DIALOGICAL APPROACHES - 2018/9

Module code: HCRM021

Module Overview

This module will, alongside the Systemic Therapy Across the Lifespan module, address application to practice skills necessary to achieve Intermediate  Course standards defined by the Association for Family Therapy & Systemic Practice. It will include supervised practice as well as taught sessions.

Module provider

School of Health Sciences

Module Leader

BIRTWELL RW Mr (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

JACs code: B700

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

Completion of an AFT accredited Foundation Course. Concurrent study of Systemic Therapy Across the Lifespan module

Module content

Indicative content includes:

 

Reflecting processes and engaging with the family and network

Using Systemic techniques in your practice with children and adults

The therapeutic relationship in family interventions

Power and Ethics

Dialogical practice and self-identity as a practitioner

Working with resilience and wider social networks; diversity

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework case studey 3000 words 100
Practical based assessment Supervision Competency Pass/Fail

Alternative Assessment

Na

Assessment Strategy

The assessment strategy is designed to

Use a cycle of practice, learning and reflection to both enable and measure practice skill and understanding

Thus, the summative assessment for this module consists of two components, a case study and supervision competency assessment, including a recording of a family session presented within supervision, and linked to the requirements for Intermediate level defined by the Association for Family Therapy (AFT)

 

Formative assessment and feedback

Students will receive formative feedback via:

a formative 1000 reflection on care being undertaken with the family whose care will form the topic of the case study

Module aims

  • For students to:
    Integrate the core principles of systemic family practice into systemic practice in the context of a therapeutic relationship with at least one client group; formulate a therapeutic plan; carry out systemic interventions and manage therapeutic endings. Work systemically taking into account evidence based systemic practice models. Demonstrate a self-reflexive and ethical approach to systemic work. Develop sound foundations of systemic knowledge and practice to enable students to undertake Qualifying Level and further training. 


Learning outcomes

Attributes Developed
001 Show systematic understanding of events & the importance of the network in understanding & engaging with individual experience. Analysis care given from the framework of systemic modules & the evidence based under pinning them KCPT
002 Demonstrate and analyse abilities in systemic practice to collaboratively convene meetings of family and other network members as appropriate, using a range of methods including: Convening systemic practice meetings with individuals, couples, families and other relationship groups including children and wider networks. Working collaboratively to identify overall goals and the agreed focus for systemic interventions and providing progress reviews using formal measures and in session review Developing and maintaining the therapeutic alliance with more than one family member Conducting a systemic assessment of presenting issues including identification of different perspectives, patterns of responses and meanings held in relation to the problem, the history of the presenting problem in relation to family relationships, family events, external contexts and wider social discourses. KCP
003 Develop and analyse the use of systemic techniques using a range of methods including: Developing a broad systemic hypothesis of the presenting problems in relationship to the individual/s or family and their context including their own observer perspective, and reviewing this throughout the work Using visual presentations of relationships and contexts including family genograms, eco-maps and timelines in systemic practice Gaining new perspectives through techniques including questioning, reflection, reframing, externalising and scaling Helping clients to identify their own strengths and resources (including problem solving skills) and explore with clients how they may be of use and strengthen them Tracking and working with behavioural processes and problematic communication patterns within the session KCP
004 Analytically reflect on family and wider relationships and differences in power, culture, and social position present within them, and critique care given, and the implications for ethical practice, from those perspectives. Understand and manage ethical issues relating to systemic practice with individual/s or families including consideration of the impact of their own personal and professional issues on the work and issues of power and difference . CPT
005 Engage effectively in supervision, and demonstrate in a reflective log and other assessments a reflective and proactive approach to learning in a cycle of knowledge, action and reflection. KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 108

Lecture Hours: 42

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Achieve a cycle of practice, learning and reflection to enable the gaining of practice knowledge, understanding and skill.

The learning and teaching methods include:


Specific reading for each teaching day,presented in turns by students, 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


Supervision groups and supervised practice with families

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

Reading list for DIALOGICAL APPROACHES : http://aspire.surrey.ac.uk/modules/hcrm021

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 2018/9 academic year.