Integration & Specialist Options
| Code | School | Level | Credits | Semesters |
| PSTY5005 | Psychiatry and Applied Psychology | 5 | 15 | Spring UK |
- Code
- PSTY5005
- School
- Psychiatry and Applied Psychology
- Level
- 5
- Credits
- 15
- Semesters
- Spring 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 of why people change or fail to change in response to intervention. The programme will offer students a choice of contemporary evidence based theoretical models. The range of options will depend on the availability of local expertise and may vary from year to year. Minimum and maximum numbers of students on each option will be specified to ensure economic viability. Students compare and contrast them with mainstream CBT in order to develop a synthesis which they can apply critically in an integrative or trans-theoretical framework to work with complex clients.
Relationship to External Bodies
Approved by HCPC. Accredited by BPS.
Target Students
DClinPsy students
Classes
Lectures, student led and tutor led seminars, skills workshops, role-plays, reflective practice experiences, clinical presentations, group and individual tutorials, personal study and group learning.Please see DClinPsy online learning systems at Nottingham (and Lincoln) for the full module timetable or see Timetables at www.nottingham.ac.uk for online module timetable.
Assessment
- 100% Assignment: Written report (4000 words) (including reflective component) or equivalent. NB All components must achieve a pass mark of 50%.
Assessed by end of spring semester
Educational Aims
This module offers an opportunity to learn about and further explore therapeutic models other than cognitive-behavioural therapy (CBT) and develop thinking about the integration of different therapeutic approaches, tailored to the client. The programme will offer a choice of contemporary evidence based theoretical models. The range of options will depend on the availability of local expertise and may vary from year to year. Minimum and maximum numbers of trainees on each option will be specified to ensure economic viability. Trainees compare and contrast these with mainstream CBT in order to develop a synthesis which they can apply critically in an integrative or trans-theoretical framework to work with complex clients. Trainees will attend a number of teaching days about specific therapeutic models. In addition, they will be invited to specialise in one chosen therapeutic model. This specialism will be developed through attendance at a three-day advanced teaching block and reflective practice groups specific to the chosen model. It is intended that trainees will actively apply their learning in practice on placement within NHS services wherever possible.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.
- Th 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
- Dr Anna Tickle
- Dr Vanessa Hewitt