ORGANISATIONAL SUPERVISION AND CONSULTATION - COGNITIVE BEHAVIOURAL APPROACHES - 2017/8
Module code: PSYM079
JOHN M Ms (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
|Assessment type||Unit of assessment||Weighting|
|Coursework||PORTFOLIO OF PRACTICE IN AN ORGANISATION||50%|
|Coursework||AUDIO-VISUAL RECORDING WITH DESCRIPTIVE ACCOUNT (MAX 1500 WORDS)||50%|
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 and to register as a specialist in cognitive behaviour therapy with the BPS Psychological Therapies register. A qualified cognitive-behavioural psychotherapist or counsellor eligible to be registered with the UKCP, BABCP 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) and eligible to register as a cognitive behaviour therapist with the UKCP, BABCP or BACP. All those following this pathway should be qualified professionals with two years post-qualification experience as CBT supervisors and consultants and who as part of their employment will be able to develop CBT practice within a health or social care organisation.
This core module aims to support the development of the skills and competencies needed when offering organisational supervision, consultation, coaching and mentoring using cognitive behavioural approaches.
There will be a focus on how practitioners use CBT skills and models to promote resilience, problem solving skills and positive thinking with professionals working within organisations. In particular how to help improve effectiveness in terms of leadership, decision-making, creativity, stress, time management, meetings, and career development.
Consideration will be given on developing a learning organisation which encourages and supports staff in the acquisition of CBT practice to manage their own stress levels and improve decision making, through the provision of in-house supervision, consultation, coaching and mentoring. There should be exploration of conducting this externally to staff working outside of the students’ normal working context.
This module can be purchased as an independent CPD module.
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
1. The student supervisors/consultants will undertake an organisational project based on the CBT model with the primary objective of developing a coaching/mentoring relationship with senior staff in order to provide a more facilitative environment within the organisation.
2. The student supervisor/consultants will present at least two audio-visual recordings of their coaching/mentoring practice.
3. Feedback, guidance and advice on practice from course peers and staff members.
4. Student supervisors/consultants will meet regularly at the University for teaching of theoretical concepts, consolidating theory-practice links, micro-skills training, exploration of ethical dilemmas, and supervision of practice.
5. Each student supervisor/consultant will be part of an e-discussion group and a peer supervision group.
Methods of Teaching / Learning
A mix of experiential and didactic methods, to include: small group work, experiential workshops, micro-skills teaching; simulations, seminars, role plays, and review of audio-visual recordings. SurreyLearn will be used by students to access to some of this material and to join a discussion group.
The summative assessment for this module consists of:
A portfolio of practice in an organisation will be submitted at the end of Semester 1 Year 2. The portfolio should highlight the student supervisor’s/consultant’s development in their critical understanding and application of CBT thinking and practice applied to working with professional staff. The portfolio should also include records of coaching practice and include how feedback from coaching clients and also peer group supervision was critically reflected on and subsequently integrated into coaching practice. Similarly there should be records of the consultation given to peers training in coaching. Relevant log books of practice should be included. A mark of 50% or above must be obtained to pass.
At the end of Semester 1 the student will make an audio-visual recording of a coaching or mentoring session and write an accompanying descriptive account (max 1500 words). There should be a focus on critical appraisal of organisational and contextual issues for review and formative feedback from a programme staff member. A mark of 50% or above must be obtained to pass.
Formative assessment and feedback
At the beginning of Semester 1 the student will make an audio-visual recording of a coaching or mentoring session and write an accompanying descriptive account (max 1500 words). There should be a focus on critical appraisal of organisational and contextual issues for review and formative feedback from a programme staff member. Formative feedback only is given.
Reading list for ORGANISATIONAL SUPERVISION AND CONSULTATION - COGNITIVE BEHAVIOURAL APPROACHES : http://aspire.surrey.ac.uk/modules/psym079
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.