Module Descriptors
ASSESSMENT, FORMULATION, INTERVENTION AND EVALUATION 1
PSYC80731
Key Facts
Health, Education, Policing and Sciences
Level 8
30 credits
Contact
Leader: Yvonne Melia
Email: Yvonne.Melia@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 84
Independent Study Hours: 216
Total Learning Hours: 300
Assessment
- 5000 WORD CASE STUDY FORMULATION weighted at 100%
Module Details
RESOURCES
A room for teaching and discussion groups. Three rooms and three video cameras (with video playback facilities) for the three days devoted to skills development. Programme textbooks and learning materials as suggested. Access to the Internet (including Blackboard) and library resources.
Indicative Content
The module includes a range of teaching methods, for example, lectures, workshops, group-work, role plays and guided reading to introduce and facilitate trainees’ understanding of critical perspectives on psychological theories and models. Actual (anonymised) case study material will be drawn on in order to illustrate ‘real life’ clinical examples thus making the teaching more concordant with the clinical work trainees will undertake on placement
The teaching will focus on psychological assessment, formulation and interventions across client groups and settings, for example, child, learning disability, adult, older adult
Teaching will also consider assessment, formulation and interventions during periods of transition for people across the lifespan
Trainees will be introduced to cognitive behavioural (CBT), systemic and psychodynamic models, as well as giving consideration to working with models in a more flexible and reflexive way based on the client group, complexity of presenting difficulties and evidence base
Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees’ therapeutic skills, for example, building rapport with a client, communicating sensitive information, using formulation in therapy
The teaching will focus on psychological assessment, formulation and interventions across client groups and settings, for example, child, learning disability, adult, older adult
Teaching will also consider assessment, formulation and interventions during periods of transition for people across the lifespan
Trainees will be introduced to cognitive behavioural (CBT), systemic and psychodynamic models, as well as giving consideration to working with models in a more flexible and reflexive way based on the client group, complexity of presenting difficulties and evidence base
Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees’ therapeutic skills, for example, building rapport with a client, communicating sensitive information, using formulation in therapy
Assessment Details
5,000 word Case Study Formulation (100% weighting) (LO 1,2,3, 4, 5).
Trainees will be required to complete one piece of work, a case study formulation, drawing on two distinct psychological models, of one of their clients from their year one clinical placements
If more than 1 form of assessment please indicate whether all elements must be passed.
N/A
Additional Assessment Details (include formative feedback / assessment):
Trainees are provided with formative assessment and feedback via structured written feedback identifying strengths, weaknesses and guidance for improvement.
Trainees will be required to complete one piece of work, a case study formulation, drawing on two distinct psychological models, of one of their clients from their year one clinical placements
If more than 1 form of assessment please indicate whether all elements must be passed.
N/A
Additional Assessment Details (include formative feedback / assessment):
Trainees are provided with formative assessment and feedback via structured written feedback identifying strengths, weaknesses and guidance for improvement.
Learning Strategies
84 Hours:
18 hours will be allocated to skills development, which comprises small group work, role-play and video feedback.
66 hours of lectures and interactive seminars covering the principles of assessment and formulation, and the main theoretical models underpinning clinical psychology practice
All of the workshops, seminars and lectures are supported by supervised clinical practice and independent study.
Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.
Independent Study: 216 Hours:
140 hours reading, ten hours per teaching session.
76 hours assessment preparation, though some of the reading hours will also be related to the assessment.
18 hours will be allocated to skills development, which comprises small group work, role-play and video feedback.
66 hours of lectures and interactive seminars covering the principles of assessment and formulation, and the main theoretical models underpinning clinical psychology practice
All of the workshops, seminars and lectures are supported by supervised clinical practice and independent study.
Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.
Independent Study: 216 Hours:
140 hours reading, ten hours per teaching session.
76 hours assessment preparation, though some of the reading hours will also be related to the assessment.
Texts
Beck, A.T., (1976). Cognitive Therapy and the Emotional Disorders (1st Edition). New York: International Universities Press.
Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond. New York: Guilford Press.
Johnstone, L. & Dallos, R. (2014). Formulation in psychology and psychotherapy. Making sense of people’s problems (2nd edition). Hove: Routledge.
Lemma, A. (2003). Introduction to the Practice of Psychoanalytic Psychotherapy. Chichester: Wiley
Malan, D.H. (1995). Individual Psychotherapy and the Science of Psychodynamics. 2nd ed. London: Arnold.
Tarrier, N. & Johnson, J. (Eds.) (2016). Case Formulation in Cognitive Behaviour Therapy. The Treatment of Challenging & Complex Cases (2nd edition). Hove & New York: Routledge.
Additional reading is contained in th
Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond. New York: Guilford Press.
Johnstone, L. & Dallos, R. (2014). Formulation in psychology and psychotherapy. Making sense of people’s problems (2nd edition). Hove: Routledge.
Lemma, A. (2003). Introduction to the Practice of Psychoanalytic Psychotherapy. Chichester: Wiley
Malan, D.H. (1995). Individual Psychotherapy and the Science of Psychodynamics. 2nd ed. London: Arnold.
Tarrier, N. & Johnson, J. (Eds.) (2016). Case Formulation in Cognitive Behaviour Therapy. The Treatment of Challenging & Complex Cases (2nd edition). Hove & New York: Routledge.
Additional reading is contained in th
Module Learning Outcomes
1. Demonstrate a systematic acquisition and understanding of a broad range of psychological theories and concepts in order to be able to understand and explain people’s experiences
Knowledge and Understanding; Learning
2. To provide a clear assessment of the clinical issues, demonstrating a style of enquiry that is facilitative and collaborative in obtaining the relevant background details
Enquiry
3. To communicate an understanding of assessment, formulation and subsequent links to intervention through a coherent and clear assessment and formulation case study
Communication
4. To critically reflect on the process of formulation in relation to its strengths and limitations and relevance to client need
Reflection
5. Show understanding of how psychological models may need to be adapted according to client need
Problem solving
Knowledge and Understanding; Learning
2. To provide a clear assessment of the clinical issues, demonstrating a style of enquiry that is facilitative and collaborative in obtaining the relevant background details
Enquiry
3. To communicate an understanding of assessment, formulation and subsequent links to intervention through a coherent and clear assessment and formulation case study
Communication
4. To critically reflect on the process of formulation in relation to its strengths and limitations and relevance to client need
Reflection
5. Show understanding of how psychological models may need to be adapted according to client need
Problem solving
Module Indicative Content
The module includes a range of teaching methods, for example, lectures, workshops, groupwork, role plays and guided reading to introduce and facilitate trainees’ understanding of critical perspectives on psychological theories and models. Actual (anonymised) case study material will be drawn on in order to illustrate ‘real life’ clinical examples thus making the teaching more concordant with the clinical work trainees will undertake on placement
The teaching will focus on psychological assessment, formulation and interventions across client groups and settings, for example, child, learning disability, adult, older adult
Teaching will also consider assessment, formulation and interventions during periods of transition for people across the lifespan
Trainees will be introduced to cognitive behavioural (CBT), systemic and psychodynamic models, as well as giving consideration to working with models in a more flexible and reflexive way based on the client group, complexity of presenting difficulties and evidence base
Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees’ therapeutic skills, for example, building rapport with a client, communicating sensitive information, using formulation in therapy
The teaching will focus on psychological assessment, formulation and interventions across client groups and settings, for example, child, learning disability, adult, older adult
Teaching will also consider assessment, formulation and interventions during periods of transition for people across the lifespan
Trainees will be introduced to cognitive behavioural (CBT), systemic and psychodynamic models, as well as giving consideration to working with models in a more flexible and reflexive way based on the client group, complexity of presenting difficulties and evidence base
Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees’ therapeutic skills, for example, building rapport with a client, communicating sensitive information, using formulation in therapy
Module Additional Assessment Details
5,000 word Case Study Formulation (100% weighting) (LO 1,2,3, 4, 5). Trainees will be required to complete one piece of work, a case study formulation, drawing on two distinct psychological models, of one of their clients from their year one clinical placements
If more than 1 form of assessment please indicate whether all elements must be passed.
N/A
Additional Assessment Details (include formative feedback / assessment):
Trainees are provided with formative assessment and feedback via structured written feedback identifying strengths, weaknesses and guidance for improvement
If more than 1 form of assessment please indicate whether all elements must be passed.
N/A
Additional Assessment Details (include formative feedback / assessment):
Trainees are provided with formative assessment and feedback via structured written feedback identifying strengths, weaknesses and guidance for improvement
Module Learning Strategies
Specify the number of Scheduled Learning & Teaching Hours attributed to each type of activity (eg lecture / lab / workshop). Total hours should equate to Scheduled Learning & Teaching Hours identified on page 1 of this form.
84 Hours:
18 hours will be allocated to skills development, which comprises small group work, role-play and video feedback.
66 hours of lectures and interactive seminars covering the principles of assessment and formulation, and the main theoretical models underpinning clinical psychology practice.
All of the workshops, seminars and lectures are supported by supervised clinical practice and independent study. Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.
Independent Study: 216 Hours:
140 hours reading, ten hours per teaching session. 76 hours assessment preparation, though some of the reading hours will also be related to the assessment
84 Hours:
18 hours will be allocated to skills development, which comprises small group work, role-play and video feedback.
66 hours of lectures and interactive seminars covering the principles of assessment and formulation, and the main theoretical models underpinning clinical psychology practice.
All of the workshops, seminars and lectures are supported by supervised clinical practice and independent study. Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.
Independent Study: 216 Hours:
140 hours reading, ten hours per teaching session. 76 hours assessment preparation, though some of the reading hours will also be related to the assessment
Module Texts
Beck, A.T., (1976). Cognitive Therapy and the Emotional Disorders (1st Edition). New York: International Universities Press.
Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond. New York: Guilford Press.
Johnstone, L. & Dallos, R. (2014). Formulation in psychology and psychotherapy. Making sense of people’s problems (2nd edition). Hove: Routledge.
Lemma, A. (2003). Introduction to the Practice of Psychoanalytic Psychotherapy. Chichester: Wiley
Malan, D.H. (1995). Individual Psychotherapy and the Science of Psychodynamics. 2nd ed. London: Arnold.
Tarrier, N. & Johnson, J. (Eds.) (2016). Case Formulation in Cognitive Behaviour Therapy. The Treatment of Challenging & Complex Cases (2nd edition). Hove & New York: Routledge.
Additional reading is contained in the module handbook and will also be provided throughout the module.
Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond. New York: Guilford Press.
Johnstone, L. & Dallos, R. (2014). Formulation in psychology and psychotherapy. Making sense of people’s problems (2nd edition). Hove: Routledge.
Lemma, A. (2003). Introduction to the Practice of Psychoanalytic Psychotherapy. Chichester: Wiley
Malan, D.H. (1995). Individual Psychotherapy and the Science of Psychodynamics. 2nd ed. London: Arnold.
Tarrier, N. & Johnson, J. (Eds.) (2016). Case Formulation in Cognitive Behaviour Therapy. The Treatment of Challenging & Complex Cases (2nd edition). Hove & New York: Routledge.
Additional reading is contained in the module handbook and will also be provided throughout the module.
Module Special Admissions Requirements
Include any additional admission requirements other than modules that must have been studied.
Minimum entry level criteria for entry to Doctorate in Clinical Psychology.
Minimum entry level criteria for entry to Doctorate in Clinical Psychology.
Web Descriptor
The module includes a range of teaching methods, for example, lectures, workshops, group-work, role plays and guided reading to introduce and facilitate trainees’ understanding of critical perspectives on psychological theories and models. Actual (anonymised) case study material will be drawn on in order to illustrate ‘real life’ clinical examples thus making the teaching more concordant with the clinical work you will undertake on placement
The teaching will focus on psychological assessment, formulation and interventions across client groups and settings, for example, child, learning disability, adult, older adult
Teaching will also consider assessment, formulation and interventions during periods of transition for people across the lifespan
You will be introduced to cognitive behavioural (CBT), systemic and psychodynamic models, as well as giving consideration to working with models in a more flexible and reflexive way based on the client group, complexity of presenting difficulties and evidence base
Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees’ therapeutic skills, for example, building rapport with a client, communicating sensitive information, using formulation in therapy
The teaching will focus on psychological assessment, formulation and interventions across client groups and settings, for example, child, learning disability, adult, older adult
Teaching will also consider assessment, formulation and interventions during periods of transition for people across the lifespan
You will be introduced to cognitive behavioural (CBT), systemic and psychodynamic models, as well as giving consideration to working with models in a more flexible and reflexive way based on the client group, complexity of presenting difficulties and evidence base
Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees’ therapeutic skills, for example, building rapport with a client, communicating sensitive information, using formulation in therapy