Introductory description

Integration of Theory, Practice and Individual Development

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Weeks 1-26 Practice development groups; tutor, peer and self-evaluation, group supervision.
W1-26 Weekly Personal Development Group
NOTE: The module will be taught on one weekday evening a week plus four Saturdays. Theory session for following weeks only, but Clinical Seminar s continue across the year on the theme below:
W 1-2 Consolidating my Holistic - Integrative approach (1): Mapping influences and shaping professional and personal development
W 3-5 Consolidating my Holistic - Integrative approach (2): Mapping influences and shaping clinical practice
W 22-26 Consolidating my Holistic - Integrative approach (3): Integrating influences and shaping my individual development and clinical practice: Presentations
Sat Week 2 Career development planning (1) (Macleod and Macleod).
Sat W4 Working with Mental Health in the clinical setting (7): Revisiting suicidal ideation, self-harm, referrals and safeguarding
Sat W6 Review of Ethical and Legal Framework for practice (3), and, Career development planning (2)

Learning outcomes

By the end of the module, students should be able to:

• 1. Thoroughly and critically embed key knowledge about relevant psychotherapeutic theories and research, including holistic and integrative approaches, to a sophisticated level.
• 2. Demonstrate a thorough understanding of the procedures used in psychiatric assessment and liaison with other professionals involved in mental health care, and apply understanding of legal, ethical and cultural factors to these appropriately.
• 3. Establishment in practice with substantial and effective experience in the kinds of psychotherapy intended to offer as qualified practitioners, addressing all aspects of fitness and readiness to practice.
• 4. Demonstrate a consistent capacity to recognise severely disturbed clients and understand when the psychotherapist should seek other professional advice.
• 5. Demonstrate consistent skills in assessing and responding to the range or responses to shock and trauma, bereavement and psychological crisis and differentiate these from severe mental illness.
• 6. Articulate to a sophisticated level in verbal and written form, a thoroughly embedded and critically conceptualised and evaluated Holistic Integrative stance.

Indicative reading list

American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders 5th Ed. Washington DC: APA Publications
Erskine R. (2014). Beyond Empathy. Abingdon: Routledge
Kearns A. (2005) The Seven Deadly Sins? Issues in Clinical Practice and Supervision for Humanistic and Integrative Practitioners. London: Karnac.
Macleod, J. & Macleod, J. (2014). Personal and Professional Development for Counsellors, Psychotherapists and Mental Health Practitioners. Bucks: OUP
Seligman, L. (2004) Diagnosis and Treatment Planning in Counseling (Third edition) New York: Springer.
Tribe, R. & Morrisey, J. (2015). Handbook of Professional and Ethical Practice for Psychologists, Counsellors and Psychotherapists. London: Routledge

Subject specific skills

As in learning outcomes.

Transferable skills

Key Skills Thoroughly embed to an advanced level:

• Self-direction and effective decision making in complex and unpredictable situations;
• Critical self-evaluation of practice
• The ability to communicate effectively both orally and in writing across all areas of learning and development.