INTEGRATIVE PRACTICE - 2017/8
Module code: PSYM039
TIBBLES P Dr (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
Lecture Hours: 49
|Assessment type||Unit of assessment||Weighting|
|Coursework||INTEGRATIVE PROJECT (2500-3000)||100%|
Prerequisites / Co-requisites
At least one of the following three: 1) A practitioner psychologist (clinical, counselling, educational, occupational, health, forensic) eligible to be registered with the Health and Care Professions Council. 2) A qualified psychotherapist or counsellor (psychodynamic, cognitive-behavioural, systemic, integrative) eligible to be registered with the UKCP, BPC, BABCP, AFT or BACP. 3) 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 module explores the ways in which psychotherapeutic theories and adult learning models can be integrated in a way which can potentially enrich the practice of the supervisor and simultaneously that of the supervisee. The challenges of synthesising different models will be examined, as will be the potential for providing more flexible and responsive supervisory practice, and the relevance of integrative practice in different contexts, with diverse client groups, and with complex issues e.g. domestic violence. Supervision and consultation of complex issues will be related to formulations derived from the integration of different theoretical approaches and the implications such formulations have to practice, and outcome.
This module can be purchased as an independent CPD module.
To develop critical evaluation of the contribution integrating at least two different models of psychotherapy (CBT, Psychodynamic, Systemic, and Humanistic) can make to supervision and consultation practice
Explore the implications for supervision and consultation practice of integrating different psychotherapeutic and learning models in relation to formulation construction, theory-practice links, making interventions, self-reflection and self-direction
Synthesise psychotherapeutic and/or learning models into personally preferred practice approaches and critically evaluate self in relation to these integrated positions
Identify and implement integrative supervision and consultation interventions at the team level as well as at the individual and group level
|Describe how personal style, process, and content are influenced by using integrative approaches to formulation and practice|
|Critically appraise and evaluate the impact of personal integrative practice on individual and group supervision and consultation|
|Show how at least two different psychotherapeutic and adult learning approaches to supervision and consultation can be adapted to provide support, guidance and understanding to the complex issues presented to individuals, groups, and teams within a single organisation|
|Construct written reports outlining the approach taken during integrative formulation and practice with a team, and to critically evaluate the outcomes and make recommendations to the team|
|Demonstrate knowledge of the context (including professional, ethical and legal) within which supervision is provided and an understanding of the inherent responsibility (BPS and AFT/UKCP required learning outcome)|
|Show an understanding of the importance of modelling the professional role, e.g. managing boundaries, including protecting time, confidentiality, accountability (BPS and AFT/UKCP required learning outcome)|
|Show an understanding of the importance of a safe environment in facilitating learning and of the factors that affect the development of a supervisory relationship (BPS and AFT/UKCP required learning outcome)|
|Demonstrate skills and experience in developing and maintaining a supervisory alliance (BPS and AFT/UKCP required learning outcome)|
|Demonstrate an understanding of the transferability of professional skills into supervision and the similarities and differences (BPS and AFT/UKCP required learning outcome)|
|Demonstrate skills and experience in the art of constructive criticism, on-going positive feedback and critical feedback where necessary (BPS and AFT/UKCP required learning outcome)|
|Show knowledge of the various methods to gain information and give feedback (e.g. self-report, audio-visual recordings, colleague and client reports) (BPS and AFT/UKCP required learning outcome)|
|Demonstrate knowledge of ethical issues in supervision and an understanding of how this may affect the supervisory process; including power differentials (BPS and AFT/UKCP required learning outcome)|
|Show an understanding of the issues around difference and diversity in supervision (BPS and AFT/UKCP required learning outcome)|
|Show an awareness of the on-going development of supervisory skills and the need for further reflection/supervision training (BPS and AFT/UKCP required learning outcome)|
|Demonstrate knowledge of techniques and processes to evaluate supervision, including eliciting feedback (BPS and AFT/UKCP required learning outcome)|
|Have skills and experience in contracting and negotiating with supervisees (BPS and AFT/UKCP required learning outcome)|
|Have knowledge of the structure of supervised professional experience including assessment procedures at different levels of qualification up to Chartered status level, and the changing expectations regarding the supervisor's role (BPS and AFT/UKCP required learning outcome)|
|Have skills and experience of using a range of supervisory approaches and methods (BPS and AFT/UKCP required learning outcome)|
|Show an understanding of the research process and how it can advance the field of supervision and consultation|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
1. Theories of psychological formulation and models of integrative practice.
2. Ethical implications of integrative practice in public and private agencies.
3. Comparing and contrasting the major psychotherapy models approaches to supervision and consultation practice
4. Integrating the major psychotherapy models with adult learning approaches as applied to supervision and consultation practice.
5 Identifying complex applied practice circumstances that might benefit from an integrative approach to formulation, practice and intervention.
6. Practice examples of integrative practice at multiple levels (individuals, groups, teams, organisations).
Methods of Teaching / Learning
A combination of: lectures; experiential workshops; small group activities, simulations, and 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:
Integrative Project (2500-3000 words). A mark of 50% or more must be obtained on this assignment to pass the module.
Formative assessment and feedback
Integrative Project Proposal (1000-1500 words).
This formative assignment does not carry a mark. Feedback only is given.
Reading list for INTEGRATIVE PRACTICE : http://aspire.surrey.ac.uk/modules/psym039
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.