Evidence-based Psychological Interventions in Clinical Psychology Practice

Module titleEvidence-based Psychological Interventions in Clinical Psychology Practice
Module codePYCM072
Academic year2018/9
Module staff

Dr Ian Frampton (Convenor)

Dr Rachel Handley (Convenor)

Duration: Term123
Duration: Weeks




Number students taking module (anticipated)


Description - summary of the module content

Module description

This module affords you opportunities to develop knowledge, skills and competence in psychological interventions for a range of clinical problems and service settings. Enabling you to work with clients across the lifespan, the module affords the development of competence in a range of clinical settings and with a range of client groups. You will apply appropriate psychological interventions as indicated by the clinical setting and the needs of patients and services. The module also enables an awareness of clinical features of complex, chronic and severe presentations and how to apply evidence-based practice to promote change.

Module aims - intentions of the module

This module aims to:

  • support the development of competence in Cognitive Behavioural and Family Therapy-based interventions including the selection of assessment strategies appropriate to the clinical setting and needs of patients.
  • support and enable competence, knowledge and skill in delivering psychological interventions across the lifespan and across services based upon formulations informing practice.
  • support and enable a reflective scientist practitioner approach to the delivery of psychological interventions applied to clinical/healthcare settings across the lifespan.
  • develop general critical and analytical powers when adopting an evidence-based approach to the practice of psychology across services and clinical populations.
  • maintain an appreciation of the importance of service user and carer involvement in service development and research in practice.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the programme you will be able to...

  • 1. Reduce psychological distress and enhance and promote psychological wellbeing through the systematic application of knowledge derived from psychological theory and evidence
  • 2. Develop working alliances with clients, including individuals, carers and/or services, in order to carry out psychological interventions, evaluate their work and communicate effectively orally and in writing

ILO: Discipline-specific skills

On successfully completing the programme you will be able to...

  • 3. Demonstrate clinical skills with clients and systems based on a reflective scientist-practitioner model that incorporates intervention and evaluation and that draws from theory and therapy evidence bases as appropriate
  • 4. Evidence the skills, knowledge and values to work effectively under supervision with systems relevant to clients, including for example statutory and voluntary services, self-help and advocacy groups, user-led systems and other elements of the wider community

ILO: Personal and key skills

On successfully completing the programme you will be able to...

  • 5. Practise reflectively within a professional and ethical value base
  • 6. Communicate complex and contentious information clearly and effectively to specialists and non-specialists;

Syllabus plan

Syllabus plan

The module uses a mixture of pedagogical approaches to structure learning such as didactic teaching, skills-based workshops, problem-based learning groups, online resources etc. The module is delivered across all terms of the year and emphasises reflective learning within teaching sessions (including peer groups, case study vignettes etc). Teaching incorporate an element of experiential learning where you are encouraged to reflect on previous clinical experience and encouraged to draw upon transferable learning experiences. There will be problem-based learning groups, case study role plays, etc to engender a questioning and open stance to inform your work with clients, services and healthcare colleagues.

The syllabus covers the following content:

  • Drawing upon relevant transferrable skills when enhancing development of relevant competences
  • Competence in delivering CBT and Family Therapy Interventions – Fundamentals in theory and practice.
  • Developing competences in evidence-based psychological interventions while working as part of an interdisciplinary healthcare team.
  • Working effectively as a professional psychologist in teams.
  • Neuropsychology as applied across the lifespan.
  • Working with challenging behaviour across the lifespan.
  • Managing and responding to complexity (and trauma) as an evidence-based applied psychologist
  • Using biopsychosocial formulation to inform psychological interventions.
  • Risk assessment and management under supervision with a range of clients and in a range of settings
  • Working with emotional distress across the lifespan.
  • Using supervision and CPD to maintain safe and ethical practice.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning and teaching66Class-based activities (didactic and skills-based teaching)
Guided independent study45Peer-group directed problem-based learning
Guided independent study60Self-reflective work-based learning
Guided independent study29Recommended reading and study


Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Infographic presentation30 minutes1-6Peer
Micro-teaching presentation15 minutes1-6Peer

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Evidence-based practice infographic (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)100A2 poster1-6Written


Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Evidence-based practice infographicEvidence-based practice infographic1-6Four weeks after feedback

Re-assessment notes

One assessment is required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.

If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.

If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.

If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.


Indicative learning resources - Basic reading

  • Andrews, G.; Creamer, M.; Crino, R.; Hunt, C.; Lampe, L.; Page, L. (2002). The treatment of Anxiety Disorders: Clinician Guides and Patient Manuals. Cambridge: Cambridge University Press.
  • Barlow, D.H. (Ed) (2008) Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual  (4th Edition) New York: Guilford Press
  • Beinart, H., Kennedy, P. & Llewelyn, S. (2009). Clinical psychology in practice. Leicester. BPS Blackwell.
  • Bennett, P. (2015). Clinical Psychology: Psychopathology through the lifespan. McGraw-Hill.
  • Division of Clinical Psychology (2010). Understanding bipolar disorder. Leicester: British Psychological Society.
  • Division of Clinical Psychology (2015). Understanding psychosis and schizophrenia. Leicester: British Psychological Society.
  • Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Routledge.
  • Carr, A. ( Ed.) (2008). What works with children, adolescents and adults? London: Routledge
  • Carr, A. (2012). Family therapy: Concepts, process and practice. Chichester: John Wiley. Carr, A. (2015). The handbook of child and adolescent clinical psychology: A contextual approach. London: Routledge.
  • Emerson, E., Hatton, C., Dickson, K., Gone, R., Caine, A., & Bromley, J. (2012). Clinical Psychology and People with Intellectual Disabilities. Second edition. Wiley-Blackwell. John Wiley and Sons.
  • Friedman. H.S. (Ed) (2011) The Oxford Handbook of Health Psychology. Oxford University Press
  • Fuggle, P., Dunsmuir, S. & Curry, V. (2013). CBT with children, young people and families. London. Sage.
  • Goldstein, L. H., & McNeil, J. (Eds) (2012). Clinical neuropsychology: A practical guide to assessment and management for clinicians. (Second Edition). Chichester: Wiley.
  • Gurd, J., Kischka, U., Marshall, J. (2010). The handbook of clinical neuropsychology. Second Edition. Oxford: Oxford University Press.
  • Haarhoff, B. & Thwaites, R. (2016). Reflection in CBT. London: SAGE.
  • Hawton, K., Salkovskis, P., Kirk, J. and Clark, D.M. (1989). Cognitive behaviour therapy for psychiatric problems. Oxford University Press, Oxford.
  • Kuyken, W., Padesky, C.A., & Dudley, R. (2009). Collaborative case conceptualization. Working effectively with clients in cognitive-behavioral therapy. New York: Guilford Press.
  • Leahy, R.L. and Holland, S.J. (2000) Treatment Plans and Interventions for Depression and Anxiety Disorders. New York: Guilford Press.
  • Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological assessment. Fifth Edition. New York: Oxford University Press.
  • Lincoln, N. B., Kneebone, I. I., Macniven, J. A., & Morris, R. C. (2011). Psychological management of stroke. John Wiley & Sons.
  • NICE (2014). Psychosis and schizophrenia in adults: Treatment and management
  • NICE (2013). Psychosis and schizophrenia in children and young people: Recognition and management.
  • Orford, J. (2008). Community Psychology: Challenges, Controversies and emerging consensus. Chichester: Wiley.
  • Pachana, N. & Laidlaw, K. (eds.) (2014) The Oxford Handbook of Clinical Geropsychology. Oxford: Oxford University Press.
  • Persons, J. B.   (2008). The case formulation approach to cognitive-behavior therapy. New York: Guilford
  • Reynolds, C. R. & Fletcher-Janzen, E. (2008). Handbook of clinical child neuropsychology. Third Edition. New York: Springer.
  • Southwick, S.S. (2011). Resilience and mental health: Challenges across the lifespan, Cambridge: Cambridge University Press.
  • Sugarman, L. (2005). Lifespan development: Concepts, theories and interventions. London: Routledge.
  • Sturmey, P. & McMurran,. M. (2011). Forensic Case Formulation. Wiley-Blackwell. John Wiley and Sons.

Indicative learning resources - Web based and electronic resources

Module has an active ELE page

Key words search

Clinical, psychology, evidence-based, intervention, CBT, systemic

Credit value20
Module ECTS


Module pre-requisites


Module co-requisites


NQF level (module)


Available as distance learning?


Origin date


Last revision date