PSYC6115 Adapting Clinical Work for Different Populations
Module Overview
Clinical work often has to be adapted to meet the needs of different populations. This module will provide you with an overview of some of the reasons why we have to adapt the delivery of specific interventions initially through a developmental perspective and individual differences perspective. The module will cover both adapting individual therapeutic interventions to meet the needs of specific populations (e.g. the elderly) and will also look at other ways of delivering interventions (e.g. through carers and staff). The module will make explicit links to other modules such as the CBT module, for example by looking at attachment theory and inviting you to consider how disrupted attachment could contribute to the development of personality disorders.
Aims and Objectives
Module Aims
This module will provide you with an overview of some of the reasons why we have to adapt the delivery of specific interventions initially through a developmental perspective and individual differences perspective.
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Know how development through the lifespan affects the presentation of different clinical disorders with a specific focus on adults of working age and beyond
- Understand how individual differences impact on clinical disorders
- Be able to critically appraise the literature supporting interventions for different populations using guidance frameworks such as NICE and SIGN
- Evaluate theory-practice links in the application of psychological interventions to a range of different populations
- Reflect on your clinical practice with at least one group of patients who require adaptations to standard delivery of therapy
Syllabus
The syllabus is organised around a number of different but related areas: Why we might need to adapt psychological interventions • Developmental perspective including attachment, life-stages and ageing • Psychology of individual differences (including models of personality, emotion and motivation) Working with different groups and adapting interventions • Older adults • Physical health and impact on psychological functioning • Long-term conditions • People with addictions • Forensic populations • Working with race, culture and diversity • Multidisciplinary work • Working with carers Ethical issues related to adapting clinical practice • Ethical issues working with older adults • Monitoring and evaluating ethical practice when other people are delivering an intervention (e.g. staff teams, carers) • Ethical issues around working with forensic populations
Special Features
Teaching will be delivered by clinicians who are experts in their field. Service users and carers will be involved in teaching
Learning and Teaching
Teaching and learning methods
Teaching will comprise a number of different methods including lectures, seminars, problem-based learning, e-learning, directed reading, and independent study. Skills-based competencies will be taught through demonstrations, simulated role plays, and using multi-media resources
| Type | Hours |
|---|---|
| Teaching | 40 |
| Independent Study | 60 |
| Total study time | 100 |
Resources & Reading list
Fairburn, C.G., Cooper, Z., & Shafran, R. (2003). Cognitive Behaviour Therapy for eating disorder: a “transdiagnostic†theory and treatment.. Behav Res Ther. ,41 , pp. 509-528.
Waller, G., Cordery, H., Corstorphine, E., Hinrichsen, H., Lawson, R., Mountford, V., & Russell, K. (2007). Cognitive Behavioural Therapy for eating disorders: A comprehensive treatment guide.
Lago, C. (Ed) (2011). The Handbook of Transcultural Counselling and Psychotherapy.
Kennedy, P. (2007). Psychological Management of Physical Disability.
Woods, R. & Clare, L (2008). Handbook of the clinical psychology of ageing.
Waller, G., Cordery, H., Corstorphine, E., Hinrichsen, H., Lawson, R., Mountford, V., & Russell, K (2007). Cognitive Behavioural Therapy for eating disorders: A comprehensive treatment guide.
Kouimtsidis, et al (2007). Cognitive Behavioural Therapy in the Treatment of Addiction: A treatment planner for Clinicians.
Laidlaw, K, Thompson, L.W., Dick-Siskin, L., Gallagher-Thompson, D., (2004). Cognitive Behaviour Therapy with Older People.
Llewelyn, S. and Kennedy, P. (2003). Handbook of clinical health psychology.
Blackburn,R. (2000). The Psychology of Criminal Conduct.
Kennedy, P and Llewelyn, S. (2006). Essential of Clinical Health Psychology.
Howitt, D. (2002). Forensic and Criminal Psychology.
Howitt, D. (2002). Forensic and Criminal Psychology.
Shankar, R (2009). Developing Cultural Competence in Clinical Psychology Work with BME Communities in (eds.) H. Beinart, P. Kennedy & S. Llewelyn Clinical Psychology in Practice.
Laidlaw, K. & Knight, D (2008). Handbook of emotional disorders in later life: Assessment and treatment.
Shankar, R (2009). Developing Cultural Competence in Clinical Psychology Work with BME Communities in (eds.) H. Beinart, P. Kennedy & S. Llewelyn Clinical Psychology in Practice..
Ayers, S., Baum, A., McManus, C. and Newman, S. (2007). Cambridge Handbook of Psychology Health and Medicine.
Blackburn,R. (2000). The Psychology of Criminal Conduct.
Kennedy, P (2012). Oxford Handbook of Rehabilitation Psychology.
Lago, C. (Ed) (2011). The Handbook of Transcultural Counselling and Psychotherapy.
Assessment
Assessment Strategy
Formative: Trainees will be asked to develop a formulation and plan for intervention based on a service user’s presentation of his/her life history, highlighting issues of diversity they need to take into consideration. This is a classroom based task. Summative: Trainees will write up one case report from placement reflecting diversity.
Summative
| Method | Percentage contribution |
|---|---|
| Written case report | 100% |
Repeat Information
Repeat type: Internal & External