Clinical Applications 2
Health and Social Care (School of)
Postgraduate: Level 8
Friday 01 September 2023
Saturday 31 August 2024
24 July 2023
Requisites for this module
CER C89F24 Applied Psychology,
DIP C89F24 Applied Psychology,
MSD C89F24 Applied Psychology,
DOCTC84036 Clinical Psychology (D Clin Psych)
In the second year of Doctoral Clinical Psychology training, trainees undertake HS772, which develops trainees knowledge, understanding and core competencies in working with Children and Adolescents and their families and with people with Intellectual disabilities. This module provides trainees with the required knowledge, understanding and skills to make theory-practice links within core second year placements in HS771 in CAMHS and in services for people with intellectual disability.
This second year module introduces trainees to the fundamental principles necessary to work with children and adolescents and their families and with people with intellectual disabilities and their carers.
Specific aims per topic area appear below:
The aims of the Children and Adolescents topic area include:
To integrate the knowledge, skills, attitudes and values to work effectively as a clinical psychologist with children, young people, their families/ carers and the associated service systems.
To be able to interpret and critique psychological theory and research and adapt psychological models in order to conceptualise, design and implement effective programmes of assessment, formulation, intervention and evaluation of the unique problems of children and families.
To incorporate understandings of the particular power issues for children, the wider socio-cultural contexts of problems and the legislative framework into psychological work in order to protect and promote their interests.
To use a developmental framework to underpin professional practice and to integrate different models of psychological functioning.
To be able to work effectively within complex multiple client, professional and agency systems by making informed judgements about the particular contributions that a Clinical Psychologist can make.
The aims of the People with Intellectual disabilities topic area, include:
To integrate the knowledge, skills, attitudes and values relevant to working effectively as a Clinical Psychologist with individuals who have learning, sensory and/or physical disabilities, and with the wider services and relationships surrounding these clients in order to improve the individual’s quality of life
To be able to critique and adapt mainstream clinical and other psychological theory, research and models of practice, and use them skilfully to conceptualise, design and implement psychological strategies that address the unique and individual needs of these individuals and their families.
To use understanding of the interface between psychological and social processes of disability to intervene with respect for the choices and aspirations of individuals with the aim of reducing disability and stigma.
Children and Adolescents
By the end of this module, trainees will be able to:
• Critically apply behavioural, cognitive, psychodynamic, systemic and humanistic models to childhood problems within a developmental framework.
• Undertake psychological assessments of children, including the use and interpretation of commonly used psychometric and projective assessments.
• Understand common childhood psychological problems and ways of intervening in these through having acquired a substantial critical knowledge of relevant theory and research.
• Understand normal childhood development and put it in a lifelong perspective.
• Understand and work in relation to the legislative and service contexts of professional practice with children.
• Have an understanding of the impact of the wider system (including family, school, peer group and media) on children and able to intervene in these systems where appropriate.
• Adapt clinical practice (assessment, formulation, intervention, evaluation and communication) in unique ways to reflect understanding of the influence of socio-cultural factors (including race, gender, ethnicity, religion and socio-economic status) and issues of power on childhood problems and their amelioration.
• Understand the impact of Intellectual disabilities and/or being Looked After on the development and general functioning of the child.
• To be able to implement psychological interventions with children, their families and other professionals within a range of challenging systems in such a way that increases the well being of the child and contributes to an improvement in the system.
People with Intellectual disability
• To have a developed understanding of the range, nature and effects of different types of intellectual disabilities in order to adapt communication and ensure inclusion of clients with disabilities in all forms of research and professional practice.
• To have knowledge of the philosophical, legislative and policy influences on services for people with intellectual disabilities, and understand the politics of disability.
• Be able to identify and have a psychological understanding of how a permanent disability, discrimination and social exclusion may affect psychosocial development.
• Be able to use relevant specialist methods, and appropriately adapt existing assessment, formulation and intervention methods and communication with clients with intellectual disabilities, including those with “challenging behaviour”, drawing on a range of psychological models.
• To have developed skills in assessing and intervening indirectly, i.e. through services, carers and families.
• To have explored and challenged personal values and responses in order to build the basis for a robust ethical approach to professional practice with devalued groups
• To be able to provide psychological help to individuals who face complex and unique disabilities within a variety of challenging settings in a way that empowers the individual and institutes improvement within the setting.
This module is undertaken in all three terms of year two and comprises two topic areas namely:
- Children and Adolescents
- People with intellectual disabilities
In line with the general approach to teaching on the DClinPsych, the module places the emphasis on the application of underlying psychological theory to clinical practice.
The module builds on the first year module on clinical applications and extends trainees' knowledge and understanding of adapting assessment, formulation, intervention and evaluation to their work with children and adolescents and people with intellectual disabilities. Trainees will learn about common presentations and risk encountered in clinical work with these client groups, and will draw on a range of theoretical models and frameworks. Further details of the specific learning outcomes of each of the 2 topic areas appear below.
The module runs in parallel with the two clinical placements of the second year, namely a placement in a service for children and adolescents and a service for people with intellectual disabilities (or equivalent placements). HS772 provides trainees with skills in direct work with clients as well as in indirect work, consultation and service development in CAMHS services and services for people with intellectual disability.
Children and Adolescents
This topic area will be presented in the course of the second year of training, during which trainees will also complete a placement in a child and adolescent service. The specific focus of this module is to help trainees develop the ability to make theory-practice links between their experience on placement and the theoretical underpinnings of working with children and adolescents.
People with intellectual disability:
This topic area will be presented in the course of the second year of training, during which trainees will also complete a placement in a service for people with intellectual disabilities. The specific focus of this module is to help trainees develop the ability to make theory-practice links between their experience on placement and the theoretical underpinnings of working with people with intellectual disabilities.
‘Overview | Self-harm: assessment, management and preventing recurrence | Guidance | NICE’ (no date). Available at: https://www.nice.org.uk/guidance/ng225
Lloyd, J. and Clayton, P. (eds) (2014) Cognitive analytic therapy for people with learning disabilities and their carers
. London: Jessica Kingsley Publishers. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/790246
Jahoda, A., Stenfert Kroese, B. and Pert, C. (2017) Cognitive Behaviour Therapy for People with Intellectual Disabilities
. 1st ed. 2017. Basingstoke: Palgrave Macmillan. Available at: https://link-springer-com.uniessexlib.idm.oclc.org/10.1057/978-1-137-47854-2
Webb, J. (2014) A guide to psychological understanding of people with learning disabilities: eight domains and three stories
. Hove: Routledge. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=1331876
Emerson, E. (2012) Clinical psychology and people with intellectual disabilities
. 2nd ed. Chichester: Wiley-Blackwell. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=875785
Taylor, J.L. and Novaco, R.W. (2005) Anger treatment for people with developmental disabilities: a theory, evidence, and manual based approach
. Chichester: Wiley. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/900547
Sellars, C. (2011) Risk assessment in people with learning disabilities
. 2nd ed. Chichester: BPS Blackwell/Wiley. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=693563
Jones, V. and Haydon-Laurelut, M. (eds) (2019) Working with People with Learning Disabilities
. London: Bloomsbury Publishing PLC. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/1073242
Fletcher, H.K., Flood, A. and Hare, D.J. (2016) Attachment in Intellectual and Developmental Disability
. Hoboken: John Wiley and Sons Ltd. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/1012410
Carr, A. (2016) The handbook of intellectual disability and clinical psychology practice
. Second edition. London: Routledge/Taylor & Francis Group. Available at: https://essex.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4408385900007346&institutionId=7346&customerId=7345
Challenging Behaviour Foundation (Great Britain) and University of Kent at Canterbury. Tizard Centre (2019) Understanding and responding to behaviour that challenges in intellectual disabilities: a handbook for those that provide support
. 2nd edition. Edited by P. Baker and T. Osgood. Shoreham-by-Sea, West Sussex: Pavilion. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2323160
Mansell, J. and Beadle-Brown, J. (2012) Active support: enabling and empowering people with intellectual disabilities
. London: Jessica Kingsley Publishers. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=918938
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's reading list
Assessment items, weightings and deadlines
|Coursework / exam
|Clinical Activity Report 2
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Module supervisor and teaching staff
Dr Claire Tyler, email: email@example.com.
Available via Moodle
Of 73.5 hours, 0 (0%) hours available to students:
0 hours not recorded due to service coverage or fault;
73.5 hours not recorded due to opt-out by lecturer(s), module, or event type.
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