PARÁMETROS INTERNACIONALES Y NACIONALES PARA LA INSERCIÓN, USO Y RETIRO DEL DISPOSITIVO SUBDÉRMICO.
46 Martínez N Population Council, Eugenesia, Racismo, ¿Vaticano? Infocatolica 24 de enero de 2017 Disponible en
& all day attendance at the PGR Research Conference
Table of Hours and Credits:
Activity Time
(Hours)
Lectures 90
Private study/assignment preparation 102
Directed reading 102
Research Conference 6
Total Hours 300
This module will develop from Researching Counselling Psychology 1. It will look in more detail at the rationales behind research and evaluation strategies that Counselling Psychologists often encounter. Furthermore it will continue to encourage students to reflect upon methods of data generation and analysis with a view to informing upon their own research in progress. Specific themes include:
Considering the rationale for researching psychological therapies
Reflecting upon existing hierarchies of evidence
The systematic review: assessing the quality of information
Introducing Outcome Studies
Introducing Process Research
Considering the challenge of working as a practitioner-researcher
Generating qualitative data: Interviews, Focus groups, Observations and Questionnaires
Generating quantitative data: Psychometrics and self made questionnaires
Mixed Methods research: Considering how data strands interact
Analysing and qualitative data: Thematic Analysis, Grounded Theory, Interpretative Phenomenological Analysis and Heuristic Inquiry
Analysing quantitative data: Descriptive and Inferential Statistics
Case Study Research
Creating a research proposal
Disseminating research: Writing and presenting research
A more detailed overview of the sessions within this module can be found page 63 of this handbook.
The programme aims to:
Support the development and transformation of existing professional experience and expertise into research outcomes that will extend knowledge, understanding and practice in Counselling Psychology. Particular focus will be placed upon*:
97 a) the identification and assessment of health and social care needs,
b) the formulation and delivery of plans and strategies for meeting health and social needs,
and,
c) the critical evaluation of the impact of, or response to, the registrant’s actions
(* factors directly stipulated by the HCPC) (Programme Aim 02)
Generate new perspectives on the engagement between Counselling Psychology practice and the multiple, complex, diverse and unpredictable contexts of ‘application’. (Programme Aim 04)
Learning Outcomes:
On successful completion of the unit students will be able to: A. Knowledge & Understanding
A1. Systematically acquire, understand and critically interrogate a substantial body of knowledge and understanding which is at the forefront of the academic discipline and professional practice of Counselling Psychology
A2. Recognise and critically evaluate ethical issues of concern to the interdisciplinary environments of Counselling Psychology practice and research
A3. Critically evaluate and creatively utilise the interdisciplinary knowledge base and complex and diverse professional environments of Counselling
Psychology practice in order to develop significant practice and research A4. Demonstrate a conceptual grasp of and ability to apply different psychological
theories to expand knowledge and understanding of practice. B. Intellectual Skills
B1. Integrate theoretical and practice perspectives, knowledge and understanding in such a way as to generate their mutual critique and reformulation
B2. Make informed judgements on complex issues in the specialist field and be able to communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences
B3. Frame problems at the forefront of knowledge in the discipline in a fashion amenable for their investigation, discussion and communication
C. Practical Skills
C1. Conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust project design in the light of peer review, evaluation, new information and unforeseen problems
C2. Conduct original research, including practice as research or other advanced scholarship which is of a quality to satisfy peer review, extend the forefront of the academic discipline and professional practice and merit publication where relevant
98 C3. Communicate ideas and conclusions clearly and effectively to specialist and
non-specialist audiences
C4. Utilise peer review and the outcomes of collective exploration of problems to develop conceptual insights and creative skills that will support ongoing professional development
D. Transferable Skills and Personal Qualities
D1. Understand in detail the applicable techniques for original research, effective communication, and critical and independent reasoning appropriate to
advanced academic enquiry
D2. Demonstrate the qualities and transferable skills necessary for continued employment in complex and unpredictable situations, and professional, institutional or equivalent environments, including exercise of personal responsibility and largely autonomous initiative
D3. Work collaboratively in problem-solving, clarifying key concepts, designing and implementing shared research projects and communicating findings clearly and effectively to specialist and non-specialist audiences
D4. Demonstrate leadership in planning and developing ongoing collaborative and individual research and practice in professional settings
Content:
This element of the programme will cover the following Standards of Proficiency (SoP) as outlined by the Health and Care Professions Council (HCPC). It is recommended that these are read in conjunction with the HCPC’s document outline the SoPs – this breaks down the content into more distinct sections.
The skills required for the application of practice
2b.1 be able to use research, reasoning and problem solving skills to determine appropriate actions
The skills required for the application of practice
2c: Critical evaluation of the impact of, or response to, the registrant's actions. Registrant practitioner psychologists must:
2c.1 be able to monitor and review the on going effectiveness of planned activity and modify it accordingly
2c.2 be able to audit, reflect on and review practice
Teaching Methods:
The module will be delivered via a mixture of lectures, self-directed reading and student led seminars.
Assessment:
There will be two assessments for this module. These are:
(1) Research Paper 1: Methodological Paper - A research paper critically reflecting upon an element of the student’s therapeutic practice. This will take the form of a systematic review and will follow the submission criteria for a peer reviewed research journal.
99 Total word length: 5,000 words Weighting: 100%
Submission date: Final session of Semester 2
AND
(2) Students will prepare a poster summarising the content of the systemic review noted above
Submission date: Session prior to the final session of Semester 2
Indicative References*:
*Please note that in all academic units, students are encouraged to utilise the electronic resources available at the University.
100
Therapeutic Practice 2
Monday and Tuesday : Therapeutic placement Thursday 1 – 4pm: Skills Practice
Friday 10.00am – 12.00pm: Case Discussion Table of Hours and Credits:
Activity Time
(Hours)
Directed Skills Practice 90
Private study/assignment preparation 55
Directed reading 55
Placement contact (inc 50 hours of work as a Counselling Psychologist – nb a further 100 hours is also necessary)
100
Total Hours 300
As with Therapeutic Practice 1, this unit will concentrate upon the development of therapeutic skills. Individuals will be required to participate in simulations of therapy with peers so as to practice skills work. In addition to recapping many of the areas related to the development of therapeutic relationships in Year 1, trainees will be required to integrate directive interventions into their work. Furthermore, skills development will be focused upon. Content will include:
Considering treatment plans
Integrating directive techniques into therapeutic practice
Offering relaxation exercises and guided imagery
Homework activities
Working with clients different to ourselves
Considering supervision
Integrating psychometrics into practice
Therapeutic group work
A more detailed overview of the sessions within this module can be found page 82 of the Programme handbook.
In conjunction with this, trainees will be expected to continue with their Counselling Psychology placement(s) and undertake a minimum of 250 hours* supervised client work (*total including Year 1 practice).
Aims:
Provide a structured programme of study, which reflects upon practice at an advanced level. This will proactively support candidates’ contributions to the development of new methodologies, techniques and concepts relevant to Counselling Psychology practice and encourage individuals to produce peer reviewed research output. (Programme Aim 01)
101
Enhance the continuing professional and personal development across a range of contexts. Furthermore the students will contribute to the development of a range of professional competencies (theoretical understanding, research skills and therapeutic practice) in Counselling Psychology*.
(* factors directly stipulated by the HCPC and BPS) (Programme Aim 05) Learning Outcomes:
On successful completion of the unit students will be able to: A. Knowledge & Understanding
A2. Recognise and critically evaluate ethical issues of concern to the interdisciplinary environments of Counselling Psychology practice and research
A3. Critically evaluate and creatively utilise the interdisciplinary knowledge base and complex and diverse professional environments of Counselling
Psychology practice in order to develop significant practice and research A4. Demonstrate a conceptual grasp of and ability to apply different psychological
theories to expand knowledge and understanding of practice. B. Intellectual Skills
B1. Integrate theoretical and practice perspectives, knowledge and understanding in such a way as to generate their mutual critique and reformulation
B2. Make informed judgements on complex issues in the specialist field and be able to communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences
B3. Frame problems at the forefront of knowledge in the discipline in a fashion amenable for their investigation, discussion and communication
B4. Demonstrate originality and creativity in the practical and intellectual exploration of complex problems and solutions
C. Practical Skills
C1. Conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust project design in the light of peer review, evaluation, new information and unforeseen problems
C2. Conduct original research, including practice as research or other advanced scholarship which is of a quality to satisfy peer review, extend the forefront of the academic discipline and professional practice and merit publication where relevant
C3. Communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences
C4. Utilise peer review and the outcomes of collective exploration of problems to develop conceptual insights and creative skills that will support ongoing professional development
102 D. Transferable Skills and Personal Qualities
D1. Understand in detail the applicable techniques for original research, effective communication, and critical and independent reasoning appropriate to
advanced academic enquiry
D2. Demonstrate the qualities and transferable skills necessary for continued employment in complex and unpredictable situations, and professional, institutional or equivalent environments, including exercise of personal responsibility and largely autonomous initiative
D3. Work collaboratively in problem-solving, clarifying key concepts, designing and implementing shared research projects and communicating findings clearly and effectively to specialist and non-specialist audiences
D4. Demonstrate leadership in planning and developing ongoing collaborative and individual research and practice in professional settings
Content:
This element of the programme will cover the following Standards of Proficiency (SoP) as outlined by the Health and Care Professions Council (HCPC). It is recommended that these are read in conjunction with the HCPC’s document outline the SoPs – this breaks down the content into more distinct sections.
The skills required for the application of practice
2a: Identification and assessment of health and social care needs. Registrant practitioner psychologists must:
2a.1 be able to gather appropriate information
2a.2 be able to select and use appropriate assessment techniques 2a.3 be able to undertake or arrange investigations as appropriate 2a.4 be able to analyse and critically evaluate information collected 2b: Formulation and delivery of plans and strategies for meeting health
and social care needs.
Registrant practitioner psychologists must:
2b.2 be able to draw on appropriate knowledge and skills in order to make professional judgements
2b.3 be able to formulate specific and appropriate management plans including the setting of timescales
2b.4 be able to conduct appropriate diagnostic or monitoring procedures, treatment, therapy or other actions safely and skilfully
2b.5 be able to maintain records appropriately
Teaching Methods:
The module will be delivered via facilitation of simulated practice, case discussion work and auditing therapeutic practice.
103 There will be two assessments for this module. These are:
(1) Research Paper 2: A Case Study (5000 words) & A Process Report in which includes the recording of a whole session and a transcript of a 20 minute segment of this recording (submitted with the assignment) - (3000 words excluding transcript but including process comments). This will systematically examine the student’s therapeutic work in relation to psychological theory and research literature.
Total word length: 8,000 words Weighting: 100% Submission date: Session prior to Easter Holidays
AND
(2) Completion of Documentary Evidence for Year 2. Submission date: First session of Year 3
Indicative References*:
*Please note that in all academic units, students are encouraged to utilise the electronic resources available at the University.
104