Outline

Overview

This unit is a continuation of unit 5203. It provides a comprehensive training in STDIP through an extended clinical experience with a second patient from the students own workplace- utilising the essential principles of assessment, psychodynamic formulation, and working through the initial, middle and end stages of therapy. The therapy will consist of 10-15 weekly sessions of 50minutes duration, and should be audio-recorded where possible for supervision which will take place on a weekly basis. The focus in supervision will be on the acquisition of micro-skills of therapeutic engagement and assessment, the psychodynamic formulation, identification and processing of maladaptive coping mechanisms, identification and processing of affective expression, the transference and countertransference. It is trauma-informed - paying attention to empathic resonance, affective language, maintenance of a respectful frame, and a mutually agreed upon contract. The development of the students own reflective capacity, ethical conduct and diligent attention to self-care during the process are also aimed for.

Unit details and rules

Academic unit	Brain and Mind Science
Credit points	3
Prerequisites ?	PSTY5201 and PSTY5203
Corequisites ?	PSTY5201 and PSTY5203
Prohibitions ?	None
Assumed knowledge ?	This unit assumes a working clinical knowledge of basic counselling and mental health, commensurate with a clinician having worked 2 or more years in a setting with general health counselling or mental health clients
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anthony Korner, anthony.korner@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Oral exam ?	Oral examination Oral examination	25%	Formal exam period	20 minutes (oral)	AI prohibited
Outcomes assessed:
Case studies	Draft case study Written assignment	10%	Week 07 Due date: 21 Sep 2025 at 23:59	2000 words	AI allowed
Outcomes assessed:
Case studies	Final case study Written assignment	20%	Week 13 Due date: 09 Nov 2025 at 23:59	3000 words	AI allowed
Outcomes assessed:
Peer or expert observation or supervision	Supervision Weekly meeting with supervisor	25%	Weekly	Weekly	AI prohibited
Outcomes assessed:
Contribution	Weekly discussion boards and seminars Post/responses in weekly discussion boards, Seminar participation required.	20%	Weekly	1st post 250-350 words/Responses 50-200	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Weekly Discussion Boards and Seminar attendance participation

For every discussion board, each student is expected to make a post of no less than 250-350 words including one or more references. Each student is also expected to make a response to one of the other student’s posts of 50-200 words.

Weekly seminar attendance via Zoom is compulsory and active participation is required. The mark will also reflect participation in seminars.

Supervision

Supervision will take place on a weekly basis, students are required to see one new patient for this unit, sourced from their own practice/place of work to present at each supervision:

a summary of the last session,
two important points about changes made,
Present an audible recording (students for whom recording is unapplicable, detailed process notes are required at your supervision.)
Take note of supervisor comments and implement them at the following session

Students must attend 10/13 weeks to pass the unit for both supervision and seminar program, or you run the risk of failing the unit.

There will be a formative check-in discussion for supervision based on the rubric, which will be recorded as written feedback using the marking rubric. We do this so that students receive early feedback about progress.

Case study (draft)

3000 word essay describing your work with your patient – presenting problems, assessment, formulation, phases 1, 2 and 3, with goodbye letter incorporated in the body of your essay if completed. If you are not at the stage of the goodbye letter, notes regarding the anticipated goodbye letter must be included. If therapy did not achieve goals, explanation of this will be expected and your plans for your patient if appropriate

Case study (final)

3000 -word essay describing your work with your patient – assessment, formulation, phase 1,2, and 3, with goodbye letter incorporated in the body of your essay, any plans for your patient e g. referral for long term therapy, review or top up of STDIP if available

The Clinical Viva – STDIP – Oral exam

25 minutes Oral exam
Submission of transcript for your Viva is required
Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assignments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form or request will incur penalties. The Assessment Procedures 2011 provide that any written work submitted after 11:59pm on the due date will be penalized by 5% of the maximum awardable mark for each calendar day after the due date. (e.g. if the assignment is worth 40 marks, the penalty is 2 marks per day late) until the mark reaches 50% of the maximum mark (e.g. 20 marks if the maximum is 40 marks). Assignments that are not of a pass standard will not have marks deducted and will fail regardless. • Assignments submitted more than 10 days late without prior approval from the unit of study coordinator will be given a zero (0) mark. However, a unit of study may prohibit late submission or waive late penalties only if expressly stated below.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Weekly grand rounds – 60 minutes/week	Independent study (13 hr)
	Weekly supervisions (60-90 min/week)	Clinical practice (13 hr)
	Weekly online modules and readings	Independent study (40 hr)
	Short term psychodynamic therapy sessions with a patient (Maximum 15 sessions)	Clinical practice (15 hr)
Week 01	Module 14 – Understanding Personality Disorders when working with STDIP	Seminar (1 hr)
Week 02	Module 15 - A STDIP Approach to Crises Presentations	Seminar (1 hr)
Week 03	Module 16 - Meeting the self-harming patient with compassion	Seminar (1 hr)
Week 04	Module 17 - Attachment, Trauma and Personality in Addictions	Seminar (1 hr)
Week 05	Module 18 - Grief and loss in STDIP	Seminar (1 hr)
Week 06	Module 19 - Somatic symptom presentations	Seminar (1 hr)
Week 07	Module 20 - Physical and Mental illness - life changing diagnoses	Seminar (1 hr)
Week 08	Module 21 - Short term therapy in adolescents	Seminar (1 hr)
Week 09	Module 22 - Short-term therapy in older populations	Seminar (1 hr)
Week 10	Module 23 - STDIP in dyadic psychotherapy	Seminar (1 hr)
Week 11	Module 24 - Final case study discussion	Seminar (1 hr)
Week 12	Module 25 - Maintenance of ethical attitude	Seminar (1 hr)
Week 13	Module 26 - The research evidence	Seminar (1 hr)

Attendance and class requirements

Think Tank Grand rounds
Students are required to attend a weekly one-hour presentations during the semester by faculty or invited speakers on topics of interest and relevance to Trauma-informed Psychotherapy.

Weekly seminars
Pre-seminar readings and recordings will be available for you to read along with relevant literature for each weekly followed by a one-hour seminar for the relevant module.

Supervision
Will be conducted on a weekly basis. Note supervision sessions will be marked as part of your assessment. Students must attend 10/13 weeks to pass the unit for both supervision and seminar program, or you run the risk of failing the unit.

Other requirements

Students must submit a genuine attempt for every assessment and earn an average mark of at least 50% for the unit as a whole.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

Haliburn, J., & Author. (2018). An Integrated Approach to Short-Term Dynamic Interpersonal Psychotherapy: A Clinician’s
Guide (First edition.). Boca Raton, FL, Routledge
Meares, R., & Author. (2012). Borderline Personality Disorder and the Conversational Model: A Clinician’s Manual. W. W.
Norton & Company. Inc. N.Y.
Hobson, R., (1985). Forms of Feeling: The heart of psychotherapy. (First edition.). London, Routledge

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. describe the essential principles of STDIP and be able to communicate it to patients
LO2. discuss the key criteria for applying STDIP, taking into account trauma history
LO3. demonstrate a good understanding of techniques, process and structure of STDIP
LO4. demonstrate an awareness of therapist competencies required and patient suitability
LO5. demonstrate familiarity with a trauma-informed assessment and the phase approach
LO6. understand the importance of the therapeutic relationship
LO7. recognise the role of anxiety and coping mechanisms in maintaining homeostasis
LO8. demonstrate a succinct psychodynamic formulation
LO9. identify problems, prioritise and arrive at a focus of work with the patient
LO10. identify transference and countertransference
LO11. utilise transference interventions
LO12. recognise the role that coping mechanisms play, develop the capacity to facilitate affect expression and understand the role of relational difficulties in symptom formation
LO13. use the model satisfactorily in different symptom presentations
LO14. tailor the model to suit dyadic therapy with parent/infant/child, if relevant to the trainees’ work
LO15. identify separation anxiety and manage it at different stages of STDIP
LO16. write a helpful good-bye letter towards the end of therapy
LO17. demonstrate the capacity to end therapy appropriately and be cognisant of ethics
LO18. demonstrate an adequate knowledge of psychopathologies commonly encountered
LO19. demonstrate the required competencies in short term dynamic psychotherapy
LO20. organise further/on-going treatment, review, or top-up of therapy appropriately
LO21. write a brief account of the therapy with two patients
LO22. demonstrate the capacity to write an assessment and a succinct dynamic formulation for each patient
LO23. write a clinical case history describing an important aspect of the therapy.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Assessment weight and Draft case study has been to aligned with PSTY5203 - Semester 1. We value your feedback about any aspect of the unit of study and your experience as a student of Sydney Medical School. To help ensure our courses meet your needs and maintain a high standard, we welcome your feedback at any time and we ask you to complete the unit of study Evaluation Survey at the end of the semester. You can also rate any component of the unit using our star rating system found at the bottom of many pages as you progress through the unit. Your ratings and comments are anonymous and specifying what you liked and didn’t like about any of the learning materials, assessment items, discussion forums, feedback etc will help us to target our improvement efforts. Please note that your participation in this unit of study permits de-identified information about your learning experience and interaction with learning resources to be used for the purpose of improving the student learning experience.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Weekly Discussion Boards and Seminar attendance participation

Supervision

Case study (draft)

Case study (final)

The Clinical Viva – STDIP – Oral exam

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

PSTY5204: Practising Psychodynamic Psychotherapy B

Semester 2, 2025 [Online] - Westmead, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Weekly Discussion Boards and Seminar attendance participation

Supervision

Case study (draft)

Case study (final)

The Clinical Viva – STDIP – Oral exam

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links