Specific area: develop the range of knowledge and skills associated with competence 'in depth' in a specific area of work.

Teaching/Learning Methods and Strategies

Teaching and learning methods to achieve Cognitive Skills are commensurate with adult learning theory and entail formal lecturing, student led learning, small group work, role play, IT based learning, tutorials, seminars, workshops.

Methods of Assessment

Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of supervised systemic practice and dissertation.

Specialist area: complex decision-making and high levels of professional responsibility and accountability.

Teaching/Learning Methods and Strategies

Teaching and learning methods to achieve Cognitive Skills are commensurate with adult learning theory and entail formal lecturing, student led learning, small group work, role play, IT based learning, tutorials, seminars, workshops.

Methods of Assessment

Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of supervised systemic practice and dissertation.

Leadership and strategic work area: high levels of competence within field that is recognised within and without agency context.

Teaching/Learning Methods and Strategies

Teaching and learning methods to achieve Cognitive Skills are commensurate with adult learning theory and entail formal lecturing, student led learning, small group work, role play, IT based learning, tutorials, seminars, workshops.

Methods of Assessment

Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of supervised systemic practice and dissertation.

Basic transferable skills achieved include communication, problem solving, teamwork, autonomy and personal skills, information technology, numeracy, intellectual skills, critical thinking personal reflection, researching, writing at Masters level, debating and listening, presenting, and professional confidence and competence.

Teaching/Learning Methods and Strategies

Teaching and learning methods to achieve Transferable Skills are commensurate with adult learning theory and entail formal lecturing, student led learning, small group work, role play, IT based learning, tutorials, seminars, workshops, and practice learning opportunities.

Methods of Assessment

Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of supervised systemic practice and dissertation.

Demonstrate a systematic understanding of their own practice and a critical awareness of current issues and challenges in the context of relevant Codes of Practice (depending on Pathways, see below), professional ethics, the principles of diversity, equality and social inclusion in a wide range of situations;

Teaching/Learning Methods and Strategies

Teaching and learning methods to achieve knowledge and understanding requirements are commensurate with adult learning theory and entail formal lecturing, student led learning, small group work, role play, practice learning opportunities, IT based learning, tutorials, seminars, workshops.

Methods of Assessment

Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of supervised systemic practice and dissertation.

Use evaluation to systematically develop and improve their specific learning and practice, including implementing effective practice in inter-professional and inter-agency contexts;

Teaching/Learning Methods and Strategies

Teaching and learning methods to achieve knowledge and understanding requirements are commensurate with adult learning theory and entail formal lecturing, student led learning, small group work, role play, practice learning opportunities, IT based learning, tutorials, seminars, workshops.

Methods of Assessment

Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of supervised systemic practice and dissertation.

Take responsibility for continuing professional development making use of professional and managerial supervision, consultation and other professional support as appropriate to identify and address issues; develop, implement and evaluate plans; and continue to advance knowledge and understanding in order to improve practice.

Teaching/Learning Methods and Strategies

Teaching and learning methods to achieve knowledge and understanding requirements are commensurate with adult learning theory and entail formal lecturing, student led learning, small group work, role play, practice learning opportunities, IT based learning, tutorials, seminars, workshops.

Methods of Assessment

Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of supervised systemic practice and dissertation.

Year 1 - Learning Outcomes (as specified for ‘Foundation’ level by AFT)
On completion of the course, graduates will have:
1.A basic understanding of systemic theories and principles underpinning systemic practice with families and organisations.
2.Knowledge of a range of systemic approaches and applications to practice with different client groups.
3.Familiarity with key pieces of research on family and couple therapy especially in current areas of practice, including client feedback and service evaluation.
4.Some basic understanding of systemic approaches and an ability to critique their application in the light of research.
5. A knowledge and awareness of the influence of the wider social context (including gender, race, age, ability, culture, education, sexuality) on self and clients, with an ability to consider how inequalities and power differentials impact on people’s lives and systemic practices.
6. A knowledge of the AFT code of ethics and an ability to use ethical decision making, especially in relation to safeguarding, confidentiality and consent.
7. An understanding of the practice skills and knowledge required to convene a systemic interview, and to make a good therapeutic relationship.
8. Confidence to effectively interview more than one person in the room using a range of questioning techniques.
9. Capacity to make use of systemic theory to draw together a systemically informed intervention plan based on a systemic hypothesis/formulation.
10.The skills to construct a genogram in a way that leads to better understanding the complexities of family relationships, strengths and vulnerabilities.
11.An ability to describe and critique the concept of the family life cycle perspective and its application to different family forms.
12.An ability to identify and work with individual and family strengths.
13.An ability to begin to consider their own personal family and cultural experiences from a systemic perspective, and to explore how these influence their professional practice.
14.An ability to reflect on their own learning and their positioning in their professional system.
Year 2: Learning Outcomes
Knowledge
At the end of the course graduates will be able to:
AFT LO1: Demonstrate an understanding of a range of theories from systemic practice and family therapy including their theory of change and main interventions in current systemic practice.

AFT LO2: Critically discuss issues of power and difference in all aspects of systemic practice and describe responses to these issues informed by the AFT Code of Ethics and Practice.

AFT LO3: Articulate the theoretical basis, research and evidence base for systemic practice in their current professional practice.

AFT LO4: Effectively use supervision and take a reflective and pro-active approach to personal learning.

AFT LO5: Have a basic understanding of at least one manualised evidence based approach and the principles of its application to practice.

Theory into Practice
AFT LO6: Convening systemic practice meetings with individuals, couples, families and other relationship groups including children.

AFT LO7: Working collaboratively to identify overall goals and the agreed focus for systemic interventions.

AFT LO8: Developing and maintaining the therapeutic alliance with more than one family member.

AFT LO9: Conducting a systemic assessment of presenting issues including identification of different perspectives, patterns of responses and meanings held in relation to the problem, the history of the presenting problem in relation to family relationships, family events, external contexts and wider social discourses.

AFT LO10: Helping clients to identify their own strengths and resources (including problem solving skills) and explore with clients how they may be of use and strengthen them.

AFT LO11: Developing a broad systemic hypothesis of the presenting problems in relationship to the individual/s or family and their context including their own observer perspective, and reviewing this throughout the work.

AFT LO12: Using visual presentations of relationships and contexts including family genograms, eco-maps and timelines in systemic practice.

AFT LO13: Gaining new perspectives through techniques including questioning, reflection, reframing, externalising and scaling.

AFT LO14: Tracking and working with behavioural processes and problematic communication patterns within the session.

AFT LO15: Understanding and managing ethical issues relating to systemic practice with individual/s or families including consideration of the impact of their own personal and professional issues on the work and issues of power and difference.

AFT LO16: Providing progress reviews using formal measures and in session review.

AFT LO17: Managing endings effectively including collaborative decision making about timing and reviewing of the work with the individual/s or family.

Teaching/Learning Methods and Strategies

Subject-specific skills will be taught in class using above methods. In addition, there are clinical practice hours requirements (usually in the candidate’s workplace).

Methods of Assessment

Year 1 Assessment methods
Assessment methods include written assignments, case studies, reflective practice learning portfolio

Year 2 – Assessment methods
Assessment methods include written assignments, case studies, oral presentation, reflective practice learning portfolio including evidence of 60 hours of systemic practice and letter of confirmation of the use of supervision from the Supervisor.

Year 3 – Assessment methods
Dissertation