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), behavioural, 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.

5,000 word Case Study Formulation (100% weighting). 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. [LOs 1,2,3,4,5].

Additional Assessment Details (include formative feedback / assessment):
Trainees are provided with formative assessment on their case study and feedback via structured written feedback identifying strengths, weaknesses and guidance for improvement. There is a further formative assessment of therapy skills development in feedback given to trainees during a formulation skills sessions.

In class teaching comprising of lectures and interactive seminars, group discussion, practical exercises to consolidate learning, as well as skills sessions, comprising small group work, role-play and video feedback for supporting therapeutic skill development.

All of the workshops, seminars and lectures are supported by supervised clinical practice and independent study. Independent study is guided by the module lead and specialist lecturers who teach on the module.

Assignment tutorials in CBT, systemic, psychodynamic and behavioural formulation are offered toward the end of the module teaching; Trainees present case formulation material in small groups and use supervision from the course team and peers to develop their model-specific formulations.

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. 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. Communicate an understanding of assessment, formulation and subsequent links to intervention through a coherent and clear assessment and formulation case study.

Application; Communication.

4. Critically reflect on the process of formulation in relation to its strengths and limitations and relevance to client need.

Analysis; Reflection.

5. Show understanding of how psychological models may need to be adapted according to client need.

Problem solving.

A large room in which lectures and workshops can be held; potentially breakout spaces for discussion and skills practise

Web cams for recording role plays for therapy skills development

Internet and library resources

Service user involvement in skills sessions and teaching

Beck, A.T., (1976). Cognitive Therapy and the Emotional Disorders (1st Edition). International Universities Press.

Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond. Guilford Press.

Johnstone, L. & Dallos, R. (2014). Formulation in psychology and psychotherapy. Making sense of people’s problems (2nd edition). Routledge.

Malan, D.H. (1995). Individual Psychotherapy and the Science of Psychodynamics. 2nd ed. Arnold.

Additional reading is contained in the module handbook and will also be provided throughout the module.

uced to core therapeutic models such as CBT, behavioural, systemic and psychodynamic. The module includes a range of teaching methods, for example, lectures, workshops, groupwork, role plays and guided reading to introduce and facilitate trainees critical perspective and application of psychological theories and models.
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.