Foundation Placement B
| Code | School | Level | Credits | Semesters |
| PSTY5017 | Psychiatry and Applied Psychology | 5 | 20 | Spring UK, Summer UK |
- Code
- PSTY5017
- School
- Psychiatry and Applied Psychology
- Level
- 5
- Credits
- 20
- Semesters
- Spring UK, Summer UK
Summary
This module (progressing from FPA and in conjunction with ICI) is designed to consolidate the transferable skill of forging close theory-practice links and adding the core competence of CBT intervention to those of assessment, formulation and communication, previously acquired. The module is closely linked to FPA and would normally occur in the same service with the same co-ordinating supervisors and typically with some of the same clients. The emphasis shifts from assessment and formulation to applying their results to individual client interventions.
Relationship to External Bodies
Approved by HCPC. Accredited by BPS.
Target Students
Doctorate students on DClinPsy
Classes
Supervised clinical practice for 3 days per week, supplemented by placement review meetings, private study, case presentations at university, reflective practice groups and peer support.Please see DClinPsy online learning systems at Nottingham and Lincoln for the Year Planner.
Assessment
- 50% Coursework 1: Written clinical case report (4,000 words) or equivalent. NB All components must be passed to pass the module.
- 50% Coursework 2: Portfolio of Proficiencies (Pass/Fail). NB All components must be passed to pass this module.
Assessed by end of summer vacation
Educational Aims
The aim of the placement is to familiarise students with the delivery of CBT interventions in NHS settings, where high standards of professional behaviour need to be demonstrated. Students learn to recognise types of problems that CBT could be effective for and develop the skill of designing, delivering and evaluating CBT interventions based on their own individual formulations. Students establish collaborative therapeutic alliances, deliver CBT formulations, negotiate therapy contracts and motivate clients to engage in change processes. Students begin to develop competence in communicating formulations to other professionals and enlisting their cooperation in delivering a consistent and effective psychological care plan. Students have opportunities to practice their teaching skills by giving presentations to audiences as negotiated with supervisors.Learning Outcomes
Knowledge and understanding of:
• the professional and legislative framework for the service, and of its impact on practitioners in respect of individual client interventions;
• the position of users and carers in relation to the service, respecting the influence of difference and diversity and its impact on delivering interventions;
• the application of CBT theory to the assessment, formulation of a range of clinical problems and the link of these to intervention and evaluation.
Intellectual skills – the ability to:
• organise complex information for use in assessment, formulation, intervention and evaluation in relation to individual clients;
• draw on CBT and other sources of knowledge and evidence in developing, delivering and evaluating interventions;
• critically consider the ethics of psychological practice in relation to the feasibility and limits of psychological intervention.
Professional and Practical skills – the ability to:
• to build and maintain working alliances and appropriate boundaries with individuals whilst motivating them to work on mutually agreed therapeutic goals;
• deliver an intervention based on an assessment and a coherent formulation from a CBT perspective that can be communicated to the client and revised and modified on the basis of clients’ response to treatment;
• evaluate treatment efficacy and reflect on why changes may or may not have occurred and alter practice accordingly;
• act to the highest professional standards consistent with guidelines and codes of practice set by the HPC, BPS and employing Trusts whilst delivering interventions;
• communicate treatment care plans effectively to clients, carers, and professionals.
Transferable skills – the ability to:
• learn from a range of evidential sources such as observation, feedback and reflection on experience to guide interventions;
• critically evaluate CBT formulations and interventions and reinterpret change and obstacles to change using alternative evidence-based perspectives;
• inform treatment planning and delivery by making use of supervision, self-awareness and a capacity for reflection;
• maintain self-care skills and motivation when faced with difficulties in the change process, drawing on personal and professional resources;
• balance previous experience with reliance on – and accountability to – others, appropriate to the stage of training.
Conveners
- Dr Louise Braham