Specialist and Integrative Modalities

Code School Level Credits Semesters
MEDS5010 School of Medicine 5 30 Full Year UK
Code
MEDS5010
School
School of Medicine
Level
5
Credits
30
Semesters
Full Year UK

Summary

This module builds on the skills and knowledge, acquired through previous modules, about working with people as a clinical psychologist and prepares students for developing specialist interests in their third year of training. Students will develop an understanding change mechanisms in therapy. The programme will offer students a choice of contemporary evidence based theoretical models. Students compare and contrast them with second-wave cognitive-behavioural therapy to develop a synthesis which they can apply critically in an integrative or trans-theoretical framework to work with complex clients. Content will include theoretical underpinnings and a strong emphasis on clinical skills to apply the therapy in practice.

 

Relationship to External Bodies: Approved by Health & Care Professions Council. Accredited by British Psychological Society.

Target Students

Students registered on the Doctorate in Clinical Psychology.

Classes

Learning in this module is delivered through lectures, student led and tutor led seminars, skills workshops, role- plays, reflective practice groups, clinical presentations, group and individual tutorials, personal study and group learning.

Assessment

Assessed by end of spring semester

Educational Aims

The aim of this module is for students to consolidate their skills in working integratively by drawing on their knowledge gained earlier in training and developing expertise in an evidence based theoretical approach other than second-wave CBT. They will also develop their understanding of change mechanisms within therapy.Students can choose from the range of approaches on offer, which are delivered primarily through lectures, tutorials, workshops and group supervision exercises.Students develop a doctoral level understanding of the principles of clinical psychology enabling them to creatively apply these principles to novel situations not covered by specific evidence-based guidelines and protocols. Students thereby create new knowledge which they can effectively communicate to other professionals in order to shape practice and extend the range of services to people hitherto excluded. By grappling with the challenges offered by a range of learning methods students consolidate their skills as reflective scientist-practitioners.

Learning Outcomes

Knowledge and understanding of:

· Different models of integration.

· Change mechanisms: why people change or do not respond to intervention

· Trans-theoretical and common factors in assessment, formulation and intervention.

· Specialist application of an alternative therapeutic model (non-mainstream CBT).

· Generic, model-specific, problem-specific and meta competences in therapeutic practice.

Intellectual skills – the ability to:

· Use a doctoral level understanding of the core principles of clinical psychology to integrate theory and practice.

· Create new knowledge out of this integration which can be effectively communicated to other

professionals.

· The ability to reflect critically on the new knowledge generated so combining the skills of the reflective

practitioner and the scientist-practitioner.

Professional and Practical skills – the ability to:

· Apply a theoretical approach alternative to mainstream CBT in all aspects of clinical practice.

· Shape practice combining CBT, alternative, integrative and trans-theoretical models to extend the range of services to people hitherto excluded.

· Approach novel situations creatively so moving beyond specific guidelines and protocols.

· Develop new assessment, formulation and intervention skills.

Transferable skills – the ability to:

· Use doctoral level written skills to communicate complex alternative, integrative and trans-theoretical

models effectively to colleagues and other professionals.

· The ability to discern the active ingredients and common factors in models of change.

· Critique, synthesise and generate alternative, integrative and trans-theoretical models which can be

applied across settings and client groups.

Conveners

View in Curriculum Catalogue
Last updated 07/01/2025.