Module code: NURM183

Module Overview

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.

Module provider

School of Health Sciences

Module Leader

BIRTWELL Robert (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

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

Overall student workload

Personal Tutorial Hours: 36

Independent Learning Hours: 114

Lecture Hours: 36

Module Availability

Crosses academic years

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.

Module content

Indicative content includes:

Systemic and Family Intervention skills
Co working skills
Keeping family sessions safe
Cognitive interactional analysis/circular and narrative based formulations
Expressed emotion
Collaborative and strengths based practice with multi-stressed families.
Circular questioning
Interventive interviewing techniques
Maintaining wellbeing
Problem solving
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
Therapeutic endings

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Case study and reflection 100
Pass/Fail competencies Supervision Competency Assessment Pass/Fail

Alternative Assessment


Assessment Strategy

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 3000 words
This will test all learning outcomes and will account for 100% of module marks

Supervision Competency Assessment (Pass/Fail)

Formative assessment
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

Module aims

  • 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.

Learning outcomes

Attributes Developed
001 Apply in practice and analyse with reference to key research findings and 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 adressing their goals CKPT
002 Demonstrate an ability to use ethical decision making,especially in relation to safeguarding, confidentiality and consent, including a knowedge of the AFT code of ethics CKPT
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. CPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

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

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
Upon accessing the reading list, please search for the module using the module code: NURM183

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 2019/0 academic year.