DIALOGICAL APPROACHES - 2022/3
Module code: HCRM021
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has 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 have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
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.
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
Overall student workload
Independent Learning Hours: 108
Lecture Hours: 42
Prerequisites / Co-requisites
Completion of an AFT accredited Foundation Course. Concurrent study of Systemic Therapy Across the Lifespan module
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 type||Unit of assessment||Weighting|
|Coursework||case studey 3000 words||100|
|Practical based assessment||Supervision Competency||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, 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
- 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.
|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|
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:
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.
Upon accessing the reading list, please search for the module using the module code: 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 2022/3 academic year.