy MSc:
Rogelberg, S.G. Ed (2004). Handbook of Research Methods in Industrial
and Organisational Psychology. Blackwell Publishing Ltd. Oxford.
Chapters 5 and 8.
Date Module
Specification
Approved:
2011
49
ADVANCED CLINICAL PRACTICE – CASE STUDY
Module Code
MSPP4006
Module Title
Department
Subject
Module Leader
Module Type
Restrictions
Level
Module Credits
Module Status in
relation to
courses
Advanced Clinical Practice
IHS
MSc Psychodrama Psychotherapy
Pre-requisites
Co-requisites
Excluded
Combinations
Location of
Teaching
Postgraduate
7
20
Mandatory
PG Dip Psychodrama and Action Methods
MSc Psychodrama and Action Methods
MSc Psychodrama Psychotherapy
Mental Health Training or structured mental health placement and Introductory
level training and experience of at least one other model of psychotherapy
None
None
5 weekend workshops at Complex Needs Service, Manzil Way, Oxford, and 1
residential workshop at Boswedden House, Cape Cornwall
Short Module Descriptor
This module of study integrates the learning from previous modules and further integrates a wide
range of psychological meta-theories. Students will be encouraged to challenge contemporary
psychotherapy practice both in relation to psychodrama psychotherapy and other relevant fields.
Participants will present their learning in the form of an extended case study.
Rationale
Advanced practice in Psychodrama Psychotherapy as stipulated by the requirements of the
Humanistic and Integrative Psychotherapy College of the UKCP requires an ability to reflect on the
client journey from formulation, through therapy, to considerations of ending. This module integrates
the learning from previous modules of study, including the connections between Psychodrama
Psychotherapy, diagnostic frameworks of assessment, treatment and other psychotherapeutic
modalities.
Intended Learning Outcomes
On successful completion of the module students should be able to:
1. Critically evaluate a range of psychotherapeutic modalities and demonstrate an ability to
apply this evaluation to clinical practice
2. Synthesise theories of human development and apply to a particular individual case study.
3. Demonstrate an ability to formulate a comprehensive therapeutic plan of intervention.
4. Demonstrate an ability to make decisions about appropriate therapy options and articulate
their decision making process.
5. Produce and communicate a clinical report outlining client assessment, formulation and
50
progress, being aware and responsive to issues of confidentiality and ethical practice.
Indicative Content
Participants will be provided the opportunity to engage in a range of experiential workshops and
didactic teaching sessions that may include consideration of:





Clinical application of principles of psychotherapy, from a range of differing theoretical
perspectives.
Principles of best practice in relation to assessment and case formulation in Psychodrama
Psychotherapy.
Issues of planning and evaluating effective intervention within a programme of
psychotherapeutic intervention.
Development and communication of clinical report writing.
Ethical practice within the context of case study development.
Mode of Module Delivery
The module will use a blended learning approach. The majority of the learning will take place during
weekend and residential workshops, which offer a combination of didactic teaching and experiential
learning. Additional learning will take place in course reading, seminar groups, tutorials and written
work.
Learning and Teaching Activities
In addition to attending the monthly workshops, students will be expected to take part in self-directed
learning, small and large group discussion, seminar presentations, action learning sets and the
utilisation of action based methods. Students will be expected to undertake reading prior to and after
workshops, and asked to process their learning based on David Kolb’s Four Stage Experiential
Learning Cycle (Recall the experience; Reflect on the experience; Analyse and understand the
experience; Form a plan of action for next steps in learning and development).
Use of Learning Technologies
The module will make use of the University of Worcester virtual learning environment.
Attendance Requirement
Students must normally attend a minimum of 80% of the workshops.
51
Formative Assessment
Students will lead a two hour long group session with their peers demonstrating their developing
understanding of psychodrama, including the warm-up action and sharing phases. They will have their
work processed by the training group. They will receive written feedback from their personal tutor that
will inform the review process and their further development as a psychodrama psychotherapist.
Summative Assessment
Summative
Assessment
Items
Case Study
Indicative
Word Limit
or
Equivalent
(e.g. time)
6,000
Weighting
100%
Learning
Outcomes
Assessed
All Learning
Outcomes
Anonymous
Marking
No
Sample Assignment
Presentation of a single case study, considering each of the learning outcomes within the module of
study. The case study will be drawn from the participants clinical practice arena and will adhere
throughout to the protocols of the University of Worcester and workplace guidance in relation to client
confidentiality
Set Texts
(There are no set texts for this module)
Essential Reading
Baim, Clark, Burmeister, Jorge and Maciel Manuela. (2007) Psychodrama: Advances in Theory and
Practice, Hove, East Sussex: Routledge.
Blatner, Adam (2004) Foundations of Psychodrama, Fourth Edition, New York: Springer
Further Reading
American psychiatric Association (2000) Diagnostic and Statistical Manual of Mental Disorders, Fourth
Edition, Text Revision (DSM-IV-TR), Arlington, VA: American Psychiatric Association
Casson, John (2004) Drama, Psychotherapy and Psychosis: Dramatherapy and Psychodrama with
People who hear Voices, Hove: Brunner-Routledge
Cordless, Christopher and Cox, Murray, Eds (1996) Forensic Psychotherapy: Crime, Psychodynamics
and the offender patient, London: Jessica Kingsley
Cukier, Rosa (2007) Bipersonal Psychodrama: Its techniques, therapists and clients, Self published via
www.lulu.com
52
Frie, Roger, Ed. (2003) Understanding Experience; psychotherapy and postmodernism, East Hove:
Routledge
Gershoni, Jacob (Ed.) (2003) Psychodrama in the 21st Century. New York: Springer
Hudgins, M. Katherine (2002) Experiential Treatment for PTSD, the therapeutic spiral model, new York:
Springer Publishing Company
Kipper, David A. (1986) Psychotherapy Through Clinical Role Playing, New York: Brunner/Mazel
Landy, Robert, J (2008) The Couch on the Stage: Integrating Words and Action in Psychotherapy. New
York: Jason Aronson
Scategni, Wilma (2002) Psychodrama, Group Processes and Dreams: archetypal images of
individuation, Hove: Brunner-Routledge
White, John R and Freeman, Arthur (2002) cognitive-Behavioural Group Therapy for specific problems
and populations, Washington DC: American Psychological association
Yalom, Irvin (2001) The Gift of Therapy: reflections on being a therapist, London: Piatkus
Key Journals
British Journal of Psychodrama and Sociodrama
Psychotherapy Research Journal of the Society of Psychotherapy Research
Electronic Resources
www.psychodrama.org.uk
British Psychodrama Association
www.psychotherapy.org.uk
United Kingdom Council of Psychotherapy (UKCP)
Date Module Specification Validated
53
DISSERTATION
Module Code
Module Title
Department
Subject
Module Leader
Module Type and Restrictions
Level
Module Credits
Module Status
Pre-requisites
Co-requisites
Excluded Combinations
Location of Teaching
Short Module Descriptor
MSPP4007
Psychodrama Psychotherapy Dissertation
IHS
MSc Psychodrama Psychotherapy
Huw Richards/Peter Haworth
Postgraduate
7
60
Mandatory
MSc Psychodrama and Action Methods
MSc Psychodrama Psychotherapy
MPSY4002
None
None
Supervision and tutorials will be mainly on-line
This module aims to give the student experience of individual and original intellectual inquiry into
Psychodrama Psychotherapy, developing the range of skills and competencies acquired in the
mandatory and other modules in the programme. It gives the student the opportunity to
consolidate, develop and enhance their skills in research and evaluation and to bring these to
bear on a substantive piece of work. It enables students to draw from the conceptual and
analytical approaches which inform Psychodrama Psychotherapy and apply this knowledge to
their chosen topic. University of Worcester Ethics Committee approval will be required prior to
commencement of Research.
Rationale
The dissertation defines the Masters Award in Psychodrama Psychotherapy. It provides the
means by which students can explore in a systematic and in-depth manner a topic of their
choice, related to the advanced programme of study. The Study provides students with the
opportunity to demonstrate autonomy and independence in learning through the planning,
implementation and completion of a substantive piece of work whilst under the supervision and
guidance of a lecturer.
Intended Learning Outcomes
On successful completion of the module students should be able to:
1. Work independently on an original piece of work appropriate to the chosen subject which
2.
3.
4.
5.
6.
may be in the form of a conventional dissertation, practical project or a performance
project.
Design and plan a feasible study through original research and/or re-working of
secondary materials from an original viewpoint.
Demonstrate intellectual and methodological competence appropriate to a masters level
of work.
Critically evaluate research, evidence and practice and apply this to the chosen topic.
Demonstrate the ability to draw conclusions and make sound recommendations.
Communicate findings effectively demonstrating high standards of clarity and coherence
54
and accepted scholarly conventions.
Indicative Content
The content of the dissertation will be defined by the student; however, it must relate to a
pathway in which the student aims to achieve their award and the proposal must be approved by
the Board of Examiners.
Attendance Requirement
Students are expected to take responsibility for their own study. There is no mandatory
attendance; however, students are expected to communicate with their study supervisor to
facilitate progress.
Assessment Details
Summative
Assessment
Items
Dissertation
Indicative Word
Limit or
Equivalent
(e.g. time)
15,000 or
equivalent in terms
of other non-written
assessment modes
to be negotiated
with Board of
Examiners
Weighting
Learning
Outcomes
Assessed
Anonymous
Marking
100%
LOs 1-6
Yes
Sample Assignments
Example
A comprehensive report on the subject of the student’s area of research in the field of
psychodrama psychotherapy in a clinical or educational setting, this will include a comprehensive
critical review of the literature, an exploration of the research methods chosen, a comprehensive
analysis of the results and suggestions for further research in this or allied arenas.
Set Texts
Code of Ethics And Practice (2010) Cheltenham: British Psychodrama Association
Essential Reading
Hart, C. (2005) Doing your Masters Dissertation, Sage, London
55
Further Reading
Potter, S. (2006) Doing Postgraduate Research (2nd Edn.), Sage, London
Punch, K. F. (2000) Developing Effective Research Proposals, Sage, London
Hart, C. (1998) Doing a Literature Review, Sage, London
Walliman, N.S. R. (2005) Your Research Project: A Step-by-Step Guide for the First-Time
Researcher (2nd Edn.) Sage, London
Electronic Resources
Doing your research project: GlanHafren Guide
http://www.glan-hafren.ac.uk/learncent/StudyGuides/ResearchProjGuide.pdf
National Health Research Ethics Service
http://www.nres.npsa.nhs.uk/
Public Health Resources Unit
www.phru.nhs.uk
Research Ethics Links
http://bubl.ac.uk/Link/r/researchethics.htm
Research process flowchart
http://www.rdinfo.org.uk/flowchart/Flowchart.html
Other texts will depend on the nature of the student’s project.
Date Module Specification Validated
56
Appendix 1
MSC Psychodrama Psychotherapy
Practical Assessments
There will be three assessments of candidates’ practical ability in the use of
psychodrama and psychodrama techniques during the MSc programme. These will be
towards the end of the post graduate certificate level, post graduate diploma level, and
during the final MSc level during year 4 and 5. The purpose is for the candidate to
demonstrate competences at that particular level of development as a
psychotherapist. The first two assessments are formative and give students
opportunities to gain experience of the practical assessment process.
Post Graduate Certificate
During the MSPP4003 module candidates will be expected to run an hour long
session with the training group that demonstrates the following learning outcomes
from MSPP4001, 2 and 3.



Identify and demonstrate a range of core skills/methods within Psychodrama
Psychotherapy
Demonstrate the use of critically informed core psychodrama techniques within
a clinical setting.
Develop and enhance advanced clinical skills related to group process and
sociometry.
The assessed session will include a warm up, enactment and sharing and
demonstrating the use of sociometric exercises and the appropriate inclusion of group
members. The session can be psychodramatic or sociodramatic in focus and will not
be expected to direct a full psychodrama. The sessions should include some use of
role reversal. Candidates must be able to process the session giving explanations of
their thinking and an awareness of group process.
Post Graduate Diploma
During the MSPP4006 module candidates will be expected to run a two hour long
psychodrama group session, including warm-up, enactment and sharing. This
enactment can include one psychodrama or two or more vignettes. The candidate
must demonstrate the use of appropriate techniques and know when to pause and
ask for suggestions from the group or from the trainers. The candidate must
demonstrate an ability to work safely and ethically within a time boundary to the
satisfaction of two members of the OSPIP Training Team including their personal
tutor. The trainers will use the external assessment checklist below but the trainee is
encouraged to gain appropriate help and advice from both group members and
trainers, during the session and be able to make use of constructive feedback during
the processing.
57
In addition to demonstrating the above learning outcomes, the directing must also
demonstrate the following two learning outcomes from MSPP4004 and MSPP4006.


Develop and enhance advanced clinical skills related to human development
issues.
Demonstrate an ability to make decisions about appropriate therapy options
and articulate their decision making process.
MSc Final Assessment
During year 4 or early in year 5 candidates will direct a 2 hour long group session in
the training group that will include warm-up, psychodrama enactment with a single
protagonist and sharing. The external assessor, who is currently Jonathan Salisbury,
a chair of the BPA and a registered psychodrama trainer, will be present for the
duration of the session including contributing to the processing. The decision to pass
or fail is made by the external assessor in consultation with two of the OSPIP senior
trainers.
Guidelines for External Directing Assessment
The purpose of the final assessment, in a training group under ‘exam’ conditions, is to
decide whether the trainee is able to direct competently under stress. It is not the only
measure of ability as a director – supervision of the previous year’s directing in both a
training group and the clinical practice setting are also part of the assessment
process.
The notes below are intended to provide an indication of the areas covered by this
assessment.
Present at the assessment will be Peter Haworth, Nancy Piercy and the external
examiner. The opinions of all three will be used to reach a final decision. They will do
so by meeting together after the session has taken place, without the assessee or the
rest of the group.
We would like to stress that the most important part of the assessment is the
processing of his/her work. The trainee must be able to give a coherent explanation of
their directing and demonstrate an awareness of their strengths and weaknesses.
Warm up
 What is the director’s warm-up to the session?
 How does she deal with her own anxiety?
 How does the warm-up relate to the group process and themes?
 Are any warm-up exercises introduced and how are they structured?
 Is the warm-up appropriate and pitched at the right level?
Protagonist Selection
 How is the protagonist selected and why?
 How are the group members who are not selected to be the protagonist taken
care of and is this appropriate?
 How is the group used in the selection process?
58
Enactment
 Does the director negotiate a clear contract with the protagonist?
 Where does the director make choices of where to go or what questions to ask
– how does she make use of her clinical judgement?
 Is the ‘emotional smoke’ followed?
 Is the director aware of the rest of the group and how does she utilise them?
 How does the director use or facilitate doubles and why?
 How are the auxiliaries used by the director, and is she aware of any
difficulties that they may be experiencing?
 Does the director demonstrate an understanding of the appropriate use of rolereversal?
 Is there evidence of the use of the director’s own spontaneity and creativity in
her directing?
 Does she demonstrate some understanding of any transference and countertransference issues that may arise? Particularly important is the ‘wish to
please’ and be a ‘good protagonist’ issue.
 Does the psychodrama follow the classical format of scenes from the present,
past future, etc.? If not, why not?
 Does the director use physical contact, closeness and distance appropriately?
 Is the director aware of any gender or other socio-cultural issues between
herself and the protagonist? How has this affected the work?
 The director must not misuse the protagonist or other group members in any
way, either by acting out her own issues through the protagonist, or by using
inappropriate pressure on group members to do what they do not wish to do.
Sharing
 Does the director encourage sharing from members of the group?
 Are auxiliaries de-roled if necessary? What techniques are used?
 Does the director ensure that sharing is appropriate and not ‘analysis’ or
‘advice giving’?
 Does the director stay within time boundaries?
Processing
 Does the director give a coherent explanation of her directing, including
adequate explanations for decisions taken?
 Does she understand the psychological and developmental processes
involved?
 Is the director able to explain her thinking at certain points in the session?
What questions were they asking themselves?
 Can the director explain her decision making and link it to what they observed
in the protagonist?
 Was the director aware of feelings or concerns in other group members, or
were they concentrating totally on the protagonist?
 Is the director able to respond to constructive criticism on comments?
59
Psychodrama Director Processing Checklist
The following director checklist from Kellermann (1992) is also a useful guide for the
processing of the psychodrama session.
For each item, circle one of the following:
(Y) = Yes (correct performance)
(N) = No (incorrect performance), or
(?) = Don't know (inadequate information or questionable performance).
A. WARM-UP
1. Was the director able to stimulate individual group members
sufficiently and warm them up to action?
YN?
2. Was the director able to build sufficient cohesion and a
constructive working climate in the group?
YN?
3. Was the type of warm-up exercise/s appropriately chosen?
YN?
4. Were the instructions to warm-up exercise/s sufficiently clear?
YN?
5. Was there adequate follow up to warm-up exercise/s?
YN?
6. Was the director able to help the group develop a specific
theme upon which to focus?
YN?
7. Did the director consider group dynamic aspects and
sociometry sufficiently at the beginning of the session?
YN?
8. Was the director sufficiently warmed up to directing?
YN?
B. SELECTING THE PROTAGONIST
9. Was the protagonist selected in a suitable manner?
YN?
10. Were other potential protagonists considered and taken care of?
YN?
C. THERAPY CONTRACT (action-preparation)
11. Were overall time-boundaries of the session taken into
consideration sufficiently before the session?
YN?
12. Was the stage, or action-space, prepared sufficiently?
YN?
13. Was a therapeutic alliance (tele) established?
YN?
14. Was a treatment contract sufficiently negotiated?
YN?
15. Was the protagonist assisted in the transition from audience to
drama in a manner which developed the warm-up process?
YN?
60
D. INTERVIEWING (focusing)
15. Was the protagonist interviewed adequately with respect
to time, i.e. not too long or too short?
YN?
17. Was a basic theme or focal issue identified correctly?
YN?
18. Was the protagonist given sufficient freedom to select the focus
of exploration?
YN?
19. Were other concerns adequately identified?
YN?
20. Were non-verbal messages of the protagonist identified?
YN?
21. Were unconscious, symptomatic, and/ or other essential
clinical information sufficiently gathered?
YN?
Action Phase :
E. SCENE SETTING
22. Was the first scene chosen properly in terms of protagonist
warm-up and relevance to the focal issue?
YN?
23. Were subsequent scenes chosen properly?
YN?
24. Were the scenes sufficiently ‘anchored’, in time (when)?
YN?
25. Were the scenes sufficiently ‘anchored’ in place (where)?
YN?
26. Were symbolic scenes, representing the imaginary world of
symbols and dreams, properly staged?
YN?
27. Was the director able to capture the overall atmosphere of
location properly, so as to arouse the group’s imagination?
YN?
28. Were light and sound used properly to enhance atmosphere?
YN?
29. Were relevant (and/or significant) objects used correctly?
YN?
30. Were transitions between scenes correctly handled?
YN?
31. Could the group hear and see the action sufficiently?
YN?
32. Was the stage properly set for action (taking into
consideration the positioning of walls and furniture, for example)?
YN?
33. Was the stage adequately ‘cleared’ between scenes?
YN?
34. Were relevant clues adequately picked up?
YN?
61
F. PUTTING AUXILIARIES INTO ROLE
35. Were the auxiliaries chosen properly?
YN?
36. Were the auxiliaries put into role properly, receiving
sufficient instructions on their role performance?
YN?
37. Were the auxiliaries optimally mobilised to function as
extensions of the director and protagonist?
YN?
38. Were dysfunctional auxiliaries tactfully dismissed?
YN?
39. Were auxiliaries sufficiently protected against physical harm?
YN?
G. ENACTMENT
Beginning
40. Was the director able to perceive important clues, identify
the central issues, and translate them into action?
YN?
41. Was the protagonist instructed to act in the here-and-now?
YN?
42. Was the protagonist instructed to 'show' the group what
happened rather than talk about it?
YN?
43. Were resistances properly identified, concretised and worked
through before and during the action?
YN?
44. Was reality enacted before surplus reality (affirmation before correction)?
YN?
45. Were the various time dimensions; past, present, and
future, properly differentiated?
YN?
46. Were the various reality dimensions; subjective, objective
and surplus reality, properly differentiated?
YN?
47. Was the protagonist helped to make a transition from the
world of experience to the world of representation?
YN?
Middle
48. Did the sequence of events and scenes move logically?
YN?
49. Was the technique of role reversal used correctly?
YN?
50. Was the technique of doubling used correctly?
YN?
51. Was the technique of mirroring used correctly?
YN?
52. Was the technique of soliloquy used correctly?
YN?
62
53. Were other techniques and adjunctive methods, such as dream work,
axiodrama, bibliodrama, playback theatre, living newspaper, magic shop,
and role training used correctly?
YN?
54. Did the session move from the periphery to the centre?
YN?
55. Was the physical contact between director and protagonist adequate?
YN?
56. Was the tempo of the director the same as, or in tune with,
that of the protagonist?
YN?
57. Were abstractions concretised correctly?
YN?
58. Were emotional expressions maximised correctly in
accordance with the need of the protagonist?
YN?
59. Was catharsis allowed to emerge spontaneously in its own time
YN?
60. Was catharsis allowed to be fully expressed?
YN?
51. Was the protagonist encouraged to complete his or her actions
and given the opportunity to ,undo, and to ,do again'?
YN?
62. Were insights correctly induced?
YN?
63. Were new behaviours suggested and trained correctly?
YN?
64.Was the involvement of the group taken into consideration,
and did the director maintain contact with the group, during the session?
YN?
65. Was the protagonist sufficiently protected against physical harm?
YN?
End
66. Was the psychodrama allowed to evolve by itself, without a
Pre-fixed strategy or a ‘script’?
YN?
67. Did action end in reality?
YN?
68. Did action end in here-and-now?
YN?
69. Was the protagonist in his/her own role at the end of action?
YN?
70. Were adequate suggestions from the group encouraged?
YN?
H. CLOSURE
71. Was sufficient closure provided at the end of the session?
YN?
72. Did the director assist the protagonist in integrating material
from the session?
YN?
73. Were hints for further exploration proposed?
YN?
63
74. Did the director encourage constructive feedback and/or
alternative solutions from the group?
YN?
75. Was the protagonist sufficiently helped to re-enter the group
after the session?
YN?
I. SHARING
76. Was the protagonist’s need for ‘recovery time’ satisfied?
YN?
77. Was the audience allowed its catharsis of integration in the
sharing portion of the drama?
YN?
78. Was de-roling of the auxiliaries encouraged when needed?
YN?
79. Was role-feedback encouraged?
YN?
80. Was the group allowed to respond honestly?
YN?
81. Was the director able to protect the protagonist from
well-meaning advice and interpretations?
YN?
82. Did the director share with the group?
YN?
J. PROCESSING
83. Was the director willing to ask for help when stuck or in need
of assistance?
YN?
84. Was there a clear rationale, a theoretical assumption, or a
working hypothesis behind the direction?
YN?
85. Was the director able to provide a sound evaluation of his or her
own work?
YN?
K. GENERAL
86. Were instructions and interventions verbalised clearly?
YN?
87. Were transference issues properly handled?
YN?
88. Were countertransference issues identified and properly handled?
YN?
89. Did the director practice according to the code of ethics; (responsibility,
moral standards, confidentiality, client welfare, public statements, client
relationships, etc.)?
YN?
90. Did the director seem to understand the protagonist (empathic ability)?
YN?
91. Was the director able to hear correctly what was said?
YN?
92. Was the director able to identify emotionally with the protagonist?
YN?
64
93. Was the director able to comprehend the underlying
messages which were communicated by the protagonist?
YN?
94. Was the director able to report back to the protagonist, at
The right moment, what was understood? (timing)
YN?
95. Was the director able to verify his or her understanding and
correct it if mistaken?
YN?
96. Did the director find the proper balance between support
and confrontation?
YN?
97. Did the director function well in the role of group leader
(establish group norms - build cohesion, encourage active participation
by all members, and facilitate interaction)?
YN?
98. Did the director find the proper balance between leading
and following (working together)?
YN?
99. Did the director function well in the role of therapist
(influencing, healing, changing)?
YN?
100. Did the director seem to trust the potential power of the
psychodramatic method?
YN?
This checklist is taken from Kellerman (1992) Focus On Psychodrama, London:
Jessica Kingsley with some minor modifications.
65
Appendix 2
PLACEMENT HANDBOOK
MSc PSYCHODRAMA PSYCHOTHERAPY
This handbook forms part of the MSc Psychodrama Psychotherapy Handbook, where
further details can be obtained.
1. Summary of Requirements
2. Your Placement Application Pack:
a. Checklist
b. Placement Application Top Sheet
c. Assessment of competence to practice
d. Three Way Agreement
e. Supervisory Agreement
3. Record Keeping
a. Supervision Log
b. Log of Client Hours
c. Interim Supervisory Report
d. Final Supervisory Report
1. Summary of Requirements
All candidates for the MSc Psychodrama Psychotherapy are required to meet the
clinical practice requirements set by the BPA and the HIPC of UKCP. Some
candidates will have a work situation, where they can meet all or a proportion of their
clinical practice requirements but this will still be regarded as a clinical practice
placement and will need to fulfil the OSPIP Placement Criteria.
Each student must complete the clinical practice requirements as outlined in the
course handbook. Both individual and group psychotherapy hours can be obtained at
any stage; however the main two yearlong psychodrama group will not be started until
the Diploma level.
Assessment of competence to practice
By building a portfolio and participating in clinical skills work during your PG Certificate
training, you will be expected to make a professional case for your own competence to
practice using the Code of Ethics and Practice of the British Psychodrama Association
and complete a practical assessment within the training group.
The assessment will then be considered by your personal tutor, and you will be
provided with feedback about your readiness to take a clinical placement in either
individual or group psychotherapy
If you are unable to obtain agreement from your tutor in relation to your competence to
practice, you will be unable to gain a placement or meet the requirements of the
Diploma, and therefore unable to gain your award. You may appeal against your
tutor’s decision should you be dissatisfied with the correct application of process and
procedures. Your tutor will forward your request to the Programme Leader of the MSc
programme, who will reconsider the assessment together with your portfolio. Should
you wish to take your appeal further; the UW Appeals and Complaints procedures will
be followed.
66
PG Certificate Placement Requirements:
Students intending to take the PG Certificate only: there is a requirement for the
development of your portfolio, and for a satisfactory competence to practice
assessment. Students will be incorporating the use of psychodrama techniques and
other action methods in their current workplace and will need to have supervision from
a BPA registered training supervisor agreed by your tutor. The nature of this practice
will depend on you previous experience and training. There will be a minimum of 50
hours of either clinical or educational practice at this level. There is no requirement for
a placement.
PG Diploma Placement Requirements:
Students intending to take the PG Diploma only (comprising the PG Certificate and
the PG Diploma): when your portfolio and assessments indicate that you have
reached a level of competence to practice, you will be expected to obtain a placement
which meets the OSPIP requirements described in this handbook. You will be
expected to complete a minimum of 150 supervised hours of psychodrama
psychotherapy practice to meet the requirements for your Diploma award. The
supervisory reports must indicate your competence and good practice, and must
confirm that you have attended supervision to the level expected by the UKCP for
students in training (see Supervisory Log). The supervisor must be a registered
training supervisor with UKCP. If your regular supervisor is not a psychodrama
psychotherapist, then you will require additional supervision from a member of the
OSPIP training team.
MSc Placement Requirements:
When your portfolio and assessments indicate that you have reached a level of
competence to practise, you will be expected to obtain a placement which meets the
OSPIP requirements described in this handbook, this placement may be your current
place of work. You will be expected to complete a total of 450 supervised hours of
psychodrama psychotherapy practice to meet the requirements for your award. The
supervisory reports must indicate your competence and good practice, and must
confirm that you have attended supervision to the level expected by the UKCP for
students in training (see Supervisory Log). The 450 hours must be complete in order
for you to achieve your award.
Clinical Placements Checklist
Placements may proceed once you have received written confirmation from the
Placement Coordinator that all your paperwork is present, and your supervisor and
placement have been assessed as meeting OSPIP criteria. You may not start client
work within the placement until you have received your written confirmation.
For reasons of safety and good practice, there will be no exceptions made to this
procedure.
Before looking for a placement…
Develop your professional portfolio which will support your assessment for
competence to practise based on BPA Code of Ethics and Practice and an OSPIP
Competence to Practice Assessment
 Request a ‘competence to practice’ assessment with your personal tutor, to
be signed by both parties if in agreement
67
 Familiarise yourself with the student handbook information regarding
placements and supervision requirements, and ensure you meet all the
conditions described there
Before your placement interview…
 Arrange personal liability insurance, which must remain continuous once
client work begins
 Ensure that the placement applied for meets all criteria within the 3 way
agreement; check this explicitly at interview. If it does not, it is unlikely that
your application will be accepted at OSPIP as a suitable placement
On being interviewed/accepted for a placement...
Complete the Three-Way Agreement with your placement provider, and submit the
original document to the OSPIP Placement Co-ordinator, Peter Haworth, stapled or
bound together with all of the following:
 A top sheet (provided) with: your name; course; date submitted; a client
group description; contracted number of client hours weekly; your email
address
 The completed Three-Way Agreement
 a photocopy of your ‘readiness to practice’ assessment sheet
 a photocopy of your insurance certificate
 a completed Supervisory agreement (original document please)
 a copy of any contract/agreement your placement has asked you to sign
You may not arrange to see clients until your paperwork is verified and you have
received email confirmation of this.
You must complete this procedure, with all of the documentation, for every placement
you start. Three way agreements submitted without all of the above documentation
completed and attached will be returned unchecked for your completion.
Scanned/electronic versions of these documents will not be accepted.
Finally, during the placement…
 Keep a Log of Client Hours
 Keep a Log of Supervision Hours
 Submit an Interim Supervisory Report every 6 months, and more
frequently as required (i.e. when changing supervisor, or if requested by
OSPIP tutors). Your tutor will have access to the supervisory report, and
this will be discussed with you and incorporated into your tutorials
 Complete a Final Supervisory Report when you have completed the hours
required for your award
As a professional practitioner, it is expected that you will take full responsibility for,
and be committed to, maintaining accurate and up-to-date records as detailed in your
handbook and summarised above. You MUST keep a copy of every placement
document you submit. These must be present and complete in order for you to
achieve your award.
68
SUBMISSION OF PLACEMENT DOCUMENTS
Please note that scanned or electronic copies of your application pack will not
be accepted.
IN PERSON: All documents and correspondence relating to placements must be
handed in to your personal tutor at one of the training workshops or during an
individual tutorial.
BY POST: It is recommended that all posted documents are sent “recorded signedfor delivery” to OSPIP, 8 Rahere Road, Oxford OX4 3QG
Proof of posting must be retained by the student. OSPIP accepts no responsibility for
lost/missing/incomplete posted items; it is your responsibility to take up any
complaints against Royal Mail, and to ensure your documents arrive safely.
OSPIP Placement Co-ordinator: Nancy Piercy nancy@ospip.co.uk
Placement Application
Name:
Course:
Date submitted:
Description of your client group:
Maximum number of clients weekly:
Your email address:
Enclosed:






A completed Three-Way Agreement (original document)
a photocopy of your ‘competence to practise’ tutorial assessment
a photocopy of your current professional indemnity insurance certificate
a completed Supervisory agreement (original document)
a copy of your Enhanced CRB certificate
a copy of any contract/agreement your placement has asked you to sign
Please submit your completed pack, which must be stapled or bound together.
69
‘Competence to Practice’ assessment
Student Name:
Date:
Course:
You are required to self-assess your own abilities using the BPA code of ethics and
practice and the OSPIP Competence to Practice criteria listed below. You must
provide evidence in your professional portfolio that you meet all of the criteria.
If your evidence of clinical competence meets all criteria, you must then arrange to
meet with your personal tutor to have your assessment verified.
Criteria indicating competence for clinical practice:
1. Self-awareness, maturity and stability
2. Ability to make use of and reflect upon life experience
3. Capacity to cope with the emotional demands of the course
4. Ability to cope with the intellectual and academic requirements
5. Ability to form and maintain a helping relationship
6. Ability to be self-critical and use both positive and negative feedback
7. Awareness of issues of difference and equality, prejudice and oppression
8. Ability to recognise the need for personal and professional support
9. Competence in administrative skills, self-management skills, communication
and interpersonal skills
10. Ability to openly discuss and address emotional, medical and health issues
which might impact upon client work
11. Ability to assess own abilities and qualities, and locate areas for further
learning/personal development
12. Ability to contract clearly, and hold personal and professional boundaries
13. An understanding and acceptance of the OSPIP placement procedures
14. Understanding of the BPA Code of Ethics and Practice (2010)
15. Skills practice work showing an ability to direct a session in the training group
to a standard appropriate to your level of training
16. Awareness of the fundamental foundations of psychotherapy and
psychodrama psychotherapy by completion of Module MSPP4001.
Tutor and Student comments (continue overleaf if required):
70
It is agreed that the above student has provided evidence of competence to
practice within a supported and supervised clinical placement
Signed by
Tutor:
Date:
Student:
Date:
Students: Please include a copy of this completed and signed form with your
placement application pack.
Tutors: please clearly highlight on the list above any areas for learning/development
required in order for the student to meet the criteria, and assist the student in deciding
how they might work towards meeting those criteria.
Placement Coordinator
Nancy Piercy
OSPIP Ltd.
8 Rahere Road
Oxford
OX4 3QG
Tel/Fax: 01865 715055
Email: nancy@ospip.co.uk
Website: www.ospip.co.uk
71
MSc PSYCHODRAMA PSYCHOTHERAPY
Three-way Agreement for Supervised Clinical Practice
The MSc Psychodrama Psychotherapy is a postgraduate programme which combines
professional clinical practice with advanced academic and theoretical knowledge and
research skills. It is a humanistic and integrative programme with an specialism on the
method of psychodrama psychotherapy and allied action methods. Students will
develop well informed individual and group-work clinical practice, and build a
professional portfolio reflecting the emphasis on advanced applied learning.
This agreement outlines the responsibilities of the Training Provider, the Placement
Provider and the Student. Any additions or alterations required must be discussed
with the Placement Coordinator at OSPIP before client work begins.
Student:
Email:
Placement Provider:
Address:
Phone Number:
Email:
Name of Placement Manager
Phone Number:
Email:
Placement’s theoretical orientation:
Placement Professional Liability Insurance details:
Placement Conditions:
The Training Provider responsibilities

To take ultimate responsibility for approving the placement appropriate for the
MSc Psychodrama Psychotherapy
72



To allocate a staff member as point of contact to liaise with the Placement
Organisation
To uphold and adhere to the British Psychodrama Association Code of Ethics
and Practice for work with clients, supervisees and trainees
To take clinical responsibility for the student’s competence to practice
The Placement Provider responsibilities







With due regard to the safety and well-being of the student, it is understood
that students work with a member of staff onsite and accessible at all times
At the earlier stages in training, clients are appropriately assessed and
allocated by an experienced member of staff with consideration of the
student’s stage of development in clinical practice
That the placement aims, orientation and procedures remain in line with the
description of the training course described in this document.
To provide formal professional psychotherapy experience for students, as
distinct from the provision of support or listening services
To provide the student with placement policy documents, and necessary
induction training
To provide OSPIP with any amendments to policy or contact details that may
change the nature of the three-way agreement
To report any concerns regarding students on placement immediately to the
training provider. In the first instance the point of contact will be the OSPIP
placement co-ordinator, Nancy Piercy
In addition it is agreed by all parties that:



The placement holds the terms of confidentiality in relation to the student’s
client work
The placement will include specific members of the OSPIP training team in its
confidentiality agreement to allow communication relating to the student’s
competence, safety and well-being, including the use of group supervision
Students may refer to their clinical practice experience in fulfilling course
requirements, providing that the anonymity of the client will be safeguarded,
and that the student takes responsibility for seeking permission in writing from
the placement and the client to use material
The Student agrees



To take out appropriate Professional Liability Insurance at their own expense in
addition to any existing insurance held by the placement organisation, and to
maintain this throughout their client work
Students must provide evidence of competence to undertake clinical practice,
and have this evidence verified by the personal tutor, before embarking on the
process of looking for placements
To pay for supervision (if not provided within the placement).
73






To seek external supervision as an additional resource where there is a dual
role of a line manager providing supervision, and to ensure permission is
obtained from the agency to take client work to the chosen external supervisor
To be prepared to obtain enhanced CRB checks where required
To maintain an advanced level of professional conduct, and abide by the BPA
Code of Ethics and Practice (2010)
To disclose their qualifications and not claim or imply qualifications they do not
have
The student will seek the permission of the placement and the client, in writing,
prior to use of client material
in accordance with the BPA Code of Ethics and Practice, they must address
any concerns with the appropriate professional, e.g. supervisor, manager with
responsibility for students, OSPIP placement co-ordinator, personal tutor,
Professional Body
Placement Provider
Signed
Print Name
Date
Student
Signed
Print Name
Date
OSPIP Placement Coordinator
Signed
Print Name
Date
Thank you for your time completing this form. We welcome your feedback and are
open to discussions about this agreement. Please return this form to the address
below.
Placement Coordinator
Nancy Piercy
OSPIP Ltd.
8 Rahere Road
Oxford OX4 3QG
Tel/Fax: 01865 715055 Email: nancy@ospip.co.uk Website: www.ospip.co.uk
74
Supervisory Agreement
The MSc Psychodrama Psychotherapy is a postgraduate programme which combines
professional clinical practice with advanced academic and theoretical knowledge and
research skills. It is a humanistic and integrative programme with a specialism on the
method of psychodrama psychotherapy and allied action methods. Students will
develop well informed individual and group-work clinical practice, and build a
professional portfolio reflecting the emphasis on advanced applied learning.
This agreement outlines the requirements for supervision. Any additions or alterations
required must be discussed with the Placement Coordinator at OSPIP before client
work begins.
Student’s Name:
Phone Number:
Email:
Personal Tutor
Phone Number:
Email:
Supervisor details
Name:
Address:
Phone Number:
Email:
Qualifications in Supervision
75
Supervisory Agreement
The Supervisor must be a member of the UKCP, and have a working knowledge of
the BPA Code of Ethics and Practice (2010). The supervisor cannot also be the line
manager.
The Supervisor should be an experienced practitioner who must be on the UKCP
supervision register and the BPA register of training supervisors (or equivalent before
these come into effect).
The Supervisor holds responsibility for clinical judgements in relation to the placement
counsellor’s work.
The supervisor has a responsibility to immediately communicate serious concerns
about a student’s ethical practice or competence. This must be reported to the
Placement Coordinator Nancy Piercy (01865 715055 nancy@ospip.co.uk ) as soon as
possible and not left until the supervisor’s report is written.
A supervisor’s report is required every 6 months, to indicate what use student has
made of supervision and evaluate the student’s willingness to question their own
practice and to be open to suggestions or alternatives. A final report is made when the
student has met the 450 hours required by the Programme.
Students are expected to gain permission from the agency to take client work to the
OSPIP training group.
It is the student’s responsibility to pay for supervision unless funding is provided by the
Placement Provider.
Supervision Requirements:
Students must participate in a minimum of 1hourssupervision for every 6 hours of
clinical practice. However, more supervision is required for complex or challenging
work, in accordance with good ethical practice.
The contract for supervision must be calculated based on the client hours booked,
not on how many clients actually attend.
In psychodrama psychotherapy training, group supervision counts equally with
individual psychotherapy to reflect the value of hearing about other people’s work.
When working with co-therapists it is important that all therapists attend supervision,
although the student may also have additional individual supervision if required in
discussion with their personal tutor
I confirm that the details on this form are correct to the best of my knowledge, and
agree to the requirements of OSPIP.
Signature of Supervisor_____________________________
Date____________________
Placement Coordinator - Nancy Piercy, OSPIP Ltd., 8 Rahere Road, Oxford, OX4 3QG
Tel/Fax: 01865 715055 Email: nancy@ospip.co.uk Website: www.ospip.co.uk
76
Log of Supervision Hours
Log of Supervision Hours
Date
Session
No
Individual
Hours
Group
No in
group
77
Hours
Supervisor
Log of Client Hours
For the purposes of your placement hours, you must state the actual length of the
session in minutes. All practice hours should be hours spent working as a
psychotherapist, not advice-giving or the ‘use of counselling skills’. The hours you log
must not include cancelled sessions or missed sessions. The log should indicate
assessment session, individual or group psychotherapy.
The hours logged must be supervised to the minimum requirement stated in the
handbook.
We suggest you use a separate log for each placement.
Date
Session
no.
Client
Ref.
Length
(mins)
78
Comments
MSc PSYCHODRAMA PSYCHOTHERAPY
Interim Supervisory Report
Please complete the form and return it to the address below.
Student Name:
Email:
Phone:
Supervisor Name:
Address:
Email:
Phone:
Information about Supervisory relationship
For how long have you supervised this student’s work?
Date from:
Date to:
Individual or group supervision:
If group supervision, how many participants?
How many psychotherapy hours have you supervised for this student:
How many hours of supervision have you provided during this time:
Are you satisfied that this supervision meets the BPA Code of Ethics and Practice
requirements as outlined in your initial Supervisory Agreement (that all cases should be
presented for supervision, and that supervision must not be less than 1 hour’s presenting time
to 6 hours client work?
Yes/No
Describe how well you believe the candidate has applied her/himself to supervision? For
example, have they kept appointments, arrived on time, paid, and kept other agreements?
79
How has the student used supervision to further their professional growth?
Please state your opinion of the standard of the candidate's therapeutic work, including
particular strengths and areas requiring further development.
Please add any further comments you wish to make regarding the candidate.
I confirm that the details on this form are correct to the best of my knowledge.
Signature of Supervisor_____________________________
Date___________________________
Placement Coordinator
Peter Haworth
OSPIP Ltd.
8 Rahere Road
Oxford
OX4 3QG
Tel/Fax: 01865 715055
Email: peter@ospip.co.uk
Website: www.ospip.co.uk
80
MSc PSYCHODRAMA PSYCHOTHERAPY
Final Supervisory Report
Please complete the form and return it to the address below.
Student Name:
Email:
Phone:
Supervisor Name:
Address:
Email:
Phone:
Information about Supervisory relationship
For how long have you supervised this student’s work?
Date from:
Date to:
Individual or group supervision:
If group supervision, how many participants?
How many counselling hours have you supervised for this student:
How many hours of supervision have you provided during this time:
Are you satisfied that this supervision meets the BPA Code of Ethics and Practice
requirements as outlined in your initial Supervisory Agreement (that all cases should be
presented for supervision, and that supervision must not be less than 1 hour’s presenting time
to 6 hours client work.
Yes/No
Describe how well you believe the candidate has applied her/himself to supervision? For
example, have they kept appointments, arrived on time, paid, and kept other agreements?
81
How has the student used supervision to further their professional growth?
Please state your opinion of the standard of the candidate's therapeutic work, including
particular strengths and areas requiring further development.
Please add any further comments you wish to make regarding the candidate.
I confirm that the details on this form are correct to the best of my knowledge.
Signature of Supervisor_____________________________
Date____________________
Placement Coordinator
Nancy Piercy
OSPIP Ltd.
8 Rahere Road
Oxford
OX4 3QG
Tel/Fax: 01865 715055
Email: nancy@ospip.co.uk
Website: www.ospip.co.uk
82
Appendix 3
MSc Psychodrama Psychotherapy
Mental Health Familiarisation Placements
Principles and Approach
As an Assessment Board we have been fortunate in having on the Board delegates
from organisations that take very different views on this issue. We have gained
understanding from arguing out our very different points of view. We have also had
experience of conducting quinquennial reviews in organisations with a range of
provisions from lengthy mental health placements to the effective absence of any
provision at all. This has made us very conscious of the need to have clear, practical
and unambiguous guidance agreed by HIPS that reflects a current minimum position
that is agreed by the Section, leaving training Organisations sensible freedom to tailor
their arrangements to their approach and the priority they give to the issue.
We believe that the term "recognition of severely disturbed clients" implies previous
experience of being with severely disturbed people. So we believe that there should
be a requirement for candidates to spend time in a setting that provides this
experience and that they should not be providing psychotherapeutic help. They can be
observing or offering companionship, or using skills if those responsible for the setting
think it appropriate, such as relaxation etc.
We believe that the "understanding of the procedures used in psychiatric assessment
and liaison with other professionals involved in mental health" can be a taught
component, although we believe that spending time with those familiar with psychiatric
assessment procedures and professionals in the mental health field is important.
However we think that the balance of training and experience is a matter for Training
Organizations.
We take a similar view of the provisions in relation to skills in assessing and
differentiation of responses to shock, trauma, bereavement and spiritual emergency
from severe mental illness, although again we stress that experience with people
suffering from severe mental illness is we believe a minimum requirement.
Some Training Organisations will wish to go much further in providing lengthy
placement provisions. It is important for all training organizations to reflect on the way
they meet these requirements considering the context in which their graduates
practice psychotherapy.
Curriculum Requirements
Member organisations must provide a curriculum that covers the following elements:
1. Current approaches to the management and treatment of "Mental Illness",
including the role of mental health nurses, occupational therapists and psychiatrists.
2. Different drug treatments that are available and their effects and short and long
term side-effects.
83
3.
The basics of the legislative and organisational framework, including the Mental
Health Act, the Care Programme Approach and the various agencies involved.
Familiarisation Placement Requirements
The placement must be in a setting that allows candidates to spend time with those
who have severe mental health problems. Additionally the setting must provide an
opportunity for discussion with staff involved with assessment and diagnosis. This can
be achieved in a variety of settings including local authority day care centres or
voluntary organizations working with client groups with mental health issues e.g.
MIND.
Candidates should produce a reflective account (such as a diary) of their experience
that is submitted to an appropriate person in the training Organisation e.g. training
Supervisor.
Duration
The familiarisation placement should be of sufficient length to enable the meeting of
the learning outcomes. There should also be a taught component alongside the
placement itself.
Learning Outcomes:
1. Develop a basic understanding of psychiatry and the mental health system, the
rights of patients and the psycho-social issues involved
2. Understand the main principles of the mental health act and the procedures for
the compulsory admission and detention of patients
3. Enhance their ability to liaise with other mental health practitioners
4. Become familiar with psychiatric assessment, planning and evaluation
procedures
5. Understand the range of “mental illness” that can lead to involvement in the
mental health system
6. Familiarise themselves with the different types of intervention used, including
medication and electro-culvulsive therapy, etc and their main side effects
7. Spend time with people who have been diagnosed with severe depression and
psychosis so that they are able to recognise these in the future
8. Be able to empathise with clients who have been patients in the system
Document agreed by the HIPS Section, May 20th 2003
History
The Assessment Board has been considering the position in relation to the Mental
Health Placement for some time. Efforts to thoroughly research the background to the
issue in HIPS section documentation have been plagued by problems in accessing
the history behind this item, which are we am sure familiar to other committees.
84
So we set out our collective understanding of the background in the hope that if there
are any serious inaccuracies, they will be corrected by those with experience of past
events.
We believe that there was a proposal for a psychiatric placement that fell at an AGM
because of opposition from the Royal college of Psychiatrists. However the Guidelines
for Membership provides that "an opportunity must be provided for trainees to develop
the capacity to recognize severely disturbed clients which originally read as "a
supervised placement for six months in an appropriate facility (mental health setting)
to include closely supervised case work" (HIPS History and Guidelines for
Membership undated p38). The same document attached at Appendix A HIPS
Document - Core Curriculum Response. That provides at 4.5 under a heading
"Psychiatric Placement"
"4.5.1 Either before or during the course, there should be a facilitated placement of the
candidate in a mental health setting. The point of this is to be familiar with psychiatric
theory and practice, and to get personal acquaintance with people who have been
diagnosed as psychotic."
We believe that the principle that candidates should spend some time in a setting with
people diagnosed as suffering from severe disturbance has been in place as an
aspect of HIPS policy for some considerable period. Finally the current Training
Standards documentation provides HIPS/UKCP2.3
"Training should include arrangements to ensure that clients have opportunities to
develop the following:

recognition of severely disturbed clients, an understanding of the procedures used
in psychiatric assessment and liaison with other professionals involved in mental
health

skills in assessing and responding to the range of responses to shock and trauma,
bereavement and spiritual crisis and differentiating those from severe mental
illness,"
Appendix 4
MSc Psychodrama Psychotherapy Application and Selection Process
General Description and Accreditation
This is a five-year, part-time, postgraduate course which offers a comprehensive
academic and clinical training in Psychodrama Psychotherapy. Although the core
training is with adults, there is an option for those candidates who already work with
children to do some of the flexible clinical practice hours with children or adolescents;
however the specified hours of assessment and group and individual psychotherapy
must be with adults or adolescents over the age of 16. The programme will normally
be completed within a five year period. The maximum period before the MSc award is
six years. Trainees are required to meet academic and clinical/practical competencies
before eligibility for qualification is achieved, but this will also be dependent on
whether the trainee is considered personally competent in supervision.
85
This training programme is fully consistent and exceeds the training standards and
learning outcomes required by the British Psychodrama Association, The Humanistic
and Integrative College of the United Kingdom Council for Psychotherapy, the
Federation of European Psychodrama Training Organisations and the European
Association of Psychotherapy.
This programme attracts people from a diversity of professional fields – e.g. nursing,
psychiatric nursing, occupational therapy, social work, community work, special
education, nurse education, psychology, teaching, residential care, theatre and the
creative arts.
On completion of the training, graduates will be eligible for registration as a
Practitioner of Psychodrama with the British Psychodrama Association and as a
Psychotherapist with the Humanistic and Integrative College of the United Kingdom
Council for Psychotherapy.
The admissions procedure for the MSc Psychodrama Psychotherapy is reviewed
regularly with a view to maintaining recruitment practices which reflect commitment to
equality of opportunity. OSPIP seeks to increase opportunities for social inclusion by
attracting candidates from diverse backgrounds. The selection panel takes care to
invite applicants from a range of different cultural, social, generational, gender and
philosophical backgrounds. Recruitment and selection procedures are compliant with
the Race Relations, Age Discrimination and Disability Discrimination Acts.
Entry Requirements
The admission of an individual student is at the discretion of the authorised admission
tutors and subject to:




The University of Worcester’s
Regulations for the Admission of Students
A reasonable expectation that the
applicant will be able to achieve the learning
Outcomes of the course and achieve
the standard required for the award
Fulfilling the entry requirements
outlined below:
Additionally, admission to the programme has been devised in accordance with the
training standards of the British Psychodrama Association, United Kingdom Council
for Psychotherapy and Federation European Psychodrama Training Organisations.
Candidates for entry onto the Masters programme, whether the exit point be
Postgraduate Certificate, Postgraduate Diploma or full Master of Science, must
normally fulfil the following entry requirements:

Possession of a second class honours degree in a related subject *, or an
equivalent relevant professional qualification acceptable to the University of
Worcester

Demonstration of a mature attitude, commitment and initiative

Some experience of work with people in a responsible role
86

Evidence of some experience of psychodrama

Evidence of a knowledge and interest in psychology and psychotherapy

Good interpersonal skills

Compliance with terms of the Rehabilitation of Offenders Act, 1974, and
mental health legislation for clinical placement and employability in the
NHS, local authority social services departments (LASSDs), working with
children, and other similar sensitive areas of employment.
* for example: medicine, psychology; social work; education; nursing; occupational
therapy; speech and language therapy.
More importantly, applicants need to be working in a relevant field and should specify
how the nature of their current practice relates to their eligibility for attendance on the
course on their application form and at interview. In addition, students will be
requested to provide:
 Two references supporting their application
 Any applicants whose first language is not English or who has not been educated
wholly or mainly in the medium of English must reach a minimum IELTS
(International English Language Testing System) score of 6.5 (or equivalent in an
approved test in English) or otherwise demonstrate that they have an adequate
command of both written and spoken English before starting a course
 A satisfactory CRB (Criminal Records Bureau) check.
The UW’s admission team will initially answer all course inquiries and send out course
information and application forms. However, it is the applicants’ responsibility to obtain
the CRB and a satisfactory health clearance. Applicants should note that there may be
a cost associated with these.

As the course is postgraduate training requiring masters-level participation,
candidates with a second class honours degree or equivalent qualification may
apply. Professional experience in the field, in statutory and non-statutory
organisations (or in a managerial position) may be considered adequate and in
these cases particularly, the candidate will be encouraged to participate in one
of the introductory workshops offered by OSPIP or another psychodrama
training organisation and to demonstrate an ability to assimilate both the
theoretical and experiential aspects of training. This is also a more general
expectation of prospective candidates although it is not an absolute
requirement.

Assessment of prior academic learning (APL) is made during the selection
process and consideration will be given to validated and evidenced learning /
training in relevant fields. Candidates may be required to submit written work.

APL requests will also be subject to satisfactory academic references.
Experiential Requirements
87

Although there is no minimum age requirement, candidates must be of
sufficient maturity to manage the intensity of the training and be physically and
emotionally able to fulfil the requirements of training and practice.. A personal
and professional reference is therefore required.

It is desirable that applicants have engaged in at least one year of
psychotherapy with a UKCP registered psychotherapist, or equivalent,
(preferably in a psychodrama group).

It is preferable to have at least 50 hours of direct psychodrama experience
(possibly through participation in an introductory course or within workshops
with experience of playing auxiliary roles and with the experience of being
protagonist in a psychodrama).

A sound working knowledge of modern mental health diagnoses and systems
is essential; therefore direct experience of working in the mental health field
prior to application is an advantage. Should applicants not have this prior
experience, they must undertake to obtain at least a minimum of 100 hours of
structured mental health experience; however it may be necessary to increase
this time as required to achieve a competent level of understanding. This
should be completed by the end of the second year of training and is a prerequirement for MSPP4006.
Students can be interviewed and accepted with less than minimum formal
qualifications providing they can show evidence of other appropriate qualifications
and/or experience. Each case is considered on its merits.
International applicants, if unable to attend an interview in Oxford, may be interviewed
on Skype, with an additional assessment of written material. Two members of the
interview panel will speak with and assess the applicant. A video of the applicant’s
work may also be requested.
Due consideration is given by the selection panel to the previous experience of each
applicant, both through APEL (Assessment of Prior Experiential Learning) and CATS
(Credit Accumulation Transfer System). Entrance onto the programme, involving
transferred credit, will proceed in accordance with University of Worcester academic
regulations: Postgraduate Regulatory Framework.
Academic Regulations and Procedures: Policy and Principles for Accreditation of Prior
Learning can be found at: http://www.worcester.ac.uk/registryservices/942.htm
Admissions Procedures
All applications are processed through the UW Registry and passed on to the
Admissions Tutor, who will scrutinise qualifications and check whether the applicant
fulfils the requirements. All candidates will be interviewed by members of the
programme team to ensure they have the appropriate qualifications, motivation,
experience and access to relevant work experience.
Mature Students
88
UW values diversity in its student body and students of any age (over 21) are very
welcome. If you fulfil the standard entry requirements as detailed above, please apply
through the University of Worcester.
Students with few or no formal qualifications should contact the Registry Admissions
Office (01905 855111) with details of their age, any work undertaken, including caring
or organised voluntary work, and any other relevant experience gained since leaving
school.
Accreditation of Prior Learning
Students may be admitted with advanced standing through the recognition of credit, or
the accreditation of experiential or certificated learning. Please contact the Registry
Admissions Office for further information or guidance on 01905 855111.
Top up course for previously accredited psychodrama psychotherapists
Candidates who have a psychodrama psychotherapy diploma with a BPA accredited
training organisation and are registered with the UKCP, or who have a diploma with a
member organisation of FEPTO and have the European Certificate of Psychotherapy,
or in some other way meet the standards set by the BPA for overseas practitioner
registration can apply for the specific “top up” MSc programme to convert their training
to an MSc Psychodrama Psychotherapy.
These candidates must have received an advanced diploma in psychodrama
psychotherapy that included at least six pieces of assessed written work, one of which
must have been a dissertation of at least 12,000 words. They will also have completed
at least 450 hours of supervised clinical practice and an external assessment of their
practical competence as a psychodrama director.
Candidates will complete the academic modules MPSY4002 and MSPP4007 and will
not be required to gain any further experiential hours. If candidates have previous
experience of a Masters level in psychotherapy research they may gain exemption
from MPSY4002 by submitting a suitable research proposal.
Until the maximum number of places on the programme have been offered and
accepted, all applicants fulfilling the programme’s entry requirements are invited to
interview. All applicants must satisfy the interviewers that they are capable of
undertaking a study programme at Masters Level. Applicants who do not possess a
first degree or equivalent qualification are required to submit evidence of their
academic ability through written work.
Self-declaration of criminal convictions is required on application for a place on the
MSc Psychodrama Psychotherapy programme. Successful applicants are required to
apply for an enhanced Criminal Records Bureau (CRB) screening at participant
expense and to have completed clearance by the point of registration onto the
programme. It will be made clear to students at interview that although they may be
offered a place of the course with a criminal conviction, it is at the discretion of the
placement providers whether or not they will offer a particular placement. The
University of Worcester cannot guarantee a student a particular placement. If a
candidate is found to have lied about a criminal conviction s/he will be discharged
from the course.
89
Additionally, in some instances, Occupational Health Clearance will be required prior
to the commencement of a clinical placement. Therefore, students are required to
complete a University of Worcester Health Questionnaire and to ensure that
occupational health clearance has been completed by the point of entry onto the
programme.
All students accepted onto the programme are required to have access to a personal
computer for the duration of their studies.
Selection Procedure:
Members of the psychodrama psychotherapy staff team will administer the application
and interview procedures. Normally, two members of staff co-lead the interview
session and attend a subsequent selection meeting, when they discuss each
candidate’s application papers and performance at interview before completing
together an Interview Record Form.
Each candidate eligible for entry to the MSc course will normally undergo a selection
process, which will include the following:

Completion of a University of Worcester application form (or OSPIP application
form, approved by the University of Worcester) that includes academic and
professional references

Submission of his/her curriculum vitae, detailing a list of relevant qualifications
and experience

Submission of a written statement about his/her expectations of the
programme and its relevance to personal and professional development

Evidence of original certification of his/her qualifications

Evidence of original certification of proficiency in English, where English is not
his/her first language

Statement of way/s in which s/he is to meet the financial requirements of the
course

Attendance at a half-day interview, which includes participation in a practical
workshop and an individual interview with members of the core staff team.
Selection procedures comply with the University of Worcester Equal Opportunities
policy, which aims to ensure equality of opportunity to students seeking admission to
academic programmes.
Selection is made on:





Achievement of minimum entry requirement
Letter of application/personal statement
References
Personal performance at interview
Individual’s ability to engage appropriately within a group
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Criteria for admission will be based on:





Academic qualification
Appropriate work experience or experiential learning
Ability to communicate effectively
Ability to cope with demands of academic, practical and personal demands of
the programme
Attitude and commitment
At interview it is explained that, although an applicant may be offered a place on the
MSc Psychodrama Psychotherapy programme with a minor criminal conviction, it is at
the discretion of the placement provider/agency whether or not an offer of a clinical
placement is made.
Selection Procedure for “Top up”
Candidates for the MSc “Top up” will be interviewed by two members of the staff
team, usually via Skype. There will be no group interview or experiential component to
the process. All candidates who meet the criteria and in the view of the interviewers
are in a position to complete the research project, will be accepted into the next
available place on the programme. Candidates may be offered a “stand bye” place
should there be late withdrawals from the course.
Recruitment:
The maximum recruitment number for each MSc Psychodrama Psychotherapy cohort
is 20. The full programme recruits every two years. The “top up” will run more
frequently..
Please contact the OSPIP Office for further information or guidance 01865 715055 or
enquiries@ospip.co.uk.
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SECTION 3: Programme Specification
1. Awarding institution/body
University of Worcester
2. Teaching institution
Oxford School of Psychodrama and Integrative
Psychotherapy (OSPIP) and the University of Worcester
British Psychodrama Association (BPA)
(Organisational Member of United Kingdom Council for
Psychotherapy (UKCP))
 PG Certificate
 PG Diploma
 Master of Science (MSc)
 Postgraduate Certificate in Psychodrama and Action
Methods
 Postgraduate Diploma in Psychodrama and Action
Method,
 MSc in Psychodrama and Action Methods
 MSc Psychodrama Psychotherapy
N/A
3. Programme accredited by
4. Final award
5. Programme titles
6. Pathways available
7. Mode and/or site of delivery
Face to face taught mode of delivery, through workshops supported through online materials.
Teaching will primarily take place at Oxford Complex Needs Service and the University of
Worcester.
Experiential, residential workshops will take place at Boswedden House, Cornwall.
8. Mode of attendance
Part-time over five years
Attendance is required on one weekend each month, including two longer residential
workshops each year, during each of the first four academic years of study.
The fifth year has a total of 10 weekend workshops.
9. UCAS code
10. Subject Benchmark Statement/
Professional Body statement
N/A
The programme is run in accordance with the
training standards of the British Psychodrama
Association 2007 ‘BPA Training Requirements and
Guidelines’
Approved by Audit and Review Committee May
2012
10. Date of Programme Specification
preparation/revision
11. Educational aims of programme are as follows:
The MSc Psychodrama Psychotherapy is an educational professional programme in
Psychodrama Psychotherapy in accordance with the training requirements for access
to the professional register of psychotherapists of the United Kingdom Council for
Psychotherapy.
The programme provides an opportunity to engage in key critical themes within the
development of advanced professional psychotherapy practice. Distinctive elements
of the programme include the development and application of advanced action based
methodologies with individuals and in group psychotherapy contexts.
92
Participants will come from a range of backgrounds including health, social work,
social care, psychology, nursing, medicine and education.
The course aims to provide:








an opportunity to enhance the skills of autonomous self-management, leadership,
clinical decision making, communication skills and advanced clinical competence
in Psychodrama Psychotherapy.
an opportunity for participants from a range of diverse professional backgrounds to
develop and attain the professional competencies for registration as a
Psychodrama Psychotherapist with the British Psychodrama Association and as a
psychotherapist with the United Kingdom Council for Psychotherapy.
a flexible programme of professional psychotherapy development at post graduate
level.
educational modules and supervised practice/clinical experience, designed to
develop advanced abilities of critical reflection, critique and synthesis to inform and
contribute to the evidence base of ethical psychotherapy practice.
an opportunity to design and conduct an independent research project within
Psychodrama Psychotherapy practice at M Level.
the opportunity to develop, critique, implement and disseminate innovative,
original and ethically founded practice within the arena of psychotherapy
psychodrama practice.
preparation for contemporary practice in a range of settings through familiarisation
with brief and medium term, time limited group and individual psychotherapy.
enhance employability and career development in advanced practice within a
variety of professional settings.
12. Intended learning outcomes and learning, teaching and assessment
methods
By the end of the course students will be able to:
Knowledge and understanding
4. Demonstrate a systematic, critical understanding of the field of psychotherapy with
specific reference to Psychodrama Psychotherapy.
5. Demonstrate a critical awareness of the complexities of contemporary clinical
practice within Psychodrama Psychotherapy.
6. Critically apply with originality, appropriate methods of enquiry to issues relating to
areas of psychotherapy practice to enable new understanding.
Examples of learning, teaching and assessment methods used:



Programme of lectures, seminars, group work, presentations, group and individual
tutorials, action learning with e-learning support through Blackboard VLE and
PebblePad e-learning portfolio software.
Researching construction and writing of a variety of assignments and the
subsequent development and enhancement through formative and summative
feedback.
Self-directed research, independent study and project work with tutorial
guidance and peer discussion.
93





Utilisation of a range of action based methodologies including Sociodrama,
psychodrama, Sociometry, role development, role taking, role training.
Demonstrations of exemplary expert practice.
Supervised clinical practice.
Production of ethically founded independent study within the core discipline of
Psychodrama Psychotherapy.
Structured work-based clinical involvement.
Cognitive and intellectual skills
4. Critically evaluate research within the field of Psychodrama Psychotherapy and its
value and application to practice.
5. Communicate complex concepts within the field of Psychodrama Psychotherapy,
both verbally and in writing, to high levels of scholarly competence.
6. Autonomously engage in designing, implementing and evaluating an original
research enquiry in Psychodrama Psychotherapy.
Examples of learning, teaching and assessment methods used:





Encourage the development of critical analytic skills in the ability to evaluate
evidence and argument as a means of recognising underpinning assumptions and
judgements.
Promoting reflexivity in research and an understanding of its implication to
psychotherapeutic clinical practice.
Engagement of learners in discussion and critical incident analysis of key concepts
in emerging practice.
Formative and summative assessment regarding case study analysis
Presentation, discussion and analysis of competing concepts within
psychotherapeutic practice.
Practical skills relevant to employment
4. Synthesise available evidence at the forefront of psychotherapy practice, through
consideration of theory, practice, research findings, systematic reflection, and
evaluation in informing decisions to enhance ethical, professional practice.
5. Demonstrate the ability to work autonomously and collaboratively in enhancing the
professional identity and advanced skills of self and others.
6. Demonstrate an ability to practice Psychodrama Psychotherapy at an advanced
level, within a clear ethical framework to a consistently high professional standard.
Examples of learning, teaching and assessment methods used:






Integration of work based experience and learning with theoretical developments
in the area of practice.
Role play of virtual therapeutic work-based scenarios.
Utilisation of live supervision within the context of the learning group.
Action based supervision, utilising the opportunity to ‘rehearse reality’.
Reflection on issues of clinical experience, work based supervision and reports.
Practice placement review
Transferable key skills
94
4. Demonstrate a high level of critical appraisal, self-reflection, competence and
judgment in retrieving, evaluating and communicating information.
5. Work collaboratively, with professionalism, self-awareness and compassion within
groups, towards group goals.
6. Work independently to make decisions in complex situations with self-direction
and self-management to achieve his/her own personal and professional goals
whilst accessing appropriate levels of supervision and support.
Examples of learning, teaching and assessment methods used:






Embedded advanced study skills and research specific skills within the
programme.
Written and presentational assessments with a focus on the application of
criticality and enquiry focussed skills.
Autonomous self-management abilities are developed through meeting of
assignment deadlines, contributions to group work, the independent study and
peer review.
Presentation of case specific material through both individual and group methods.
Interpersonal and intrapersonal skills, ethical practice, negotiation and creative
problem solving are embedded within the programme both in module content and
within module assessment.
Information technology is a central feature in supporting the programme and
student learning, particularly e-portfolio development, professional portfolio
development and the utilisation of contemporary software.
13. Assessment Strategy
The assessment components provide a broad range of opportunities to respond to the
diversity of learning styles of participants. Utilisation of a range of methods provides
an opportunity to critically reflect upon theory, practice, clinical practice and personal
development.
A consistent focus on the utilisation of formative assessment within the programme
offers the opportunity to enhance successful progression and is consistent with the
underlying philosophy of Morenian theory.

Formative and summative assessments are incorporated into the programme to
enhance student learning. Learning, teaching and assessment methods are
supported by a wide range of assessment modes. The assessments address the
learning outcomes of each of the modules. The assessment strategies are
designed to develop skills, knowledge and attitude and to provide evidence of the
students’ progress and achievement throughout the course and to prepare them
for professional practice.

The BPA requires that a high proportion of the course work for pre-registration
education in Psychodrama must be experiential in nature with an emphasis on
learning appropriate skills. The University of Worcester has aligned with this
condition to enable students to be eligible to register with the BPA on completion
of the programme, and requires that on-going satisfactory performance in practical
experiential course work is achieved in addition to attainment in written, oral,
academic and clinical elements.
95

Assessment procedures for this programme have been informed by and devised in
accordance with the University of Worcester Postgraduate Regulatory Framework,
and the BPA training standards and codes of ethics and practice

Assessment approaches are shaped and balanced to support an overall cohesive
and integrated education experience. The programme incorporates a range of
assessment methods, which avoid over-emphasis on one particular range of skills.
Types of assessments include written portfolios, case study, spoken
presentations, practical assignments, directing psychodrama sessions, clinical
placement practice and practice reports. The opportunity for students to
demonstrate research awareness and ability will be assessed by the MSPP4007
module and dissertation. The assessments will reflect the student’s ability to work
systematically, analytically, ethically and proactively, in the specialist field of
Psychodrama Psychotherapy.

Students are introduced to and familiarised with guidelines for postgraduate study,
on commencement of their education programme. These, along with specific
assessment criteria for written, spoken and practical assignments are detailed in
the Masters Programme Handbook.

In addition, students seeking Registration with the BPA must undertake an
External Assessment to demonstrate professional competence as a
Psychodramatist.
14. Programme structure and requirements

The MSc programme comprises 7 modules, which total 180 credits at Level 7. All
modules are mandatory.

There are two 20-credit modules in each of the first three years of the programme.
These modules run consecutively, each spanning six months of study. Year 4
focuses on the preparation and presentation of a research project and dissertation,
based on clinical practice. This fourth year encompasses one 60-credit module.
The learning hours for each module are divided between taught/supervised hours
and student-directed learning. Year 5 provides a consolidation for experiential
practice and enables students to undertake an external practical assessment by
the BPA.

The programme is structured to provide a synergetic theoretical and practical
education for learning experience in Psychodrama Psychotherapy.

Professional registration for a Psychodrama Psychotherapist is set at Masters
Level. Therefore, only successful completion of the 5 year Masters programme
(180 credits at Level 7) leads to eligibility to apply for registration as a
Psychodrama practitioner with the BPA and full membership of UKCP.
Award Map for MSc Psychodrama Psychotherapy
96
Module
No.
Module Title
Year
Level
Credits
MSPP
4001
MSPP
4002
Foundations of
Psychodrama
Psychodrama and
Action Methods in
the Workplace
Group Dynamics
and Sociometry
Theories of Human
Development
Advanced
Research
Methodology
Advanced Clinical
Practice Case
Study
Dissertation
1
7
1
MSPP
4003
MSPP
4004
MPSY
4002
MSPP
4006
MSPP
4007
Student
directed
learning
120
Total
hrs.
20
Taught/
supervised
hours
80
7
20
80
120
200
2
7
20
80
120
200
2
7
20
80
120
200
3
7
20
40
160
200
3
7
20
80
120
200
4-5
7
60
10
590
600
200
TOTALS
180
450
1350
1800
In addition to the above, students are required to pass an external practical
assessment by a trainer from the British Psychodrama Association during Year 4 – 5
of the their programme.
Students successfully completing the OSPIP MSc Psychodrama Psychotherapy
programme will fully meet all of the following BPA requirements:




1200 face-to-face tutor contact hours including a minimum of:
o 730 hours of Psychodrama sessions and their processing
o 50 hours of Sociodrama sessions and their processing
o 420 hours of academic theory (module study as outlined in table above)
o 60 hours of introductory study must be demonstrated in another psychotherapy
modality and signed off by the Programme Lead
450 clinical practice hours with clients
80 hours of clinical supervision
160 sessions of personal psychotherapy (over a 4 year period)
NB - Personal psychotherapy and clinical supervision are not funded as part of
the MSc programme
Clinical practice hours
The BPA require that the client contact element of Clinical Practice, undertaken as
part of training, must be a minimum of 450 hours.
Students must demonstrate successful achievement of:
 At least 2 Psychodrama groups, one must be at least 80 sessions over a minimum
of 2 years. One must be at least 20 sessions over a minimum 6 months.
 At least 5 individual clients, one of which must be for at least 40 sessions.
 Trainees are expected to gain competence in psychotherapy assessment through
a minimum of 20 individual or group assessment sessions with at least 20 clients.
97
Personal Psychotherapy
Additional course requirements relating to clinical practice and personal therapy are
explained carefully to applicants at interview.
Students are expected to be attending personal therapy at their own expense for the
duration of the programme, however it is a UKCP requirement that students should
fulfil a minimum of 160 sessions of personal therapy over a 4 year period whilst
studying on the programme. Personal Therapy is a standard professional requirement
in all humanistic and psychodynamic psychotherapy training.
The Personal Tutor is responsible for verifying that each student has completed
satisfactorily all additional course requirements relating to Clinical Practice and
Personal Therapy, in accordance with BPA requirements, as detailed in the Student
Programme Handbook.
Award Map for MSc “Top up”
The Top up award is designed as an MSc qualification for students who have
previously met all the BPA requirements at PG Diploma level or equivalent.
Module
No.
MPSY
4002
MSPP
4007
Module Title
Advanced
Research
Methodology
Dissertation
Year
Level
Credits
1
7
1-2
7
TOTALS
Student
directed
learning
Total
hrs.
20
Taught
/super
vised
hrs.
40
160
200
60
10
590
600
80
50
750
800
15. QAA Academic Infrastructure



This programme has been devised in accordance with the QAA Framework for
Qualifications in Higher Education at FHEQ Level 7 and takes account of the
Masters Degree Level Characteristics (QAA 2010).
Students are educated to practise Psychodrama Psychotherapy to a standard
meeting the training standards of the BPA, UKCP and FEPTO and within ethical
and practice standards laid out in the BPA Code of Ethics and Practice (2008).
The design and content of the programme is informed by and consistent with
UKCP and BPA guidelines and standards which may be updated and modified
from time to time.
98


OSPIP and the MSc Psychodrama Psychotherapy programme are accredited by
the BPA.
The Programme Lead will be responsible for practitioner registration with the BPA
and explaining the process of membership and registration with UKCP to MSc
Psychodrama Psychotherapy graduates.
16. Support for students
OSPIP is diligent in its support for students. All of our teaching environments provide
a comfortable, stimulating and welcoming environment for study.
Student support is provided in the following ways:










Induction programme on commencement of his/her education programme:
introduction to study skills; introduction to Student Programme Handbook; meeting
with Personal Tutor; introduction to contracts - training group, clinical supervision
and personal therapy; experiential workshops with an emphasis on group work to
further the establishment of an integrated and mutually-supportive peer group.
Skills to promote well-being, awareness and positive practice for individual and
group work are promoted throughout the course.
Distribution of staff and student contact details (at the discretion of and with
permission of individuals): telephone number, address and email address, in order
to promote self-help groups and mutual study support.
Availability of tutors to assist in facilitating learning through extra tutorials (face
to face, by email or telephone) between study days.
Tutors are aware that students learn differently and so implement a wide range
of teaching and learning styles to facilitate this and to acknowledge difference
Students are provided with a hard copy of the Student Programme Handbook
on the commencement of their education programme.
Students are required to take part in experiential practice through the f5 years of
education in Psychodrama Psychotherapy.
The Complex Needs Service and Boswedden House are equipped with tea,
coffee and cooled water facilities for staff and students. Lunch is provided during
the weekend workshops in Oxford and there are cafes and restaurants minutes
away from the workshop. The residential workshops are fully catered and
Boswedden House also has an indoor swimming pool and sauna for exclusive
use.
Students will have access to the University of Worcester Student Learning Support
services throughout their education period. Students can access the Student
Services website: http://www.worcester.ac.uk/student/services/150.html for further
information or ask the Psychodrama Psychotherapy Programme Lead for advice
and guidance.
Students will be made aware of the appropriate regulations, procedures and
policies at the beginning of their course of study. It is the student’s responsibility to
ensure that s/he familiarises him/herself with them. The Student Programme
Handbook provides students with a list of how to access Regulations, procedures
and policy documents electronically. Assessment policies and the Equal
Opportunity policy are included in the Handbook.
The Psychodrama Psychotherapy staff team aim to provide the highest level of
student support provided through the education experience and are aware of the
emotionally challenging nature of an experientially based psychotherapy training
programme.
99
The Personal Tutorial scheme
The Personal Tutorial scheme is an essential and integral part of the overall design
and structure of the programme. The scheme enhances synthesis of the overall
education experience. Students are allocated and introduced to their Personal Tutor
(normally one of the senior trainers) at the commencement of their study programme.
Personal Tutors are appointed for a student’s entire education period. The provision of
pastoral care and on-going support for each individual student, through all aspects of
his/her education, is of paramount importance during this academically, practically and
personally demanding education experience. Whilst a minimum of 80% attendance is
normally required across the programme, Module and Personal Tutors provide, and
encourage the use of, tutorial opportunities to catch up on missed session work. A
minimum of two face to face tutorials is built into each term of the programme. Staff
and students may request additional tutorials to address specific needs and or issues.
The Student Programme Handbook includes a detailed overview of tutorial provision.
17. Admissions policy, criteria and procedures
The admission of an individual student is at the discretion of the authorised admission
tutors and subject to:

the
University
of
Worcester’s
Admissions Policy


a reasonable expectation that the
applicant will be able to achieve the learning
outcomes of the course and achieve the standard required for the award
fulfilling the entry requirements as
stated within this programme specification.
Additionally, admission to the programme has been devised in accordance with the
training standards of the British Psychodrama Association.
The full programme attracts people from a diversity of professional fields – e.g.
nursing, psychiatric nursing, occupational therapy, social work, community work,
special education, nurse education, psychology, teaching, residential care, theatre
and the creative arts.
The admissions procedure for the MSc Psychodrama Psychotherapy will be reviewed
regularly with a view to maintaining recruitment practices which reflect commitment to
equality of opportunity. OSPIP seeks to increase opportunities for social inclusion by
attracting candidates from diverse backgrounds.
Entry requirements
Candidates for entry onto the Masters programme, whether the exit point be
Postgraduate Certificate, Postgraduate Diploma or Masters of Science, must normally
fulfill the following entry requirements:


possession of a second class honours degree in a related subject *, or an
equivalent relevant professional qualification acceptable to the University of
Worcester
demonstration of a mature attitude, commitment and initiative
100




some experience of work with people in a responsible role such as teaching,
nursing, social work or medicine.
demonstration of an understanding of the discipline of Psychodrama
good interpersonal skills
students must provide an up-to-date Enhanced CRB clearance.
* for example: medicine, psychology; social work; education; nursing; occupational
therapy; speech and language therapy.




Until the maximum number of places on the programme have been offered and
accepted, all applicants fulfilling the programme’s entry requirements are invited to
interview. All applicants must satisfy the interviewers that they are capable of
undertaking a study programme at Masters Level. Applicants who do not possess
a first degree or equivalent qualification are required to submit evidence of their
academic ability through written work.
Applicants whose first language is not English must provide evidence of
successful achievement of International English Language Testing System
(IELTS) at level 7 (or equivalent), with no element below 6.5, prior to the
commencement of the course. They are required to demonstrate good
communication skills in English.
Successful applicants are required to apply for an enhanced Criminal Records
Bureau (CRB) screening at participant expense and to have completed clearance
by the point of registration onto the programme.
All students accepted onto the programme are required to have access to a
personal computer for the duration of their studies.
Accreditation of Prior Learning
Students with relevant previous study at postgraduate level or with extensive
experience may be considered eligible for accreditation of prior learning. Please
contact the Registry Admissions Office for further information or guidance on 01905
855111.
Information on the regulations and procedures for Accreditation of Prior Learning can
be found at:
http://www.worcester.ac.uk/registryservices/documents/PolicyandPrinciplesforAPL.pdf
Top-up Programme
Admissions to the MSc “top up” programme are by individual interview. Evidence of
compliance with the entry criteria must be supplied, including photocopies of any
Diplomas and registration certificates.
Candidates accessing the top-up programme will have previously completed an
Advanced Diploma course in Psychodrama Psychotherapy and gained UKCP
registration as a psychotherapist (or the equivalent in another country and be able to
meet the BPA registration requirements for non-UK practitioners).
Selection procedure
Members of the MSc Psychodrama Psychotherapy staff team will administer the
application and interview procedures. Normally, two members of staff co-lead the
101
interview session and attend a subsequent selection meeting, when they discuss each
candidate’s application papers and performance at interview before completing
together an Interview Record Form.
Selection procedures comply with the University of Worcester Equal Opportunities
policies, which aim to ensure equality of opportunity to students seeking admission to
academic programmes.
At interview it is explained that, although an applicant may be offered a place on the
MSc Psychodrama Psychotherapy programme students must provide an up-to-date
Enhanced CRB clearance.
Recruitment
The maximum recruitment number for each MSc Psychodrama Psychotherapy cohort
is 20. The full programme recruits every two years.
18. Methods for evaluating and improving the quality and standards of
teaching and learning
OSPIP is committed to providing, monitoring and maintaining high quality standards of
education for learning. To this end, OSPIP conforms to the University of Worcester’s
Quality Assurance Processes and the Academic Regulations and Postgraduate
Regulatory Framework for the quality operation of the programme. Good practice is
further monitored and enhanced by UKCP and BPA standards and guidelines, as
detailed in section 16 of this Programme Specification. The BPA reaccredits the
programme approximately three yearly, including a day visit to one of the weekend
workshops, a review of student written work and meetings with students and staff. The
Assessment Board of HIPC in conjunction with UKCP reaccredits the BPA and its
accredited training organisations once every five years.
Methods for evaluating and improving the quality and standards of teaching and
learning may be summarised as follows:
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Annual Evaluation Report of the quality of the programme (AER)
External Examiner visits and reports
Visits from and liaison with University of Worcester Link Tutor
Feedback and evaluations by students at the end of each term of study
Service user feedback
Core Staff Meetings
Course Management Committee Meetings, with student representation
Peer assessment of teaching, including sharing of good practices in teaching and
learning
Attendance at BPA Accreditation Committee meetings and Sub-Committee
meetings
Psychodrama Psychotherapy senior trainers, trainers and associate trainers
receive
on-going professional Supervision
Regular professional updating, CPD and scholarly activity.
It is a BPA requirement for OSPIP to have an external moderator, who is familiar
with
training in Humanistic and Integrative Psychotherapy. The moderator’s role is to
act as a ‘critical friend’ and to be available to both staff and students in an
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advisory capacity and can be invited to attend the Course Management
Committee meetings.
Codes of Ethics and Practice
Students are educated to practice Psychodrama Psychotherapy to a standard meeting
the criteria of the United Kingdom Council for Pyschotherapy, BPA and FEPTO Codes
of Ethics.
19. Regulation of assessment
Students are assessed by a carefully constructed combination of course assignments,
which draw on a variety of assessment modes.
Requirements to pass modules
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Modules are assessed using a variety of assessment activities which are detailed
in the module specifications
The minimum pass mark is 50% for each module
Students are required to submit all items of assessment in order to pass a
module, and in some modules, a pass mark in each item of assessment may be
required
Most modules have attendance requirements
Full details of the assessment requirements for a module, including the
assessment criteria, are published in the module outline
Submission of assessment items
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Students who submit course work late but within 5 days of the due date will have
work marked, but the grade will be capped at 50% unless an application for
mitigating circumstances is accepted
Students who submit work later than 5 days but within 14 days of the due date
will not have work marked unless they have submitted a valid claim of mitigating
circumstances
Students who fail to submit an item of assessment lose their right to
reassessment in that module, and will be required to retake the module, which will
incur payment of the module fee
For full details of submission regulations see Postgraduate Regulatory
Framework
Retrieval of failure
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Students are entitled to resit failed assessment items for any module that is
awarded a fail grade, unless the failure was due to non-attendance or nonsubmission
Reassessment takes place during the following semester
If following reassessment the module has been passed, the module grade will be
capped at 50%
If a student is unsuccessful in the reassessment, they will have one further and
final reassessment opportunity
A student who fails 40 credits or more after exhausting all reassessment
opportunities may be required to withdraw from the University
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The following awards will be available to students who meet the following
requirements:
Award
Postgraduate Certificate in
Psychodrama and Action Methods
(PG Cert)
Requirement
60 credits at Level 7, plus the completion of
at least 50 hours of clinical practice
Postgraduate Diploma in
Psychodrama and Action Methods
(PG Dip)
120 credits at Level 7 plus the completion of
at least 100 hours of clinical practice
MSc in Psychodrama and Action
Methods
180 credits at Level 7
MSc Psychodrama Psychotherapy
180 credits at Level 7, plus the completion of
the full requirements of the experiential
workshop and clinical practice hours, and an
external practical assessment by a trainer
from the British Psychodrama Association
Students are required to gain:
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A minimum pass mark of 50% in each of modules MSPP4001, MSPP4002 and
MSPP4003. In addition, students must have completed at least 50 hours of
supervised clinical practice to gain the exit award of the Postgraduate Certificate in
Psychodrama and Action Methods.
A minimum pass mark of 50% in each of modules MSPP4001, MSPP4002,
MSPP4003, MSPP4004, MPSY4002, MSPP4006 (120 credits in total), and the
completion of at least 100 hours of Clinical practice to gain the exit award of the
Postgraduate Diploma in Psychodrama and Action Methods.
A minimum pass mark of 50% in each of modules MSPP4001, MSPP4002,
MSPP4003, MSPP4004, MPSY4002, MSPP4006 and MSPP4007 (180 credits in
total) to gain the exit award of the MSc Psychodrama and Action Methods.
The MSc Psychodrama Psychotherapy will be awarded only when a student has
gained 180 credits at level M on the programme and has completed satisfactorily
all course requirements relating to personal therapy and clinical practice hours (as
stipulated in section 15)
and successfully passed the external practical
assessment
The awards of PG Cert, PG Dip or Masters are made with Pass, Merit or Distinction.
Examination Boards review and confirm results for modules, and considers
candidates’ mark profiles to make decisions about progression, awards and degree
classifications as appropriate. All marks are provisional until ratified by the
Examination Board.
20. Indicators of quality and standards
The quality of the programme will be further evidenced on attainment of accreditation
and approval by BPA through reaccreditation every three years. OSPIP have been
running Psychodrama Psychotherapy training programmes since 1989 and have
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received consistently good reports from both the BPA and UKCP reaccreditation
processes for both its teaching standards and written dissertations and through the
professional achievements of individual members of staff in the field of psychotherapy.
The University of Worcester underwent a QAA Institutional Audit in March 2011. The
audit confirmed that confidence can be placed in the soundness of the institution’s
current and likely future management of the academic standards of its awards and the
quality of the learning opportunities available to students. The audit team highlighted
several aspects of good practice, including the student academic representative
(StARs) initiative, the proactive approach which supports the student experience for
disabled students, the comprehensiveness of the student online environment (SOLE),
the wide range of opportunities afforded to students to enhance their employability,
the institution’s commitment to enhancement, and the inclusive approach to working
with its collaborative partners.
21. Career Opportunities & Links with Employers
Postgraduates completing this Masters programme will be well-equipped to
communicate effectively, to think analytically and creatively and to undertake careers
across the field of psychotherapy. The programme prepares graduates to practise
psychotherapy to a standard meeting the professional standards of Psychodrama
Psychotherapy in the UK and Europe and of psychotherapy in general through the
UKCP. Students who successfully complete the MSc Psychodrama Psychotherapy
are eligible to apply for registration as psychotherapists with the UKCP and to register
as a practitioner with BPA.
Students are equipped to work as proactive innovators in the forefront of their field,
either as individuals working independently or as members of professional teams or
agencies. The programme educates individuals to practice within a whole range of
settings, including hospitals, clinics, schools, colleges, hospices, residential care
homes, prisons, theatre, community settings and private practice.
The staff team is very well represented on key national and international professional
bodies and committees:
 BPA Executive Committee
 BPA Accreditation Committee
 Humanistic and Integrative Psychotherapy College of UKCP
 Federation of European and Mediterranean Psychodrama Training Organisations
Please note: This specification provides a concise summary of the main features of
the programme and the learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if s/he takes full advantage of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be
found in module study guides and course handbook. The accuracy of the information
contained in this document is reviewed by the University and may be checked by the
Quality Assurance Agency for Higher Education.
Key sources of information about the Course can be found in:
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University of Worcester website
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OSPIP website
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BPA Website
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FEPTO Website
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University of Worcester and OSPIP information leaflets
Student Course Handbook
Student Resource Book
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