Module Details

Module Code: PSYC8011
Title: Interpersonal Neurobiology
Long Title: Interpersonal Neurobiology and Therapy
NFQ Level: Advanced
Valid From: Semester 1 - 2019/20 ( September 2019 )
Duration: 1 Semester
Credits: 5
Field of Study: 3110 - Psychology
Module Delivered in: 2 programme(s)
Module Description: This module is designed to give students the knowledge of interpersonal neurobiology relevant for creative therapists and to provide the scientific support for the art of doing therapy, processes underlining therapy and an understanding of the brain as a 'social organ'. It will give students the opportunity to examine theoretical contributions and key concepts of neurobiologically-informed frameworks to understand the impact of deprivation and trauma on the body, brain and the embodied brain.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Describe the structure, function and the main components of the brain, central nervous system and autonomic nervous system and sensory system relevant to human emotional development.
LO2 Critically engage with the key concepts and theorists view of the mammalian brain underlining emotional and social development as humans.
LO3 Examine key concepts, theories and neurologically-informed approaches that examine the mind and human consciousness experiences.
LO4 Explain how environmental experiences such as 'toxic stress', neglect and trauma impact on brain development and the body.
LO5 Evaluate neurologically-informed therapeutic frameworks and mechanisms of change and their application to play therapy interventions and implications for the development of resilience and well being.
LO6 Apply neurobiological concepts, theory and research to the theory and practice of play therapy interventions.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Anatomy and Physiology of the Brain, CNS, ANS.
Major structures of the CNS and their functions. Neurons, science of brain development role of each part of brain involved in functions and behavior. Neurons. synapses, circuits, neural pathways, concepts such as plasticity, hard wired, Neural pathways, to Pruning and Myelination, reptilian , mammalian brain and per-frontal cortex. Oxycontin, Serotonin, Dopamine, etc
Neuroscience of emotional and social development
Panskeeps and affective neuroscience, hard wired circuits of basic emotions., Brain circuits of motivation and reward, role of play and pleasure in brain development, n growth, role of games and interaction in brain development, Alan Schore right brain development and role of attachment as regulation theory, brain and social brain, humans- hard wired to attach, interact with others, brain as social organ, mirror neurons , Mind sight and empathy, role of relationships to brain development and changes in brain architecture,. Polyvagal Theory and implications of neuroscience for play therapy practice, safety and introspection, social engagement system,
Concept Mind in neuroscience and implications for Consciousness
Basic processes of perception, awareness/presence, attention, emotion, language, learning, memory. Mind and consciousness, the role of mind in well-being, neurological disorders and neural integration. The role of brain to shaping and development of mind. Awareness and presence concepts. Mind in Siegal's Triangle of well-being.
Environment and negative experiences on Brain Development and Function
Environmental influences, foetal alcohol syndrome, serotonin levels. Attachment , implications on parenting and attachment narrative in AAI, Impact of lack of stimulation, and play and interactive experiences, Deprivation, witness to violence and incubated in terror. Toxic stress, Fear.anxiety, terror and abuse. Effects of neglect and trauma on brain development , mental health and PSTD, ACE studies . Behavioral deficits associated with damage to the major structures of the CNS. Impact of abuse and trauma on the brain and embodied brain , Van der Kolk, Porges, theoretical frameworks. Developmental Trauma, DSM V,
Neurological frameworks
Perry's -Neurosequential Model of Therapeutics Siegal, Interpersonal neurobiological approach to the Mind, role of relational interactions.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Short Answer Questions % of Total Mark 30
Timing Week 7 Learning Outcomes 1,2,3
Assessment Description
Examination in class on the anatomy and physiology of the central nervous system, autonomic nervous system, sensory system, the brain and relevant concepts.
Assessment Type Essay % of Total Mark 70
Timing Sem End Learning Outcomes 2,3,4,5,6
Assessment Description
3,000 word essay integrating and applying neurobiological concepts and theory to a current issue relevant to theory and/or practice of play therapy.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Theory Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent Study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Nunn, K. (2008), The Who's Who of the Brain, Jessica Kingsley, London, [ISBN: 9781843104704].
  • Koscinski, Cara.N. (2018), Interoception How I Feel Sensing My World Inside Out, Pocketbooks for Special Needs, [ISBN: 9781732196100].
  • Badenoch, B. (2011), Being a Brain Wise Therapist: A Practical Guide, 2nd. W.W Norton and Company, New York, [ISBN: 9780393705546].
  • Panskeep, J & Biven, L. The Archaeology of Mind: Neuroevolutionary Origins of Human Emotions, W.W.Norton & Company, USA, [ISBN: 9780393705317].
  • Kestly, T. (2014), The Interpersonal Neurobiology of Play: Brain Building Interventions for Emotional Well Being, W.W.Norton and Company, London, [ISBN: 9780393707496].
  • Stephen Porges. (2011), The Polyvagal Theory: Neurophysiological Foundations of Emotions Attachment Communication Self Regulation, W.W.Norton and Company, NY, [ISBN: 9780393707007].
  • Cozolino, L.. (2006), The neuroscience of human relationships, Norton, New York, [ISBN: 0393704548].
  • Daniel Siegel. (2012), The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are, 2nd. The Guilford Press, NY, [ISBN: 9781462503902].
  • Allan Schore. (2019), The Development of the Unconscious Mind, WWW.Norton &Company, USA, [ISBN: 9780393712919].
  • Doidge, N. (2008), The Brain that Changes Itself, Penguin Books Ltd, London, [ISBN: 9780141038872].
  • Cozolino, L. (2017), The Neuroscience of Psychotherapy, 3rd. W.W. Norton and Company, USA, [ISBN: 9780393712643].
  • Van Der Kolk, Bessel. (2015), The Body Keeps the Score, Penguin, USA, [ISBN: 9780141978611].
  • Perry, B & Szalavitz, M. (2006), The Boy Who Was Raised As A Dog, Basic Books, New York, [ISBN: 9780465056538].
  • Gerhardt, Sue. (2004), Why Love Matters- How affection shapes a baby brain, Routledge, London, [ISBN: 9781583918173].
Supplementary Book Resources
  • LeDoux, J.. (2003), Synaptic self, Penguin Books, New York, [ISBN: 0142001783].
Recommended Article/Paper Resources
  • Schore, Alan. (2001), The effects of early relational trauma on right brain development, affect regulation , and infant mental health, Infant Mental Health, 22, p.201.
Supplementary Article/Paper Resources
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HPLTH_9 Master of Arts in Play Therapy 3 Mandatory
CR_HPYTY_9 Postgraduate Diploma in Arts in Play Therapy 3 Mandatory