INTEGRATIVE APPROACHES TO SUPERVISION & CONSULTATION - 2017/8
Module code: PSYM084
TIBBLES P Dr (Psychology)
Number of Credits
FHEQ Level 7
Module cap (Maximum number of students)
Overall student workload
|Assessment type||Unit of assessment||Weighting|
|Coursework||PLACEMENT VISIT OR REVIEW OF CD/DVD RECORDING||30%|
|Coursework||PLACEMENT VISIT OR REVIEW OF CD/DVD RECORDING||30%|
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 an intermediate training in at least two psychological models. A qualified psychotherapist or counsellor with an integrative training eligible to be registered with the UKCP 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 an intermediate training in at least two applied psychological models. Those following this pathway should be qualified professionals with two years post-qualification experience who have given supervision and consultation and who as part of their employment will be able to use an integrative approach in supervising and consulting to others.
This core module aims to support the development of integrative skills and competencies needed when supervising and consulting to others using an integrative approach. This module must be done in conjunction with module PSYM037.
This module cannot be purchased as an independent CPD module. It must be carried out in conjunction with module PSYM037.
Supervising and consulting to others through the synthesis of particular psychotherapeutic models and theories of adult learning
Coherently integrating at least two major psychotherapeutic models
Reviewing supervisees' retrospective accounts of therapy, and their audio and video recordings of integrative practice
Facilitating supervisees' to use integrative formulation and to enable supervisees to practice using a range of psychotherapeutic techniques linked with the integrative formulations
Considering service user and carer involvement in the process of supervision
|Identify supervisees' knowledge, experience and training needs|
|Demonstrate competencies in generic supervision, including an ability to employ education principles that enhance learning and a capacity to form a supervisory alliance|
|Show clarity about the models used and how they are integrated|
|Demonstrate a capacity to apply theory and practice approaches derived from different modalities|
|Structure supervision in a manner consistent with the models used|
|Teach generic and specific psychotherapeutic techniques and skills to supervisee's|
|Practice a range of methods (e.g. video recordings, direct observation, role play, written records) to monitor supervisees practice and ability to use integrative strategies and techniques|
|Take a critically self-reflective stance in relation to supervisor-supervisee and supervisee-client interactions|
|Integrate “training” and “therapeutic” aspects of the supervisory role when applying psychotherapeutic ideas and models|
|Work flexibly with supervisees' so that they can critically reflect on their own developing psychotherapeutic competencies|
|Support supervisees to critically reflect on their development as an integrative practitioner in order to identify specific learning goals|
|Incorporate service user and carer views in the process of supervision|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
1. The student supervisors/consultants will set up a supervision/consultation project in their work context. This project will be informed at every level by at least two psychotherapeutic models.
2. The supervisor in training on two occasions during Year One will either be visited by a University staff member at the project placement or submit two audio-visual recording of a whole supervision session. During placement meetings, an additional 30 minutes will be required for pre-session discussion, and an additional 30 minutes for post-session discussion.
3. Student supervisors/consultants will meet regularly at the University for micro-skills training, and for training in, and consolidating the theoretical concepts as a training tool.
4. Each student supervisor/consultant will be part of an e-discussion group and or part of a consulting trio.
Methods of Teaching / Learning
A mix of experiential and didactic methods, to include: small group work, 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 supervision/ consultation practice is submitted at the end of Year One. It should highlight the student supervisor’s/ consultant’s development in their critical understanding and application of the integration of psychotherapeutic and educational-development concepts through formulation, the development of competencies, and the development of an understanding and utilisation of the interface between the personal and the professional. Included should be examples of feedback from supervisees/consultees. A mark of 50% or more must be obtained to pass this assignment.
Evaluation of practice is undertaken on two occasions. This is done either by a placement visit or review of an audio-visual recording of a whole supervision session plus covering explanatory notes. The first evaluation will assess early progress and identify further developmental goals, and the second occurs towards the end of the training and will focus on the capacity to adapt and change to feedback. Feedback supervisees/consultees should be obtained/included and integrated with critical self-evaluation from the student supervisor. The supervisee/consultee feedback should be documented by the student supervisor using assessment forms specifically designed for the project. Both assignments must obtain a mark of 50% or above to pass.
Formative assessment and feedback
The proposed project should be discussed with the Programme Coordinator who will indicate whether the project would be suitable for the module. This formative assignment does not carry a mark. Feedback only is given.
Reading list for INTEGRATIVE APPROACHES TO SUPERVISION & CONSULTATION : http://aspire.surrey.ac.uk/modules/psym084
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.