APPLYING FAMILY INTERVENTIONS TO PRACTICE FOR PSYCHOSIS, DEMENTIA AND OTHER HEALTH CHALLENGES - 2017/8
Module code: NUR3319
School of Health Sciences
BIRTWELL RW Mr (Health Sci.)
Number of Credits
FHEQ Level 6
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 114
Lecture Hours: 36
|Assessment type||Unit of assessment||Weighting|
|Coursework||Case study and reflection||100|
|Pass/Fail competencies||Supervision Competency Assessment||Pass/Fail|
Prerequisites / Co-requisites
Applicants will need to be employed to work with people who experience serious mental illness and should have the support of their employer to complete the module. The module will only be open to those who have completed attendance of the Introduction to Family Interventions module
This is the first of two modules which form a Foundation Course in Family Interventions for Adults. Successful completion of both modules as specified for that course (Introduction to Family Interventions & Applying Family Interventions to Practice for Psychosis, Dementia and other Health Challenges) achieves accreditation for the student by the Association for Family Therapy and Systemic Practice at Foundation Level). It is jointly owned and delivered by the university and Sussex Partnership Foundation NHS Trust.
The module will build on the Introduction to family interventions module to develop knowledge, critical understanding and practice skill in systemic family therapy and family work/management interventions as they apply to the work with families where one or more members experience psychosis.
This module aims to support the acquisition, consolidation and application in practice of family intervention skills and understanding, as applied to families where one or more members experience psychosis, dementia or other health challenges.
|001||Apply in practice and critically discuss with reference to key research findings the use of a range of approaches derived from systemic and psychosocial family work theory to form a collaborative exploration and shared understanding with families of their situation, and interventions to enable them in addressing their goals.||C??17K??17P??17T|
|002||Demonstrate an ability to use ethical decision making, especially in relation to safeguarding, confidentiality and consent, including a knowledge of the AFT code of ethics.||C??17K??17P??17T|
|003||Use an awareness of own family, cultural and professional experience and the similar experiences of clients, families and teams to develop a reflective understanding of their personal and professional growth, their own position, and the relationships that are formed with clients, families and within teams.||C??17P??17T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
Systemic and Family Intervention skills
Co working skills
Keeping family sessions safe
Cognitive interactional analysis/circular and narrative based formulations
Collaborative and strengths based practice with multi-stressed families.
Interventive interviewing techniques
Working with children, incl work with children of parents with mental health difficulties.
Working with teams and reflecting processes
Ethical and reflexive practice/critique of strategy and intervention in collaboration with service users being mindful of diversity and social difference issues
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable students to acquire and apply skills in family interventions.
The learning and teaching methods include:
• Specific reading for each teaching day and whole class discussion of that reading
• Lectures to introduce models, skills, and evidence
• Class discussion
• Role play of practice situations to develop skills
• Experiential group work to enable self reflection and development of understanding.
• Personal reflective log
The assessment strategy is designed to provide students with the opportunity to demonstrate sufficient knowledge, understanding and practice skills to work therapeutically with a family where a member experiences psychosis.
Thus, the summative assessment for this module consists of two parts, a written assignment reflecting on care given, and an assessment by the student’s supervisor of competence:
Written care study and reflection on learning over the course: 2,500 words
This will test all learning outcomes and will account for 100% of module marks
Supervision Competency Assessment (Pass/Fail)
A presentation to peers and teachers, based around a topic of the student’s choice relevant to family interventions, of an outline of an academic argument which might be used as part of the student’s written summative assessment.
On the presentation
During supervision sessions (including a formative assessment roughly way through the supervision process)
During class discussion
Tutorials available either in person or by email
Reading list for APPLYING FAMILY INTERVENTIONS TO PRACTICE FOR PSYCHOSIS, DEMENTIA AND OTHER HEALTH CHALLENGES : http://aspire.surrey.ac.uk/modules/nur3319
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.