Qualification: MQF/EQF Level 7 – Higher Education Programme

License number: 2011-TC-014

Starting October 2026 (Post Graduate Diploma)

Starting October 2027 (Masters) 

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Welcome to the PG Certificate, PG Diploma & Masters in Systemic Family Psychotherapy

We would like to welcome you to the Institute of Institute of Family Therapy Malta. We hope that you will have a valuable and enjoyable time studying with us. The Institute of Family Therapy Malta was set up to provide state of the art training and therapy. All teaching staff are professionally trained and relevantly qualified clinical professionals. The Institute boasts membership with the Training Institutes Chamber of the European Family Therapy Association and membership with the International Family Therapy Association. It is also listed as a registered Higher Education Institution and its courses are all accredited by the Malta Further & Higher Education Authority. 

Program Overview 

The Post-Graduate Diploma and Masters in Systemic Family Psychotherapy are a four-year, part-time advanced training that provides specialised, evidence-based preparation in systemic psychotherapy. Open to professionals from fields such as mental health, education, social work, psychology, psychiatry, clergy, and related disciplines, it builds on existing knowledge and skills while developing a strong grounding in systemic theory and practice. The programme emphasises adaptability across cultural, socio-economic, and professional contexts, drawing on diverse theoretical paradigms to prepare students for work with individuals, couples, families, and organisations in both adult and child-focused settings. Students may exit after two years with a Postgraduate Diploma, but only the full Masters qualifies them to apply for a psychotherapy warrant with the Maltese Psychotherapy Profession Board (or the equivalent in other EU countries). Teaching methods include seminars, small group learning, clinical skills training, and personal and professional development, with close staff support throughout. As the course prepares trainees to work with vulnerable clients, IFT-Malta reserves the right to pause or discontinue training if continuation is deemed detrimental to the trainee, peers, or clients.

Mode of Attendance: Part Time

Time Commitment 

The Course is distributed over 4 years with monthly week-end blocks between September 2026 and July 2030. This week-end blocks system provides an effective time management option for participants to cover the necessary independent study hours and assignment preparation in between blocks. A minimum of 80% attendance of contact hours is required.

• Total Contact Hours: 400
• Practice Hours: 580
• Self Study Hours: 1750
• Assessment Hours: 270
• Total Hours of Learning: 2250
• Contact Hours Delivered Online: 0%

Timetable: Approximately one weekend teaching block per month

Duration:
2 academic years Post Graduate Diploma 2 academic years Masters in systemic Family Psychotherapy

Award: Post Graduate Diploma in Systemic Family Psychotherapy EQF/MQF Level: 7 (Malta) 60 ECTS

Award: Masters in in Systemic Family Psychotherapy EQF/MQF Level: 7 (Malta) 120 ECTS (inclusive of the 60 ECTS from PG Diploma)

Target Group: 19 years – 65+ years

This Masters qualification course is indicated for people with a first degree in human sciences, humanities, education, or social sciences who wish to specialize in Systemic  Family Psychotherapy. The PG Diploma exit point alone is also suitable for already qualified   and warranted individuals in other related professions who aspire to familiarise  themselves with and learn systemic competences to integrate into their current work setting.

Both the Masters and the PG Diploma are most relevant to various professional backgrounds including health care and allied health professionals in the fields of psychology, psychotherapy, counselling, psychiatry, social work, nursing, mediation, psychiatry, pastoral counselling, youth work, education and more. Applicants who are involved    in clinical practice, as well as people coming from the education, management and organisational sectors will also benefit from this program.

Location: IFT-Malta HM1 Gnejna Mansions Triq St. Antnin Żabbar 

Relationship to Occupation: 

The successful completion of the two levels of this course, the Post Graduate Diploma and the Masters, cumulatively qualify persons to practice as Systemic Family Psychotherapists with individuals, relationships, and organisations. The successful completion of the Masters in Systemic Family Psychotherapy entitles the holder to apply for the warrant with the Psychotherapy Profession Board to practice the profession of Psychotherapist with a specialised modality in Systemic Psychotherapy.

Entry Requirements 

Entry to PG Diploma training requires applicants to present:

• • A relevant professional training, or an equivalent 1st degree in a human sciences subject
  • A Curriculum Vitae
  • A recent reference letter
  • An original and recent copy of a clean Police Conduct Certificate
  • A good level of spoken and written English language proven during the interview
  • Level A2 Explorer of Digital Competence. 

Progression to Masters is not automatic and requires another interview and the following presentations. 

• • An opportunity to apply systemic ideas to a current work setting (Students may need to find other opportunities, perhaps on a placement basis. Assistance will be given to find alternative placements if needed.)
  • Post Graduate Diploma in Systemic Family Psychotherapy.
  • A Curriculum Vitae
  • A recent reference letter
  • An original and recent copy of a clean Police Conduct Certificate.

Overall Programme Description

The Masters in Systemic Family Psychotherapy is a four-year part-time training with an exit award after two years at Post Graduate Diploma level. As a specialist training it is intended to prepare candidates in the four main areas of practice: Conceptual/theoretical, the personhood of the therapist, research, and ethical clinical practice.

The Post Graduate Diploma training by itself is designed to help practitioners develop the conceptual and practical fundamentals to working therapeutically from a systemic perspective. Participants will be exposed to theoretical seminars and discussions, live clinical consultation sessions, research review and writing, and ethical reflective practice. The aims remain to introduce participants to the field of systemic theory, practice, and research and to introduce participants to the most basic systemic practice skills which they can apply to their own work setting. The assessment of learning is also intended to enhance learning through keeping records via logbook documenting one’s learning, writing of referenced essays, critiquing of research, presentation skills through case presentations.

The Masters in Systemic Family Psychotherapy is further intended to enable professionals from the humanities, social sciences and related disciplines to specialise in Systemic Family Psychotherapy practice. It continues building the necessary competences for the practice of systemic psychotherapy. The program is developed to meet the demands of working within European care and mental health contexts with a range of client groups in both child and adult focused settings. The final two years of training, i.e., the Masters is a qualifying level training which prepares individuals to practice Systemic Family Psychotherapy and meets the requirements for warranting with the local Psychotherapy Profession Board.

The Course is approved and recognised by the Institute’s membership with the European Family Therapy Association, membership with the International Family Therapy Association and by the Malta Psychotherapy Profession Board.

Aims of the Post Graduate Diploma in Systemic Family Psychotherapy

1. 1. Provide an introduction to the underlying theory and principles of systemic practice with families, couples and other systems
   2. Provide an overview and framework of different approaches and models of systemic family therapy
   3. Enable students to develop basic practice skills and apply these in their practice, including convening, engaging and working with families, couples and other systems
   4. To facilitate critical reading of practice and research texts
   5. Provide an opportunity for students to become familiar with research into systemic practice
   6. Enable and support the development of students’ self-reflective practice
   7. Provide students with knowledge of essential theories underpinning systemic family practice and their application to specific areas of work
   8. Develop critical reading and knowledge of the theoretical and research literature relating to systemic family practice
   9. Develop understanding of the links between systemic theory and practice and other therapeutic approaches
   10. Develop the ability to integrate the core principles of systemic family practice into systemic practice in the context of a therapeutic relationship with at least one client group; formulate a therapeutic plan; carry out systemic interventions and manage therapeutic endings
   11. Develop ability to work systemically taking into account evidence based systemic practice models
   12. Develop a self-reflexive and ethical approach to systemic work
   13. Develop sound foundations of systemic knowledge and practice for those students wishing to undertake Qualifying Level and further training.

Aims of the Masters in Systemic Family Psychotherapy

1. 1. Provide a professional training at postgraduate level in Family and Systemic Psychotherapy leading to the profession of Psychotherapist as indicated by the Psychotherapy Profession Act and to the acquisition of a Warrant as issued by the Psychotherapy Profession Board.
   2. Assure that graduates are fit for professional and ethical practice as Systemic Psychotherapists in the local and European contexts in various public or private services’ contexts and in accordance with the Code of Ethics and Practice as issued by the Malta Psychotherapy Profession Board.

Knowledge

Post Graduate Diploma in Systemic Family Psychotherapy

1. 1. Define, label and list classified mental health problems.
   2. Draw on professional and ethical guidelines as indicated.
   3. Describe rationale for the Systemic Paradigm
   4. Distinguish between systemic theories of psychological problems, resilience and change
   5. Refer to systemic approaches that enable therapeutic change

Masters in Systemic Family Psychotherapy

1. 1. Define and integrate Social Constructionist paradigm into Systemic Conceptualisations of life and problems, their formation, maintanace and resolution.
   2. Define and distinguish between Post Modernist adeas and approaches and integrate them into one’s conceptualisation of problems, their formation, maintanace and resolution.
   3. Describe one’s personal and professional development
   4. Write and present a systemic research dissertation
   5. Conceptualise ethical and good practices
   6. Establish effective interdisciplinary collaborative practice

Skills

Post Graduate Diploma in Systemic Family Psychotherapy

1. 1. Apply systemic psychotherapy in one’s practice
   2. Initiate contact and undertake a systemic assessment
   3. Develop curiosity and maintain systemic and reflexive engagement
   4. Develop systemic formulations and help the client(s) identify appropriate goals
   5. Establish the context for a systemic intervention
   6. Maintain and develop a systemic approach

Masters in Systemic Family Psychotherapy

1. 1. Use systemic hypotheses
   2. Use circular interviewing
   3. Use of systemic techniques to promote 2nd order change
   4. Map human problems systemically
   5. Use action-based techniques to promote change
   6. Work within a systemic, live supervision team
   7. Implement treatment models in a flexible but coherent manner
   8. Adapt interventions in response to client feedback
   9. Make use of the interpersonal perspective
   10. Hold a non-pathologising view of the system
   11. Maintain a systemic relational approach
   12. Benefit from Supervision
   13. Apply theory to practice and clinical intervention
   14. Capitalise on self reflexivity
   15. Manages the self of the therapist effectively.
   16. Prepares a research dissertation from conception to presentation

General Pedagogical methods used for this programme

• Theoretical Seminars
• Presentations
• Discussions 
• Case study analysis 
• Role plays 
• Video Review 
• Live Supervision 
• Experiential Exercises     
• Research Supervision

Delivery of Programme in: English/Maltese

Assessment: 

Assessment includes one or a combination of the following to ensure that students will not be exposed only to one modality of assessment ensuring fairness and versatility in communication means and learning styles. The student’s knowledge will be assessed via different tasks. At course onset students will be made aware of the assessment modalities and the relevant criteria for every unit within each module. This is outlined in the sections relevant to each module.

Module 1: Multiple Choice Test 100%

Module 2: Written Reflective Assignment 2500 words 100%

Module 3: Critical reflexive analysis of a Role Play 3000 words 100%

Module 4: Developing a 2500 word evaluative critique of a Research Paper chosen from a proposed selection offered by the tutor 100%

Module 5: Multiple Choice Test 100%

Module 6: Written Assignment 1500 words 50% Creative preparation and Presentation of PPD Journey 50%

Module 7: Video presentation with critical analysis 50% and a retrospective 1500 Reflexive Analysis of the presentation process and content 50%

Module 8: Written 2500 word Research Proposal 100%

Module 9: 1000 Written Critical Review 50% and Lecture/Present ation of Selected Topic in Special Clinical Populations 50%

Module 10: Written PPD Portfolio 2500 words 100%

Module 11: Written 3000 word reflexive evaluative analysis journal of Clinical Development 100%

Module 12: Lecture/Present ation to colleagues and tutors 100%

Module 13: Video presentation with Critical and Reflexive analysis of Therapy Session with real clients in front of examining panel 100%

Module 14: 15,000 word Research Dissertation 100%

Dissertation

A dissertation is presented for the completion of a Masters level of training. This involves a detailed research on a specific topic around Systemic Practice. The process of developing the dissertation is intended to equip learners with a variety of competences added to the increased knowledge around the selected topic and research methods. Doing research remains one of the most important areas in the social field. Parental Alienation itself is a new-born science and requires a lot of research to elevate its scientific and paradigmatic status.

Grading Rubric

All projects presented, especially case studies and video presentations, shall follow established ethical procedures to protect the anonymity of clients/volunteers etc. Ethical guidelines to follow are found in the students’ handbook.

GRADING SCALE & PROJECTS MARKING SCHEME 

There is an 80% attendance requirement on this course.

All Assignments and projects are marked using assignment specific marking criteria. Marking Criteria sheets are provided to students before each assignment or upon request. All written assignments will carry a +/-10% word count on the number of words indicated on each assignment or report

• A+ 95% – 100% Work of exceptional quality
• A 80% – 94% Work of excellent quality
• B+ 75% – 79% Work of very good quality
• B 70% – 74% Work of good Quality
• C+ 65% – 69% Work of average quality
• C 55% – 64% Work of fair quality
• D+ 50% – 54% Work of rather low quality
• D 45% – 49% Marginal Pass
• D 45% Maximum grade for resit
• F 0% – 44% Unsatisfactory work/Fail

Course Management

Post Graduate Diploma in Systemic Psychotherapy: Yanica Richards Chircop 

Masters in Systemic Psychotherapy: Karen Bishop

International & Visiting Tutors 

Dr. Charlie Azzopardi, Karen Bishop, Yanica Chirchop Richards, Karl Wright, Maria Jones, Eric Cachia, Charlene Borg, Angelle Vella, Audrey Attard,  Francesca Mangion, Svetlana Gatt, Maria Mifsud.

Programme Breakdown

Post Graduate Diploma in Systemic Family Psychotherapy

MQF Level 7

60 ECTS

Module 1 Introduction to Systemic Family Therapy: History & Development

Module 2 Personal & Professional Development 1 

Module 3 Basic Clinical Skills & Systemic Competences 

Module 4 Research Practices & Research Methods 

Module 5 Contemporary Models of Systemic Family Therapy 

Module 6 Personal & Professional Development 2 

Module 7 Advanced Clinical Skills & Competences 

Module 8 Qualitative & Quantitative Research Practices

Masters in Systemic Family Psychotherapy 

MQF Level 7

120 ECTS

Module 9 Special Topics and Themes in Family Therapy & Systemic Practices

Module 10 Personal and Professional Development 3

Module 11 Core Practicum 1

Module 12 Systemic & Cultural Perspectives on Mental health and Mental Illness.

Module 13 Core Practicum 2

Module 14 Dissertation

Programme Structure

Year 1 – 30 ECTS

Module 1 Introduction to Systemic Family Therapy: History & Development

Module 2 Personal & Professional Development 1 

Module 3 Basic Clinical Skills & Systemic Competences 

Module 4 Research Practices & Research Methods

Competences acquired during year 1:

1. 1. Knowledge of Systemic Family Therapy origins and historical development.
   2. Knowledge of fundamental theory informing systemic Family psychotherapy
   3. Acquire the core and fundamental skills of Systemic Family Psychotherapy.Able to apply basic techniques of Systemic Family Therapy in one’s place of work ethically.
   4. Develop the ability to reflect on one’s practice.
   5. Aware of fundamental research practices in systemic family psychotherapy.
   6. Able to critically evaluate a research paper.

Year 2 – 30 ECTS

Module 5 Contemporary Models of Systemic Family Therapy

Module 6 Personal & Professional Development 2 

Module 7 Advanced Clinical Skills & Competences 

Module 8 Qualitative Research Practices

Competences acquired during year 2 and by Exit Point PG Diploma

1. 1. Advanced knowledge of contemporary models of systemic family psychotherapy
   2. Able to apply a range of learned models and the knowledge therein at one’s working context with clients and colleagues at both clinical and organizational level and under supervision.
   3. Knowledge of the components of self-reflexivity.
   4. Ability to apply a limited range of models, tools and processes.
   5. Able to identify the Systemic theory of change
   6. Make use of reflective supervision.
   7. Able to develop a research proposal and implement learning

Masters in Systemic Family Psychotherapy MQF Level 7

120 ECTS

Year 3

Module 9 Special Topics and Themes in Family Therapy & Systemic Practices

Module 10 Personal and Professional Development 3

Module 11 Core Practicum 1

Module 12 Systemic & Cultural Perspectives on Mental health and Mental Illness.

Year 4

Module 13 Core Practicum 2

Module 14 Dissertation

Further competences acquired during year 3 and year 4 Masters level

1. 1. Advanced knowledge on a wide range of systemic models and conceptual frameworks.
   2. Able to apply clinically a wide range of systemic models and theories of change with different clinical populations.
   3. Capable of working clinically with different client populations within different contexts and organizations.
   4. Capable to manage complex and challenging relationships, working with ambiguity, paradoxicality, complexity and change.
   5. Demonstrate ethical and professional qualities in the practice of systemic family psychotherapy
   6. Able to draw on a range of systemic models and conceptual frameworks and connect with new ideas into developing one’s own approach.
   7. Skilful in working fluidly in the moment, with varied and often complex client issues in demanding contexts.
   8. Use reflective practice with retrospective and supervision and live supervision to identify the salient points in their client interactions.
   9. Able to design a research project (Dissertation) from concept to methodology to implementation taking into consideration cultural, power, and gendered issues.
   10. Able to identify and differentiate, describe and address appropriately signs and symptoms of psychological and behavioural problems in a range of psychological disorder

Course Fees 

PG Diploma in Systemic Psychotherapy €9000, (€4500 per year. Prices may be revised) Masters in Systemic Psychotherapy €16,800 (€8400 per year. Prices may be revised). 

A payment plan shall be discussed with the administrator before the course. See Student Agreement and Payment Policy.

Application process 

1. 1. Applicants are invited to register their interest for the program with the administrator. 
   2. Students will receive a copy of the application form. 
   3. Application Forms must be completed, signed and returned to us accompanied by the following: 

• • CV
  • Police Certificate of good conduct
    o Copies of relevant certificates
  • 2 Recent reference letters signed with contact details of referee
  • €50 Non-Refundable Processing Fee

4. 4. Applications are processed and an interview is organised 
   5. All applicants are interviewed to ensure students meet academic and professional prerequisites as listed on the Institute’s website and above.
   6. An acceptance letter will be sent to eligible participants 
   7. Upon acceptance payment instructions will be provided 
   8. The balance of fees is payable in full before the course commences (or direct debit payment plan set up). 
   9. Fees are non-refundable in all personal circumstances. 
   10. All courses run subject to demand and the formation of a viable class cohort. 
   11. A full refund will be given to all applicants if a course does not start. 
   12. Please note that the name used on your application needs to be the same name that you have on your passport. 

PROGRESSION FROM POST GRADUATED CERTIFICATE LEVEL TO MASTERS LEVEL & EXIT POINTS

 

Students who by the end of Year 1 meet the requirements stipulated, that is 80% of course time attendance, and pass all the four respective assessments can proceed to the next year of studies. The Post Graduate Diploma level of training can be achieved as the student completes the two years and successfully submits and passes all the required assignments and attendance.

 

Those students who after successfully finishing their second year of training opt to continue with their studies and progress to the Masters level, will not do so automatically. Their progression to the Masters Course will also depend on their overall progress, committment to their training and clinical ability achieved during the 2 years of the Post Graduate Diploma. Interviews will be held to assess students’ aptitude, availabilty and committment to the course and to their learning. Students who wish to pursue training at a Masters level must  have a clinical placement of at least 3 hrs per week where they will be working with families outside of IFT-Malta. This will complement the weekly supervised clinical practice carried out throughout the 3rd and 4th year of the Masters course.  Thus for students to progress to  the Masters level, they would need to have successfully completed their studies in the Post Graduate Diploma, have a clinical base or placement and have satisfied the assessment of the IFT-Malta interview board. 

 

Only the Masters Award entitles the holder for receiving a warrant as Psychotherapist with the Psychotherapy Profession Board. 

Modules Details

Module 1: Introduction to Systemic Family Therapy: History & Development 10 ECTS EQF/MQF Level 7

The module Introduction to Systemic Family Therapy: History & Development involves several taught units, covering an evolving timeline of the wide range of theoretical frameworks, models and techniques within the systemic paradigm. Each theoretical seminar will consist of a theoretical component that will be applied experientially through exercises to issues that individuals, couples, families, organizations and communities often present in therapy. This module is covered during year one and lays the theoretical foundation for contemporary models in applied systemic family therapy.

Learning Outcomes Competences: 

1. 1. Critically evaluate the developmental implications of the different theories informing Systemic Family Psychotherapy.
   2. Understand the fundamentals of change through the lens of systemic thinking
   3. Critically appraise the different models informing the systemic framework and the relationship between them.

Learning Outcomes Knowledge:

1. 1. Aware of the contribution of the different models and key figures informing systemic family therapy and their position in the chronological development of Systemic Family Therapy
   2. Knowledge of the basic concepts and theories of change of Systemic Family Theory and Therapy
   3. Knowledge of the main therapeutic techniques developed within each Systemic Family Therapy school.
   4. Knowledge of the fundamental systemic principles informing Systemic Family Therapy.
   5. Identify a developmental timeline of the profession and the main theories and figures within it.

Learning Outcomes Skills: 

1. Critically appraise the main conceptual frameworks informing Systemic Family Therapy as applied to practice.
2. Apply the different techniques at one’s place of work and critically evaluate their efficacy.
3. Apply learning in different contexts including in one’s personal and professional relationships and spaces.
4. Critically discusses the different theories of change within the systemic paradigm and reflect on different therapeutic processes of change.
5. Ability to connect theory to elementary clinical practice concepts
6. Ability to situate systemic theory in the broader field of existing psychotherapies and human change
7. Understand the limitations of Systemic Theory
8. Distinguish systemic theory from linear and diagnostic models of conceptualizing casework.
9. Explain clearly and in writing the development of Systemic Family Therapy.
10. Discuss ideas about the development of Systemic Family Psychotherapy and its current location among the other professions.
11. Explain the distinctive features and qualities of systemic theory as different from linear and diagnostic models of conceptualizing casework. 

Total Contact Hours: 50

Supervised Placement Hours: 0

Self Study Hours: 180

Assessment Hours: 20

Total Learning Hours: 250

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods: 

1. Lectures
2. Video Presentation 
3. Discussion
4. Small Group Exercises
5. Role Plays
6. Case Study

Assessment: 

A 100 question multiple choice test is prepared covering a wide range of theory covered during this module. The test encourages students to cover a wider range of theories during their reading.

Multiple choice exam 100%

Module 2: Personal & Professional Development 1 5 ECTS EQF/MQF Level 7

This first module in PPD is intended to encourage trainees to set the tone for an eventual therapist position. It supports students to develop their reflexive and self reflexive capacities, a necessary and foundational competence for the eventual practice of systemic Family Psychotherapy. This module is an experiential one and is conducted in thematised groups evolving in complexity and intensity as the student matures into the role of the therapist. It enables trainees to increase their understanding of the circular nature of the relationship between their personal and professional selves.

Learning Outcomes Competences:

1. 1. Take responsibility for personal growth
   2. Be able to evaluate reflectively one’s self-development processes
   3. Demonstrate acquired intrapersonal, interpersonal and transferable skills
   4. Develop awareness on the personal and professional dialogical relationship

Learning Outcomes Knowledge:

1. 1. Understand how the self is implicated in Systemic Family Psychotherapy
   2. Develop a greater understanding of the dialogical self within different contexts
   3. Understand how one’s developmental timeline is implicated in one’sacademic and clinical journey

Learning Outcomes Skills:

1. 1. Apply learning to personal and professional contexts.
   2. Identify and develop personal and relational growing edges.
   3. Process resonances created in the group
   4. Develop Critical Reflexivity Skills
   5. Develop Critical Self Reflexivity skills
   6. Initiate the development of one’s theory of change
   7. Communicate verbally and in writing the complexity of one’s systemic development.
   8. Generate logs for later review.
   9. Articulate the relation between the self and the professional in the context of theory.

Total Contact Hours: 25

Supervised Placement Hours: 0

Self Study Hours: 90

Assessment Hours: 10

Total Learning Hours: 125

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods: 

Group-based activities applying experiential, large and small group activities and exercises.

Handouts, and other additional material. 

Practical exercises.

Reflectivity Exercises

Self-reflexivity exercises

Discussions

Self disclosure/Group Work

Assessment: 

Students will be expected to submit a written Reflexive Assignment of 2500 words (+/- 10%) presenting important critical reflections on and self-evaluation of the experience and the learning made from the module.

Reflexive Assignment Presentation 100%

Module 3 – Basic Clinical Skills & Systemic Competences 10 ECTS EQF/MQF Level 7

This module is based on competence descriptors as highlighted in the research advances developed by Stephen Pilling, Anthony D. Roth and Peter Stratton. https://www.ucl.ac.uk/pals/sites/pals/files/migrated-files/Systemic_basic_systemic_competences.pdf At this very first level this module provides trainees the opportunity  to learn the rationale of intervention, case conceptualisation and to discuss clinical work from their place of work and develop their clinical skills and competences within a self-reflexive team atmosphere. (Trainees will be expected to work in environments within which they can practice the learning made on the course. Should this not be possible, an alternative placement should be sought. During this placement trainees are expected to pursue 200 hours of clinical practice at work over 4 years (50 per year) as part fulfilment of the 600 hours of clinical practice required for warranting by the Psychotherapy Profession Board. This work is supervised retrospectively and proof of it has to be provided by a signed document from work at the end of the course

Learning Outcomes

Competences

1. 1. Understand and formulate a systemic assessment.
   2. Develop the acumen for systemic conceptualization of case work
   3. Organise human problems from different schools within the systemic paradigm
   4. Embed interventions in relevant theory
   5. Ability to combine the assessment process with the engagement of relevant members of the wider system including, where appropriate referring agencies and support services, valuing the unique perspective of each.
   6. Ability to engage all members in the system, empathically and respectfully by giving each member opportunity to communicate and ensure understanding of their purpose of attending related to the perceived problem area(s) and the beliefs concerning them.
   7. Ability to present the rationale for a systemic approach to the client(s), and the wider system.
   8. Ability to develop a collaborative systemic formulation taking into account the current and historical pattern of relationships, the role or function of the presenting difficulty within the system, the solutions that have already been tried/considered as well as the current and potential strengths of the system and the ways in which these promote or limit change.
   9. Ability to utilise the formulation to develop the rationale for a systemic intervention.
   10. Ability to ensure that the differing views, developmental needs, resources and abilities of all individual members of the system are considered and ensure that all appropriate individuals are actively involved in the intervention.
   11. Ability to manage systemic endings taking into account individual members continuing role in maintaining change upon discharge and the role of engaging the resources of significant members of the wider network.

Learning Outcomes Knowledge

1. 1. Reflexive awareness on the needed shift from linear to systemic thinking.
   2. Knowledge on the relationship between Constructivist/Social Constructionist theory and systemic theory and therapy.
   3. Knowledge on the theory behind different systemic interventions.
   4. Various problem-solving techniques emerging from the different schools within the systemic paradigm.
   5. Systemic and cybernetic theory of change.

Learning Outcomes Skills

1. 1. Knowledge on the theory behind different systemic interventions.
   2. Various problem-solving techniques emerging from the different schools within the systemic paradigm.
   3. Systemic and cybernetic theory of change.
   4. Critically think of a given problematic situation.
   5. Break free from common sense, stereotyped thinking to unblock themselves and clients and find a solutions.
   6. Evaluate problems critically from different perspectives within the systemic paradigm.
   7. Keep an ecological approach
   8. Convert problems into a relational (systemic) hypothesis.
   9. Communicate effectively one’s rationale for case formulation
   10. Engage peers and staff on the course on a conversation about the rational for chosen intervention.

Total Contact Hours: 50

Supervised Placement Hours: 0

Self Study Hours: 180

Assessment Hours: 20

Total Learning Hours: 250

Contact Hours Delivered Fully Face to Face: 100%

Teaching Method

Lectures

Video Presentation 

Discussion

Case Work

Role Plays

Video Review

Assessment

Reflexive Analysis of Role Play: Students are expected to prepare a 3000 word reflexive analysis based on a 10 minute transcript of a Role Play they prepare, record and review, of a session they practice showcasing the learning of skills they have learned during the year. This reflexive analysis shall point out the learning points as well as further learning edges. This type of assessment encourages students to learn to critically evaluate their progress in line with the basic competencies in systemic therapy as outlined in research by Pillig, Roth and Stratton, and learn self-reflexivity.

0% – 100% 

Passmark 45%

Module 4 – Research Practices and Research Methods 5 ECTS EQF/MQF Level 7

This module will provide students with a comprehensive grounding in a variety of research methods in the social sciences, including both qualitative and quantitative techniques. It is intended to enable students to use a range of perspectives to critically review research studies in terms of theorising, methods and findings, and to develop skilled research methods to address complex problems, both systematically and creatively. This module provides students with opportunities to examine the purpose of research and initiate the development of their investigative and inquiry skills. During this first module on Research Practices students explore both quantitative and qualitative research paradigms and practices to develop the necessary skills in undertaking research from planning to developing, interviewing and transcribing, and analysing their data to eventually presenting their research findings. This module initiates students in the language of research practice, ethical principles and research processes.

Learning Outcomes Competences

1. 1. Distinguish between Qualitative and Quantitative research Paradigms and epistemologies
   2. Identify sound research
   3. Communicate research ideas effectively
   4. Develop and manage different types of data
   5. Initiate the design of a research proposal
   6. Progress through an understanding of the research process
   7. Critically evaluate a research paper

Learning Outcomes Knowledge

1. 1. Critically appraise and distinguish between the epistemological foundations of quantitative and qualitative research;
   2. Critically appraise service evaluations;
   3. Familiarity with the relevant Code of ethics as espouse by the European Family Therapy Association.
   4. Identify the parts of a research process and connects them together
   5. Define and distinguish between different methodological position
   6. Describe critically the research method that fits their research interest for the assignment.

Learning Outcomes Skills

1. 1. Communicate effectively one’s understanding of the research process;
   2. Able to distinguish between, discuss and write about different methodologies;
   3. Conduct a research paper evaluation and critically evaluate it;
   4. Consider issues related to ethical research practice.
   5. Ability to take initiative, even during the course, to study, read, research independently in topics family therapy and systemic practice.
   6. Communicate one’s critical knowledge to colleagues
   7. Critically negotiate different researcher positions

Total Contact Hours: 25

Supervised Placement Hours: 0

Self Study Hours: 90

Assessment Hours: 10

Total Learning Hours: 125

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Lectures & Theoretical Presentations

Handouts

Discussion

Research Workshop

Assessment

One written evaluative analysis and critique of 2500 words (+/- 10%) of a research paper chosen from a proposed selection offered by the tutor. This evaluative analysis shall offer a critique of the research process including its overall design, recruitment of participants, data collection and analysis as well as interpretation. Attention to ethical practice in research is also expected.

Total Assessment 100% 

Passmark 45%

Module 5 – Contemporary Models in Systemic Family Therapy 10 ECTS EQF/MQF Level 7

This module, Contemporary Models in Systemic Family Therapy develops on Module 1 and introduces the recent developments relevant to social constructionism and post modernism. Mapping various contemporary influential approaches in Systemic Family Therapy this module will highlight the unifying feature of systemic therapy that reflects the importance placed on understanding psychological difficulties in the context of social relationships and systems. Other major agreement on the constitution of systemic family therapy include 1: the significance of drawing distinctions and marking ‘difference’ as an aspect of creating change. And 2: is the practice feature of working in teams, where one therapist conducts the interview, while a small number of others comment on their observations.

Learning Outcomes Competences

1. 1. Locate important historical influences on the developmental time-line of contemporary Systemic Family Therapy.
   2. Critically evaluate contemporary and emerging debates currently influencing systemic family therapy theory and practice.
   3. Critically appraise the different models presented and their contribution to systemic thinking.
   4. Grasp advanced concepts of systemic theory and practice

Learning Outcomes Knowledge

1. 1. Comprehesnsive knowledge of the main models informing contemporary systemic family therapy.
   2. Specialised Knowledge on the contemporary and emerging theoretical theories ideas and debates in systemic family therapy
   3. Know important contemporary developments and debates in current family therapy and systemic practice.

Learning Outcomes Skills

1. 1. Critically appraise different concepts in systemic family therapy theory
   2. Understand the linguistic implications of the theories of change
   3. Reflect critically about change from different current perspectives
   4. Evaluate critically the different theories of change
   5. Write effectively about contemporary theories of change in systemic family psychotherapy
   6. Address problems using specific language pertaining to different contemporary theories of change

Total Contact Hours: 50

Supervised Placement Hours: 0

Self Study Hours: 180

Assessment Hours: 20

Total Learning Hours: 250

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Lectures/Theoretical Seminars

Video Presentation 

Discussion

Case Work

Assessment

A 100 Item multiple choice test is prepared covering a wide range of theory covered during this module. The test encourages students to cover a wider range of theories during their reading.

Multiple choice exam 100%

Passmark 45%

Module 6 – Personal & Professional Development 2 5 ECTS EQF/MQF Level 7 

This second module in PPD is intended to continue the trainee’s journey towards systemic awareness of the self in relation to one’s professional self. It supports students to develop their reflexive and self-reflexive capacity, a necessary and foundational competence for the eventual practice of systemic Family Psychotherapy. This module is an experiential one and is conducted in thematised groups evolving in complexity and intensity as the student matures into the role of the therapist. It enables trainees to increase their understanding of the circular nature of the relationship between their personal and professional selves.

Learning Outcomes Competences

1. 1. Foster reflexive practice between the personal and professional issues;
   2. Develop a wider, more complex perspective of family variations and situations within the context of their culture, religion, gender and class issues;
   3. Explore personal narratives and constructs as they change through learning of new theories and practices.
   4. Assimilate growing edges in personal and professional development, and learn to appreciate how this will impact their therapeutic relationships with families they work with.
   5. Consider personal attributes in relation to professional self of the therapist.
   6. Lifelong Learning: Cultivating a mindset of continuous learning and professional development to stay current and adapt to evolving contexts
   7. Developing cultural sensitivity around Social GRAAACCCEEESS and intersectionality.

Learning Outcomes Knowledge

1. 1. Assimilate theoretical models presented during the course
   2. Cognizant about different theories around client-therapist relationship
   3. Aware of the implications involved in resonance
   4. Knowledge about one’s positioning in the field of family therapy theory
   5. Identify specific ethical dilemmas experienced

Learning Outcomes Skills

1. 1. Critically reflect on one’s own resonances
   2. The capacity to be self reflexive
   3. Awareness of the personal and professional boundaries
   4. Reflect on one’s performance
   5. Identify personal biases
   6. Be able to connect feelings, thinking and behaviour systemically and contextually
   7. Identify personal resonances interfering with client work
   8. Observe, note and manage issues of cultural diversity
   9. Critically reflect on the relationship between supervisor, therapist and client.
   10. Manage ethical considerations effectively in relation to professional boundaries

Total Contact Hours: 25

Supervised Placement Hours: 0

Self Study Hours: 90

Assessment Hours: 10

Total Learning Hours: 125

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Group-based activities applying experiential, large and small group activities and exercises. 

Handouts, and other additional material. 

Practical exercises.

Reflectivity Exercises

Self-reflexivity exercises

Discussions

Self disclosure/Group Work

Assessment

Assignment and Presentation

Students are to prepare a 1500 word assignment and a creative 10 minute presentation to present to the rest of the group their personal and professional journey throughout the year with plans and reflections on future developing edges, This type of assessment encourages students to critically evaluate their progress. Group presentations allow learning to be shared and therefore capitalised upon. Presentations are evaluated both on content and process, that is, both the presentation skills and the material used during the presentation,

Written Assignment 1500 words 50% Creative Presentation of PPD Journey 50% Total Assessment 100%

Passmark 45%

Module 7 – Advanced Clinical Skills & Systemic Competences 10 ECTS EQF/MQF Level 7

This module builds on module 3 Basic Clinical Skills and Competences and is based on competence descriptors as highlighted in the research advances developed by Stephen Pilling, Anthony D. Roth and Peter Stratton. At and advanced level this module provides trainees the opportunity to learn the rationale of advanced intervention, case conceptualisation. Students will be expected engage in discussion about clinical work from their place of work and develop their clinical skills and competences within a self-reflexive team atmosphere. (Trainees will be expected to work in environments within which they can practice the learning made on the course. Should this not be possible, an alternative placement should be sought. During this placement trainees are expected to pursue 200 hours of clinical practice at work over 4 years (50 per year) as part fulfilment of the 600 hours of clinical practice required for warranting by the Psychotherapy Profession Board. This work is supervised retrospectively and proof of it has to be provided by a signed document from work at the end of the course.

Learning Outcomes Competences

1. 1. Negotiate and integrate the rationale for the systemic approach
   2. Knowledge about Social Constructionism and Postmodernism developments in systemic work
   3. Ability to initiate systemic therapy
   4. Ability to initiate and develop a systemic therapeutic mind-set
   5. Formulate systemic hypothesis and systemic interventions
   6. Collaborate within a multi-disciplinary context

Learning Outcomes Knowledge

1. 1. Knowledgeable of systemic principles that inform the therapeutic approach
   2. Aware of systemic theories of psychological problems, resilience and change
   3. Cognizant of the systemic approaches and techniques that enable therapeutic change
   4. Insightful on the involvement of contemporary theories, Social Constructionism and Post Modernism   in Systemic Family Therapy and the respective theory of change
   5. Identify common mental health problems and notions of mental well-being

Learning Outcomes Skills

1. 1. Undertake a systemic assessment of complex problems Ability to maintain engagement with clients in a collaborative fashion
   2. Develop a systemic formulation of human problems Establish a context for systemic intervention
   3. The ability to use circular questions
   4. Implement Systemic techniques to promote change Able to map systems through tools like genogram Working towards the Implementation of systemic techniques  responsively according to client/s needs
   5. Critically and systemically think of a given problematic situation
   6. Break free from common sense, stereotyped thinking
   7. Communicate effectively one’s dialogical self
   8. Locate oneself within the therapeutic system  
   9. Communicate effectively one’s rationale for case formulation
   10. Engage peers and staff on the course on a conversation about the rational for chosen intervention.

Total Contact Hours: 50

Supervised Placement Hours: 0

Self Study Hours: 180

Assessment Hours: 20

Total Learning Hours: 250

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Lectures

Video Presentation 

Discussion

Case Work

Role Plays

Video Review

Assessment

Students are expected to prepare a 1500 word reflexive analysis of a 30 minute video presentation of their choice, depicting one’s learning through a role-play of a session or part- of to the rest of the group and their reflections on their learning and progress. This type of assessment encourages students to critically evaluate their progress along the competences required to perform Systemic Psychotherapy and learn self- reflexivity. Group presentations allow learning to be shared and therefore capitalised upon. Presentations are evaluated both on content and process, that is, both the presentation skills and the material used during the presentation. The assignment is submitted within two weeks following the presentation.

Reflective Critique 50%

Presentation 50%

Passmark 45%

Module 8 – Qualitative Systemic Research Practices 5 ECTS EQF/MQF Level 7

Qualitative Systemic Research Practices Module is dedicated to systems thinking and its applications to research that seeks an understanding of the complexities of modern society. This module examines methodologies addressing clinical practice, and the effects of social change on society today. Furthermore, the module contributes to a rethinking of science as well as to the reflective application of systemic practice and action research in all types of organizational and social settings. Traditional research methods that have remained effective will also be considered along with other forms of investigation and reasoning. Systemic Research develops a description of systemic inquiry which is coherent with collaborative-dialogical-social constructionist-systemic practice.

Learning Outcomes Competences

1. 1. Choose appropriate research methods and techniques from a pool of available methods proposed on the course.
   2. Think creatively about tailoring research methods to research needs
   3. Develop a research proposal
   4. Design a research project from research question to ethics approval request

Learning Outcomes Knowledge

1. 1. Knowledge about epistemological foundations of qualitative research
   2. Knowledge about a systemic perspective towards research and its findings
   3. Formulating a systemic research question
   4. Knowledge on ethical research practice

Learning Outcomes

Skills

1. 1. Formulate and refine a research question for a qualitative systemic study
   2. Design a research project appropriate to answer one’s question
   3. Consider and evaluate appropriate strategies for credibility and reliability of one’s eventual research findings
   4. Adopt an appropriate research method addressing one’s research question.
   5. Consult with relevant EFTA code of ethics guidelines
   6. Communicate one’s research ideas to peers and colleagues
   7. Discuss and receive feedback on one’s thinking during the research process

Total Contact Hours: 50

Supervised Placement Hours: 0

Self Study Hours: 180

Assessment Hours: 20

Total Learning Hours: 250

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Lectures

Discussion

Practical Exercises

Critical review and analysis of accomplished research projects

conversations about the research dilemmas

Assessment

This module is assessed through the design, development and preparation of a 2500 word Research Proposal that expresses the students’ particular research interest to be eventually pursued for the dissertation.

Written Research Proposal 100%

Passmark 45%

Module 9 – Special Populations and Themes in Family Therapy & Systemic Practice 5ECTS EQF/MQF Level 7

The study-unit will expose students to various specialised areas within the arena of systemic family therapy and Systemic Practice. The students will also be exposed to these various contexts during their core practicum that will help them identify and research specific knowledge and skills which are required when working with these different client groups and themes. The students will also be offered an opportunity to use such knowledge and skills in practice through case scenarios and discussions.

Learning Outcomes Competences

1. 1. Inform oneself about different emerging specializations in Systemic Family Psychotherapy.
   2. Developed ability to explore and research the specific knowledge and skills to work with particular populations and themes.
   3. Ability to reflect critically, share, and discuss theories, techniques and challenges in working with different client groups.
   4. Responsible for remaining in Supervision.
   5. Develop a Life-long learning attitude.

Learning Outcomes Knowledge

1. 1. Gain knowledge in different specialised areas in systemic family psychotherapy.
   2. Aware of the contribution of systemic family therapy to different themes and specializations.
   3. Develop sensitivity to different clients’ needs and different problem complexities.
   4. Reflect on the different challenges arising from different client groups.
   5. Gain knowledge on literature about family therapy within different specialised contexts.

Learning Outcomes Skills

1. 1. Access literature to develop knowledge about different clinical populations and themes.
   2. Develop empathy with different populations and themes
   3. Reflect on the application of systemic family therapy skills with different populations and themes.
   4. Create a database of research informed literature about specialized skills and competences needed with different and specific client groups.
   5. Demonstrate an understanding and clinical sensitivity to diverse populations, cultures and sub-cultures.
   6. Develop Ethical, mindful and culture sensitive sense of Practice
   7. Critically and theoretically evaluate specific interventions and their application to specific populations
   8. Ability to differentiate between applicable interventions with different population needs
   9. Critically and theoretically evaluate specific interventions and their application to specific populations
   10. Ability to differentiate between applicable interventions with different population needs

Total Contact Hours: 25

Supervised Placement Hours: 0

Self Study Hours: 90

Assessment Hours: 10

Total Learning Hours: 125

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Lectures/ Theoretical Seminars

Video Presentation 

Discussion

Case Work

Assessment

A lecture shall be prepared by the students in pairs themed according to the selected topic at the beginning of the year. Students will be expected to give a one-hour presentation on the topic followed by the generation of a relevant discussion. Both students will be contributing to the preparation and presentation of the lecture. And both will be marked separately based on content and process. Students are expected to offer their reflections about one’s own conceptual positioning in relation to the theme/client population presented and explain the rationale for their choice of ideas presented. Please refer to Form Mod 9 MSP/1 on the attached Assessment Documentation.

Along with the presentation students will also have to submit a critical review of 1000 words within which they are expected to think about the process of delivery, their relationship with their presentation partner and how they navigated the process of their presentation thinking about issues such as delivery, the ability to link ideas in the ensuing discussion and so forth. Please refer to Form Mod 9 MSP/2 on the attached Assessment Documentation.

Written Critical Review 50% Lecture/Presentation 50%

Passmark 45%

Module 10 – Personal & Professional Development 3 5 ECTS EQF/MQF Level 7

This third module in PPD runs alongside the clinical module Core Practicum 1, a 250 hour clinical attachment in the practice of Systemic Family Psychotherapy. It provides students with the opportunity to monitor their development as professional systemic family psychotherapists alongside their personal development. It develops individuals’ mastery in personal and interpersonal effectiveness and continues to focus especially on the relationship between the personal and the professional selves. The module facilitates reflexivity and self-reflexivity in relation to the different contexts existing in the students’ lives. The module therefore promotes the further development of personal and relational skills to enhance one’s professional performance and mindful practices. As a module therefore, it is intended to continue the trainee’s journey towards systemic awareness of the self in relation to one’s professional self and supports students to develop their reflexive and self-reflexive capacity, a necessary and foundational competence for the eventual practice of Systemic Family Psychotherapy.

Learning Outcomes Competences

1. 1. Develop a “tool kit” of personal and professional skills
   2. Enable effective professional functioning.
   3. Facilitate development of the capacity to integrate personal learning and self- understanding with skill acquisition and with academic knowledge
   4. Develop a working insight into the interplay between individual, group and organisational factors in the healthcare delivery system.
   5. Contribute to the group mutual support

Learning Outcomes Knowledge

1. 1. Reflexive awareness on the needed shift from linear to systemic thinking.
   2. Identify the role of the self of the therapist in psychotherapy
   3. Understanding of the relationship between personal care and professional performance
   4. Learn ideas around the dialogical self in therapy.
   5. Understand the concept of systemic awareness

Learning Outcomes Skills

1. 1. Dstinguish personal issues from professional issues
   2. Identify and manage resonances through reflexivity and self reflexivity
   3. Benefit from Supervision sessions
   4. Able to develop self care practices
   5. Able to manage effective work-life balance
   6. Consider dialogical ideas in relation to the self of the therapist notion
   7. Express oneself critically verbally and in writing about one’s developmental process.
   8. Describe and embed in literature one’s personal and professional development journey.

Total Contact Hours: 25

Supervised Placement Hours: 0

Self Study Hours: 90

Assessment Hours: 10

Total Learning Hours: 125

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Group-based activities applying experiential, large and small group activities and exercises. 

Handouts, and other additional material. 

Practical exercises.

Reflectivity Exercises

Self-reflexivity exercises

Discussions

Self disclosure/Group Work

Assessment

One written Personal and Professional Portfolio of 2500 words (+/- 10%) demonstrating one’s personal and professional journey and learning made during the module highlighting the changes made and edges pushed, as well as personal and professional challenges and the relationship between them embedded within the wider context of literature, family life, collegial relationships, etc. For details Please refer to Form Mod 10 MSP on the attached Assessment Documentation.

0% – 100% 

Passmark 45%

Module 11 – Core Practicum 1 10 ECTS EQF/MQF Level 7

The Core Practicum enables student therapists to build on the learning of Module 3 Basic Clinical Skills & Systemic Competences and Module 7 Advanced Clinical Skills & Competences. They will continue to acquire and operationalise further competencies in Systemic Family Psychotherapy practice. The Core Practicum experience provides a significant hands-on opportunity to cultivate the student’s personal and professional growth and development. During the practicum experience students are expected to implement and practice the theoretical learning they have made and continue making on the course and to practice Systemic Psychotherapy at IFT’s training clinic. This practice will be supervised live as per Milan Team Style as well as in appropriate group and individual fora during the course. The face-to-face part of this module provides students with a space to reflect on their clinical practice and receive individual and group supervision.

Participants will also be required to log a minimum of 100 hours of clinical practice sessions along the year in their place of work or during the relevant placement. Each session must be recorded on a clinical log that documents the number of hours, and reflections on any therapeutic themes or issues, practices used in the session, new learning and outcomes. From this, students will eventually be able to draw their final video presentation and reflective analysis.

Learning Outcomes Competences

1. 1. Translate different theoretical systemic theories into practice
   2. Develop one’s personal style of practice.
   3. Receive live supervision through reflexive practice.
   4. Develop systemic case conceptualizations
   5. Review, reflect on personal beliefs, attitudes and skills to improve one’s clinical practice.
   6. Manage complex and challenging relationships.
   7. Identify, implement and evaluate specific behavioral changes.
   8. Translate new learning into practice interventions with individuals, couples and families
   9. Draw on a range of diverse techniques and methods to facilitate achievement of outcomes.
   10. Establish an ethically based practice.
   11. Work mindfully with clients

Learning Outcomes Knowledge

1. 1. Knowledge of systemic principles and theories that inform the therapeutic approach
   2. Knowledge of systemic theories of psychological problems, resilience and change
   3. Knowledge of the systemic approaches that enable therapeutic changeAbility to identify the different phases of the process of Systemic Psychotherapy
   4. Cognizant about identifiers of contexts for systemic intervention

Learning Outcomes Skills

1. 1. Develop systemic hypothesis.
   2. Attend to and work flexibly and mindfully with the client’s emotions, moods, language, patterns, beliefs and physical expression.
   3. Use a range of systemic interventions and techniques to raise awareness, encourage exploration and deepen clients’ insight.
   4. Encourage clients to explore wider context and impact of desired outcomes.
   5. Able to initiate contact and undertake a systemic assessment
   6. Capapble to develop systemic formulations and help the client(s) identify appropriate goals
   7. Ability to contribute to the establishment the context for a systemic intervention
   8. Ability to work in a reflexive manner
   9. Ability to manage endings
   10. Identify the different phases of the process of Systemic Psychotherapy.
   11. Draw on knowledge that the individual needs to be viewed in a number of different contexts, and from different perspectives.
   12. Describe one’s interventions in response to the client’s at every moment of a therapeutic conversation.
   13. Prepare clients to explore their approach to change, promotes active experimentation and self-discovery.
   14. Construct knowledge that these different contexts are connected and interacting and constitute the “system”
   15. Grasp a social constructionist world view in relation to problem formation and problem solving.
   16. Identify different power relationships (e.g. an individual’s position in a system) and different cultural contexts (e.g. gender, religion, ability, age, culture, class and ethnicity) have an important influence of the development of meaning, relationships, feelings and behaviour

Total Contact Hours: 0

Supervised Placement Hours: 220

Self Study Hours: 20

Assessment Hours: 10

Total Learning Hours: 250

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

The students are distributed in groups of between 3 to 4 individuals for clinical practice groups. Each group will be supervised by a warranted clinical supervisor who will oversee the students’ clinical journey. This is a 220 hour process. There is some group work during the block through which this process is discussed and in which students can bring casework or personal professional dilemmas to discuss with the larger group. All group work engages learners in real case  management as well as discussion, role plays that replicate real life situations may be used along with any recorded audio and video material that students bring along for review. Further consolidation of learning will be achieved through a 55-hour supervised practice in their place of work or placement of their choice. All work is carried out in strict confidence and in line with the ethical recommendations recommended by the European Family Therapy Association, the local Psychotherapy Profession Board and the Mental Health Act.

Assessment

One written 3000 word reflexive evaluative analysis journaling one’s own clinical experience and journey and work highlighting learning points in the process of becoming a Systemic Family Psychotherapist, edges pushed, and provide a learning direction in one’s development. Students will draw from the collected clinical reflections logged during their clinical work and embedded within the wider context of literature, family life, collegial relationships, etc. 

Reflexive Critical Analysis 100%

Passmark 45%

Module 12 – Systemic & Cultural Perspectives on Mental Health & Mental Illness 5 ECTS EQF/MQF Level 7

Psychopathology is viewed as a social and cultural construct which shapes how people across different cultures experience clinical disorders and psychological distress, how psychopathology is detected and understood, and how it is treated. This module addresses medical, linear, causal thinking approaches that have been taken to mean a link between e.g. childhood or upbringing and psychopathology. The two main broad approaches in the field of cultural-clinical psychology: universality and relativism will be explored. The module will present an examination of the relationship between pathological models and current state of the mental health field and discusses challenges and opportunities facing the field. Biomedical conception of health and its practice are often transported as absolute truths. Notwithstanding great results, they have sometimes proven to be ineffective and even detrimental to the receiving group of people. Failure is the result of biomedicine’s position excluding culture’s influence on people’s attitudes, belief systems, conception of illness and disease, disease aetiology, and health-care seeking behaviour.

Learning Outcomes Competences

1. 1. Describe and identify the role of cultural variables in the aetiology of mental problems and disorder.
   2. Explain how cultural variables interact with biological, psychological and environmental variables to influence psychopathology.
   3. Identify the most common signs and symptoms of the most common conditions including anxiety, depression, personality disorder, eating disorder, somatoform, psychosis, ADHD and ADD, autism etc.
   4. Identify one’s position in the current debates surrounding mental health.
   5. Critically Evaluate the ‘normal’

Learning Outcomes Knowledge

1. 1. Working knowledge of the most common signs and symptoms of the most common conditions.
   2. Understanding of the different cultural theories describing mental health and mental illness.
   3. Critically assess how cultural change affects adaptation outcome
   4. Distinguish between normative and non-normative in classifying behaviours

Learning Outcomes Skills

1. 1. appraise cultural variations in standards of normality and abnormality.
   2. critically evaluate cultural variations in the classification and diagnosis of psychopathology.
   3. describe and determine the cultural variations in the expression, course and outcome of psychopathology conceptualise mental health issues systemically
   4. Critically think of a given problematic situation
   5. Break free from common sense, stereotyped thinking to unblock themselves and clients and find a solutions.
   6. Evaluate problems critically from different perspectives within the systemic paradigm.
   7. Keep an ecological approach
   8. Convert problems into a relational (systemic) hypothesis.
   9. Prepare and communicate one’s understanding orally and in writing.

Total Contact Hours: 25

Supervised Placement Hours: 0

Self Study Hours: 90

Assessment Hours: 10

Total Learning Hours: 125

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

Lecture/Theoretical Seminars

Discussion

Small Groups work

Presentations

Assessment

A lecture shall be prepared by the students in pairs themed according to the selected topic at the beginning of the year. Students will be expected to collaborate to prepare and present a one-hour presentation on the topic followed by the generation of a relevant discussion. Both students will be contributing to the preparation and presentation of the lecture. And both will be marked separately based on content and process. In their preparation students shall take into consideration and draw from the diverse theories available. This is in part also a self-reflexive exercise aimed at helping students organise their thinking and present valid arguments and ideas in locating themselves in the mental health/mental illness debate in terms of culture, gender, religion, etc.

Presentation to colleagues and tutors 100% Total Assessment 100%

Passmark 45%

Module 13 – Core Practicum 2 10 ECTS EQF/MQF Level 7

The Core Practicum 2 enables student therapists to build on the learning of the Core Practicum 1 and acquire further advanced competencies in Systemic Family Psychotherapy practice. The practicum experience provides a significant hands-on opportunity to cultivate the student’s personal and professional growth and development. During the practicum experience students are expected to implement and practice the theoretical learning they have made and continue making on the course and practice Systemic Psychotherapy at their workplace or in a placement. This practice will be supervised live as per Milan Team Style as well as in appropriate group and individual fora during the course. The face to face part of this module provides students with a space to reflect on their practice and receive individual and group supervision. Participants will also be required to log a minimum of 55 hours of clinical practice sessions along the year in their place of work or during the relevant placement. Each session must be recorded on a clinical log that documents the number of hours, and reflections on any therapeutic themes or issues, practices used in the session, new learning and outcomes. From this, students will eventually be able to draw their final video presentation and reflective analysis.

Learning Outcomes Competences

1. 1. Interventatively Interview individuals, couples and families towards a systemic formulation of problem formation, problem maintenance and problem resolution.
   2. Formulate a systemic hypothesis.
   3. Design an intervention plan.
   4. Develop and maintain a therapeutic alliance with clients.
   5. Develop and maintain a collaborative relationship with supervisor and colleagues.
   6. Develop cultural competence
   7. Manage interdisciplinary relationships

Learning Outcomes Knowledge

1. 1. Understanding the nature of problems as interconnected within families, communities, and the social context.
   2. Knowledge of the Mental Health Act

Learning Outcomes Skills

1. 1. Effective communication skills adaptable to individuals, couples, and families.
   2. Facilitating open dialogue and promote constructive interactions.
   3. Define problems using a systemic perspective.
   4. Managing Therapeutic boundaries to create a safe and ethical therapeutic environment.
   5. Capacity to seek supervision and consultation to enhance professional growth and address challenging casework.
   6. Demonstrate cultural competence and sensitivity.
   7. Practice ongoing self reflection as a tool to enhance self awareness.
   8. Manage crisis situations arising within families or systems and provide appropriate support and direction.
   9. Facilitate conflict resolution within couples and families.
   10. Promote healthy communication between individuals.

Total Contact Hours: 0

Supervised Placement Hours: 220

Self Study Hours: 20

Assessment Hours: 10

Total Learning Hours: 250

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

The students are distributed in groups of between 3 to 4 individuals for clinical practice groups. Each group will be supervised by a warranted clinical supervisor who will oversee the students’ clinical journey. This is a 220 hour process. There is some group work during the block through which this process is discussed and in which students can bring casework or personal professional dilemmas to discuss with the larger group. All group work engages learners in real case  management as well as discussion, role plays that replicate real life situations may be used along with any recorded audio and video material that students bring along for review. Further consolidation of learning will be achieved through a 55-hour supervised practice in their place of work or placement of their choice. All work is carried out in strict confidence and in line with the ethical recommendations recommended by the European Family Therapy Association, the local Psychotherapy Profession Board and the Mental Health Act.

Assessment

After the completion of the required 550 hours of clinical training trainees are expected to compile and present a case study to an exam panel. Trainees are expected to select a 10 minute video clip from the recorded sessions and present it as viva together with a presentation of the case and is interviewed by the exam panel. 

Final Clinical Case Presentation 100%

Passmark 45%

Module 14 – Dissertation 25 ECTS EQF/MQF Level 7

Students shall present a written dissertation of between 12,000 and 15,000 words in length on a relevant subject proposed by them and approved by the Institute of Family Therapy Malta. The completed dissertation signed by the student and the research supervisor shall be submitted at the end of the course. By the end of the 3rd  year of studies, a research proposal shall be submitted for review and approval by the Institute of Family Therapy. Not sure if this should be the case or if every proposal should be approved by wthics committee – as far as I know universities see all the proposals  due to any ethical concerns, an ethics form shall be presented to the Institute’s Ethics Committee to be approved by the Institute’s Research Ethics Committee. Students are expected to meet with their supervisors regularly for review and shall also present their developing work to fellow students during appropriate research fora during the blocks (Research Groups). The work should have sound theoretical and methodological foundations. Both qualitative and quantitative approaches are accepted. Systemic research methodologies are preferred.

Learning Outcomes Competences

1. 1. Gain a comprehensive understanding of the process of research, learning how to move from an initial research idea to designing a solid study, to empirically examine the phenomenon of interest
   2. Receive supervision and peer-review on one’s research proposal from lecturers
   3. Design a sound and feasible research proposal
   4. Collect relevant & reliable quantitative and qualitative data
   5. Analyze qualitative data through valid methods and systemically
   6. Report on the research results according to academic standards.

Learning Outcomes Knowledge

1. 1. Acquire knowledge in research process, especially systemic research processes, from literature review to writing of the dissertation.
   2. Demonstrate knowledge about the right theoretical and methodological foundations to be able to undertake empirical research.
   3. Acquire a deeper and expert understanding of the researched theme.
   4. Think about one’s positioning within one’s research project

Learning Outcomes Skills

1. 1. Search the relevant literature on the subject under study and write up a focused critical review of such literature;
   2. Develop a research question or hypothesis;
   3. Propose a research design that would enable him or her to explore the research question or test the hypothesis;
   4. Analyse the strengths, weaknesses and limitations of the design;
   5. Choose a qualitative or quantitative research method that best helps him or her answer the research question;
   6. Take into account the relevant ethical considerations;
   7. Collect data appropriately and ethically;
   8. Transcribe and analyse data;
   9. Write the results and discuss them in the light of the available literature;
   10. Draw conclusions and recommendations.
   11. Identify and refine an area of study
   12. Identify appropriate methodology
   13. Survey a body of literature and identify a research gap.
   14. Critical and analytically engage with shortcomings in areas of a particular theme or phenomenon of one’s interest.
   15. Communicate verbally and in writing the process of the research.
   16. Communicate in writing one’s findings using appropriate language relevant and pertaining to the research area and methodology.
   17. The use of qualitative research software

Total Contact Hours: 25

Supervised Placement Hours: 0

Self Study Hours: 500

Assessment Hours: 100

Total Learning Hours: 625

Contact Hours Delivered Fully Face to Face: 100%

Teaching Methods

This is a predominantly independent study module. Some hours are allotted to do some group work in the form of discussions, presentations, etc. to support students to develop their research idea and materialise it. The course is deigned to be delivered in person. Practical experiential exercises addressing specific research process and themes will be addressed. Consolidation of learning will be achieved through the preparation and writing of the dissertation.

Assessment

The assessment of this module is through a written dissertation of between 12,000 and 15,000 words addressing relevant research questions in relation to Systemic Family Therapy and its practice. Two staff and the research supervisor will be assessing the dissertation and results are compared and negotiated between markers. These are the generic guidelines used to assess the research dissertation. To obtain a particular class of assessment a piece of work does not have to fulfil all the criteria listed for that class – judgements are formed on the basis of the predominant character of the work. These guidelines indicate what examiners are looking for in their evaluations. 

Marking Rubric

First Class (80+)

A well-argued and perceptive piece of work, providing clear references to substantial body of primary source material; shows independence of thought and originality as well as an ability to locate a topic within the historiography; well written, with style and flair. Shows the capability to articulate and defend a clear thesis.

88+ Exceptional insight, weight and sophistication. Indicates an ability to undertake advanced historical study with imagination and tenacity. Clear command of the documentary sources used.

84-87 High level of critical and original thought. Evidence of a capacity to pursue independent lines of enquiry and to conduct perceptive and scholarly research on the basis of primary evidence.

80-83 Shows a clear awareness of the salient points and an ability to discuss them analytically and incisively as well as with some originality. Frequent evidence of undoubted quality in the use of both primary and secondary sources, but not sustained across the entire range.

Upper Second Class (70-79)

Well argued and clearly focused, based on wide reading of both primary and secondary source material; well structured, revealing a clear logic; shows breadth of knowledge but lacks real original thought; weighs up and evaluates evidence and identifies key issues. Well written with few technical errors. A mark at the top of this range suggests thoughtfulness, good use of documentary sources and the ability to develop a cogent and nuanced argument on the basis of primary evidence. A mark at the bottom end indicates proficiency, coherent and defensible arguments and adequate examples from primary sources but a bit mechanical.

Lower Second Class (61-69)

A competent delineation of a subject using an adequate amount of primary source material but with a poorly developed argument. More descriptive than analytical. Based on more limited reading and documentary work. Provides a reasonably structured account but with some signs of confusion; may contain errors of fact or interpretation. Some grammatical and spelling errors. A mark at the top of this range suggests a reasonable degree of competence and knowledge but an insufficiently developed argument with one or more key points neglected; a mark at the bottom end indicates a thin argument with little analytical awareness, reliant on a small range of evidence.

Third Class (51-60)

A thin piece of work which nevertheless demonstrates some knowledge of relevant material and an ability to marshal it. Includes failure to address primary sources; insignificant or no argument; superficial. Inadequately informed, erroneous in matters of fact and interpretation, poorly organised. Poorly written with numerous grammatical and spelling errors.

Pass without Honours (45-50)

Signs of some knowledge but at an elementary level. For the most part confused and poorly expressed. A small element of analysis.

Fail (0-45)

 

Maria jones Coordinator Post Graduate Diploma in Systemic Psychotherapy

Yanica Richards Chircop Coordinator Masters in Systemic Family Psychotherapy