Integration & Specialist Options
| Code | School | Level | Credits | Semesters |
| PSTY5033 | Psychiatry and Applied Psychology | 5 | 40 | Spring UK |
- Code
- PSTY5033
- School
- Psychiatry and Applied Psychology
- Level
- 5
- Credits
- 40
- 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. 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. 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 and group learning. It is expected that trainees will take learning from the module teaching into their clinical placements. Where there are not opportunities to work directly in clinical practice using the models learned about, it is expected that trainees will think with supervisors about how assessment, formulation and interventions might differ if using an alternative theoretical approach. 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 case report (up to 7,000 words).
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 developed in the first three terms of training to develop expertise in an evidence based theoretical approach other than mainstream CBT. Students can choose from the range of approaches on offer, which are delivered primarily through seminars, tutorials, workshops and group supervision exercises, to develop their understanding of change mechanisms.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.