3. Philosophy, Reflexivity and Creativity in Psychospiritual Care

This is the third and final module (CPD7062) of the three modules that make up the PGCert in Psychospiritual Care.

Module aims

This module aims to support the practitioner in developing their own understanding of the philosophical basis of their approach to psychospiritual care through exposure to a variety of philosophical ideas and through enhanced reflective practice, self-awareness and reflexivity. It also aims to enhance the practitioner’s ability to work creatively with their own stories and their own presence in ways which are therapeutic and improve the experience of the service users they work with.

Integrating ongoing work on a particular case study throughout the module gives students the opportunity to critically apply knowledge and experience gained on all three modules of the course in depth in an individual case.

Learning outcomes

On successful completion of this module, students will be able to:

• Demonstrate critical insight and knowledge of philosophical and therapeutic approaches to psychospiritual care;
• Critically apply their knowledge of the theories and practice of psychospiritual care in individual cases and demonstrate the ability to be a professional resource for the multidisciplinary team, enhancing holistic care for the service user;
• Demonstrate and critically explore effective reflective and reflexive practice which supports the safe use of creativity and drives ongoing improvements in care;
• Critically analyse their own way of being and relating in their professional context in the light of their own philosophical approach to psychospiritual care.

Topics covered

• Overview of philosophical contexts (phenomenological, existential, diverse philosophies of religion and spirituality from east and west, …) and concepts (ontology, epistemology, ethics, metaphysics, theodicy, determinism, free will …) in psychotherapy and spiritual care
• Theory and practice of person-centred care in its philosophical and spiritual context
• Radical presence
• The “wounded healer” and appropriate disclosure
• Reflective practice and reflexivity as drivers of both personal development and constant improvement in care
• Healing contexts (Recovery and discovery, wholeness and holiness, hospitality, creative arts, …)

Assessment

The assessment strategy for this module is designed to assess students’ critical insight and self-awareness in the way they integrate their own philosophical/spiritual approaches with their learning about relevant philosophical and therapeutic approaches in psychospiritual care and the practice of psychospiritual care in their own professional context. By including a focus on a specific case study, there is an opportunity to assess the in-depth application of philosophical approach, reflective and reflexive practice, and develop a creativity in practice that is both safe and therapeutic.

Assessed work is a 3500-word essay, which will give students the opportunity to demonstrate critical insight into philosophical and therapeutic approaches to psychospiritual care using a case study.  By including a focus on a specific case study, there is an opportunity to assess the in-depth application of a philosophical approach and develop creativity in practice that is both safe and therapeutic. At this stage in their professional development, the assessment will require the demonstration of enhanced reflective practice and critical insight into reflexivity as they integrate their own philosophical approach, mindful of influencing factors which will affect their interactions with a specific service user.

Opportunities for formative assessment and feedback

In the first half of the semester, students will be given the opportunity to lead a short seminar, presenting for discussion with peers their own philosophical basis and approach to psychospiritual care, helping to clarify any questions or uncertainties and connections to or developments from the existing literature.

In the second half of the semester, students will be given the opportunity to prepare and lead a seminar discussion relating to their specific case study and receive feedback from peers. In preparing to lead the seminar, students will be given the opportunity to prepare a brief descriptive and reflective summary (approximately 500 words of prose or equivalent in another format) of their experience with the service user concerned in order to help focus planning for the final assignment.

Feedback on ideas / reflections is available from both peers and tutors through group discussion throughout the module.

Students may submit early drafts or outline plans of their written assignment by week 5 for feedback.

As well as the group tutorials, they also have an opportunity of a one-to-one tutorial for formative feedback on plans/drafts for their assignment at a mutually convenient time in the second half of the module. The tutorials also present an opportunity to discuss feedback already received and its impact on future planning.