Families, Groups, & Indirect Work
| Code | School | Level | Credits | Semesters |
| PSTY5027 | Psychiatry and Applied Psychology | 5 | 20 | Autumn UK |
- Code
- PSTY5027
- School
- Psychiatry and Applied Psychology
- Level
- 5
- Credits
- 20
- Semesters
- Autumn UK
Summary
This module changes focus from the individual to the individual within a couple, family or other small group system and introduces students to the theoretical foundations of working with larger modules, such as families, couples and groups. Students consider the nature of problems for which multi-person interventions are most appropriate. The module progresses to the application of clinical psychology theory and practice to develop the skills of assessing, formulating and intervening indirectly through third parties such as other family members, care staff, and multi-disciplinary teams.
Relationship to External Bodies Approved by HCPC. Accredited by BPS.
Target Students
DClinPsy students. There is a limited number of places on this module.
Classes
Lectures, student led and tutor led seminars, skills workshops, role-plays, reflective practice experiences, clinical presentations, group and individual tutorials, personal study, group learning and reflective diary. Please see DClinPsy online learning systems at Lincoln (and Nottingham) for the full module timetable.
Assessment
- 50% Coursework 1: Reflective diary plus analysis of group dynamics and development using a theoretical approach (3000 words) or equivalent.NB All components must achieve a pass mark of 50%.
- 25% Coursework 2: Facilitating a group (approx 4 people) solving a supplied problem.NB All components must achieve a pass mark of 50%.
- 25% Coursework 3: Observing a group facilitator offering constructive critique and learning points incorporating a theoretical perspective.NB All components must achieve a pass mark of 50%.
Educational Aims
The aim of this module is to move the focus of students’ attention from the individual to the theoretical foundations of working through multi-person contexts for assessment and treatment planning. Students develop advanced skills in assessing, formulating and intervening using secondary and indirect resources i.e. family members, care staff and multi-disciplinary teams. The main problems for which such interventions may be carried out will be considered.Students consolidate and develop their ability to critically apply the integrative and trans-theoretical frameworks acquired in previous modules to work with clients in more complex contexts (such as multi agency work) in order to shape practice and provide services to people hitherto excluded because direct or individual interventions are less effective or make less efficient use of resources.By building on skills developed over the course of the programme so far students further strengthen their skills as reflective scientist-practitioners grappling with the challenges offered by a range of learning methods. Students are encouraged to draw on their own experiences of working in small groups and in clinical practice to enhance their critical and reflective thinking.Learning Outcomes
Knowledge and understanding of:
Multi-person systems (couples, families, small groups) and their inter-dependency.
The theoretical bases of assessment, formulation, intervention and evaluation in couple, family and group modalities.
Theoretical models of indirect work, for example, through consultation or intervention with persons other than the identified patient/client.
The main intervention strategies used in clinical practice with couples, families and groups
Psycho-educational group interventions
Group Dynamics and group-as-a-whole approaches
Presentation of clinical problems across a range of settings and client groups:
Intellectual skills – the ability to:
Take account of both the individual and the multi-person system (couples, families, small groups) in making sense of case material.
Transfer approaches from individual work to multi-person systems.
Combine these individual approaches critically with models of couples and family functioning, family development, group process and systems models
Incorporate the perspective of clients, their families, direct care staff and other key professions into formulation and treatment planning. This has been moved to FGI
Synthesize and generate new approaches to specific problems for individuals by integrating individual and couple, family and group theory.
Professional and Practical skills – the ability to:
Assess, formulate, intervene and evaluate progress of families and groups using secondary and indirect resources at an advanced level.
Critically apply the integrative and trans-theoretical frameworks acquired in previous modules to work with clients in more complex contexts (such as multi agency work) in order to shape practice and provide services to people hitherto excluded because direct or individual interventions are less effective or make less efficient use of resources.
Form therapeutic and professional alliances with multi-person systems and teams.
Provide effective assessment, formulation and intervention to couples and families.
Help individuals through indirect intervention.
Intervene through teaching, training and consultation.
Analyse group material and process and consider their own functioning as a group member.
Deliver group treatment programmes
Transferable skills – the ability to:
Adapt knowledge of evidence based models of change to multi-person and indirect work contexts
Working with members of other professions
Working effectively within a team
Conveners
- Sarah Wilde