Module manager: Kate Hall
Email: k.hall1@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2026/27
See programme entry requirements
| FAMT5661M | Systemic Psychotherapy Research |
| FAMT5881M | Systemic Psychotherapy Practice (One) |
FAMT5211M FAMT5470M
This module is not approved as an Elective
This module provides the first-year teaching of systemic theory in approach, methods and concepts from other disciplines related to clinical practice in working with families. Students will develop clinical portfolio across this module and FAMT5881 to document their clinical practice and skills development and learning including the theoretical approach which is then further developed in Modules FAMT5772 and FAMT5882 in the second year. Students will learn about the theories of contemporary systemic family therapy models and epistemologies such as constructivism and postmodernism. In addition, there will be opportunities for the consideration of material from other bodies of knowledge which have been influences on psychotherapy and systemic therapy, such as philosophy, sociology, biology and psychology. Theory and its application will be critiqued in relation to ideas of race, culture, gender and disabilities. You will develop your ability to use systemic texts and journals as well as gain familiarity with the fundamental concepts and terms used within the field. Systemic theoretical understanding will be developed and extended in Module FAMT5772 in the second year of the programme. An adult learning approach is used, and you will build upon your existing professional knowledge and abilities through on-going reflective practice, tutor led teaching, clinical supervision and self-directed learning. Attention to the ethics of systemic family therapy, with reference to issues of power and social difference and development of anti-discriminatory and decolonising practice, is an important focus within this module. A key feature of this module is developing theory to practice links in live clinical practice within a family therapy training clinic with live supervision and making connection to systemic practice in student’s own work context. Learning outcomes which relate to intersections of key academic or systemic family therapy principles are repeated across modules on the MSc Systemic Family Therapy.
This module aims to teach the theoretical basis for systemic family therapy and the other concepts which inform this approach.
Teaching and learning activities are organised to replicate the typical structures of clinical practice. This provides conceptual coherence for students orientating to the professional domain of systemic family therapy and ethical practice in professional development, as they integrate new areas of theory to their practice.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1- Knowledge of the main models and theories of change used in contemporary Systemic Psychotherapy interventions
2- Knowledge of common mental health problems, their presentation and treatments, the ways in which they may affect relationships and an ability to adapt their work with families affected by mental health distress.
3- A critical understanding and application of child and adult development processes and models of family and other relationships with attention to diversity and cultural difference.
4- Contemporary knowledge of relevant legislative frameworks affecting the practice of Systemic Psychotherapy together with an understanding of how these can be taken into account in the relationship with clients.
5- Contemporary knowledge of legal frameworks and local policies in relation to Safeguarding Children and Vulnerable Adults and the role of the Systemic Psychotherapist in relation to this.
6- In-depth understanding of the effects of discriminatory process, and the ability to work to effect anti-discriminatory practices in therapy work with sensitivity to cultural differences and related power structures in families, therapeutic systems and wider social contexts.
7- Knowledge of at least one manualised approach to family therapy
8- The ability to administer and use appropriate outcome and related measures and take a critical stance as to their use
Skills learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
Academic Skills
AS1 – Critical thinking: Critically evaluate systemic family psychotherapy and related literature, including research and apply this to in the practice of systemic family psychotherapy.
AS2 – Presentation skills: Present the theory of systemic family psychotherapy in a clear, concise, and structured manner, in both verbal and written form.
AS3 – Academic writing and language: Write in a clear, concise, and structured manner, accurate systemic psychotherapy language to communicate psychotherapeutic concepts.
AS6 – Academic integrity and referencing: Engage in good academic practice with accurate referencing of the work of others and avoiding plagiarism in any form.
Work ready skills
WR6 - Active learning: Identify and critically evaluate their own learning needs using models of adult learning and reflective practice to engage in the learning and development process.
WR 8- Ethical practice and social justice: Critically evaluate social and institutional practices of power and marginalisation to identify practices that marginalise and oppress people creating inequity in mental health experience and healthcare.
Digital Skills
DS3 – Digital communication: Use the technical practice contexts and digital applications in the service of ethical clinical practice including online therapy and supervision.
The syllabus will cover the following topic areas through a combination of lectures, seminars and clinical supervisory discussions:
- The development and status of the main models of contemporary systemic family therapy interventions.
- Psychotherapeutic intervention and relational change processes in contemporary systemic family therapy.
- Systemic perspectives on common mental health problems, their presentation and treatments.
- Societal context anti-discriminatory practice and social justice in systemic family therapy
- Child and adult development processes and models of individual and family lifecycle development.
- Professional and legislative frameworks affecting the practice of systemic family therapy.
- Safeguarding of children and vulnerable adults in systemic family therapy.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Clinical Practice | 20 | 5 | 100 |
| Fieldwork | 35 | 1 | 35 |
| Lecture | 16 | 1.5 | 24 |
| Seminar | 6 | 1.5 | 9 |
| Private study hours | 132 | ||
| Total Contact hours | 168 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Students have three formative assessments in this module for which feedback is given.
Supervision Profile
This document is designed to form a reflexive dialogue between supervisee and supervisor to review, guide give feedback to and evaluate the student’s clinical practice. There are to be at least two entries from the supervisee and supervisor over each year, usually in January and June. The feedback to the first entry each year is formative and the second summative. There is a complimentary entry in Module FAMT5881M and again in the second-year modules FAMT5882M and FAMT5771M which together from a comprehensive review of the student's clinical practice and use of Systemic psychotherapy theory
Online Quiz
Students will have ongoing access to formative online quizzes. The quizzes (MCQ’s and short answer questions) allow students to test their own knowledge of systemic language and concepts many of which have highly specific use and accuracy is needed. This supports the development of accurate knowledge for future summative assessments
Supervisor Feedback
Students receive fortnightly written and verbal feedback on their clinical practice from their clinical supervisor.
Individual tutorials are scheduled at the beginning of this module and further tutorials are offered on request in which feedback can be discussed and developed as needed.
Student progress is closely monitored, and any difficulties are identified at the earliest opportunity and tutorial and clinical supervisory support is offered.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Formative - Reflexive account of theory in clinical practice 1000 words | 0 |
| Coursework | Formative - online quiz with MCQs and short answer questions | 0 |
| Coursework | Clinical practice - Approximately fortnightly feedback from clinical supervisor | 0 |
| Coursework | Essay - Systemic family therapy theory - 3000 words | 70 |
| Coursework | Clinical Portfolio entry - Theory in clinical practice - theory 1000 words - The student will present a 1000 word written reflexive review of their use of systemic theory, with reference to their practice in clinical placement. | 30 |
| Total percentage (Assessment Coursework) | 100 | |
The coursework assessment in this module assesses both the student’s knowledge and understanding of systemic psychotherapy theory and its application in clinical practice. The PSRB The Association for Family Therapy and Systemic Practice (AFT) stipulate the practice hours under live supervision which provides the context for the student to learn the application of theory and skills to practice. AFT also stipulate that the student undertakes additional practice hours in their own employment context or by placement and organises clinical supervision on a 1/6 hour ratio by a qualified family therapist (agency supervisor). The quality of this practice is not assessed by the University, but the student is required to keep a log of the practice and verify the hours of practice and supervision with their supervisor. Evidence of all practice hours is presented to the University at the end of the programme to meet conditions for course completion and professional qualification. This is included in a Portfolio in module Systemic Psychotherapy Practice (one) FAMT5881M and module Systemic Psychotherapy Practice (two) FAMT5882M. The Clinical Portfolio entry is a 1000-word reflexive account of the student's developing use of theory in clinical practice in the placement clinic. A formative account is submitted halfway through the year and the student receives detailed formative feedback on this. A summative submission which responds directly to the formative assessment is submitted in term three and feedback is given. The Clinical Portfolio entry compliments Clinical Portfolio entries in the Systemic Psychotherapy Practice Module FAMT5881 and together form a reflexive exchange between the student and their clinical supervisor who provides detailed feedback on the student’s actual practice in the clinical context and their ability to take a reflexive position in the review of their practice. This reflexive assessment cycle is repeated in the second year of the programmes and over two years these assessments build to form a detailed account of the student’s progress towards clinical competence. The format gives a context for the early identification of any difficulties in reaching the learning outcomes and for the structured response required to address such difficulties. The training supervisors maintain close links with the University Staff for supervision of the clinical practice supervision and for moderation of student assessments. The essay provides a summative assessment of the learning outcomes directly related to the processes of systemic psychotherapy in practice and the formative assessments also prepare students for this assessment. In this module more than one assessment component assesses the same subject specific learning outcomes because the requirement of clinical practice are such that assessed work cannot easily attend to some aspects of Systemic Psychotherapy practice and not others for example attention to risk which would always be required for passing a clinically based component whether clinical practice, presentation of clinical work or in essay format. No compensation: All elements of the module assessment must be passed independently. In the event of failure of one component, the module mark will be capped at 50 on successful resit of a similar type to the original assessment.
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
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