PY7192 - Specialised Clinical Issues in Healthcare (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Specialised Clinical Issues in Healthcare|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||School of Social Sciences|
|Total study hours||160|
|Running in 2017/18||
This module will focus on clients’ access to mental health care services in the NHS including specialized areas of psychopathology. Using formal classification systems and in line with the NHS and NICE guidelines, specialized clinical issues would target psychopathology and intervention strategies among clients with complex needs. A bio-psychosocial approach towards understanding and treating complex psychopathologies including substance misuse, eating disorders and ADHD would integrate an eclectic and multidisciplinary approach to treatment intervention. Various theoretical frameworks in both the understanding and management of psychological difficulties will be explored across the lifespan.
- To examine psychological difficulties among clients with complex needs.
- To develop an understanding of specialized psychopathology from a biological, behavioural, cognitive and psychosocial approach in line with NHS and NICE guidelines.
- To develop an understanding of best practise when working with vulnerable groups with complex needs in accordance with the Improving Access to Psychological Therapies (IAPT) (NHS/improving access to psychological therapies)
- To critically review psychopathology from a behavioural, cognitive, psychodynamic and experimental perspective.
- To critically evaluate how comorbidity, dual and differential diagnoses affect both the assessment and treatment of psychopathologies requiring specialised services.
NICE guidelines, IAPT, specialised clinical issues, complex needs,
psychopathologies in accordance with the DSM and ICD guidelines across a range of specialised topics (e.g. ADHD, feeding and eating disorders, paraphilic disorders, substance misuse, gender dysphoria disorders, neurocognitive disorders, other conditions requiring specialised clinical attention)
Clinical considerations including Dual diagnosis, differential diagnosis and co-morbidity.
Learning and teaching
Delivery and discussion of the module syllabi will be via interactive lectures and tutorials (11 X2hrs). In addition to the weekly seminar workshops which will provide a forum for the application of theory to practical problems (11 hrs), students are expected to work in groups to learn from each other and learn how to independently use other resources available, e.g. library, the internet, Weblearn and own organisation. Hence a total of 11x3 hrs interactive sessions including seminar activities are designed to discuss various topics in the lectures and the pre-circulated seminar workshop activities. The module will also have its own dedicated Web Learn site to enables staff and students to readily contact each other and offers an on-line support/learning.
Workshops and seminars:
Information and materials relating to the workshop will be circulated once the course has commenced. The seminars and workshops will familiarize students with various aspect of the course. All workshops will relate to lecture topics and may be tested in the examination. Hence, each student is expected to do the prior reading and consult few recommended texts and be actively involved in the seminar activities and group discussion.
The usual programme each week will comprise of a lecture followed by seminar workshop activities and group discussion. The workshops will use the content of the lecture and pre-circulated material for class discussion and group work.
On successful completion of this module students will be able:
1. To demonstrate a detailed knowledge of specialised clinical issues in healthcare
2. To assess the usefulness of employing an eclectic, multidisciplinary approach to working with vulnerable clients with complex needs
3. To critically review various theoretical frameworks in both the understanding and management of specialised psychological difficulties.
4. To have a critical understanding of the theoretical models of psychopathology and how research supports it.
5. To develop students skills via learning and assessment methods aimed at increasing employability skills
The unseen examination will provide an opportunity for students to demonstrate their understanding of underlying principles, best practices and services in the subject area. The examination will test the students' retention, understanding and evaluation of material drawn from the module.
One 3hr unseen examination based on the module content.
|One 3hr unseen examination.||100||1,2,3,4,5|
American Psychiatric Association., (APA, 2013). Diagnostic and Statistical Manual of Mental Disorders. 5th Ed. Arlington. American Psychiatric Publishing. Washington. [Core reading]
Bennett, P., (2011). Abnormal and Clinical Psychology: An Introductory Textbook. Berkshire. McGraw Hill House. Open University Press. [Core reading]
Chandler, C., (2010). The Science of ADHD: A Guide for Parents and Professionals. Chichester, West Sussex, UK ; Malden, MA: Wiley-Blackwell. [Core reading]
Chandler, C., (2015). Psychobiology. BPS Textbooks in Psychology. West Sussex. Wiley & Sons Ltd. [Core reading]
Davey, G.C., (2014). Psychopathology: Research, Assessment and Treatment in Clinical Psychology (BPS Textbooks in Psychology). West Sussex Wiley & Sons Ltd. [Core reading]
Field, M., (2015). Essential Abnormal and Clinical Psychology. London, Sage Publications Ltd.
ICD-10 (1992). The ICD-10 Classification of Mental and Behavioural Disorders: Clinical Descriptions and Diagnostic Guidelines. World Health Organisation.
Kirk, H.W., Weisbrod, J.O.A., Ericson, K.A., (2003). Psychosocial and Behavioural Aspects of Medicine. Baltimore and Philadelphia. Lippincott Williams and Wilkins. [Core reading]
Robbins, T., Everitt, B., Nutt, D., (2010). The Neurobiology of Addiction (Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences). Oxford. Oxford University Press.