ART 1101 Colour and Artistic Communication

Transcription

1 ART 1101 Colour and Artistic Communication Awaken one to the possibilities of the non verbal, sensory world including colour through which we express our feelings and communicate with each other and the world around us. Class Hours 16 Creates awareness of the vocabulary of colour in the inner world of feeling that leads to insight into using colour to express and transform challenging feelings. These skills can be applied to identify and process blocked communication including anger, grief and loss, fear, depression and anxiety. Certificate of Holistic Interpersonal Communication, 1. To use colour as a method of communication with one s inner feelings 2. To use colour to identify ones inner feelings 3. To use colour to transform grief and loss 4. To use colour as a way of expressing and releasing difficult feelings such as blocked speaking, anger, fear and abandonment. 28 day water colour folder Sherwood, P (2010) Holistic Counselling: a New Vision for Mental Health. Sophia Publications A set of 12 water colour paints ( you choose quality) One A3 and one A4 water colour pad Large, medium small water colour brushes Palette Water container Backing board for A3 size paper Malchiodi, C (2007) The Art Therapy source book Steiner, R. (1977) Colour Anthroposophic Press, NY Schindler, M. (1964) Goethe Theory of Colour New Knowledge Books, E.Grinstead, UK. Mayer, G. (1976) Colour and Healing New Knowledge Books, E. Grinstead, UK Mayer, G. (1978) Colour and the Human Soul New Knowledge Books, E.Grinstead, UK. Mayer, G. (1975) The Mystery Wisdom of Colours: its creative and healing Power. New Knowledge Books, E. Grinstead, UK

2 COU1101 Counselling Dynamics Creates awareness of ones own personal content in preparation for creating an inner space for counselling while supporting the student to become fluent with non-verbal and verbal tools for communicating and processing personal and client psychotherapeutic experiences. Contact Hours 64 Certificate of Holistic Interpersonal Communication, 1. To articulate and become aware of one s personal bodily, emotional, mental and spiritual experiences. 2. To recognise patterns in one s personal and interpersonal behaviour. 3. To identify personal needs and their potential impact on our relationships with our self and others. 4. To distinguish one s own feelings from others and take responsibility for them. 5. To apply skills and tools to manage ones interpersonal behaviours skilfully 6. To demonstrate fluency with the repertoire of non-verbal counselling and communication tools of colour, sound, sensing, visualising, moving 7. To process independently one s own content of experience 8. To empower oneself to maintain clear boundaries with other persons 9. To resource oneself in face of depleting personal, interpersonal and group situations. 10. To classify personal issues into workable categories and apply the basic tools of orientation, boundaries and resourcing to process them. In class exercises documented in sequence folder. Sherwood,P (2008) Emotional Literacy: The Heart of Classroom Management. ACER. Melbourne. Oil crayons: 24 colours Visual art diary for drawings 20 A3 Cartridge paper and 20 A4 Cartridge paper 3 folders with plastic sleeves. : Sherwood, P (2006) Holistic Counselling: a new vision for mental health.

3 Suki Hotu, Kuala Lumper Sherwood, P (2008) Emotional literacy ; the heart of classroom management, Acer. Melbourne REFERENCES Argyle, M. (1975) Bodily Communication Routledge, London Crowley, B. & E. (1991) Words of Power. Chapter 21, Universal Sound. Llewellyn Publications, USA. Hinde, R.A. (edit) Non-Verbal Communication Cambridge Uni. Press, London Pease, A (1986) Body Language Pease, A, & Garner, A (1988) Talk Language Sherwood, P and Tagar, Y (2002) Philophonetics counselling for preventing burnout with nurses Australian Journal of Holistic Nursing. (in press) Sherwood, P (2001) Psychotherapy that harms and psychotherapy that heals Indo-pacific journal of Phenomenology, Vol 2, September, pp Sherwood, P (2001) Employer perspectives on counsellor competencies. Psychotherapy in Australia. August Vol 7, no4, pp70-71 Sherwood, P (2000) Bridging the chasm: Philophonetics counselling and healing the trauma of sexual abuse. Diversity. Vol 2, no4 pp Sherwood, P (2000) Beholding: bridging the chasm between flooding and denial. Philophonetics counselling and sexual abuse survivors. Journal of the Incest Survivors Association, September, pp23-32 Sherwood, P. and Tagar, Y. (2000) Experience Awareness tools for preventing Burnout in Nurses. Australian Journal of Holistic Nursing April. Vol 7, pp15-20 Sherwood, P. and Tagar, Y. (2000) Philophonetics and Burnout in Nurses.: a casestudy Australian Journal of Holistic Nursing Vol 8, pp Sherwood, P. (2000) Counselling Training in the South West of Western Australia: Profile and needs of trainees. Rural Society. Vol 10, no1, pp79-86 Sherwood, P. and Tagar, Y (1999) Experience tools for preventing burnout in nurses in the Australian Journal of Holistic Nursing, March, pp10-15 Tagar, Y. (1996) Philophonetics- Love of Sounds. Persephone,Melb.

4 ART 1102 Claywork and Artistic therapy Develops the ability to work with ones feelings and experiences in clay to identify, transform and communicate them to oneself and others. This unit includes applications for the identification and transformation of anger, grief and loss, parental abandonment and rejection, family systems, blocked speaking and fear. The applications can be applied to self, used with colleagues or applied in the therapeutic setting and are particularly suitable for clients who do not communicate with high levels of verbal English. Hours 16 Certificate of Holistic Interpersonal Communication, 1. To apply basic skills in the expressive art of Clay therapy, to promote self-expression and self-healing 2. To master the use of clay for identifying and transforming anger issues 3. To explore and transform issues related to childhood and family systems 4. To identify and transform blocked speaking issues and the associated anger. 5. To facilitate the application of the clay sequences that promote interpersonal communication 6. To apply clay therapy sequences when working with peers and their issues. Clay therapy sequence folder Sherwood, P (2004) The Healing Art of Clay Therapy, Acer, Melbourne 10 kg of modelling clay Cutting and carving tools Board Water spray Bucket for water and a hand towel. Camera for photographs of sequences Schwenk, T. (1996) Sensitive Chaos - The Creation of Flowing Forms in Water and Air Rudolf Steiner Press, London Fant, A.; Klingborg, A.; Wilks, J. (1975) Rudolf Steiner s Sculpture in Dornach London

5 PSY1101 Lifespan Developmental Psychology Explores the presenting counselling issues at particular stages of the developmental lifecycle and identifies within one s biography major trends, characteristics and patterns which deepen one s knowledge of one self and provide insightful connections between events, environments, lifestyles, family of origin and particular problems at particular ages in one s life. Hours 16 The skills for navigating different stages of the lifespan are also identified and the associated resources that can build resilience to particular challenges during the lifespan. Certificate of Holistic Interpersonal Communication, 1. Record unconscious expressions of biographical material in their own life. 2. Identify expressions of biographical material in the lives of others so as to expand ones empathy and understanding 3. Develop counselling interventions based on biographical observations and theory of experiences at different phases of the life span. Presentation of portfolio of ones personal life span. Sherwood, P (2014) Life span development: 7 year cycles Oil Crayons Selection of art paper : A3 and A4 Photographs of self during all 7 year phases of ones lifespan. Bryant, W. (1993) The Veiled Pulse of Time, Anthroposophic Press, NY. Petersen, Candida (1994) Looking through the Life-span Lieviegold, B Robert, K & Cavanaugh, J (1996) Human Development Brooks/Cole Calif Erikson, E. (1982) The Life-cycle Completed Review Norton, N.Y. Lievegoed, B. `(1993), Phases, Rudolf Steiner Press, London

6 PSY1102 Counselling Psychology Develops an overview of the key theoretical streams in counselling psychology including the Psychodynamic, the Behaviouristic, the Existential/Humanistic, Systemic, Transpersonal and Somatic therapies, to gain insight into the connection between the theoretical model of a human being used in any of the above counselling psychologies and its application in practice. Hours To be able to communicate with colleagues from diverse counselling traditions about their counselling practices. 2. To apply theory from humanistic, transpersonal and anthroposophical counselling models to discourse around their counselling practice. 3. To understand the basic psychological models of the nature of human beings, their etiology and recovery. In class Corey, G. (2005) Theory & Practice of Counselling & Psychotherapy. Brooks/Cole, U.S.A or Ivey, A.& Ivey M, Simek Morgan (2006) Counselling and Psychotherapy A multicultural perspective. 4th edition. Allyn & Bacon, Mass. none Corsini, R. & Wedding, D. (1995) Current Psychotherapies Peacock, Illinois. Kinschenbaum, H & Henderson, V.L (edit) (1990) The Carl Rogers Reader Constable, London Steiner, R. (1990) Psychoanalysis and Spiritual Psychology Anthroposophical Press, N.Y. Steiner, R. (1999) A psychology of body, soul and spirit Anthroposophic Press, N.Y. Taub-Bynum, E.B. (1984) The Family Unconscious. Wheaton Quest. Piaget, J. (1965) The Moral Judgement of the Child. Free Press, N.Y. Van Pelt, I. (1995) Spirituality and Logotherapy. Personal Communication. Amherst, MA Freud, S. (1966) A General Introduction to Psychoanalysis. Norton, N.Y. Jung, C. (1971) Memories, Dreams and Reflections, Collings, U.K.

7 COU1102 Communication Strategies Provides training in effective verbal counselling skills including empathy, listening, conflict resolution, probing and effective responding with clients and colleagues. and expands non-verbal communication skills through the medium of sand tray therapy. Hours To apply the range of interpersonal verbal communication tools with clients and colleagues. 2. To conduct a conversation with another person so that one obtains a clear picture of the other persons experience and responds empathetically 3. To use Egan s model of strategic counselling to assist clients solve specific problems. 4. To use sandplay to facilitate the exploration of feelings, In class Egan, G. (2009) The Skilled Helper: A systematic approach to effective Helping Brooks Cole, California. Pearson, M and Wilson, H (2003) Sandplay and Symbol Work: Emotional Healing with Children, Adolescents and Adults Sand tray box Sand tray pieces including positive and negative symbols representing plant, animal, human and archetypal forms. Nelson -Jones, R. (1991) Human Relationship Skills Harcourt Place, Sydney / London Hetzel, R. (1989) The Helping Arts Haughton Miffin Australia Bradway and McCoard (1999) Sandplay- Silent workshop of the Psyche. Routledge, London Kalff, D (1980) Sandplay: a psychotherapeutic Approach to the Psyche, Santa Monica CA

8 COU1103 Counselling Workplace Orientation Practices and performs the integrated holistic counselling session with peers to demonstrate effective verbal and nonverbal counselling skills and to become familiar with the parameters of the counselling interaction Hours To apply the range of interpersonal tools with peers in a counselling session. 2. To encourage clients to articulate and express their needs in creative ways beyond the limitations of words 3. To apply the Egan counselling framework to organise inner content to make the processing of it effective. 4. To exhibit awareness of basic professional counselling ethics. 5. To evaluate the effectiveness of the counselling session. 6. To identify appropriate referral agencies for particular presenting client issues. In class Sherwood,P (2010) Emotional Literacy Workbook Sophia Publications All art products from previous units

9 COU1104 Counselling Practicum Integrates all the counselling skills acquired to date through a practicum placement where the student conducts professional counselling sessions on clients compatible with the standard required for qualifying as a diploma trained counselling practitioner. Hours To separate between personal and work issues. 2. To prevent burn-out. 3. To review and improve professional collegial relationships 4. To apply a framework to organise client s inner content to make the processing of it effective. 5. To demonstrate competence in the intake, intervention and evaluation of a casework intervention 6. To demonstrate fluency with verbal and nonverbal counselling skills. 7. To exhibit awareness of basic professional counselling ethics 8. Case work folder of 20 hours of supervised counselling. Case work files Ivey, A. & Ivey M, Simek Morgan (1993) Counselling and Psychotherapy A multicultural perspective. 4th edition. Allyn & Bacon, Mass. Egan, G. (2010) The Skilled Helper : A systematic approach to effective Helping Brooks Cole, California. Corey, G. (2006) Case Approach to Counselling & Psychotherapy. Brooks/Cole, USA