This module will focus on the role and contributions of psychological research to understanding experiences of key clinical mental health conditions, focusing on scientific approaches to understanding the spectrum of mental health experiences in context. The module will also consider the importance of clinical psychological research and theory for developing adequately targeted evidence-based psychological therapies which aim to improve functioning for individuals living with severe mental health conditions. Students taking this module will be able to critically evaluate the contributions of psychological science-based research to understanding the experience of a number of common mental health conditions.

The ethos of clinical psychology research and practice at Staffordshire University reflects the importance of context in understanding psychological health and well-being. This locates the causes of distress in the experience, relationship, community and social circumstances of the individual. It further emphasises the importance of the experience of individuals who have experience of psychological and emotional difficulties and seeks to work collaboratively at every point. Content will reflect this ethos and include topics relating to understanding people in the context of their personal history, relationships and social/economic circumstances; determinants of psychological health and wellbeing in individuals, families and immediate communities; and determinants of psychological ill-health and disability in individuals and families. The role of wider systems in facilitating or impeding psychological health and wellbeing will also be considered along with approaches to change at multiple levels (e.g., individuals, community, social).

Clinical Case Formulation (100%, 3000 words)
Students will be required to select one hypothetical case study on which to develop a clinical case formulation. Students will formulate the case using a contextual model of understanding covered in the module (e.g., Bronfenbrenner’s Ecological model or another model shared during teaching). Students will be required to examine factors which influence the psychological health and wellbeing of the individual at multiple levels in the context of the chosen model. Students will then discuss which level they would choose to intervene at to make a difference to the individual’s well-being and why, drawing on the research literature to inform this decision. This will be written mostly for a colleague/peer, with a summary (including strengths and vulnerabilities) for service users (Learning Outcomes 1, 2, 3).

Students will receive peer and tutor formative feedback on a 10-minute presentation of their case formulation.

Taught sessions, in the form of lectures and interactive workshops, will be delivered during which the understanding, experiences and contexts of mental health conditions will be explained, discussed and explored. Sessions will include: didactic teaching; use of online resources; involvement of people with experience of psychological distress; involvement of user and community groups; experiential activities; and reflective practice.

Taught sessions will be supported by independent learning involving critically appraising published journal articles and literary accounts of community and context, extended reading, preparation for taught sessions, and completing assessment related activities.

1. Demonstrate a systematic understanding of the contextual nature of psychological health and well-being. Knowledge & Understanding

2. Critically evaluate different models of psychological health and wellbeing in relation to formulating cases. Analysis, Learning.

3. Critically and systematically apply relevant psychological research and theories to a hypothetical clinical case, written for both a professional and lay audience.
Application, Communication.

Blackboard Virtual Learning Environment. Web-based databases to review current relevant literature in electronic database. Internet access. Library. Resource rooms and supervision space. Guest speakers, including those with lived experience.

Kinderman, P. (2014) A Prescription for Psychiatry: Why We Need a Whole New Approach to Mental Health and Wellbeing. Springer

Johnstone, L. & Boyle, M. with Cromby, J., Dillon, J., Harper, D., Kinderman, P., Longden, E., Pilgrim, D. & Read, J. (2018).

The Power Threat Meaning Framework: Overview. Leicester: British Psychological Society.

Marmot, M., Allen, J., Boyce, T., Goldblatt, P. & Morrison, J. (2020) Health equity in England: The Marmot Review 10 years on. London: Institute of Health Equity

Orford, J. (2008) Community Psychology: Challenges, Controversies and Emerging Consensus. John Wiley & Sons.

Scott, V. and Wolfe, S (2014) Community Psychology: Foundations for Practice. Sage

This module will focus on the role and contributions of psychological research to understanding experiences of key clinical mental health conditions and the context in which they are experienced. There will be a focus on the scientific approaches to understanding the spectrum of mental health experiences. The module will also consider the importance of clinical psychological research and theory for developing adequately targeted evidence-based psychological therapies which aim to improve functioning for individuals living with severe mental health conditions. Students taking this module will be able to critically evaluate the contributions of psychological science-based research to understanding the experience of common mental health conditions and the importance of context in understanding psychological health and well-being.