SYSTEMIC THERAPY ACROSS THE LIFESPAN - 2020/1
Module code: HCRM022
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module will alongside the Dialogical Approaches module, address knowledge and reflective and application skills necessary to achieve Intermediate Course standards defined by the Association for Family therapy and Systemic Practice.
School of Health Sciences
BIRTWELL Robert (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
Prerequisites / Co-requisites
Completion of an AFT accredited Foundation Course. Concurrent study of Dialogical Approaches module.
Indicative content includes:
• Family and diversity, listening, reflecting, and self reflexivity
• Theories of change in systemic practice
• Working with children
• Summative Presentations
• Endings in therapy
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||Presentation linking theory, reflection and practice on a relevant topic of the students choice||100|
|Coursework||Essay on their theory of change with their reflective log handed in summatively with it- Essay 1000 words||Pass/Fail|
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:
1. Presentation linking theory, reflection and practice.
2. Short essay on the student’s theory of change, handed in with their reflective log.
Formative assessment and feedback
Students will receive formative feedback via:
• Students will present one reading with one or more colleagues, together with a reflection on their learning influenced by that reading..
• Partial drafts of essays may be given to module teachers for comments.
- • Students will be able to demonstrate their knowledge of theories underpinning systemic family practice and their application to specific areas of work. Through critical reading demonstrate their knowledge of the theoretical and research literature relating to systemic family practice. Critically evaluate their understanding of the links between systemic theory and practice and other therapeutic approaches
|001||Demonstrate an analytical understanding of a range of theories from systemic practice and family therapy including their theory of change and main interventions in current systemic practice. This will include a basic understanding of at least one manualised evidence based approach and the principles of its application to practice. Analyse the theoretical basis, research and evidence base for systemic practice in their current professional practice||CKP|
|002||Demonstrate analytical and reflective understanding of theoretical approaches to power, difference, and ethical practice, including the AFT Code of Ethics and Practice, and self reflexivity on the student’s personal position and learning on those matters.||CKPT|
|003||Demonstrate an understanding of the purpose and importance of supervision, and engage in a range of learning opportunities, including teaching sessions, class discussion, role play, reading, and reflection on these in a cycle of learning.||CPT|
|004||Apply the skills of convening and sustaining family meetings where children are participants, with regard to the legal, professional and ethical considerations particular to children.||KP|
|005||Demonstrate an analytical understanding of endings and manage them collaboratively as a means of valuing, learning and planning for the future for both self and families.||CKPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 078
Lecture Hours: 072
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Achieve a cycle of practice, learning and reflection to facilitate the development 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
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 for SYSTEMIC THERAPY ACROSS THE LIFESPAN : http://aspire.surrey.ac.uk/modules/hcrm022
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 2020/1 academic year.