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PSYC6153 – COUNSELLING METHODOLOGIES – PSYCHODYNAMIC AND HUMANISTIC MODALITIES REVIEW SYLLABUS

by

Qualifications required to teach the course:

  • Education: Doctorate in counselling/psychotherapy or a related field; if in a related field, her/his practice and scholarship will be rooted in counselling and psychotherapy.
  • Professional licensure/registry in counselling/psychotherapy or a closely related field.
  • Disciplinary and sub-disciplinary expertise: Familiarity with the counsellor educational (preferably Canadian education), professional, and regulatory context of counselling and psychotherapy.
  • Ongoing practice, training and supervision in theoretical understanding or application.

Part 2: Overview

Prerequisites/co-requisites/anti-requisites

Courses that would typically predate this course are:

  • PSYC 6104
  • PSYC 6203

Credit Hours: 3 credits.

Course Description

Counselling Methodologies: Psychodynamic and Humanistic Modalities (PSYC 6153) is a review of the most important contemporary psychodynamic and humanistic approaches of counselling and psychotherapy, focusing on: underlying philosophical assumptions, major concepts, views of personality, the therapeutic process, the counsellor’s role, typical interventions, and targeted outcomes. The current approaches to counselling and psychotherapy selected for this course will also be explored with respect to the relations between theorists and their theories, as well as between counsellors and their clients. Cross-cultural and gender-related aspects will be considered for each of the counselling schools under study. Students will endeavor to recognize the links between theory and practice, between constructs and applied techniques or interventions. Students will integrate the course material from: the textbook, supplementary articles, professor’s notes, and online class discussions. Students will also be encouraged to conduct their own further research on topics of interest, by accessing library resources and pertinent professional Internet sites. Students will examine the similarities and differences among approaches, and thus lay the foundation for the development of a personally meaningful approach to counselling.

Course Learning Outcomes

Counselling Methodologies: Psychodynamic and Humanistic Modalities (PSYC 6153) offers students the opportunity to learn about six of the most important contemporary psychodynamic and humanistic approaches to counselling: psychoanalytic counselling, Adlerian counselling, Jungian counselling, person-centred counselling, existential therapy, and Gestalt therapy.

Upon successful completion of this course, students will be able to

  • describe and critically evaluate the main theoretical concepts associated with each of the six counselling approaches under study,
  • connect the main theoretical constructs with specific practical techniques and interventions proposed by each school,
  • appraise current developments in the field as they relate to the six counselling approaches under study, and
  • outline essential aspects of their own developing approach to counselling.

Method(s) of Instruction

Course has been designed to be delivered exclusively online.

Required Materials

  • Wedding, D., & Corsini, R. J. (Eds.). (2019). Current psychotherapies (11th ed.). Boston, MA: Cengage. ISBN: 978-1-305-86575-4
  • American Psychological Association. (2006). APA dictionary of psychology. Washington, DC: American Psychological Association.
    • This reference is listed under the PSYC6104 of the Online Bookstore
    • This is the reference of choice for ensuring proper use of psychology terms. Please do not use Oxford, Merriam, or Dictionary.com, etc., for psychological terms.

Grading Components

Graded Item% Total GradeDue Date
1. Discussion20End of each unit
2. Assignment 1: Psychodynamic Approaches20Unit 2
3. Assignment 2: Humanistic Approaches20Unit 5
4. Final Paper: Research on Selected Theory40Unit 5
Total100% 

Participating in required discussion questions is mandatory. Not doing so will result in a grade of zero and one of the following outcomes:

  1. You will be required to withdraw from the course (if during the withdrawal period). Please reach out to Student Services to inquire, or
  2. You will fail the course and be required to retake it (two fails will result in academic dismissal from the program).

Part 3: Course Schedule

 UNIT 1 – Psychoanalysis – Sigmund Freud                                                                                         

Unit Learning Outcomes

Upon successful completion of this unit, student will be able to:

  • describe the key theoretical concepts of the classical psychoanalytic approach,
  • discuss the main aspects of psychoanalytical theory as they relate to the practice of psychodynamically oriented counselling,
  • explain Jung’s view regarding the process of individuation, and
  • outline the psychodynamic therapy process with respect to the therapist’s role, the client’s experience, and the relationship between the two.

Required Content

Textbook

  • Safran, J. D., Kriss, A., & Foley, V. K. (2019). Psychoanalytic therapies. In D. Wedding & R.

J. Corsini (Eds.), Current psychotherapies (11th ed.) pp. 21-58. Boston, MA: Cengage.

  • Read the textbook chapter before you begin to do the work in the Unit in order to get an overview of the theory. After reading the textbook material, supplement that information by reading the articles by Redekop et al. (2017), Westen (1998), Galipeau (2013), and Dehing (1991). For more information related to Jungian concepts, visit the website of The Society of Analytical Psychology and click on the Resources links.

Articles & Online Content

Unit Notes

Learning activities: Discussions

  1. The Use of the Couch in Psychoanalysis

As you may have learned by now, in classical or “orthodox” psychoanalysis, Freud would invite his clients (called “analysands”) to lie down on a couch while they were talking freely about anything that came to mind, as they self-reflected (the process of free association). All along, Freud would be seated on a chair behind the client, out of the client’s sight, and only interject verbally from time to time, in order to encourage further client self-exploration. Nowadays, many psychoanalytically oriented counsellors prefer to dialogue with their clients face-to-face.

  • What do you think is gained and what is lost in the face-to-face format?
    • Do you think that the 3 basic tools of psychoanalysis (i.e., analysand’s self-reflection and insight, analysand’s transference, and therapist’s countertransference) can be used more or less effectively in the couch format compared to the face-to-face setting?
    • The last post is due at the end of Sunday of this unit.
  1. Jung’s Concept of Individuation

Jung believed that one of the main purposes of analysis was to assist clients in their process of individuation. As a counsellor operating from a Jungian perspective, how would you practically work with the client towards that goal?

  • The last post is due at the end of Sunday of this unit.

Assignment/assessment due

No assignments due during this unit.

 UNIT 2 – Adlerian Counselling – Alfred Adler                                                                                    

Unit Learning Outcomes

Upon successful completion of this unit, student will be able to:

  • explain the key concepts of the Adlerian approach,
    • discuss the use and application of Adlerian techniques to the process of counselling, and
    • outline the therapeutic process with respect to the therapist’s role, the client’s experience, and the relationship between the two.

Required Content

Textbook

  • Maniacci, M. P., & Sackett-Maniacci, L. (2019). Adlerian psychotherapy. In D. Wedding &

R. J. Corsini (Eds.), Current psychotherapies (11th ed., pp. 59-100). Boston, MA: Cengage.

  • Read the textbook chapter before you begin to do the work in the lesson in order to get an overview of the theory. After reading the textbook material, supplement that information by reading the articles by Belangee (2012), Bitter and Nicoll (2000), and Overholser (2010).

Articles & Online Content

363. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=p dh&AN=2010-26284-001

Unit Notes

Learning activities: Discussions

Here is a question which, I hope, will start our discussion about Adlerian counselling. As you read the personality descriptors identified by Adler to be typically associated with the various birth order positions, would you recognize them to be reasonably true (i.e., they were never intended to be 100% accurate for everybody) in your case, or with people you know?

Remember that you can find more of those descriptors on the website of the Adler Institute of San Francisco.

Reference

  • Alfred Adler Institutes of San Francisco and Northwestern Washington. [Website]. Retrieved from: http://www.adlerian.us/
    • The last post is due at the end of Sunday of this unit.

In their article, Bitter and Nicoll (2000) distinguished between the use of “The Question” in Adlerian therapy and the “The Miracle Question” employed by solution-focused therapists. Do you find that distinction useful and how would you use the technique in your future practice? Reference

  • Bitter, J. R., & Nicoll, W. G. (2000). Adlerian brief therapy with individuals: Process and practice. Journal of Individual Psychology, 56, 31-44. Retrieved from

https://search-ebscohost- com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&d b=a9h&AN=9064041

  • The last post is due at the end of Sunday of this unit.

Assignment/assessment due

Assignment 1: Psychodynamic Approaches

Value: 20% of final grade.

Due: by the end of Sunday of Unit 2.

Note: This assignment is due on or before the end of this unit: Sunday, 11:55pm Atlantic Time.

Details to be provided in Part 4, below.

 UNIT 3 – Person-Centred Counselling – Carl R. Rogers                                                                     

Unit Learning Outcomes

Upon successful completion of this unit, student will be able to:

  • explain the key concepts of the person-centred approach;
    • discuss the use and application of Rogerian techniques to the process of counselling;
    • outline the therapeutic process with respect to the therapist’s role, the client’s experience, and the relationship between the two; and
    • critically examine their own values, attitudes, and beliefs in relation to the core conditions of effective person-centred counselling: unconditional positive regard, empathy, and genuineness.

Required Content

Textbook

  • Raskin, N. J., Rogers, C. R., & Witty, M. C. (2019). Client-centered therapy. In D. Wedding & R. J. Corsini (Eds.), Current psychotherapies (11th ed.) pp. 101-156. Boston, MA: Cengage.
    • Read the textbook before you begin to do the work in the lesson in order to get an overview of the theory. After reading the textbook material, supplement that information by reading the articles by Kirschenbaum & Jourdan (2005), Rogers (2007), and Tudor (2011).

Articles & Online Content

http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a 9h&AN=63594202

Unit Notes

Learning activities: Discussions

  • The Core Conditions of Therapeutic Personality Change
    • In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957, Rogers identified six core components of what he considered to be the effective approach to counselling. Since then, few theorists, commentators, or clinicians have raised any arguments against the qualifier “necessary.” However, the label “sufficient” has been targeted by a number of critics.
    • Based on your understanding of the humanistic approach to counselling in general and the person-centred school in particular, evaluate these conditions on whether or not the “core conditions” are indeed sufficient for producing a “therapeutic personality change.”

Reference

  • Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240-248. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=200 7-14639-002&custid=s7439054
    • The last post is due at the end of Sunday of this unit.
  • Rogers’ Position on Encouragement as a Technique
    • Unlike Adler, who emphasized the importance of encouragement, Rogers was not very keen about the use of this technique with clients. Provide some possible explanations for Rogers’ position.
    • The last post is due at the end of Sunday of this unit.

Assignment/assessment due

No assignments due during this unit.

 UNIT 4 – Existential Therapy – Viktor Frankl, Rollo May, Irving D. Yalom                                        

Unit Learning Outcomes

Upon successful completion of this unit, student will be able to:

  • explain the key concepts of the Existential approach;
    • discuss the use of symbolic interventions in existential counselling;
    • outline the therapeutic process in terms of the role of the therapist, the client’s experience, and the relationship between the two; and
    • critically examine your own values and attitudes in relation to the concepts of meaning of life, death and dying, anxiety and guilt, and freedom and responsibility.

Required Content

Textbook

  • Yalom, I. D., & Josselson, R. (2019). Existential psychotherapy. In D. Wedding & R. J. Corsini (Eds.), Current psychotherapies (11th ed.) pp. 273-308. Boston, MA: Cengage.
    • Read the textbook before you begin to work on the lesson in order to get an overview of the theory. Supplement the material in your textbook by reading the articles by Das (1998), Schulenberg et al. (2008), and Spinelli (2014).

Articles & Online Content

Unit Notes

Learning activities: Discussions

  • The Use of Metaphors as Therapeutic Interventions in Existential Counselling
    • To stimulate thought for this week’s discussion, please go to the MACP Skills Learning Lab listed on your course dashboard and review the following videos:
    • Intervention Module: Using Metaphors to Destigmatize Mental Health
    • Let me start our discussion on the Existential approach to counselling by inviting you to reflect on the use of metaphors as therapeutic interventions. In his article, Das (1998) offered some practical ideas for interventions used in logotherapy that may fall under the category of metaphoric or symbolic interventions.
    • For example, when working with a client who has difficulties in prioritizing or identifying some meaningful goals in life, it may be quite impactful to remind the client of the proverb/saying: “Do not stand among flowers and water the weeds” (Das, 1998, p. 208). Other metaphorical interventions can be art therapy techniques, guided imagery, use of symbols. Would you be inclined to use such interventions in your counselling practice? Can you think of more examples?

Reference

  • Existential and Psychoanalytic Conceptions of Anxiety
    • To stimulate thought for this week’s discussion, please go to the MACP Skills Learning Lab listed on your course dashboard and review the following videos:
    • Demonstration Module: Existential Therapy with Dr. Foster
    • What are some similarities between the existential, and the psychoanalytic conceptions of anxiety? How does the understanding of differences impact your thoughts about therapeutic intervention?
    • The last post is due at the end of Sunday of this unit.

Assignment/assessment due

No assignments due during this unit.

 UNIT 5 – Gestalt Therapy – Fritz Perls                                                                                               

Unit Learning Outcomes

Upon successful completion of this unit, student will be able to:

  • explain the key theoretical concepts of Gestalt therapy;
    • discuss the use of Gestalt techniques in the process of counselling;
    • outline the therapeutic process regarding the therapist, the client, and the relationship between the two; and
    • critically evaluate the extent to which the theory behind the Gestalt approach is consistent with your notions of a professional counsellor.

Required Content

Textbook

  • Yontef, G., & Jacobs, L. (2019). Gestalt therapy. In D. Wedding & R. J. Corsini (Eds.), Current psychotherapies (11th ed., pp. 309-348). Boston, MA: Cengage.
    • Read the chapter before you begin to work on the lesson in order to get an overview of the theory. Supplement the material in your textbook by reading the articles by Cain (2013), Frew (2016), and Wagner-Moore (2004).

Articles & Online Content

Unit Notes

Learning activities: Discussions

  • Approaches to Dream Work
    • Both psychoanalysis and Gestalt therapy consider that dream exploration can be used as an effective therapeutic technique. However, the two schools propose very different approaches to dream work. Which approach would you favour and why?
    • The last post is due at the end of Sunday of this unit.
  • Interruptions to Contact vs. Ego Defense Mechanisms
    • Gestalt therapy identifies a number of problematic patterns of interpersonal relationships called Interruptions/Resistances to Contact or Boundary Disturbances. These maladaptive interpersonal patterns are similar, though not identical, to some of the ego defense mechanisms identified in psychoanalysis. Based on your understanding of the psychoanalytical and the Gestalt concepts, which of the two sets of constructs do you find more useful for conceptualizing and addressing potential clients’ concerns?
    • The last post is due at the end of Sunday of this unit.

Assignment/assessment due Assignment 2: Humanistic Approaches Value: 20% of final grade.

Due: by the end of Sunday of Unit 5.

Note: This assignment is due on or before the end of this unit: Sunday, 11:55pm Atlantic Time.

Details to be provided in Part 4, below.

Assignment 3: Final Paper: Research on Selected Theory

Value: 40% of final grade.

Due: by the end of Sunday of Unit 5.

Note: This assignment is due on or before the end of this unit: Sunday, 11:55pm Atlantic Time.

Details to be provided in Part 4, below.

Part 4: Assessments

Assignment 1: Psychodynamic Approaches

Summary

Value: 20 % of the final Grade

Due Date: on or before 11:55 p.m. AT on Sunday of Unit 2

Learning Objectives:

  • Critically evaluate one of the five postulates of contemporary psychodynamic theory
    • Develop an understanding of that postulate’s implication for the practice of psychodynamic counselling
    • Evidence understanding of Adlerian counsellors use clients’ early recollections as part of the lifestyle assessment
    • Evidence understanding of the application of Jung’s theory of psychological types in counselling.

Purpose:

To learn about and critically evaluate several psychodynamic theorists (Freud, Adler, Jung) applications to counselling. This knowledge will enrich students of psychodynamic theory and its value to assist clients enhance understanding of the dynamics that impact emotional functioning.

Instructions

  • Select one of the five postulates of contemporary psychodynamic theory identified by Westen (1998) in his comprehensive article on the scientific legacy of Sigmund Freud. Briefly, explain the importance of that postulate and its implications for the practice of psychodynamic counselling.
  • How do Adlerian counsellors use clients’ early recollections as part of the lifestyle assessment?
  • How can clients in counselling benefit from the application of Jung’s theory of psychological types?

Structure

  • Required components: Title page, and Reference page
    • Length of Assignment: The text body of paper (i.e., not including references, title page or abstract) should consist of approximately 750 words, 250 words for each of the three questions; double-spaced typed pages, Times New Roman font size: 12).
    • Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).
    • References: Minimum 5

Resources

Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations.

Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes

The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes.

Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

  • Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the MACP Student Orientation.
    • The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation

The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria% of Final Grade
Substantive content that answers correctly and directly the questions posed/50
Evidence of completion of required readings/35
Clarity of writing style, correct grammar, use of Canadian English spelling, and punctuation/5
Compliance with the APA style guidelines for general formatting, citations, and references/10
TOTAL/100

Assignment 2: Theory Application

Summary

Value: 20 % of the final Grade

Due Date: on or before 11:55 p.m. AT on Sunday of Unit 4

Learning Objectives:

  • Critically evaluate a case study from a psychodynamic or humanistic theoretical perspective, evidencing an understanding of at least two interventions associated with the theory
    • Develop an understanding of the elements of a case conceptualization
    • Evidence understanding of the strengths and limitations of the theoretical perspective from a multicultural awareness
    • Reflect upon how your chosen theoretical perspective aligns with your personal beliefs about how emotional difficulties develop and what fosters therapeutic change.

Purpose:

To learn about analyzing a case study from a psychodynamic or a humanistic theoretical perspective; and developing a case conceptualization that informs the use of at least two therapy interventions from that theoretical model.

Instructions

  • Describe the client case and presenting problem in concise clinical terminology (do not restate the case study word for word – this is a summarized presentation of the client)
  • Present and apply theoretical assumptions, principles, and foundations of the selected theory to the case.
  • Evaluate at least 2 interventions or techniques associated with this theory that could be appropriately applied to the client case. Compose a short example of how these interventions could be applied in session.
  • Report possible limitations of using this theory from a multicultural perspective
  • Appraise your personal alignment with the selected theory (i.e., how do you align with the theory’s assumptions, principles or foundational beliefs?). Students can use the first-person writing style in this section.

Structure

  • Required components: Title page, and Reference page
    • Length of Assignment: The text body of paper (i.e., not including references, title page or abstract) should consist of approximately 2000 words, (i.e.,     (page range)     double-spaced typed pages, Times New Roman font size: 12).
  • Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).
    • References: Minimum 5 peer-reviewed journal articles. At least 3 of these articles need to have been published in the last 5-7 years. Seminar works can be used.

Resources

Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations.

Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes

The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes.

Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

  • Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the MACP Student Orientation.
    • The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation

The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria% of Final Grade
Described the client case and presenting problem/10
Applied theoretical assumptions, principles, and foundations of the selected theory/25
Evaluated at least 2 theoretical interventions or techniques within the selected theory (examples provided)/25
Assessed theoretical limitations through the lens of multiculturalism/10
Appraised personal alignment with the selected theory/10
Quality of research (breadth & appropriately referenced sources)/10
Clarity of writing style, correct grammar, use of Canadian English spelling, and punctuation/5
Compliance with the APA style guidelines for general formatting, citations, and references/5
TOTAL/100

Assignment 3: Final Paper: Research on Selected Theory

Summary

Value: 40 % of the final Grade

Due Date: on or before 11:55 p.m. AT on Sunday of Unit 5

Learning Objectives:

  • Critically evaluate a construct(s) underlying a theoretical orientation(s)
    • Develop an understanding of how the construct(s) apply to how the theoretical orientation(s) approaches emotional issues and psychotherapy
    • Evidence understanding of some of the specific therapy interventions in more depth.

Purpose:

To learn about and critically evaluate some of the constructs and related interventions that underly theory, such as defenses, metaphors, stages of development.

Instructions

OPTION A: An in-depth account of a particular construct within one theory

As the purpose of the paper is not to rehash or summarize the textbook information, students who select this kind of topic will need to narrow down the scope of their research to one particular aspect of a counselling approach that is explored in this course. Within a specific approach to counselling, students can focus on the more philosophical and theoretical underpinnings, or on the more practical or applied aspects of that theory, such as techniques and specific interventions. Here are some examples of possible titles that would fall under this category:

  • Exploring Ego Defense Mechanisms in Psychoanalysis
  • The Use of Drawings and Metaphors in Therapy: A Jungian Approach
  • Applying Adlerian Principles of Lifestyle Assessment to Group Therapy
  • Outcome Research on Person-Centred Counselling and Psychotherapy
  • Therapeutic Principles of Psychodrama
  • A Feminist Critique of Gestalt Therapy

OPTION B: Comparison and contrast between two theories

Again, narrowing down your topic, you may consider two constructs or sets of constructs proposed by two different theories, which lend themselves to comparing and contrasting. Theories selected must be from this course (do not select pragmatic, cognitive or post-modern theories). Here are some examples of possible titles that would fall under this category:

  • Insight and Empathy: A Comparison of the Psychoanalytic and the Rogerian Approaches to Counselling
  • Similarities and Differences between Psychodynamic Mechanisms of Defense and Gestalt Boundary Disturbances
  • Stages of Psychological Development: A Comparison of Freud and Erikson
  • Transference and Countertransference in Psychodynamic Approaches to Counselling

OPTION C: Book review

Students can select a recent book in the field of counselling psychology (published within the last 5 years) and write a book review that is both informative and critical. Students who choose this option for their final paper must consult with the professor in order to make sure that the publication they would like to review is indeed related to counselling theories and their application, and thus pertinent to this course. Students can familiarize themselves with the writing style typical of book reviews by browsing through professional (peer-reviewed) academic journals in the field of counselling and psychotherapy, and by reading as many book reviews as possible.

Structure

  • Required components: Title page, and Reference page
    • Length of Assignment: The text body of paper (i.e., not including references, title page or abstract) should consist of approximately 2,500 words, (double-spaced typed pages, Times New Roman font size: 12).
    • Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).
    • References: Minimum 5.

Resources

Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations.

Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes

The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes.

Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

  • Please review the instructions for Reviewing Feedback in Turnitin found in Module 2 of the MACP Student Orientation.
    • The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation

The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria% of Final Grade
Appropriateness and relevance of topic/10
Originality and substance/40
Quality of research (breadth & appropriately referenced sources)/35
Clear organization/ structure/general formatting (logical sections & subsections)/5
Correct grammar, punctuation, clarity and fluency of style, Canadian English spelling;/5
Compliance with the APA style guidelines for formatting citations and references./5
TOTAL/100

Disclosure: Diversity, equity, and inclusion statement

Yorkville University/Toronto Film School is committed to making diversity, equity, and inclusion an integral part of our learning environment and culture. Please feel free to connect with any member of the YU/TFS Student Diversity Advisory Council (DAC) in order to provide feedback in relation to improving your experience.

Members of the DAC can be found at the following link: [YU] https://www.yorkvilleu.ca/yorkville-university-announces-members-of-its-new-diversity- advisory-councils/

[TFS] https://www.torontofilmschool.ca/blog/toronto-film-school-announces-members-of-its- new-diversity-advisory-councils/

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