Introduction to Clinical Psychology Practice
| Module title | Introduction to Clinical Psychology Practice |
|---|---|
| Module code | PSYM240 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr David Hunt (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 0 | 11 | 0 |
| Number students taking module (anticipated) | 40 |
|---|
Module description
In this module you will be introduced to and explore a wide range of critical issues for Clinical Psychologists (CP) practising in the UK National Health Service (NHS). The module will give you foundational knowledge of professional practice issues for CPs through the lens of the British Psychological Society (BPS) core competencies framework. The module provides an understanding of the role of CPs and key overarching guidelines and principles. Areas covered include critical evaluation of diagnosis, assessment, formulation and treatment and an appreciation of key professional skills and knowledge of the structure of health care systems in which psychologists often work.
Module aims - intentions of the module
The module aims to provide you with an introduction to and solid foundation in the key principles and critical issues in Clinical Psychology practice. The module has been informed by the nine British Psychological Society (BPS) core competencies framework for CPs which include:
- Generalisable meta-competencies (GMC)
- Psychological assessment (PA)
- Psychological formulation (PF)
- Psychological intervention (PI)
- Evaluation (E)
- Research (R)
- Personal and professional skills and values (PPSV)
- Communication and teaching (CT)
- Organisational and systemic influence and leadership (OSIL)
The aim of the module is to enhance your knowledge of issues that relate to these core competencies and their importance in Clinical Psychology. In this way the content in this introductory module will support the reflection on and development of academic or clinical career pathways that are relevant to Clinical Psychology.
Specifically, the module aims to develop your:
- Awareness of the role of CPs and a range of potential career pathways
- Knowledge of professional and ethical guidelines for CPs
- Critical awareness of the diagnostic systems for mental health conditions and alternative perspectives
- Knowledge of fundamental issues in formulation, assessment and treatment of mental health difficulties
- Awareness of health care structures such as the NHS and related governance issues
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate detailed understanding of the BPS core competencies and other guidelines for CPs.
- 2. Evidence foundational knowledge and understanding of psychological theory and research and how this links to elements of clinical practice including assessment, formulation, intervention and evaluation.
- 3. Apply the knowledge of practical skills and theory to hypothetical cases in Clinical Psychology.
- 4. Work effectively with others as a member of a group.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Communicate ideas, principles and theories effectively, fluently and professionally.
- 6. Evidence the skills, knowledge and values to conduct clinical research and reflect upon outcomes in a way that enables the profession to develop its knowledge base and to monitor and improve the effectiveness of its work
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Undertake independent learning and self-directed study including good time management and the setting of appropriate deadlines.
- 8. Debate critical conceptual issues presented in class in open discussion.
Syllabus plan
The following is an indicative syllabus. Details and running order may vary as a result of staff availability. A more detailed syllabus will be provided at the beginning of term. Through attending the regular seminars, discussion and completing the assessments, you will further develop the following academic and professional knowledge and skills:
- Foundational understanding of the role of CPs and allied health professionals including developing an appreciation of CPs as reflective scientist practitioners. (GMC)
- Learning about career pathway options for psychology graduates with foundation knowledge in Clinical Psychology. (PPSV)
- Knowledge of the guidelines governing the conduct and practice of CPs, e.g. the BPS 9 core competencies, the NHS values and constitution and The Health and Care Professions Council (HCPC). (OSIL)
- Critically evaluating traditional diagnostic models of common mental health disorders (e.g. depression, anxiety and psychosis). (PA, R)
- Appreciating critiques of the diagnostic model and gaining awareness of alternative approaches including formulation and the power, threat, meaning framework and transdiagnostic approaches. (PF, PA, R)
- Understanding the nature and importance of formulation in Clinical Psychology practice. (PF)
- Knowledge and practical experience of assessment skills relevant to Clinical Psychology practice including clinical interviewing, psychometric assessment and detecting and managing risk of self-injurious behaviour. (PA, E)
- Developing knowledge of National Institute for Clinical Excellence (NICE) approved treatment approaches for common mental health problems (e.g. Cognitive-Behavioural Therapy (CBT) or Systemic Therapy). (PI, R, GMC)
- Recognising the importance of core professional and personal skills, including managing supervision. (PPSV, E)
- Gaining an understanding of health care structures (e.g. NHS) and governance. (OSIL)
- Understanding the need for and value of professional and ethical standards and codes of conduct for CPs. (OSIL, PPSV)
Approaches such as problem-based learning groups using patient vignettes and writing an associated case study clinical report will enable you to gain further understanding of clinical practice.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 22 | Seminars 11 x 2 hours |
| Guided Independent Study | 85 | Research and preparation for the clinical report |
| Guided Independent Study | 43 | Peer-group directed problem-based learning (PBL) |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| PBL group presentation | 45 | 1-8 | Written peer feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Report of clinical vignette | 100 | 3000 words | 1-8 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Report of clinical vignette | Report of clinical vignette | 1-8 | By the end of summer term |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The module mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to submit further assessments based on which assessments were failed originally. The module mark given for a re-assessment taken as a result of referral will be capped at 50%.
Indicative learning resources - Basic reading
Golding, L. & Moss, J. (2019). What does a clinical psychologist do? London: Routledge
Johnstone, L. & Dallos, R. (2014). Formulation in Psychology and Psychotherapy: Making sense of people's problems. London: Routledge.
Roth. A.D., & Pilling, S. (2007). The competences required to deliver effective cognitive and behavioural therapy for people with depression and with anxiety disorders. London: DoH.
Indicative learning resources - Web based and electronic resources
- ELE – Faculty to provide hyperlink to appropriate pages
Indicative learning resources - Other resources
- NHS Clinical Psychologist profile
- BPS career options in Psychology
- BPS Clinical Psychologist profile
- BPS videos on the experience of being a psychologist
- Psychologist: general
- Clinical Psychologist
- Clinical & Occupational Psychologist
- Power Threat Meaning Framework (PTMF)
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 09/07/2024 |
