Evidence-Based Psychological Interventions in Clinical Practice
|Module title||Evidence-Based Psychological Interventions in Clinical Practice|
Dr David Mussell (Convenor)
|Number students taking module (anticipated)|
Description - summary of the module content
This module affords you opportunities to develop knowledge, skills and competence in psychological interventions within the target population. 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 at least one major model of psychological intervention including the selection of assessment strategies appropriate to the clinical setting and needs of patients.
- support and enable competence, knowledge and skills in delivering psychological interventions based upon formulations informing practice.
- support and enable a reflective scientist practitioner approach to the delivery of psychological interventions applied to the target population.
- develop general critical and analytical powers when adopting an evidence-based approach to the practice of psychology within the target population.
- 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 module you will be able to...
- 1. Form theory-practice links across a circumscribed range of common presentations within the target population.
- 2. Deliver circumscribed interventions to clients within the target population.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Describe the theoretical knowledge base of at least one major model of psychological intervention as applied to the specific target population.
- 4. Implement psychological interventions appropriate to the clients presenting problems, using formulation as a basis for the application of planned interventions, and taking account of the psychological and social circumstance of the client in a collaborative manner.
- 5. Promote and maintain effective working alliances with clients in the target population.
- 6. Recognise when intervention, or further intervention, may be inappropriate or unlikely to be helpful, and consider implications and actions to arise from this.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Practise reflectively within a professional and ethical value base.
- 8. Communicate complex and contentious information clearly and effectively to specialists and non-specialists.
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 other 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.
- Working with challenging behaviour.
- 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 the target population.
- Working with emotional distress.
- 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 Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching||108||Class-based activities (didactic and skills-based teaching)|
|Scheduled learning and teaching||30||Peer-group directed problem-based learning|
|Guided independent study||72||Self-reflective work-based learning|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group problem-based learning presentation||45 minutes||1-8||Peer|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Clinical practice report 2 (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||50||3000 words||1-8||Written|
|Clinical practice report 3 (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||50||3000 words||1-8||Written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Clinical practice report 2||Clinical practice report 2||1-8||Four weeks after feedback|
|Clinical practice report 3||Clinical practice report 3||1-8||Four weeks after feedback|
Two assessments are 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 University Press.
- Barlow, D.H. (Ed) (2008) Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual (4th Edition) Guilford Press
- Beinart, H., Kennedy, P. & Llewelyn, S. (2009). Clinical psychology in practice. BPS Blackwell.
- Bennett, P. (2015). Clinical Psychology: Psychopathology through the lifespan. McGraw-Hill.
- Division of Clinical Psychology (2010). Understanding bipolar disorderBritish Psychological Society.
- Division of Clinical Psychology (2015). Understanding psychosis and schizophrenia. British Psychological Society.
- Division of Clinical Psychology: Faculty for Children, Young People & their Families (2015). What good looks like in psychological services for children, young people and their families. The Child & Family Clinical Psychology Review, No. 3. British Psychological Society.
- Division of Clinical Psychology: Faculty for Children, Young People & their Families (2018). Participatory practices in collaboration with children, young people, their families, communities, and professionals. The Child & Family Clinical Psychology Review, No. 6. British Psychological Society.
- Bowlby, J. (1988). A secure base: Clinical applications of attachment theory Routledge.
- Carr, A. ( Ed.) (2008). What works with children, adolescents and adults? Routledge
- Carr, A. (2012). Family therapy: Concepts, process and practice. John Wiley.
- Carr, A. (2015). The handbook of child and adolescent clinical psychology: A contextual approachRoutledge.
- 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. Sage.
- Gerhardt, S. (2014). Why love matters: How affection shapes a baby’s brain. Routledge.
- Golding, K.S., & Hughes, D.A. (2012). Creating loving attachments: Parenting with PACE to nurture confidence and security in the troubled child. Jessica Kingsley.
- Goldstein, L. H., & McNeil, J. (Eds) (2012). Clinical neuropsychology: A practical guide to assessment and management for clinicians. (Second Edition). Wiley.
- Gurd, J., Kischka, U., Marshall, J. (2010). The handbook of clinical neuropsychology. Second Edition. Oxford University Press.
- Haarhoff, B. & Thwaites, R. (2016). Reflection in CBT. SAGE.
- Hawton, K., Salkovskis, P., Kirk, J. and Clark, D.M. (1989). Cognitive behaviour therapy for psychiatric problems. Oxford University Press
- Hohnen, B., Gilmour, J., & Murphy, T. (2020). The incredible teenage brain: Everything you need to know to unlock your teen’s potential. Jessica Kingsley.
- Howells, L. (2018). Cognitive behavioural therapy for adolescents and young adults: An emotion regulation approach. Routledge.
- Jahoda, A., Kroese, B.S., & Pert, C. (2017). Cognitive Behaviour Therapy for People with Intellectual Disabilities: Thinking creatively. Palgrave MacMillan.
- Kuyken, W., Padesky, C.A., & Dudley, R. (2009). Collaborative case conceptualization. Working effectively with clients in cognitive-behavioral therapy. Guilford Press.
- Leahy, R.L. and Holland, S.J. (2000) Treatment Plans and Interventions for Depression and Anxiety Disorders. Guilford Press.
- Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological assessment. Fifth Edition. 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.: Wiley.
- Pachana, N. & Laidlaw, K. (eds.) (2014) The Oxford Handbook of Clinical Geropsychology.Oxford University Press.
- Persons, J. B. (2008). The case formulation approach to cognitive-behavior therapy. Guilford
- Reynolds, C. R. & Fletcher-Janzen, E. (2008). Handbook of clinical child neuropsychology. Third Edition. Springer.
- Southwick, S.S. (2011). Resilience and mental health: Challenges across the lifespan. Cambridge University Press.
- Sugarman, L. (2005). Lifespan development: Concepts, theories and interventions. Routledge.
- Sturmey, P. & McMurran,. M. (2011). Forensic Case Formulation. Wiley-Blackwell. John Wiley and Sons.
- Weisz, J.R., & Bearman, S.K. (2020). Principle-guided psychotherapy for children and adolescents: The FIRST program for behavioral and emotional problems. Guilford.
Indicative learning resources - Web based and electronic resources
Module has an active ELE page
|NQF level (module)|
|Available as distance learning?|
|Last revision date|