2024/25 Taught Postgraduate Module Catalogue

FAMT5311M Theories of Change and Practice II

20 creditsClass Size: 50

Module manager: Marie McGovern
Email: M.McGovern@leeds.ac.uk

Taught: 1 Sep to 30 Jun View Timetable

Year running 2024/25

Pre-requisite qualifications

As set out in the Programme level Entry Requirements.

Pre-requisites

FAMT5211M	Theories Change & Practice I
FAMT5240M	Intro to Research Methods
FAMT5450M	Family Therapy Skills I
FAMT5470M	Syst Supervision & Case Pres I

Co-requisites

FAMT5360M	Advanced Research Methods
FAMT5460M	Family Therapy Skills II
FAMT5480M	Sys Supervision & Case Pres II

This module is not approved as an Elective

Objectives

On completion of this module the student should be able to:
- critically evaluate the major theories of change held in the systemic field and to be able to identify the significant
contributors to their developments, particular attention will be paid to constructivism, social constructionism, and post modernism, and narrative therapy;
- distinguish between current major schools of family therapy, but with particular emphasis on developments since 1985, specifically, the post Milan, the Narrative, Dialogical and Collaborative;
- demonstrate a sophisticated understanding of the influences of other bodies of knowledge on the development of systemic thinking, ie from philosophy (hermeneutics), sociology and biology;
- have a critical appreciation of the other physiological, psychological, sociological and psychotherapeutic theories in areas of Mental Illness, Learning Disability, Substance Abuse, Child Development and Older Adults and Divorce and to consider these in relation to systemic theory;
- show a sophisticated understanding of some of the similarities and differences between systemic therapy and other psychotherapy models i.e. cognitive behavioural, psychoanalytic, etc;
- demonstrate the ability to critically engage with complex systemic perspectives in relation to difference; including issues of race, culture, gender and disabilities;
- demonstrate a sophisticated use of systemic language and concepts;
- demonstrate a critical application of systemic theoretical approaches to the work of agencies such as courts that influence family functioning;
- make effective use of key professional journals in the support for and critique of significant issues in the field.

Learning outcomes
On completion of this module, students should be able to:
- describe the major theories of change held in the systemic field with sophistication;
- identify the major theories of change within systemic family therapy from its inception to present;
- to recognise and critique influences of other bodies of knowledge on the development of systemic thinking, ie from philosophy, sociology and biology;
- to include the psycho-social, developmental and attachment theories in relation to child and family development;
- apply and critique material on different family forms and family life cycle through different social structures and frames;
- understand and appropriately use key words and concepts in systemic theory at a sophisticated level;
- critique key ideas from the literature in the field of systemic family therapy.

Skills outcomes
On completion of this module the student should be able to:
- demonstrate a sophisticated understanding of the major theories of change held in the systemic field and to be able to identify the significant contributors to their developments, particular attention will be paid to constructivism, social constructionism, and post modernism, and narrative therapy;
- distinguish between current major schools of family therapy, but with particular emphasis on developments since 1985, specifically, the post Milan, the Narrative and Brief Solution Focus Therapy;
- have an increased understanding of the influences of other bodies of knowledge on the development of systemic thinking , ie from philosophy (hermeneutics), sociology and biology;
- have a basic appreciation of the other physiological, psychological, sociological and psychotherapeutic theories in areas of Mental Illness, Learning Disability, Substance Abuse, Child Development and Older Adults and Divorce and to consider these in relation to systemic theory;
- show an understanding of some of the similarities and differences between systemic therapy and other psychotherapy models ie cognitive-behavioural, psychoanalytic, etc;
- demonstrate the ability to consider ideas of change and practice in relation to issues of race, culture, gender and disabilities;
- understand and appropriately use key words and concepts in systemic theory at an increasingly complex manner;
- apply systemic understanding of the work of agencies such as courts that influence family functioning;
- show familiarity with the most important professional journals.

Syllabus

This is the advanced theoretical module for clinical practice. Theories of change in systemic family therapy and other theories in mental health, including but not limited to theories of constructivism, social constructionism, post modernism, brief solution focused and narrative. Emphasis will be placed on the later developments in the field (1990 - present).

In addition, there will be opportunity for more focus on specific theories in relation to particular clinical problems, ie theories from biological, sociological and psychological frameworks. Systemic ideologies with those represented by other psychotherapy models and related to the work of statutory agencies.

Theory and application will be critiqued in relation to ideas of race, culture, gender and disabilities and this capacity should amifest itself throughout the module.

Through writing more demanding theoretical essays, students will gain an ability to use systemic text and journals as well as gain a more complex usage of the fundamental concepts and terms.

Teaching methods

Delivery type	Number	Length hours	Student hours
Workshop	1	6.00	6.00
Lecture	12	2.00	24.00
Seminar	4	1.50	6.00
Private study hours			164.00
Total Contact hours			36.00
Total hours (100hr per 10 credits)			200.00

Private study

- Reading for lectures and seminars and working on lecture material
- Preparing seminar presentation
- Preparing and writing long essay

Opportunities for Formative Feedback

- 1 seminar presentation Oct - May
- Tutor meetings
- Participation in group activities
- Discussions of preparation for 5,000 word essay

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	1 x 5,000 word	80.00
Presentation	1 x seminar presentation	20.00
Total percentage (Assessment Coursework)		100.00

Resit attempts capped at 50 and module grade capped at 50. Both components must be passed.

Reading list

The reading list is available from the Library website

Last updated: 09/05/2024 11:42:15

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