On successful completion of the year one modules students will have demonstrated the following learning outcomes relevant to the subject:
LO1 – Knowledge and critical understanding of the systemic models and theories that currently inform systemic family therapy.
LO2 – Conduct a collaborative systemic assessment, formulation of presenting problems and plan for systemic family psychotherapy interventions including the assessment of clinical risk, with people in close familial and other relationships, who may be experiencing distress and presenting for systemic family therapy.
LO3 - Develop and maintain effective therapeutic relationships with people in close familial and other relationships during systemic family therapy.
LO4 - Engage in a self–reflexive exploration of their own personal and professional development, responding to feedback from clients, supervisors and relevant others to identify and respond to resources and constraints in their psychotherapeutic practice.
LO5 - Critically examine societal processes of colonisation, power, discrimination and marginalisation resulting in social and health inequalities, and demonstrate an ethically informed commitment to anti-discriminatory and anti-oppressive practice in the practice of systemic family therapy.
LO6 - Design a research project relevant to systemic family therapy.
Subject Specific Learning Outcomes
Students will be able to:
LO 7 - Critically evaluate their activity in the delivery of effective and theoretically coherent systemic interventions accounting for the approach, method and techniques used in their own practice of systemic family psychotherapy
LO 8 – Demonstrate ethical accountability and autonomous professionalism by placing public/client/service user needs at the centre of practice whilst adhering to legal and professional standards, workplace routines, policies and protocols and a commitment to anti-discriminatory and anti-oppressive practice in systemic family psychotherapy.
LO 9 - Undertake effective systemically informed risk assessments, case formulation and case management plans to inform multi agency understandings, decision making and actions.
LO 10 – Offer specialist systemic perspectives, consultation and training to other professionals.
LO 11 – Knowledge of systemic and other perspectives on common mental health problems and practice effectively and ethically with others in multi-disciplinary settings where differing understandings co-exist.
LO 12 – Develop and maintain therapeutic relationships, working collaboratively with people in highly distressing, emotionally charged and challenging circumstances, whilst managing their own, and other’s wellbeing.
LO 13 - Conduct research relevant to the field of systemic family psychotherapy including assessment of ethical and governance issues, and critically evaluate findings, methodology and implications for practice.
Academic Skills
AS1 – Critical thinking: Critically evaluate systemic family psychotherapy and related literature including research and apply this to 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.
AS4 – Ethics: Identify and challenge social discourses and power practices that marginalise and oppress people creating inequity in mental health experience and healthcare.
AS5 – Information searching: Undertake a relevant literature review to support practice development and submission of assessments.
AS6 – Academic integrity and referencing: Engage in good academic practice with accurate referencing of the work of others and avoiding plagiarism in any form.
Skills Learning Outcomes
Work ready skills
WR1 Reflection: Practice within their level of competence, manage their fitness to practice and act accordingly if impaired by health or related constraints.
WR2 Communication: Communicate information related to systemic family psychotherapy in a clear, concise, and structured manner, both in verbal and written forms including clear, timely and factual clinical records.
WR3 Time management, planning and organizing: Manage time efficiently to prepare for lectures, tutorials, clinical practice and supervision by reading and reviewing given literature, reviewing practice recordings and feedback and preparation of assignments to meet deadlines for submission of assessments.
WR4 Team work and collaboration: Work positively and effectively with others and collaborate with other healthcare professionals bringing different perspectives and contributions.
WR 5 Problem solving and analytical skills: Gather, analyse and synthesise information relevant to service, clinical issues and research. Use this in generating solutions to problems in systemic family psychotherapy clinical practice.
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 7 Ethical practice and personal capacity: Critically evaluate their own practice and recognise personal resources and limitations. Make appropriate use of clinical supervision and feedback.
WR 8 Ethical practice, 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.
WR 9 Intensity: Work safely with others in contexts of intense emotion and interpersonal distress to progress helpful change.
Digital Skills
DS1 Information, data, media literacy: Make use of digital media and tools including search engines to inform their research, learning and clinical practice.
DS2 Digital creation: Use software to generate written and visual presentations of assignments.
DS3 Digital communication: Use technical practice contexts and digital applications in the service of ethical clinical practice including online therapy and supervision.
Sustainability Skills
SS1 Systems thinking: The application of systemic skills in the analysis of human systems in research, social and healthcare and other relational contexts to support understanding of problems and collaborative approaches to change
SS2 Relationship development: Build effective therapeutic and working relationships across gender, race, cultural, professional, class, education and ability differences to understand and work with different perspectives and needs in problem resolution
SS3 Ethical professional: Work safely, within their level of competence fit for independent practice in statutory and non-statutory settings. Critically compliant with the Association for Family Therapy Code of Ethics and Practice.
SS4 Ethical, anti-oppressive practice: Practice sensitively and effectively across social difference and intersectionality. Challenge power imbalance and its effects in human relational contexts
SS5 Critical thinking: Identify, interrogate and challenge social discourses and practices that marginalise and oppress people creating inequity in mental health experience and healthcare, promote sustainable equitable practice.
Enterprise Skills
ES1 Developing vision and purpose: Generate and locate potential for positive change and learning in themselves and others in service development and research
ES2 Identifying Opportunities: Identify areas for development and positive change in mental health care practice
ES3 Managing Uncertainty, Ambiguity and Risk: Work effectively to manage uncertainty, ambiguity and risk using systemic principles of safe uncertainty and ethical practice in 'grey zones'
The assessment of students on the first year programme has been designed to provide formative and summative assessments of the knowledge, skills, professional attitudes, personal and professional development of the systemic family psychotherapist in training.
Clinical assessment reflects the integration of learning required for successful completion of professional training in systemic family psychotherapy and readiness for professional practice. This is undertaken in both theory and practice modules in each year. As progress is incremental it is not expected that students will reach any programme-level learning outcomes by the end of year one modules and interim learning outcomes for the end of year one are thus given.
The clinical assessments in the theory and practice modules are distinct but complimentary and reflect different aspects of systemic family psychotherapy. Theoretical learning is seen in the student’s ability to theorise their understanding of clinical casework and make theory-to-practice links in the planning, delivery and evaluation of interventions. In the practice module, learning is theoretically informed, but the emphasis is on the student's abilities to conduct systemic family psychotherapy as evident in their personal ‘use of self’ in relating to clients and in the demonstration of skilled effective practice.
Individual and group presentations allow students to prepare and communicate succinct accounts of aspects of systemic family psychotherapy for a variety of audiences, anticipating the professional context of communicating to others, both clients and professionals. Written assessments allow students to demonstrate greater depth and sophistication in their understanding of theoretical concepts and aspects of practice. Research assessment across the programme assesses the students' learning from foundational knowledge and skills in research methodology to completion of an original research project
All assessments include attention to broader systemic concerns of ethical practice and the student’s ability to demonstrate self-reflexivity in practice. This is distinct from reflective practice as it includes the ability to recognise and evaluate one’s own influence on context and relationship and use this understanding as meaningful feedback for personal and professional development.
Errors, omissions, failed links etc should be notified to the Catalogue Team