INTRODUCTION TO FAMILY INTERVENTIONS - 2020/1
Module code: NUR3209
In light of the Covid-19 pandemic the University revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. Further information on changes made to modules during the 2020/21 academic year can be found here: https://www.surrey.ac.uk/coronavirus/course-changes-old
Due to the volume of changes made during the 2020/21 academic year this means that some information within the programme and module catalogue had been amended. Please ensure that you are viewing your modules alongside the module changes page. If you have any queries you are invited to contact the relevant Programme Leader or Academic Hive with any questions relating to the information available.
The 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 introduce systemic family therapy and family work/management approaches to understanding the difficulties that families face where one or more members experiences psychosis or dementia, and the interventions that derive from those perspectives. It will enable the students to reflect upon and analyse their understanding of family, in client care and other life experiences, and to use this to develop and evaluate their helping approaches to families at the generic practice level.
School of Health Sciences
BIRTWELL Robert (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: B760
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 120
Lecture Hours: 10
Seminar Hours: 20
Prerequisites / Co-requisites
Applicants will need to be employed in a NHS secondary care setting to work with people who experience psychosis or bipolar disorder and have at least two years’ experience in such work. They must have the support have the support of their employer and professional lead to complete the module
Indicative content includes:
Understanding mental health in a social constructionist framework, including medical, trauma-based, and resilience models.
Role of diagnosis and psycho-education
Family life cycles
Power, difference, BAME awareness and cultural competence;
Family Intervention approaches: systemic, behavioural; cognitive-behavioural; multi-family group practice. Development and integration between approaches. NICE guidance
Self-reflexivity and reflecting processes
Neutrality and curiosity
Working from strengths
Family inclusive and carer supportive practice/groups, non-engagement.
Confidentiality, capacity and consent
Preparing the work
Circularity and circular questions. Questions as interventions. Interaction cycles. Hypothesising with the family
Eliciting feedback from families, incl outcome measures
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to
- Allow students and teachers together to assess the student’s academic and learning needs for this and later modules in the Family Interventions for Adults course (principally to be met formatively).
- Assess knowledge, reflexivity and ability to understand familiar experiences of family through systemic frameworks as a preparation for changed practice.
Thus, the summative assessment for this module consists of one component: a reflective essay of 3,000 words.
Formative assessment and feedback
Students will receive formative feedback via:
- a 1000 word essay reflecting on current personal and professional experience of family, to be timed so that feedback is received at east 1 month before the summative submission date.
- This module aims to: Prepare students for later practice modules in the use of family interventions. Introduce family interventions models and skills. Enable use of those models to reflect on current practice with families
|001||Critically discuss a range of systemic and family interventions theories, and associated therapeutic approaches, in the context of psychoses, and use to discuss current and past practice with family||KCP|
|002||Demonstrate through critical discussion of current practice an awareness of the influence of the wider social context (including gender, race, age, ability, culture, education, sexuality) on self and clients, with an ability to consider how inequalities and power differentials impact on people¿s lives||KCPT|
|003||Critically discuss the skills and practical usefulness of interviewing approaches using a range of questioning techniques||KCP|
|004||Demonstrate through reflection on self and module learning, an understanding of family relationships, including intergenerational and life cycle considerations, and awareness of ways in which their own experience influences their understanding and practice||KCPT|
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 develop a systemic philosophical and therapeutic stance, self reflexivity, knowledge of family interventions theory and a preparedness to use approaches informed by these to engage with families.
The learning and teaching methods include:
- class discussion
- small group work for reflection and discussion
- role play
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.
Upon accessing the reading list, please search for the module using the module code: NUR3209
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.