Code: UPSNM6-30-2 Title: Clinical Practice Version: 2

Level: 2 UWE credit rating: 30 ECTS credit rating: 15

Module type: Practice

Owning Faculty: Social Sciences and Humanities Field: Sociology

Faculty Committee approval: Date:

Approved for Delivery by: (indicate name of affiliated institution if module will only be delivered by them)

Valid from: September 2009 Discontinued from:

Contributes towards:


Pre-requisites: N/A

Co-requisites: N/A

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded combinations:

Learning outcomes:

On completion of this module participants will be able to:

      1. Contribute to & achieve specific outcomes in relation to clinical (care/ treatment/ education) plans (Components A & B);

      2. Contribute to the development and review of care/ education plans (Component A);

      3. Plan, record and report on clinical activities as required by role (Components A & B);

      4. Engage effectively in and critically evaluate relationships with young people as basis for clinical and professional (Component A);

      5. Demonstrate a critical understanding of relevant contextual factors when undertaking clinical work (Components A & B);

      6. Establish and maintain appropriate and effective personal and professional boundaries around clinical tasks (Component A);

      7. Critically analyse impact and meaning of the work on self, and of self on others (Components A & B);

      8. Work effectively as part of a wider, multi-professional team (Component A);

      9. Support individual children and young people in achieving specific goals (Components A);

      10. Discuss, challenge the views of others (Components A & B);

Syllabus outline:

This module complements the Professional Practice and Theory modules, but with a particular focus on:

    • work undertaken with individual children;

    • the continuing development of the practitioner’s ability to engage with the children / young people in relation to the specific clinical/ professional tasks defined by their role;

    • the practitioner’s ability to reflect on and process the ways that he/she relates to and supports the children in the clinical task;

    • the ways in which the practitioner engages and links with the wider professional team to address specific clinical tasks;

    • the ways the practitioner, as an individual and as part of the wider team, is able to address and meet required outcomes;

    • The practical, administrative and reflective skills required to enhance and meet clinical outcomes;

Teaching and learning methods:

The module is provided through a series of twelve case study presentations and analysis by students. These are supported with student tutorial’s, regular reflective learning groups, attendance at professionals’ and team meetings and formal case / clinical discussions. All of these provide opportunities for students (with supervisors and clinicians) to look at the ways theory and policy is applied and used to both facilitate and understand casework practice.

Supervised practice will account for at least 40hrs hours of professional practice which should include:

    • Working in a group setting with children / young people

    • Undertaking one to one work on a regular basis

    • Directly contributing to professional discussions about the development of packages of therapeutic care for children / young people

Reading Strategy

The reading for this module will be linked with the reading recommended / undertaken in relation to The Application of Psychodynamic Theory to Professional Practice.

Indicative Reading List: (see guidance notes)

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Bion, W. (1961), Experiences in Groups, London: Tavistock

Davis, Madeleine & Wallbridge, David (1991): Boundary and Space: An Introduction to the Work of D W Winnicott. London: Karnac Books.

Dockar-Drysdale, B. (1990) The Provision of Primary Experience. London, Free Association.

Egan, G. (1998), The Skilled Helper: A problem management approach to helping, Pacific Grove, CA: Bookes/Cole

Fonagy, P. (2001). Attachment Theory and Psychoanalysis. New York: Other Press.

Geddes, H (2005) Attachment in the Classroom: The links between children's early experience, emotional well-being and performance in school: A Practical Guide for Schools. London: Worth Publishing.

Gerhardt, S. (2004), Why Love Matters – How affection shapes a babies brain, London: Bruner-Routledge

Greenhalgh, P. (1994). Emotional Growth and Learning London: Routledge.

Harre, R. and Moghaddam, F. (2003), The Self and Others: Positioning Individuals and Groups in Personal, Political, and Cultural Contexts, Westport, USA: Praeger Publishers

Hoxter,S (1983), Some feelings aroused in working with severely deprived children, in Boston, M & Szar,R (eds) (1983) Psychotherapy with severely deprived children, London : Routledge and Kegan Paul

Jacobs, M. (2007), The Presenting Past, Open University

Lanyado, M. & Horn, A. (1999). Handbook of Child & Adolescent Psychotherapy. London: Routledge.

Mattinson, J. (1975). The Reflection Process in Casework Supervision. London: Tavistock Martial Studies Institute.

Rogers, C. (1951), Client Centred Therapy, London: Constable

Rose, M. (1990), Healing Hurt Minds, London: Routledge

Rose, M. (1997), Transforming Love to Hate, London: Routledge

Stevens, R (1996) Understanding The Self. London: SAGE Publications.

Tomlinson, P. (2004), Therapeutic Approaches in Work with Traumatised Children and Young People, London: Jessica Kingsley Publishers

Winnicott, D. W. (1965), The Maturational Processes and the Facilitating Environment. London: Hogarth Press and the Institute of Psycho-Analysis.


First Assessment Opportunity:

Component A: Element weighting 40%

    • Direct observations of professional practice which demonstrate the meeting of learning outcomes.

Observations must be of direct practice and be undertaken by a recognised observer.

Component B:

    • (i) Students are required to write a clinical case study analysis 40%

    based on an area of their work of 1,750-2,000 words.

    • (ii) Students are required to present their clinical case study to 20%

    a group/team for discussion

The assignment demonstrates that the student can articulate a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

The assignment demonstrates that the student can articulate a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

Second Assessment Opportunity:

There is only one assessment opportunity for Professional Practice Modules. Further opportunities are at the discretion of an Award Board. The Modular Assessment Regulations (MAR 3.6.1) state the following:

‘In a professional practice module students do not have a right to automatic referral after the first assessment opportunity. Referral is subject to the discretion of the award board. Where a practice component has not been passed students are normally offered at most one further opportunity for referral.’

Specification confirmed by ……………………………………Date ……………………………

(Associate Dean/Programme Director)

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