Accessibility statement

Therapeutic Interventions in Mental Health - HEA00108I

« Back to module search

  • Department: Health Sciences
  • Module co-ordinator: Mrs. Laura Scott Weatherby
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2019-20
    • See module specification for other years: 2018-19

Module will run

Occurrence Teaching cycle
B Spring Term 2019-20

Module aims

This module aims to increase understanding and application of a range of therapeutic psychosocial interventions used in mental health. Through reflection of theory and skills practice, underpinned by lectures, students will further develop their clinical skills in working alongside a person experiencing mental health distress to enable a collaborative and whole person approach when implementing a therapeutic intervention.

Module learning outcomes

By the end of the module, students will be able to:

  1. Describe and demonstrate the central importance of negotiating a therapeutic intervention with a client.
  2. Demonstrate, through skills practice, a comprehensive understanding of a range of therapeutic interventions used with individuals, families and groups.
  3. Apply underpinning theory during skills practice relating to a psychosocial intervention.
  4. Implement a psychosocial therapeutic intervention collaboratively with an individual, family or group.
  5. Describe the influence of the care environment on individuals suffering with mental health distress.

Assessment

Task Length % of module mark
Objective Structured Clinical Examination - HS Dpt
OSCE
N/A 100

Special assessment rules

Non-compensatable

Reassessment

Task Length % of module mark
Objective Structured Clinical Examination - HS Dpt
OSCE
N/A 100

Module feedback

Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Falloon, I., Boyd, J. and McGill, C. (1984). Family care of schizophrenia: a problem-solving approach to the treatment of mental illness. New York: Guildford Press.
  • Gamble, C. and Brennan, G. (Eds.). (2006). Working with serious mental illness: a manual for clinical practice. 2nd edn. Edinburgh: Elsevier.
  • Kanter, J.W., Busch, A.M. and Rusch, L.C. (2009). Behavioural activation: distinctive features. Hove: Routledge.
  • Kuipers, E., Leff, J. and Lam, D. (2002). Family work for schizophrenia: a practical guide. London: Gaskell.
  • Lewis, B (2011) Narrative Psychiatry: How stories can shape clinical practice. Baltimore: John Hopkins University Press.
  • Moncrieff, J. (2008). The myth of the chemical cure: a critique of psychiatric drug treatment. Basingstoke: Palgrave Macmillan.
  • Morrison, A.P. et al. (2004). Cognitive therapy for psychosis: a formulation-based approach. Hove: Routledge.
  • Morrison, A.P. et al. (2008). Think you're crazy Think again: a resource book for cognitive therapy for psychosis. Hove: Routledge.
  • Nursing & Midwifery Council (2015) The Code: professional standards of practice and behaviour for nurses and midwives. London: NMC
  • Romme, M. et al. (2009). Living with voices: 50 stories of recovery. Ross-on-Wye: PCCS Books.
  • Vinogradov, S. and Yalom, I.D. (1989). Concise guide to group psychotherapy. Washington: American Psychiatric Press.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students