Trainees will do a seven minute presentation of their work disseminating the outcome of this work to their training colleagues. 25% weighting. (addressing LO's1, 2 and 5).

The trainees will undertake a 4,000 word single-case study during their clinical placement using a systematic methodology. Each trainee will write up their case study in accordance with the requirements for the presentation of single case designs. 75% weighting, (addressing LO's 1 and 5).

All elements of both assessments must be passed.

All learning outcomes must be achieved.

Additional Assessment Details (include formative feedback / assessment):
Formative feedback will be given on the slides for the case presentation two weeks before the summative submission deadline. This formative submission will be handed in one month before the presentations are scheduled to be delivered.

In this module you will undertake a single case design based on methods developed in psychological and behavioural research. The module will introduce you to a range of complex models of formulation and intervention for people with complex needs who are hard to reach through traditional services. You will learn how to apply single case methodology collaboratively and systematically with people to ensure that your interventions are ethically sound and that you can take responsive action to ensure that you are not placing people at risk of further harm. Within clinical workshops trainees will use generic psychological meta-competences to apply psychological methods to complex casework. You will learn how write up n=1 designs and how to use single case methodology in practice as a method of ensuring that people receive high quality clinical services, based on their individual needs.

Scheduled Learning and Teaching Activities: (84 hours)
18 hours will be allocated to lectures on assessment, formulation and intervention with complex presentations of psychological distress.
6 hours will be allocated to single case designs.
6 hours will be allocated for individual appointments around case design.
6 hours will be allocated for trainee presentations.
48 hours will be allocated to assessment, formulation, intervention and evaluation workshops around a range of complex clinical issues.

Guided Independent Study: (216 hours) - will be spent on reading around case issues and preparing for the assessment.

Barlow, D. H. (2014). Clinical Handbook of Psychological Disorders. A step-by-step treatment manual (fifth edition). Guilford Press.
Hayes, S. C., Barlow, D. H., & Nelson-Gray, R. O. (1999) The scientist practitioner research and accountability in the age of managed care (2nd ed.). Boston: Allyn & Bacon.
Soldz, S., & McCullough, L. (Eds). (1999). Reconciling empirical knowledge and clinical experience: The art and science of psychotherapy. Washington, DC: American Psychological Association.
Kanter, J., Kohlenberg, B., Tsai, M. (2010). The practice of functional analytic psychotherapy. New York: Springer.

Specialist recording equipment for skills workshops.
Discussion Board and shared learning space on Blackboard.
Visiting lecturers.
PC’s
Projector to use within service, for presentations.

Minimum entry level criteria for entry to Doctorate in Clinical Psychology.

1. Demonstrate the ability to enquire about the needs of a service user and to use the body of psychological knowledge (a bio-psycho-social approach) to show a clear understanding of the clinical issues. (Enquiry, Knowledge and Understanding)

2. Learn from the evidence base to implement a psychological intervention that has been developed collaboratively in response to service user need. (Learning)

3. Problem-solve collaboratively with the service user and or service system and to respond to their needs, in an ethical manner, which takes risk into account. To conduct a piece of clinically relevant research, and to reflect upon its outcomes in a way that enables the profession o develop its knowledge base, to monitor and improve its effectiveness. (Problem Solving)

4. Communicate this work through the presentation and writing up of a clear single case methodology report in accordance with the HCPC Standard of Ethics. (Communication)

5. Generalizable Meta-competences: To apply a psychological models of assessment, formulation and intervention from a different model than in Year One. (Application)

In this module you will undertake a single case design based on methods developed in psychological and behavioural research. The module will introduce you to a range of complex models of formulation and intervention for people with complex needs who are hard to reach through traditional services. You will learn how to apply single case methodology collaboratively and systematically with people to ensure that your interventions are ethically sound and that you can take responsive action to ensure that you are not placing people at risk of further harm. Within clinical workshops trainees will use generic psychological meta-competences to apply psychological methods to complex casework. You will learn how write up n=1 designs and how to use single case methodology in practice as a method of ensuring that people receive high quality clinical services, based on their individual needs.