Psychological Wellbeing in Clinical Practice

Students will be introduced to evidence-based brief interventions and their applications in a variety of contexts (e.g. CBT, SFBT, MI, Brief PIT, etc.).

This module covers the rationale and key components of brief therapeutic interventions. For example, you'll critically appraise therapeutic strategies of CBT (including exposure, cognitive restructuring, relaxation, assertiveness training); solutions focused brief therapy (e.g. the miracle question, exception questions, scaling questions), motivational interviewing (e.g. open-ended questions, affirmations, reflections, summaries) and brief psychodynamic interpersonal therapy (a dynamic exploration of core repetitive patterns of relating). Emphasis is placed on the evidence supporting the effectiveness of these interventions. Teaching consists of workshops, role-plays, experiential exercises, and class discussions of case studies. Formative assessment and feedback will take place through class discussions and presentations of ideas. 

Emphasis is given to the person-centred approach and the role of the therapeutic alliance, therapeutic approaches and the theoretical models on which they were developed. 
 
The module presents the basic principles of different therapeutic approaches (Freudian, Cognitive-Behavioural, Compassion-focused, etc.) and their theoretical underpinnings. Special emphasis is given to the Person-Centred / Humanistic Model (e.g. Carl Rogers’ views, self-actualisation, congruence, conditions of worth, etc.) and central elements of the Person-Centred therapeutic process (e.g. the role of empathy, genuineness, acceptance, positive regard, etc.). The module addresses the role of the therapeutic alliance and evaluates various other relevant issues, such as areas of diversity in therapy, boundaries and ethics. Using scenario- and observation-based learning, students will develop familiarity with core therapeutic skills (e.g. active listening, reflecting, paraphrasing, identifying internal / external frame of reference, Socratic questioning, etc.). 

Three core areas:

1. Policies, Guidelines and Ethical Conduct (equality, inclusivity and diversity)  
2. Introduction to personal accountability and professional practice issues  
3. Work-based learning. 

Teaching and practicing core and advanced clinical and therapeutic skills, attending to building therapeutic alliances, assessment, formulation, intervention planning, evaluation, reflection and supervision.   
 
Core Clinical Skills 
 
A number of therapeutic techniques will be drawn upon in order to explore how to undertake assessments, collaboratively formulate and support people with a variety of needs and strengths. 
 
The first part of this module will cover: 
 
1. The therapeutic alliance  
2. Assessment  
3. Formulation 
4. Designing interventions (individual and group) 
 
Advanced Clinical Skills  
Once the students have developed a secure-base of knowledge around core clinical skills and therapeutic techniques, a number of advanced clinical skills will be introduced. Students will start to develop their critical appraisal skills and knowledge as they evaluate and reflect upon their clinical work and the work of other practitioners. In order to facilitate this process, both psychological theory and clinical vignettes will be drawn upon. Finally, key supervision models will be introduced to the students so they can start to develop reflective thinking into their practice.  
 
The second part of the module will address:  
1. Audit and Evaluation  
2. Reflective Practice  
3. Supervision 
  
Formative assessment and feedback will take place through class discussions and presentations of ideas. 
 
Finally, in order to ensure that students are familiar with these processes in contemporary and relevant therapeutic models, these core and advanced skills will be taught in four main strands: Cognitive Behavioural Therapy, Solutions Focused Brief Therapy, narrative and cognitive analytic therapy.  

This module develops the students’ skills further through reflecting upon practice and experiential learning of therapeutic models and supervision.   
 
Experiential learning opportunities to inform your professional practice and development. You will learn the principles and techniques of CBT and CMT to enrich your wellbeing as a postgraduate student and aspiring practitioner. Discussion groups, workshops and directed learning will provide you with important learning around self-care, reflexive practice and personal responsibility at work.  

This module will develop an understanding of research principles, both quantitative and qualitative, which will enable you to critically appraise and undertake their research project.   

This module will allow students to develop a philosophical understanding of different approaches and principles of conducting research in a clinical, health, and forensic context. Through completion of the module students will develop both quantitative and qualitative research skills and consider the appropriateness of methodological decisions in applied research.

This module will develop and apply independent relevant research skills. You’ll identify a discipline relevant research question, for which they will complete a research proposal and gain ethical approval prior to commencing collection of data.  You’ll design and carry out your research under the supervision of a member of staff. All projects should aim to involve the collection of empirical data.  Research may utilise whatever methods or methods most suitable to address the identified aims.  Depending on the design of the project, qualitative, quantitive or mixed methods approached could be used.