The University of Southampton
Courses

PSYC6126 Working psychologically with people with serious mental ill-health

Module Overview

This module aims to develop your competence in working psychologically with people with serious mental ill-health (SMI).

Aims and Objectives

Module Aims

1. To develop a working knowledge of core and generic competencies for working with people with psychosis, bipolar and personality disorder (following Roth & Pilling, 2013; 2013) 2. To develop a working knowledge of key self-management skills and cross-diagnostic interventions (e.g. graduated exposure, behavioural activation, affect regulation, motivational interviewing)

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Be competent in the delivery of core and generic competencies for working with people with psychosis, bipolar and personality disorder
  • Be able to evaluate critically the empirical status of the research evidence for key self management skills and cross-diagnostic interventions with these client groups
  • Understand the role of key self-management skills and cross-diagnostic processes in the maintenance of wellbeing and be able to apply this knowledge in practice

Syllabus

The module will be comprised of the following components: • Core and generic competencies for working with people with psychosis, bipolar and personality disorder • Evidence for key self-management skills and cross-diagnostic interventions with these client groups • Role of key self-management skills and cross-diagnostic processes in the maintenance of wellbeing • Skills development in self-management skills and cross-diagnostic interventions

Special Features

The module recognises the value of first person accounts and the principles of recovery in working with people with psychosis. As such the module includes input from service users to consider lived experiences of illness and recovery.

Learning and Teaching

Teaching and learning methods

Teaching will comprise a number of different methods including lectures, seminars, experiential workshops, problem-based learning, directed reading, and independent study. Skills-based competencies will be taught through demonstrations, simulated role plays, small group work, and multi-media resources.

TypeHours
Independent Study65
Teaching35
Total study time100

Resources & Reading list

Turner, K., Nettgen, M., & Gillard, S.. Understanding personality disorder and recovery. 

Linehan, M. (1993). The skills training manual for treating Borderline Personality Disorder. 

Rapp, C. & Goscha, R. (2006). The strengths model: Case management with people with psychiatric disabilities. 

Linehan, M. (1993). Cognitive Behavioural Treatment of Borderline Personality Disorder. 

Barlow, D. H., Farchione, T. J., Fairholme, C. P., Ellard, K. K., Boisseau, C. L., Allen, L. B., & May, J. T. E. (2010). Unified protocol for transdiagnostic treatment of emotional disorders: Therapist Guide. 

Bateman, A. & Krawitz, R. (2013). Borderline Personality Disorder: An evidence-based guide. 

Roth, A. & Pilling, S.. A competence framework for psychological interventions with people with psychosis and bipolar disorder. 

Bateman, A. & Fonagy, P (2009). RCT of outpatient mentalization-based treatment versus structured clinical management for borderline personality disorder. American Journal of Psychiatry. ,1666 , pp. 1355-1364.

Westbrook, D., Kennerley, H., & Kirk, J. (2007). An introduction to Cognitive Behaviour Therapy. 

Boardman, J. & Roberts, G (2014). Risk, safety and recovery.. 

Henderson, C., Flood, C., Leese, M., Thornicroft, G., Sutherby, K., & Szmukler, G. (2004). Effect of joint crisis plans on use of compulsory treatment in psychiatry: Single blind randomised controlled trial. BMJ. ,329 , pp. 136-138.

Whittington, R., Barr, W., Brown, A., Leitner, M., & Logan, C. (2007). Best practice in managing risk: principles and evidence for best practice in the assessment and management of risk to self and others in mental health services. 

Roth, A. & Pilling, S.. A competence framework for psychological interventions with people with personality disorder. 

Assessment

Assessment Strategy

Formative Assessments: - Self-assessment of core and generic competencies for working with SMI - Peer reviewed role play of self-management skills and cross-diagnostic interventions Summative Assessment: - A 2000 word written case report to detail assessment, formulation, treatment, outcome to date and critical reflection

Formative

Self-assessment

Summative

MethodPercentage contribution
Case Reports  ( words) 100%

Repeat Information

Repeat type: Internal

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Tuition Fees

Module Fee (UK/EU)

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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