MODELS OF LEARNING, SUPERVISION & CONSULTATION - 2017/8
Module code: PSYM035
TIBBLES P Dr (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Lecture Hours: 29
|Assessment type||Unit of assessment||Weighting|
|Coursework||5500-6000 WORD ESSAY||100%|
N/A A mark of 50% or above on the summative assignment is required to pass the module.
Prerequisites / Co-requisites
At least one of the following three: A practitioner psychologist (clinical, counselling, educational, occupational, health, forensic) eligible to be registered with the Health and Care Professions Council. A qualified psychotherapist or counsellor (psychodynamic, cognitive-behavioural, systemic, integrative) eligible to be registered with the UKCP, BPC, BABCP, AFT or BACP. Qualification in a relevant profession with training in psychology at an undergraduate and/or postgraduate level (teaching, medicine, nursing, human resources, social work, occupational therapy). All candidates should be qualified professionals who have given supervision and consultation and who as part of their employment will be able to supervise and consult to others.
This core module will introduce participants to educational-developmental models of adult learning as a basis for considering the different learning needs, developmental stage and preferred learning styles of individual supervisees/consultees. The process of supervision will therefore be contextualised within the specific personal needs of each supervisee in order to maximise individual development of skills and understanding. In addition module will critically outline the major psychotherapeutic models that are used to provide an account of the nature and practice of supervision and consultation. Participants will explore their connection to these models in relation to their own supervision and consultation practice, and in doing so consider how they have come to value certain approaches in comparison to others and the implications of this for themselves and their supervisees/consultees.
Understanding of psychotherapeutic models as applied to supervision and consultation, including those derived from cognitive-behavioural, systemic, humanistic and psychoanalytic approaches
Awareness of the range of educational-developmental models used in relation to adult learning and how these have been integrated with psychotherapeutic models to enhance supervision and consultation practice
To take a constructively critical stance in relation to the application of psychotherapeutic and educational-developmental models based on evaluation of the literature, personal practice and research evidence
Capacity to constructively critically appraise the boundaries and potential in the application of psychotherapeutic models as applied to personal practice of supervision and consultation in different contexts
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
1) The purpose, process and content of supervision and consultation will be outlined in relation to:
Inskipp and Proctor’s (1993, 1995) model addressing the normative, formative and restorative elements of the relationship between supervisor and supervisee, and Scaife’s (2009) general supervision framework.
2) General introduction to the range of isomorphic-psychotherapeutic approaches used in supervision and consultation with particular reference to health service provision, social care, education and human resources.
3) General introduction to the range of educational and developmental models designed to be applied to adult learning and their applicability and relevance to supervision and consultation.
4) The cognitive-behavioural approach, including agenda setting, goals, and feedback will be explained with particular reference to recent developments in the area, and the impact of changing service demands.
5) The humanistic approach will be explained and the challenges it faces in relation to changes in service delivery. Particular reference will be made to the ethical stance it takes in relation to consideration of the supervisee and client.
6) Systemic approaches to supervision and consultation will be outlined and discussed with particular reference to the ‘reflecting team’, ‘live’ supervision and the ‘not knowing position’.
7) Psychoanalytic concepts such as counter transference, transference and parallel process will be explained in relation to supervision and consultation.
8) The range of educational- developmental models will be outlined, including a focus on:
Kolb's (1984) learning styles model and experiential learning theory;
Stoltenberg, McNeill and Delworth’s (1998; 2010) integrated developmental model;
Hawkins and Shohet (2012) integrative multi-perspective model of supervision.
Methods of Teaching / Learning
Lectures, seminars, guided reading, group discussion, role-plays, simulations, audio-visual material. SurreyLearn will be used by students to access some of the material and to join a discussion group.
The summative assessment for this module consists of:
Extended Essay (5500-6000 words). A descriptive account of personal development during supervision/consultation practice, theoretical influences to that practice and a constructively critical appraisal of that practice including its effectiveness. A mark of 50% or above is required on this assignment to pass the module.
Formative assessment and feedback
Position Statement (1000 words maximum). A critical self-description of the underlying rationale for existing supervisory practice and anticipated changes to that practice. The assignment must be completed but does not contribute towards successful completion of the module. This formative assignment does not carry a mark. Feedback only is given.
Reading list for MODELS OF LEARNING, SUPERVISION & CONSULTATION : http://aspire.surrey.ac.uk/modules/psym035
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 2017/8 academic year.