INTRODUCTION TO FAMILY INTERVENTIONS - 2025/6

Module Overview

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 and Bipolar Disorder) 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 Bipolar Disorder, 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.

Module provider

School of Health Sciences

Module Leader

SMART T Ms (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

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

Module Availability

Semester 2

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.

Module content

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

Family stories

Genograms

Cultural genograms

Social GRACES

Power, difference, BAME awareness and cultural competence;

Using interpreters

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

Co-working

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 pattern

Alternative Assessment

N/A

Assessment Strategy

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.

Summative assessment

Consists of one component: a reflective essay of 3,000 words, Addressing LO1, LO2, LO3, LO4

 

 

Formative assessment

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 least 1 month before the summative submission date.

Feedback
Students will receive feedback:   

• Written feedback


• Verbal feedback from module teaching team throughout the module.


• Verbal feedback will also be provided by peers undertaking the module.

Module aims

• 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.
  

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to enable learners 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:

• lectures


• reading


• class discussion


• small group work for reflection and discussion


• role play


• 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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NURM123

Other information

The school of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Employability: Accredited by the Association for Family Therapy and Systemic Practice, this module significantly boosts the employability of students in the field of family therapy. The practical application of family interventions, ethical decision-making, and reflective understanding prepares students for real-world scenarios, making them valuable assets in healthcare settings. The emphasis on applicable skills ensures that students are well-prepared for the demands of their future professions.

Global and Cultural Capabilities: The curriculum encourages an awareness of cultural diversity in families, emphasising the impact of cultural backgrounds on family dynamics and mental health. This prepares students to be culturally competent practitioners, capable of adapting their skills to diverse global contexts.

Resourcefulness and Resilience: Focusing on collaborative exploration, ethical decision-making, and reflective understanding, this module supports resourcefulness and resilience. By teaching a range of approaches and interventions, it fosters resourcefulness, challenging students to think creatively and adapt interventions to the unique needs of families. Emphasising ethical decision-making and reflective practices prepares students to navigate challenges with resilience, contributing to their ability to thrive in demanding therapeutic settings.

Sustainability: The module contributes to the sustainability of mental health services by equipping professionals with skills in family interventions enhancing the sustainability of mental health support systems by addressing family needs and promoting long-term well-being. Discussions on the long-term impact of family interventions and their role in preventing relapse contribute to the broader goal of sustaining mental health within individuals and communities.

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 2025/6 academic year.