Faculty and Department: Science & Technology / Psychology.

Transcription

1 MODULE PROFORMA Full module title: Clinical Psychology Module code: 6PSYC008W Credit level: Level 6 Length: 1 Semester UK credit value: 20 ECTS value: 10 Faculty and Department: Science & Technology / Psychology Module Leader: Kevin Morgan Extension: k.d.morgan@westminster.ac.uk Host course and course leader: Psychology BSc Honours; course leader: Alan Porter Status: Option for Psychology BSc Honours Subject Board: Psychology U/G Pre-requisites: Brain, Mind and Co-requisites: None Behaviour / Psychobiology and Clinical Neuroscience (at pass level) Study abroad: a) Study abroad students are required to have completed and passed an equivalent pre-requisite module as detailed at the home institution, b) Study abroad students unable to take the end of year examination are required to submit an extended academic essay as an alternative assessment Special features: None Access restrictions: None Are the module learning outcomes delivered, assessed or supported through an arrangement with an organisation(s) other than the University of Westminster?: No Summary of module content: Focusing on the theory and practice of clinical psychology, a critical approach is taken towards the diagnosis and classification of mental illness, current aetiological theories and a range of clinical interventions used by clinical psychologist and other mental health professionals. Psychological disorders and conditions considered include: depression, suicidal behaviour, the psychoses, personality disorders, eating disorders, dissociative disorders and anxiety. Learning outcomes 1) Critically evaluate some of the principal theories in clinical psychology that attempt to explain the aetiology of psychological disorder. 2) Demonstrate how existing theory and current research informs the practice of clinical psychology. 3) Evaluate the approaches used in the assessment and diagnosis of psychopathology. 4) Discuss how the different areas of expertise that clinical psychologists acquire through their training and practice contribute to the care of clients within multidisciplinary teams of mental health professionals.

2 Course outcomes the module contributes to: L6.1 Application of psychological theory and evidence to domains of professional practice (KU) L6.2 Knowledge and understanding of several types of psychological practice that are potential routes of professional development available to graduate psychologists (KU) Indicative syllabus content This module considers: The history of how psychological disorders were conceptualised and treated. Current approaches to assessment, diagnosis and intervention in the work of clinical psychologists and other mental health professionals. An in-depth examination of selected mental health problems such as depression, anxiety, psychosis and eating disorders. This includes consideration of the causes, symptoms, and different types of intervention e.g. behaviour modification, cognitive therapies, and other psychotherapeutic approaches. Current issues and controversies in the field of clinical psychology e.g. ethics, discrimination, antipsychiatry views and the link between recreational drugs and mental ill-health Research in clinical psychology Medical, psychological, social and spiritual models of mental ill health Teaching and learning methods The principle method of teaching on the module consists of a) weekly lectures and b) weekly activity based seminar sessions. The learning is supplemented by guided learning activities and the opportunity to participate in a debate and/or caseconference. The lecture sessions cover the core areas of the module content and introduce: The clinical presentation of a range of psychological disorders Approaches to treatment Theories about aetiology The seminar sessions are focused on providing students with an insight into the practical aspects of the work of clinical psychologists. Typically each seminar groups breaks down into smaller units for various activities including: conducting clinical assessments, arriving at a psychiatric diagnosis, formulating treatment plans and applying therapeutic techniques such as systematic desensitisation and cognitive behavioural therapy. Students will also engage in a case study conference during the seminars where they will present a proposed care plan for a hypothetical client. In addition to the lecture and seminar sessions students are required to engage in independent study for which guidance is provided throughout the duration of the module. The module s Blackboard site contains weekly updates of links to relevant reading, videos and webinars to compliment the face-to-face teaching sessions. On one teaching week, the normal lecture and seminar session is replaced with a film viewing that then becomes the focus of small groups discussions/debates and or

3 case-conference around the issue of mental health and its treatment. In previous years, the films, Spider and Shock Head Soul have been used for this purpose. The combination of these different approaches to learning, many of them interactive and/or activity based reflect the need to understand both theory and practice that comprise the discipline of clinical psychology. Activity type Category Student learning and teaching hours* Lecture Scheduled 16 Seminar Scheduled 28 Practical Classes and workshops Scheduled 4 Total Scheduled 48 Independent study Independent 152 Total student learning and teaching 200 hours *the hours per activity type are indicative and subject to change. Assessment rationale Case conference This formative assessment provides students with the opportunity to work in small groups to review a specific case study formulate a plan of care and then present their planned care programme to other students in the seminar group. An emphasis on this assignment is to link theory about psychological disorder to work in practice and to show an appreciation of how clinical psychologists work within multi-disciplinary teams. Feedback on the case conference will be provided by the both the seminar leader and the students peers at the end of the presentation. This element assesses Learning Outcomes 1 4 and will provide grounding on linking theory to practice that is required for the summative assessments on the module. The exercise is also reflective of the day-to-day practice of clinical psychologists therefore addressing the wider aims of the module. Critical review (1,600 words) The main purpose of this coursework is to summarise, compare, and evaluate the reports of two recently published studies relevant to the work of clinical psychologists. Both the papers to be reviewed will report on a particular treatment approach and/or experience of psychological disturbance To produce this critique, it will be necessary to evaluate both theoretical and methodological issues in a concise and informed manner. This will go beyond reading the two papers themselves and will therefore encourage students to develop further the skills necessary to access academic information, through books, journals, the Internet and other sources. Without the time-constraints of an exam, the critical review is expected to display a more reflective and discursive style of writing with higher standards of literacy and presentation than examination essays. This element assesses Learning Outcomes 1 and 2, with relevance also to Learning Outcomes 3 and 4. In addition to meeting the listed module learning outcomes, this assessment is in line with the aims of the British Psychological Society s Scientist-Practitioner and

4 Reflective-Practitioner models of Clinical Psychology, which promote an integration of theory, research and reflection in clinical practice. Examination The exam assesses the ability to marshal, and select from, the knowledge students have gained in order to construct answers to specific questions; to analyse, weigh evidence and draw conclusions and to express the results of this deliberation as clearly and intelligibly as possible, all within a constricted time-frame (2 hrs). Across the two questions answered, students should be able demonstrate they have achieved the four principal learning outcomes. Assessment criteria Coursework critical review The critical review for this module is based on two papers rather than a single article. A concise summary of the topic, aims, methods, findings and key arguments of both texts should be included at the start of the review. For both papers, the review should include an evaluation of: (a) the theoretical basis and rationale for conducting each study (b) the studies methodologies (c) the interpretation and discussion of the findings including an assessment of the contribution of the studies to the practice of clinical psychology The proportion of marks allocated for the review, will be equal for these three areas. A concluding paragraph that restates the main observations and any other key points made should be included. Using evidence appropriate to the topic, the review should critically evaluate the relative values of the two research studies to the field of clinical psychology. The evaluation should be a balanced discussion of the strengths, weaknesses and other notable aspects of the texts. The review must keep within the specified word limit of 1,600 words. A clearly structured review should be presented. A range of sources from original journal articles and books to basic textbooks should be consulted. Those sources must be cited and referenced in the approved manner as detailed in the AWiP document. The assessment criteria are principally based on the degree to which an evaluative review is produced. Reviews that tend to be more descriptive and/or focus on restating the arguments produced by the authors of the two papers are likely to be assigned lower marks. Examination It is understood that the standards of essay writing that can be accomplished in a coursework assignment are difficult to achieve within the limited period of an exam. However, students should attempt to employ the same principles of essay construction as they would for a coursework essay. In addition to the general guidelines detailed in the AWiP document for examinations and essay writing, specific assessment criteria for essays in the Clinical Psychology exam are as follows: Present clear, coherent, and balanced arguments in relation to the questions set Achieve an appropriate balance between theory and empirical research, preferably recent research where possible Attempt to provide a direct answer to the essay question set rather than a general essay around the topic

5 Accurately cite in the text i.e. names and dates, the authors and/or research referred to Assessment methods and weightings Assessment name Weighting % Qualifying mark % Qualifying set Assessment type (e.g. essay, presentation, open exam or closed exam) Critical Review 40% 30% - 1,600 word coursework critical review Examination 60% 30% - 2 hour exam (unseen, closed) Synoptic assessment Not applicable Sources Essential reading list Library reference shown in [ ] after each title. Cavendish Library unless otherwise indicated. Core Text Davey G (2014) 'Psychopathology - Research, Assessment and Treatment in Clinical Psychology (2nd Edition), British Psychological Society/Wiley, Chichester [ DAV] General Reading The Davey text (above) is recommended as the core reader for this module. There are several other good general textbooks on Clinical and Abnormal Psychology. The list below provides examples of alternative books for general reading if you do not have access to the Davey text: Barlow D & Durand M (2009) Abnormal Psychology An Integrative Approach (5 th edition), Wadsworth, London [ BAR] Bennett P (2011) Abnormal and Clinical Psychology - An Introductory Text (3 rd edition), Open University Press, Milton Keynes. [ BEN] (Online access as ebook see Blackboard) Carr A (2012) Clinical Psychology An Introduction, Routledge, London [ CAR] Comer R (2008) Fundamentals of Abnormal Psychology, Worth, New York [ COM] Cromby J (2013) Psychology, Mental Health and Distress, Palgrave MacMillan, Basingstoke [ CRO] Regent

6 Kring A (2010) Abnormal Psychology (11 th edition), Wiley, Danvers [ ABN] Regent Nolen-Hoeksema, S. (2011) Abnormal Psychology 5th ed.). London: McGraw Hill. [ NOL] Sue, Sue, and Sue (2009) Understanding Abnormal Behaviour (9th ed), Wadsworth, London [ SUE] Also recommended as supplements to the main text are: Bentall R (2004) Madness Explained - Psychosis and Human Nature, Penguin, London [ BEN] Carr A (2006) The Handbook of Adult Clinical Psychology An Evidence-Based Practice Approach, Routledge London [ HAN] Davies J (2013) Cracked Why Psychiatry is Doing More Harm than Good, Icon, London [ DAV] Halgin, R. (2005) Taking Sides: Clashing Views on Controversial Issues in Abnormal Psychology (3 rd ed). London: Mcgraw-Hill [ TAK] Morgan C, McKenzie K & Fearon P (eds) (2008) Society and Psychosis, Cambridge, Cambridge University Press [ SOC] (Online access as ebook see Blackboard) Porter, R. (2002) Madness: A Brief History, Oxford University Press, Oxford [ POR] Roberts M and Llardi S (2003) Handbook of Research Methods in Clinical Psychology, Blackwell, Oxford [ HAN] Date of initial validation: 2015 Dates of approved modifications: Date of re-validation/review: