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Module Descriptors

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Session: 2022/23

Last modified: 08/03/2022 13:49:47

Title of Module: Interventions and strategies

Code: NURS09201 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Helen  Walker

Summary of Module

This module provides information on ‘Interventions and Strategies’ for dealing with people with personality disorder. One of the key areas of focus is the importance of developing and maintaining therapeutic relationships and the attitudes and values necessary for success with this group. The importance of taking a whole systems approach is also stressed and the value of developing a therapeutic milieu is explored. Different therapeutic interventions with an evidence base are described and examined, this includes adoption of relational approaches and the potential impact on the environment. The concepts of including risk to self, others and vulnerability feature in relation to selection of interventions and management strategies. Cognitive Behavioural Therapy, Dialectical Behavioural Therapy and Mentalisation Based Therapy will be covered in more detail. It also offers an opportunity to develop skills pertinent to providing generic structured clinical care for individuals with personality disorders, such as, skills to assess, formulate problems, discuss the range of appropriate interventions with the service user, concluding with the development of a collaborative care plan. Students will be building on their existing skills, acquiring new knowledge and demonstrating graduate attributes i.e.improved emotional intelligence. This includes: being able to identify, define and analyse problems and identify or create processes to solve them; being open to new ideas, methods and ways of thinking; being prepared to ask crucial questions and use a rationale for being able to manage risk while initiating and managing change, and to use communication as a tool for collaborating and relating to others.  


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

 

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2

 

Term 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically evaluate a range of intervention/ strategies which would be appropriate to use with a group who present with personality disorder.

L2. Critically examine a range of methods available to improve relational/social functioning and understand the difference and unique opportunities the milieu presents to support people with personality disorder in their recovery.

L3. Analyse ways that personal strengths and limitations impact on the choices made by people with personality disorder.

L4. Apply professional judgement in selecting an appropriate therapeutic intervention for a particular clinical application.

L5. Demonstrate the application of a critically evaluated therapeutic intervention in a work based scenario.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

Demonstrate a broad and integrated knowledge of existing evidence based treatments and interventions for people with personality disorder.
Critical evaluation of the current and future issues that are emerging for the person with personality disorder in relation to care provision and meeting their needs.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Application of critical and analytical skills to a range of research papers, reports and policy documents related to people with personality disorder.

Generic Cognitive skills SCQF Level 9.

Demonstrate the ability to critical analyse and evaluate ideas, theories, issues and needs in relation to working with people with personality disorder.

Communication, ICT and Numeracy Skills SCQF Level 9.

The demonstration of a range of communication skills with people in complex situations.
Communicating with multi-agency teams using multi-agency approach.

Autonomy, Accountability and Working with others SCQF Level 9.

The demonstration of independence and responsibility working in partnership with others .
Reflection upon and discussion of their own and fellow students experiences in working with people with personality disorder.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The learning and teaching strategy has been designed to promote graduate attributes and stimulate reflective and analytical thinking. The programme will be delivered using a blended learning approach (distance learning and taught component). It is envisaged that the strong androgogical centred emphasis will ensure that the student will be at the centre of the teaching process in order to develop skills that facilitate lifelong learning.

Learning and teaching will be student centred, recognising the wealth of knowledge and experience students may already have at their disposal. Discussion and group working strategies will be encouraged in order to capitalise on this rich resource. Other learning methods will include lectures, seminars, presentations, case study and enquiry based approaches.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery32
Independent Study158
Personal Development Plan10
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Baker, V. et al (2013) Resettle: a significant new step in an emerging pathway that manages risk and addresses need in high-risk personality disordered offenders on their release into the community Psychology Crime and Law, 19 ( 5-6) 449-460.
http://www.tandfonline.com/doi/abs/10.1080/1068316X.2013.758976


Bowen, M. (2013) Borderline personality disorder: clinicians’ accounts of good practice Journal of Psychiatric and Mental Health Nursing , 20 (6) 491-498.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2850.2012.01943.x/abstract


Clarke, M., Fardouly, P., McMurran, M. (2013) A survey of how clinicians in forensic personality disorder services engage their service users in treatment. The Journal of Forensic Psychiatry and Psychology, 24 (6) 772-787.

Davidson, K.M.(2007) (2nd Edition) Cognitive therapy for personality disorders: a guide for clinicians. Routledge, Hove.

Davidson, K., Tyrer, P., Tata, P., Cooke, D., Gumley, A., Ford, I., Walker, A., Bezlyak, V., Seivewright, H., Robertson, H. and Crawford, M. J. (2009). Cognitive behaviour therapy for violent men with antisocial personality disorder in the community: an exploratory randomised controlled trial. Psychological Medicine, 39, 569-577.

Howard, Rick et al (2013) Re-offending in forensic patients released from secure care: The role of antisocial/borderline personality disorder co-morbidity, substance dependence and severe childhood conduct disorder Criminal Behaviour and Mental Health Volume 23 (3) 191-202.
http://onlinelibrary.wiley.com/doi/10.1002/cbm.1852/abstract


Mann, Ruth E. et al (2013) Why do sexual offenders refuse treatment? Journal of Sexual Aggression, 19 (2) 191-206.
http://www.tandfonline.com/doi/abs/10.1080/13552600.2012.703701


National Collaborating Centre for Mental Health (2009). Borderline Personality Disorder: The NICE Guideline on Treatment and Management. British Psychological Society and Royal College of Psychiatrists.

NHS Education for Scotland and The Scottish Government (2011). The Matrix – 2011. Mental Health in Scotland. A Guide to delivering evidence-based Psychological Therapies in Scotland. NHS NES/Scottish Government: Edinburgh.

Ryle, A (1990). Cognitive Analytic Therapy: Active Participation in Change. Chichester: John Wiley and Sons.

Ryle, A (1997). Cognitive Analytic Therapy and Borderline Personality Disorder: The Model and the Method. Chichester: John Wiley and Sons.

Ryle, A (1995). Cognitive Analytic Therapy: Developments in Theory and Practice. Chichester: John Wiley and Sons.

Wilson, Nick J.; Tamatea, Armon (2013) Challenging the “urban myth” of psychopathy untreatability: the High-Risk Personality Programme Psychology Crime and Law, 19 (5-6) 493-510.
http://www.tandfonline.com/doi/abs/10.1080/1068316X.2013.758994


(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Engagement in module material on the VLE platform and asynchronous activity in on-campus sessions cannot be attended.

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Supplemental Information

Programme BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L9-11
ModeratorMark Gillespie
External ExaminerN Hallett
Accreditation Details
Version Number

1.06

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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment will consist of a presentation worth 50% of the final mark.
Class Test (written) = Care plan worth 50% of the final mark.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck mark  500

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (written)check markcheck markcheck markcheck markcheck mark500
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
This module – Interventions and Strategies - is underpinned by person centred, relationship focussed and rights and values based approaches, that should inform all aspects of admission and recruitment, learning and teaching and support of students and staff through their journey here at UWS. The teaching team is committed to exploring approaches to actively encourage the involvement of the person with personality disorder as a contributor.

UWS is committed to adhering to current legislation; The Equality Act (2010) and acknowledge that while the university complies with all relevant legislation, there is a need to move beyond simple compliance to ensure that the principles, strategies and priorities set out in this scheme are upheld and achieved. Within this programme, quality of care, inclusiveness and employability are achieved by provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to all prospective students.

This culture is designed to enable the :
• Promotion of confidence and knowledge of their rights as a student and employee
• Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.

The above aims, supported by the staff’s belief in fairness and equal opportunities; guide content, teaching and learning, assessment and evaluation, regardless of Disability, Gender and Race, the requirements of age, religion and belief and sexual orientation acts and the Equality Act Scotland (2010)

This programme is commensurate with UWS Equality Diversity and Human Rights (UWS 2013) and UWS Equality Impact Assessment, Policy and Procedure (2013).

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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