Professional Doctorate in Systemic Practice

Welcome to the Doctorate in Systemic Practice

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.

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Program Overview

The Professional Doctorate in Systemic Practice is designed for professionals in practice. It provides students an opportunity to create a sophisticated and in-depth study to achieve the highest level of attainment in various fields including organisational development in the health and social sector, systemic psychotherapy, professional training in related fields, clinical supervision, consultancy and policy development. Professional doctorates recognise professional practice knowledge as having academic standing and equivalence.

The Institute of Family Therapy Malta encourages the development of novel professional and research practice. Student research will generate narratives of the developing connections between systemic theory and practice; systemic research theory and practice; as well as other significant contemporaries such as neuroscience, literature, art, and philosophy. Systemic Inquiry is a form of reflexive practitioner research and draws on contemporary systemic practice, philosophy, communication theory, the arts, health and the social sciences. All research topics are expected to contribute to improving lives, relationships, and the worlds we inhabit. The Professional Doctorate in Systemic Practice is read part-time spread on a number of monthly week-end blocks involving regular group meetings and a support program throughout the four years period of registration. These meetings create a supportive learning community of practice for practitioner researchers to support the production of innovative and leading-edge systemic practice. We anticipate that program participants will already have an advanced knowledge of systemic theory and practice. This is a doctorate by thesis on practice-based research which will normally be between 45,000 to 50,000 words in length.

Mode of Attendance: Part Time

Time Commitment

The Course is distributed over 4 years with monthly week-end blocks between February 2026 and January 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: 840

Practice Hours: 0

Self Study Hours: 2460

Assessment Hours: 1200

Total Hours of Learning: 4500

Contact Hours Delivered Online: 20% of Total Contact Hours

Duration: 4 years with possible extension for 1 more year.

Award: Professional Doctorate in Systemic Practice

EQF/MQF Level: 8 (Malta) 180 ECTS

Timetable: To be issued

Commencement: One weekend block per month Saturday and Sunday commencing February 2026 and ending January 2030

Target Group: 30 years – 65+ years

This programmed is aimed at practitioners/professionals who want to indulge in the specialist area of Systemic Thinking and Practice and who look forward to refining their clinical , consultancy and research competences and produce a work of scholarship on a theme directly related to their professional practice thus contributing to the academic world of systemic psychotherapy and systemic practice in general.

Participants are expected to:

Possess a master’s degree in a practicing profession like psychotherapy, social work, psychology, counselling and in which they warranted or certified.
Have knowledge of research practice at master’s level
Able to submit a proposal for the doctorate research.

Because Systemic Theory is versatile in its applicability, we are also considering branching the doctorate for professionals in Leadership roles in the Education and health and mental Health Nursing sectors etc. In this case, the entry criteria remain the same. This can be an opportunity to apply systemic values and principles in a wider range of professional contexts.

Applicants are also expected to be enthusiastic to widen their competences spectrum and to share their experiences with fellow participants and others. They would also have a high level of skills in using technologies like internet, electronic libraries, research software, and so forth.

The course is uniquely designed to cover systemic consultation in its different forms including consultation to organizations from diverse sectors including in social care, social work, mental health and education. This provides a multidisciplinary participant body and an enriching learning experience.

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

Relationship to Occupation:

Participants will be joining the first run of a long awaited programme within the Institute of Family Therapy, which has already created a community of systemic professionals coming from different backgrounds including education, clinical settings, psychotherapy, nursing, law, and other related areas and who share the same interest in various systemic practices.

The course will enable participants to engage with current working realities and experiences, the emotional demands and complexities of contemporary society and will promote a more confident, reflective professional responses.

Our aim is to help participants find a direction in their career and profession, to refine their pedagogical competences, writing skills, reflexivity skills, and to specialise in particular areas of study, e.g. Eating Disorder, Mental Health, Family Businesses, Family Therapy, Couples Therapy, management of Mental Health Services etc., in a manner that links to their professional passion as consultants working within organisations or as independent professionals.

Some participants may be coming from supportive organisations who will expect them to participate in the programme for the development of their thinking and practice in their work settings. This support from employers can be a research interest in itself in some specific area of study. Participants, through their practice-based research, may be expected to contribute to the existsing knowledge of the organisation and in the development of relevant services.

Other participants may be coming on their own behalf from their own practice and may be interested in researcing and contributiing to their service and professional performance or to the professional community of practice to which they belong.

Entry Requirements

Participants are expected to:

Possess a Master’s Degree, or equivalent level 7 certification, in a practicing profession like psychotherapy, social work, psychology, counselling and in which they also hold a warrant.
Have demonstrable knowledge of research practice at master’s level.
Able to submit a proposal for the doctorate research.

Please note that this Doctorate in Systemic Practice per se does not entitle the holder to register as psychotherapist with the Psychotherapy Profession Board, which is the local regulator for the psychotheray profession and issues warrants.

Because this is a highly specialist programme participants will benefit from a curiosity to learn and understand applied systemic theory, practice, and values, as well as curiosity around practice research methodologies. The doctorate is designed to enhance systemic practice and its standing in the professional community.

The programme is specifically designed for professionals coming from already warranted professions, such as psychotherapy, psychology, social work, psychiatry, and related regulated professions. In Malta the granting of a professional warrant requires a minimum of a Master’s level (MQF Level 7) qualification in the relevant discipline. This ensures that all applicants to the doctorate, themselves coming from warranted professions already meet the necessary academic and professional standards to engage with the material at doctoral level.

Overall Programme Description

The Professional Doctorate in Systemic Practice is designed for people in active professional practice. It provides an opportunity for participants to undertake sophisticated, in-depth research to achieve a high level of academic attainment in their respective field of practice.

The programme recognises professional practice knowledge, especially systemic practice knowledge, as having academic standing and equivalence. It is aimed at professionals who want to produce a work of scholarship directly related to their systemic practice experience and development. As experienced practitioners, participants will benefit from, and contribute to, the Institute of Family Therapy Malta’s (IFT-Malta) systemic community and its specialist understanding of theory, practices, values, and suitable systemic research methodologies. The doctorate is designed to enhance professional practice and strengthen participants’ positioning and influence in the professional community.

Based on three fundamental pillars of systemic practice, the programme addresses three core modules that run throughout the four years:

Module 1:Reflexive Practice and Application of Systemic Theory
Module 2:Practice Research
Module 3:Personal and Professional Development of the Practice Researcher

The Professional Doctorate in Systemic Practice is intended to be taken as a part-time programme, with four years of monthly group meetings (monthly week-end blocks). The maximum registration period is 60 months and the minimum is 48 months, providing a one-year extension option for those who may require it. The expected completion period is 48 months.

During the first two years, the programme offers monthly semi-structured weekend blocks (two consecutive days each). In line with IFT-Malta’s facilitative ethos, these will typically be scheduled over weekends. A timetable will be issued months before the start date to enable participants to plan ahead. A detailed timetable will be provided upon full registration. Any later modification requires agreement from the full group of trainees and staff, although IFT-Malta retains the right to change dates or content in response to lecturer or venue availability.

The weekend blocks offer a supportive learning community alongside other practitioner-researchers and professionals enrolled in the Doctorate. One block each year will take the form of the Annual Institute’s Systemic Practice and Research Forum, open to all programme participants regardless of study stage, as well as to members of the wider systemic practice community and interested members of the public. In addition to monthly research groups embedded within the weekend blocks, participants will have regular tutorials and research consultations with their supervisory team.

Apart from the preparation of assignments and the final dissertation which may require a commitment of about 30 hours of independent study per month, participants are expected to engage in a minimum of 210 hours of self study per year. Although this practice is not graded, casework will be discussed during the blocks. Students will also be expected to keep reflective logs throughout their Doctorate/research journey. Such logs will be regularly read buy the research supervisor who will provide feedback to ensure the student learning process is aligned with the demands of the course and the learning outcomes expected.

Programme Structure and Key Activities

Year 1	Year 2	Year 3	Year 4	Year 5 – Extension
20 Monthly Weekend Blocks	Reflexivity Peer Groups	Annual Institute’s Systemic Practice and Research Forum	Annual Institute’s Systemic Practice and Research Forum	Annual Institute’s Systemic Practice and Research Forum
Theoretical Seminars	Individual Research Supervision	Research Groups	Individual Supervision	Individual Supervision
Research Methods	Writing Workshops	Paper Writing / Publication	Dissertation Preparation	Dissertation Completion
Research Groups	Annual Forum	Public Presentation	Dissertation Viva
Reflexivity Peer Groups
Assessment 1: Presentation to Peers and Tutors	Assessment 2: Research Proposal & Ethics Application	Assessment 3: Paper Writing / Publication / Public Presentation	Assessment 4: Dissertation & Viva

Assessment Points

At the end of each year, participants must successfully complete an assessment to progress to the next stage. These assessments are:

Year 1:Presentation to fellow peers and tutors on research interests.
Year 2:Submission of research proposal and ethics application.
Year 3:Submission of a paper for publication or delivery of a public presentation on the research theme.
Year 4:Submission of the doctoral dissertation and oral defence (viva).

Participants are encouraged to present and discuss their research throughout the programme, both within monthly Research Groups and at the Annual Systemic Practice and Research Forum. Presentations at other conferences, workshops, and professional gatherings, local and international, are strongly encouraged. Abstracts for each external presentation must be submitted to the Institute for feedback.

Alignment of Programme Objectives with Professional and Academic

Programme Objective	Specific Competencies Developed	Professional / Occupational Outcome	Academic Outcome
1. Deepen systemic theory and reflexive practice	– Mastery of systemic concepts, models, and frameworks – Capacity for ongoing reflexive and self-reflexive awareness in complex practice settings – Ability to integrate theory into diverse cultural, organisational, and community contexts	– Enhanced capability for senior clinical, organisational, or consultancy leadership – Recognised authority in systemic practice within professional networks – Expert capacity in the integration of systemic theory and practice within various work/professional contexts – Capacity to design and deliver advanced practitioner training	– Authoritative scholarly publications integrating systemic theory and practice – Contribution to the development of systemic curricula for advanced training programmes – Authoritative scholarly in the integration of systemic theory within various professional realms
2. Develop advanced research skills for applied contexts	– Proficiency in designing and conducting practice-based research – Competence in qualitative, participatory, and systemic research methodologies – Ability to critically evaluate and apply research evidence to practice	– Leadership of research and evaluation projects in agencies, NGOs, and policy bodies – Development of evidence-informed services and interventions in health, education, or community sectors – Expert application of research findings into necessary services within different contexts	– Dissemination of advanced research and findings and publication in peer-reviewed journals – Presentation of research at international conferences – Contribution to methodological innovation in systemic research
3. Integrate personal and professional development into scholarly practice	– Capacity for sustained self-directed learning and critical engagement with own practice – Advanced research, supervision and mentoring skills – Ability to balance professional, personal, and scholarly identities	– Career progression into senior leadership, supervision, training director, or consultant roles – Increased resilience and adaptability in navigating organisational and systemic change	– Development of doctoral supervision skills – Leadership roles in professional associations – Capacity to mentor early-career researchers, practitioners and professional within respective profession
4. Contribute to sectoral and policy development	– Ability to analyse systemic issues at societal, organisational, and policy levels – Skills in communicating complex ideas to non-academic stakeholders – Capacity to design policy recommendations informed by systemic principles	– Appointment to advisory boards, professional councils, and think tanks – Influence on organisational or national policies in various sectors including health, education, social care, or community development	– Publication of policy papers and reports – Contribution to cross-sectoral academic-policy collaborations – Initiation of interdisciplinary research with societal impact – Contribution to policy of meta-perspective to policy

Reflexivity in the Programme

A defining characteristic of this programme is its emphasis on reflexive and self-reflexive practice, the ongoing, critical awareness of how the practitioner’s own position, values, assumptions, and presence influence systemic interactions and research processes. Reflexivity is woven into all modules, research supervision, and peer group work. This approach goes beyond after-the-fact reflection to ensure participants actively engage with their embeddedness in the systems they study and influence.

In relation to reflexivity, students will also be expected to keep reflective logs throughout their Doctorate/research journey. Such reflexive logs will be regularly read buy the research supervisor who will provide feedback to ensure the student learning process is aligned with the demands of the course and the learning outcomes expected.

All students will be invited to write a yearly self-assessment report which the student will discuss in a dedicated PPD session during a weekend block.

The Doctorate in Systemic Practice is and advanced degree designed to deepen a practitioner’s competences in addressing individuals, couples, families, groups and organisations’ needs through a systemic lens. The overall outcomes for the programme are the following:
The capacity to integrate an advanced understanding of the best available and emerging research evidence and subjective personal inquiry to developing theory and inform innovative practice developments including the relatively recent use of technology in both research and practice.
Develop their individual and unique in-depth portfolio of competencies to advance and contribute to the field of systemic psychotherapy practice, supervision, education, training and research.
Acquire competences to design, implement and complete an original and innovative piece of research that makes a significant contribution to the field of systemic psychotherapy, advances the edges of knowledge and locates participants as an authority in their chosen specialist area-field of interest.
The capacity to combine the implementation of, or challenge practice decisions, of the philosophical appreciation of psychotherapy, outcome research and subjective clinical experience in systemic psychotherapy.
The ability to combine personal awareness, reflexivity and self-reflexivity and informed intuition with professional performance to respond effectively to the changing needs of a diverse spectrum of client groups (in clinical settings) and participant groups (in teaching settings) in a wider range of political, cultural and social contexts.
An inquiry-based attitude and aptitude and the ability for critical awareness to coexist alongside non-critical awareness and open analytical and critical thinking to practice that is founded on an integrative, flexible and robust theoretical framework.
The ability to exercise autonomy in research, teaching and practice initiatives in complex professional contexts, taking account of moral, ethical and legal issues.
Proficiency in discussing and disseminating the contributions of emerging theoretical principles and practice developments within the social, cultural and political academic, practitioner and educational communities from a systemic position.

Competences

1. Critical Practice Reflexivity

Enhanced Interventive Techniques: Graduates gain expertise in applying master systemic and relational interventive techniques to address complex psychological, relational and organisational issues. Assessment: Yr1 presentation (case demonstration); Yr4 dissertation & viva (applied interventions).
Multifaceted Perspectives: Analyse and intervene to integrate multi-level relationships and dynamics (families, organisations, social systems) in problem formulation and intervention.
Assessment: Yr1 presentation (systems analysis); Yr4 dissertation & viva (multi-level integration).
Evidence-Based Practice: Critically evaluate systemic theories and apply evidence-based practices to design effective interventions.
Assessment: Yr2 proposal (literature integration); Yr4 dissertation & viva (applied, evidence-informed practice).

2. Research Proficiency

Research Design & Implementation: Design and conduct rigorous research projects using systemic qualitative, quantitative, and mixed-methods approaches.
Assessment: Yr2 research proposal & ethics application (design & justification); Yr4 dissertation & viva (implementation & analysis).
Critical Evaluation: Critically appraise research literature and integrate findings into systemic practice.
Assessment: Yr2 proposal (literature review); Yr4 dissertation & viva (theory–practice integration).
Original Contributions: Produce an original research project contributing to systemic practice, presented in a 45–50k word dissertation.
Assessment: Yr4 dissertation & viva.

3. Leadership and Professional Development

Leadership in the Field: Demonstrate leadership in clinical, academic, or organisational contexts by disseminating systemic knowledge and applications.
Assessment: Yr3 publication or public presentation (knowledge dissemination); Yr4 viva (leadership reflection).
Supervision Skills: Design and implement supervisory processes that support other practitioners in systemic approaches.
Assessment: Yr1 presentation (peer/clinical supervision example); Yr4 viva (evaluation of supervisory stance).
Ethical and Reflexive Practice: Apply ethical frameworks and reflexivity across psychotherapy, management, and organisational practice.
Assessment: Yr2 ethics application; Yr4 dissertation & viva (ethical positioning in research and practice).

4. Cultural Competency and Diversity Awareness

Sensitivity to Diversity: Demonstrate effective work with diverse populations by recognising cultural, social, and economic influences.
Assessment: Yr1 presentation (diversity in case analysis); Yr4 dissertation & viva (discussion of diversity in research findings).
Adaptability: Tailor systemic approaches to fit the unique needs of individuals, families, and groups across different contexts.
Assessment: Yr1 presentation (reflexive adaptation); Yr4 dissertation & viva (contextual application).
Intersectionality: Analyse and evaluate how systems of inequality intersect to shape individual and group problems.
Assessment: Yr2 proposal (theoretical framing); Yr4 dissertation & viva (integration of intersectional analysis)

5. Interdisciplinary Collaboration

Working Across Disciplines: Collaborate effectively with professionals in psychiatry, psychology, social work, education, business, and healthcare; Assessment: Yr1 presentation (interdisciplinary reflection); Yr 3 Paper/presentation; Yr4 viva (integration of collaborative practice).
Integrated Care: Evaluate and apply systemic approaches within wider Intervention plans involving multiple modalities.
Assessment: Yr1 presentation (case analysis involving multi-agency input); Yr4 dissertation & viva (discussion of integrated care).

6. Academic and Teaching Opportunities

Teaching Competency: Design and deliver teaching of systemic ideas and mentorship to students and professionals. Assessment: Yr3 publication or public presentation (teaching/dissemination); Yr4 viva (reflection on teaching practice).
Contribution to the Field: Publish and present research to advance systemic therapy knowledge.
Assessment: Yr3 paper (publication or presentation); Yr4 dissertation (final contribution).

Competence Development Across the Programme

Year 1 (Presentation to peers & tutors):Early demonstration of systemic intervention, reflexivity, diversity awareness, and collaboration. Competences are introduced and evidenced through case-based presentations.
Year 2 (Research proposal & ethics application):Development of research proficiency, critical evaluation, ethical practice, and integration of diversity and intersectionality. Competences are consolidated in research design and ethics processes.
Year 3 (Publication or public presentation):Leadership, dissemination, teaching, and academic communication are foregrounded. Competences are applied through knowledge transfer to professional/public audiences.
Year 4 (Dissertation & viva):Synthesis of all competences, demonstrating original contribution to systemic practice and research. Competences are mastered and evaluated through dissertation and viva defence.

Overall, a doctorate in systemic psychotherapy aims to create highly skilled practitioners and researchers who can apply systemic theories to both clinical practice, research practices and academic work, influencing the field at multiple levels.

Knowledge of Systemic Theories

Outcome:Critically analyse and evaluate systemic and relational theories (e.g., general systems theory, dialogical philosophy, attachment theory, social constructionism) from a social justice perspective, and integrate these theories into practice.
Developed: Through discussions, writing, lectures & presentations.
Assessment:Demonstrated through the writing and publication of a paper, literature review (proposal), critical discussion (viva), and integration in the doctoral thesis.Diversity and Contextual Awareness
Outcome:Examine and evaluate the influence of culture, gender, power, and social context on human systems and therapeutic outcomes, and apply this understanding to systemic practice and research.
Developed: Through PPD sessions, group work, supervision.
Assessment:Evidenced through case analysis (portfolio), application in practice-based inquiry (thesis), and oral defence (viva).Research Methodology
Outcome:Appraise, differentiate, design and apply qualitative and quantitative methodologies, including systemic research, practice research, action research, grounded theory, and ethnography, demonstrating their relevance to systemic approaches to research.
Developed: Throughout the research process via individual research supervision, peer consultation and research fora.
Assessment:Demonstrated through the research proposal (methodology section), implementation in doctoral research (thesis), and methodological justification (viva).

Knowledge of Self & Self-Reflexivity in Relational Processes

Outcome:Reflect on, articulate, and evaluate self-awareness and self-knowledge practices, linking them to ethical systemic practice and research through the demonstration, evaluation and creation of reflexive accounts of the researcher’s/therapist’s/practitioner’s position in relation to participants, clients, and systems; construct an ethical stance that acknowledges self as an integral part of relational processes.
Developed: Through PPD sessions and group work, work in self-reflexivity.
Assessment:Evidenced through reflexive methodology in research, critical and reflexive portfolio/writing, integrated analysis and self reflexivity in thesis, and reflective dialogue in viva.

Skills

In a Doctorate in Systemic Practice, participants develop advanced skills as indicated in “The competences required to deliver effective Systemic Therapies” by Stephen Pilling, Anthony D. Roth and Peter Stratton. Participants also acquire the Meta-Competences as indicated by the same authors. These competences and meta-competences have set standards for knowledge and skills in systmeic practice in general as applied in a wider range of fields.

Advanced Practice Skills

Assessment and Intervention: Design, conduct, and evaluate comprehensive assessments of complex systems (micro and macro) and implement evidence-based systemic interventions tailored to unique relational dynamics. Assessment: Year 1 presentation (case illustration, critical reflection); Year 4 dissertation & viva (applied systemic practice).

Communication Skills: Refine and apply systemic communication practices (listening, questioning, dialogical methods) to facilitate change and enhance mutual understanding within families and groups. Assessment: Year 1 presentation (demonstration/discussion of systemic communication); Year 4 viva (critical evaluation of practice).

Reflexive Practice: Demonstrate, analyse, and evaluate critical and appreciative reflexive inquiry in practice. Assessment: Year 1 presentation (reflexive account of practice); Year 4 dissertation reflexivity chapter and viva.

Self-Reflexivity: Develop and maintain awareness of biases, assumptions, and emotional responses, and integrate this awareness into ethical and effective systemic practice. Assessment: Year 1 presentation (self-reflexive positioning); Year 4 dissertation & viva (integration of positionality).

Handling Complex Casework: Apply and synthesise systemic approaches to manage and supervise complex casework often in collaboration with multidisciplinary professionals and in different working contexts and settings incluidng psychotherapy, family businesses, organisational work, management etc. Assessment: Year 1 presentation (complex case discussion); Year 4 dissertation & viva (systemic case integration).

Research and Academic Skills

Systemic Research Design and Analysis: Design and execute rigorous, ethical systemic research projects; apply and evaluate data collection, coding, and analysis techniques. Assessment: Year 2 research proposal & ethics application (design & justification); Year 4 dissertation & viva (implementation & analysis).

Proposal and Ethics: Prepare and defend research proposals and ethics applications that justify and align methodological choices with systemic principles. Assessment: Year 2 research proposal & ethics application.

Specialist Methods: Acquire, critique, and apply specialist systemic research methods; differentiate between positivist and post-positivist paradigms. Assessment: Year 2 research proposal (methodological rationale); Year 4 dissertation & viva (demonstrated application).

Integration: Critically integrate positivist and post-positivist discourses on research, science, and truth with systemic theory. Assessment: Year 2 research proposal (conceptual integration); Year 4 dissertation & viva (applied integration).

Ethics and Professionalism: Evaluate and apply ethical frameworks specific to systemic research and practice; demonstrate scholarly integrity in research and publication. Assessment: Year 2 ethics application; Year 4 dissertation & viva (ethical reflection in findings & processes).

Scholarly Writing and Presentation: Develop, refine, and disseminate scholarly work through doctoral thesis, publications, and conference presentations. Assessment: Year 3 paper for publication or public presentation; Year 4 dissertation.

Supervision and Teaching

Supervisory Skills:Design, implement, and evaluate supervisory processes and provide constructive reflexive feedback. Assessment: Year 1 presentation (case illustration of supervision or peer supervision); Year 4 viva (evaluation of supervisory stance).
Teaching and Mentorship:Teach, mentor, and facilitate learning in systemic approaches for emerging practitioners.
Assessment: Year 3 paper presentation (teaching or dissemination to professional/public audience); Year 4 viva (reflection on teaching/mentoring).
Public and Academic Communication:Present and articulate systemic knowledge and research effectively.
Assessment: Year 3 publication or public presentation; Year 4 viva (defence of contribution to field).

Professional and Personal Development

Ethical Reflexivity:Demonstrate lifelong learning, professional growth, and continuous ethical reflection.
Assessment: Year 1 presentation (ethical positioning in practice); Year 4 viva (ethical reflection in research).
Critical Reflexivity in Reading:Analyse and evaluate literature and apply insights to research design and practice.
Assessment: Year 2 research proposal (literature review integration); Year 4 dissertation & viva (critical theoretical discussion).
Resilience and Self-Care:Develop and implement resilience and self-care strategies to sustain professional effectiveness.
Assessment: Year 1 presentation (personal/professional development reflection); Year 4 viva (reflection on sustainability as practitioner-researcher).
Consultation:Provide and evaluate consultation on research, teaching, and clinical practice.
Assessment: Year 3 public presentation or publication (consultation/dissemination of systemic knowledge); Year 4 viva (reflection on consultation role).

General Pedagogical methods used for this programme

As on other courses, The Institute of Family Therapy Malta uses a range of teaching and learning methods designed to accommodate diverse learner needs, learning styles, and abilities, ensuring equitable access to high-quality education. All teaching methods are designed to promote deep engagement, reflection, and development of Level 8 competencies in research, clinical practice, and professional development.

Lectures: Delivered both by tutors and participants, lectures are interactive and collaborative. For digital sessions, live video lectures include synchronous real-time Q&A to maintain engagement and interactivity equivalent to face-to-face delivery. The use of Zoom supports these all the way through. The recording of lectures may be possible to facilitate students’ possibility of reviewing taught material and iimportant discussion points.

Discussion: Discussions, whether in-person or online (synchronous forums), provide safe spaces for participants to share ideas, challenge perspectives, and engage reflexively. Digital platforms like Zoom support inclusive participation through the use of breakout rooms for small group work, whiteboard, share screen etc, and helps in keeping students with different learning styles engaged.

Group Work: Structured group activities support academic, personal, and professional development. In digital settings, breakout rooms, collaborative documents, and online whiteboards replicate face-to-face interaction, allowing equitable participation and peer learning.

Group Research Supervision: Participants engage in small group research supervision to share their research experiences and refine their research processes. If such sessions occur online they will be using secure video platforms like Zoom with recording options to facilitate re-accessibility and review, while in-person groups provide equivalent engagement through dialogue and peer interaction. Facilitators will ensure all participants, including those with accessibility needs, are actively supported to engage fully.

Individual Research Supervision: Each participant is paired with a research supervisor aligned to their research interests. Monthly supervision, face-to-face in person or online in synchronous time, is structured to provide personalized guidance, goal setting, and feedback to the student. Digital supervision sessions maintain equivalence by using video conferencing, shared collaborative documents, and follow-up summaries to ensure continuity and clarity.

Role Plays and Practice Exercises: Practical exercises, including role plays, are adapted for both in-person and online formats. Online participants can engage via breakout rooms or simulated scenarios. All exercises include peer feedback and reflective discussion, ensuring consistent learning outcomes and skill development across delivery modes to accommodate the students’ learning styles.

Video Review: Participants may record and review their practices enabling self-reflexivity. Online platforms like Zoom support secure submission, annotation, and feedback, maintaining parity, if not superior to, with in-person review sessions.

Reflexivity and Self-Reflexivity: All methods are designed to foster reflexivity and self-reflexivity, core to systemic research and practice whether clinical or otherwise. Digital and face-to-face activities are structured to provide equivalent opportunities for reflective learning.

Supervision and Coaching: Personalized coaching supports academic and professional growth. Online and face-to-face sessions include adaptive methods to accommodate learners’ needs, including scheduling flexibility, digital accessibility tools, and differentiated guidance to ensure equitable development.

Reflective logs: Throughout the programme, students are expected to maintain reflexive logs documenting their personal and professional learning journey, critical reflections on practice, and their evolving integration of theory and research. These logs are shared regularly with the research supervisor, who provides feedback and guidance to support continuous reflexivity and ongoing development. The process culminates in a yearly self-assessment report prepared by the student, and which is presented and discussed with tutors and peer during a dedicated Personal and Professional Development (PPD) session, ensuring structured reflection and accountability.

Self Assessment Reports: as indicated above.

Inclusive Pedagogy and Staff Training: Staff receive training in inclusive teaching practices and are regularly updated about digital delivery to ensure accessibility, engagement, and equitable participation. Pedagogical adaptations include multi-modal content delivery, assistive technologies, flexible assessment approaches, and culturally responsive teaching strategies.

Through this integrated and inclusive approach, the programme ensures that all participants, regardless of learning style, location, or ability, achieve consistent, high-quality learning outcomes.

Delivery of Programme in: English

Assessment:

Academic progress is assessed through the below listed assignments. Of course, continuous assessment and evaluation of each student’s performance is part of the fibre of this Doctorate as each student is being fed-back about one’s performance through different channels including research supervisor and research team, feedback of relexive journals and the yearly self-assessment report. Submission of assignments are typically at the end of each academic year and work shall be submitted on time.

The principle of progressive assessment is to support students to complete their research degrees successfully and on time. The timings of yearly assessment are designed to support the creation of developmental building blocks towards the final thesis.

Presentation of participants’ research progress during the Research Groups. This is a marked process particularly taking into account the thinking complexity development of the participant.
Research Proposal: A research proposal shall be presented by the end of the second year for ethical scrutiny. This is also a marked project which shall be worked out until full compliance with the research ethics committee.
Presentation of research theme and research progress at the Annual Systemic Practice and Research Forum or other public presentations or the preparation and publication of a paper on a peer reviewed journal or as a book chapter.
Dissertation: Participants will be preparing a dissertation on practice-based research normally between 45,000 and 50,000 words which must be submitted by the end of the fourth year or by the 1-year extension deadline if provided. The thesis will be read by two examiners. The research supervisor will also be marking the dissertation and provides a context about the process of supervision and the development of the thesis.
The final exam involves the examination of the thesis in Viva Voce. This is also marked separately from the thesis.

There is an 80% attendance requirement on this course.

Assignments and projects are marked using the following marking criteria. Marking Criteria sheets are provided to students before each assignment or upon request and serve as guidelines for that specific assignment. Sample assignments can be selected at random and reviewed by external consultant.

A 80% – 100% Work of exceptional quality

B 70% – 79% Work of very good quality

C 60% – 69% Work of fair/Aeverage quality

D 50% – 59% Work of low quality

D 50% Maximum grade obtainable following re-assessment

F 0% – 49% Unsatisfactory Work

Course Management

Dr. Charlie Azzopardi

Confirmed International & Visiting Tutors

Dr. Charlie Azzopardi, Karen Bishop, Prof. Per Jensen, Prof Paolo Bertrando, Dr. Padhraic Gibson, Dr. Claudette Portelli, Dr. Matteo Papantuono.

Programme Breakdown & Structure

Year 1	Year 2	Year 3		Year 4	Year 5 Extension
30 Monthly Weekend blocks Theoretical Seminars Research Methods Research Groups Reflexivity Peer Groups			Reflexivity Peer Groups Individual Research Supervision
Annual Institute’s Systemic Practice and Research Forum	Annual Institute’s Systemic Practice and Research Forum	Annual Institute’s Systemic Practice and Research Forum		Annual Institute’s Systemic Practice and Research Forum	Annual Institute’s Systemic Practice and Research Forum
Supervision	Supervision	Supervision		Supervision	Supervision
Assessment 1: Presentation to Fellow Peers and Tutors	Assessment 2: Research Proposal Ethics Application	Assessment 3: Paper Writing Publication or Public Presentation on Research Theme		Assessment 4: Dissertation and Dissertation Viva

Monthly Weekend Blocks

The programme of Monthly Week-end Blocks is designed to set the Philosophical, Conceptual, Ethical and Pragmatic context for systemic research. There will be 10 week-end blocks per year for the first three years totaling 30 week-end blocks. Each block will consist of 14 hours of activities, as indicated in the table above.

The group meetings provide:

A learning space that locates systemic practice and post-positivist research methods in a social constructionist, post-modern conceptualization of science, knowledge and research
A Reflexive environment supporting participants in the development of a research method consonant with their area of inquiry.
Opportunities to develop critical thinking, reading and publishable writing skills about research and practice literature.
Information and support towards the preparation of Research Proposal and Ethics Form application.
Peer research groups & Supervised research consultations on the participants’ research development.
Opportunities for developing ways of presenting your
Support to develop one’s writing
Peer and Supervisor’s Feedback and advice on your research

The Monthly Weekend Blocks are intended as learning field within which participants are invited to jostle ideas and practices, toread widely and experiment with ways of narrating and presenting one’s research-in-progress. It is an invitation for immersing oneself in an area of inquiry and to develop methodological ways forward.

Participants will be invited to develop ways of disseminating and re-presenting their experiences and reflections from a systemic-collaborative-dialogical paradigm and research relationships through reflexivity. Participants are encouraged to hold relational ethics at the forefront of all their research relationships with co-participants and with fellow Doctorate participants and lecturersand consider the challenges in ethical re-presentation.

Weekend blocks are also an opportunity to explore a range of research methods, their philosophical, conceptual and culturalunderpinnings, and to invite critical and reflexive thinking about their usefulness and ethical implications. This offers participants the space to reconsider their research focus and the methodological approaches suitable for their inquiry.

All work shall be written in the first person throughout the programme and thesis.

Participants will be invited to make the most of the Institute’s electronic and physical library resources. Writing skills seminars will also be part of the week-end blocks.

Part 1 The Week-End Blocks – Systemic Inquiry, Reflexive Practice Research Methods, and Scientific Discourse.

Aims of the Week-End Blocks:

To prepare participants to develop a systemic research inquiry that will culminate in a doctoral thesis.
To familiarise participants with systemic practice-based
To provide an overview of systemic practice research
To practice uses of traditional and post-positivist practice-research methodologies.
To connect modernist and post-positivist discourses about research, science and ‘truths’ with systemic theory.

To discover social constructionist and postmodern inquiry about ‘truth’ and challenge the myth of ‘normal’
To encourage critical and appreciative writing and reflecting about research.
To establish a critical review of Socially Just research and clinical practice.
To support the development and preparation of your Research Proposal and Research Ethics

To support the development and preparation of a publishable paper on a peer reviewed journal or as a book chapter or workshop presentation. This is marked by the research supervisor.

To pass through to the next stage of this programme, participants must present this paper to the Institute of Family Therapy for review and feedback and submit the paper for publication with a respected peer reviewed journal subscribing to the specific journal’s submission criteria. Instead of a peer reviewed journal participants may choose to publish their work as a chapter in an edited book or choose to present a public seminar or workshop. The content of the paper, chapter or workshop is likely to become part of the final thesis. Participants are also expected to submit a reflexive report on their research process.

By the end of the second year of the programme participants will present their Research Proposal and Research Ethics Application for approval by the Institute. Participants are expected to have their Research Proposal approved by theirsupervisors first before submitting the Research Ethics Application for approval. The research proposal shall also be signed by the supervisor. Once the Research Proposal has been approved, participants are expected to submit their Research Ethics Application to the Institute of Family Therapy for approval by the research Ethics Committee. It is only after the Ethics Committee issues written and signed approval of the research that the participant can start the data collection procedures. In cases were changes to the research process are recommended by the Research Committee the participant shall amend the research proposal accordingly and re-submit for final approval.

Application Process

Submit research proposal to research supervisor for approval.
Once approved by supervisor, submit research proposal to the Institute of Family Therapy.
Submit ethics application to the Institute of Family Therapy for approval.
Institute Ethics Committee reviews the ethics form.
Institute of Family Therapy evaluates research proposal and ensures it fits the research ethos of the Institute of Family Therapy.
Institute approves of Research Proposal
Ethics Committee approval of ethical procedures (May refuse or suggest changes.)

Part 2 – Reflexivity in Practice Research, Reading, Writing and Presenting

During the last two years of the programme the focus shifts almost exclusively on the preparation of the research thesis. This focus will be marked with a shift on to self-reflexivity and one’s relationship with the research and research process. Participants will be supported individually and in monthly Research Groups:

To critically and reflexively read literature connected to their research
And encouraged towards experimental, critical, appreciative, experiential and reflexive thinking about one’s practiceand about research.
To deconstruct the concept of relational ethics and its relationship to systemic practice and to one’s systemic practice
To develop doctoral quality reflexive, ethical, evidence-based
To develop in-depth critical and reflexive thinking about the relationship between one’s professional practice, theoryand research
To develop a structure and writing style congruent with one’s thesis.
To demonstrate theoretical and structural irreverence, independent thought, critical thinking, balanced imagination and theoretical rigour, professional practice and approaches to reflexive practice inquiry.
To support the participant’s development and the preparation of one’s thesis.

Once the Research Proposal is approved and a pass mark obtained along with the research ethics approval obtained from the Institute’s Ethics Committee (and from other required ethics committees that could be involved), participants can progress to commence the research process itself. This process is done with the support of the research supervisor and the research team, along with the regular meetings highlighted above.

Part 3 – Research and Thesis Development

This third level is marked by a focus on the execution and completion of the Research Project in line with the approved research proposal. This phase aims to support the development of the participants’ conceptual, practice and research ideas, critical thinking, as well as their writing practice. Participants are expected to seek spaces where they can present their research process, findings, etc. There is an annual research forum that is organized by the Institute itself. Participants will also be encouraged to seek other fora where to present their research.

Aims for this stage of the programme

To achieve doctoral quality in theoretical and practice
To identify and critically discuss significant and novel contributions to systemic practice and systemic theory in your research.
To demonstrate and be able to critically discuss one’s research methodology and process.
To support and guide you in preparing your final thesis and for your viva

During this part, participants will continue their research journey and gather, analyze and interpret data. This is a time for participants to focus on their research process and on to the learning arising from their practice and create a collection of pieces of work which will evidence the extent of novelty and quality in their research. Participants will also be working out a structure for presenting the thesis.

Participants begin to create, within an academic and scholarly context, a narrative commentary on the practice and the research which they have been doing and apply it with the larger context of the community of practice, such as in the therapeutic professions, a community, the business or institutional world, or a community of clinical professionals. This process is continued during the Annual Institute’s Systemic Practice & Research Forum as well as in other fora, including the supervision group the participant is assigned.

The process towards the final submission of the thesis is marked by the gathering together of the reflections, the materials and the making of links with theory in ways which invite a weaving of the complex material into a coherent simple whole. Particular attention is given to writing, to finding a style and shape which showcases the work to its best advantage. It concentrates onan in-depth refining of research material, a sophisticated review of reading, and shaping of the thesis.

There will be preparation for the final examination, the viva and consultation about presentation options for the thesis.

The programme of study concludes with the submission and assessment of the thesis and the viva examination.

Typical Structure of Weekend Blocks

Day 1

09.00 – 11.00 Theoretical Presentation/Lecture and discussion about selected themes from a list of themes. This can be prepared and presented by staff or by participants themselves. (The first and second year will see the invitation of different local and foreign experts presenting).

11.15 – 13.15 Theoretical Presentation part 2. (Depending on the number of participants)

13.45 – 15.45 Research Group involving a group of participants and a tutor/research supervisor in which each participant has the opportunity to present their research title along with a presentation and discussion about their research progress.

16.00 – 17.00 Wrap up and processing of the day in large group.

Day 2

09.00 – 11.00 Theoretical seminars covering various Research Methods. Presentations are typically from specialist staff but can also include participants who already have experience in research.

11.15 – 13.15 Personal & Professional Development workshops.

13.45 – 15.45 Practice Presentations are an opportunity for participants to discuss their clinical/practice work and consult each other, along with a tutor, regarding any practice dilemmas participants may be encountering in their practice.

16.00 – 17.00 Wrap up and processing of the weekend reflecting on one’s learning made.

Course Fees

The Professional Doctorate in Systemic Practice €9500 per year. IFT-Malta alumni €9000 per year

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

Application process

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

o CV
o Copies of relevant certificates
o 2 Recent reference letters signed with contact details of referee
o €50 Non-Refundable Processing Fee (not for IFT-Malta Alumni)

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

Modules Details

Module 1: Reflexive Practice and Application of Systemic Theory 50 ECTS EQF/MQF Level 8

This module offers participants the opportunity to equip themselves with advanced competences and skills in the application of systemic theory in diverse professional settings. It explores the ethical dimensions of systemic practice, emphasizing the importance of reflexivity, cultural sensitivity, and accountability in clinical, research, and organizational settings. Participants will critically examine case studies they themselves bring and engage in reflexive exercises to deepen their understanding of the ethical complexities inherent in systemic work, exploring themes such as perspectives and positioning, power dynamics, boundaries, etc. and the impact of personal values on professional practice. By integrating ethical theory and application with systemic practice frameworks, participants will enhance their capacity to make informed, ethical decisions that align with the principles of systemic practice and the well-being of clients and communities.

Learning Outcomes Competences:

Develop a specialist understanding of ethical principles as they relate to the application of systemic practice in various contexts.
Practice reflexivity by analyzing personal, cultural and professional influences on ethical decision-making.
Translate advanced systemic theory to real-world scenarios and casework with a focus on ethical integrity.
Address ethical challenges faced in systemic practice in its various contexts through case studies, peer discussion and self-reflexivity.

Learning Outcomes Knowledge:

A thorough understanding of ethical principles and practices in different contexts including research and practice.
Capacity to identify systemic contexts respecting autonomy, social justice and diversity.
Integrate advanced systemic theory emphasising their contribution in shaping ethical decision-making and practice.
Gain knowledge about power, privilege and cultural backgrounds influence therapeutic, organisational and collegial relationships along with intervention strategies to address these dynamics ethically.
Consolidate one’s understanding of the relationship between systemic theory and social constructionism, constructivism, post modernism and dialogical philosophies along with models of reflexive cycle.
Able to describe ethical codes, legal responsibilities and professional standards relevant to one’s working context and to the profession title.

Learning Outcomes Skills:

At the end of the module/unit the learner will have acquired a series of skills:

1. Advanced Reflexive Practices Skills and Mindful Reflexive practices on Self

Self-awareness:Identifying and critically reflecting on one’s biases, assumptions, and values in personal life and professional practice.
Reflexivity:Understanding the impact of one’s presence, choices, and interactions within systemic contexts.
Meta-cognition:Recognizing how one’s thinking patterns influence ethical decision-making and systemic intervention and practice.

2. Ethical Reasoning and Decision-Making

Navigating complexity:Applying ethical frameworks to address dilemmas in diverse systemic contexts (e.g., families, organizations, communities).
Balancing tensions:Managing conflicts between personal values, systemic theory, and existing professional codes of ethics with particular focus on the European Family Therapy Association code of ethics and others which can be referred to.
Cultural competence:Making ethically sound decisions within multicultural and intersectional contexts.

3. Application of Systemic Theory

Theoretical integration:Applying various existing systemic models to practical scenarios and contributing to new developments in the clinical application of systemic theory.
Contextual understanding:Analyzing systemic cybernetic patterns in families, groups, and organizations, and their implications.
Intervention skills:Designing and practicing effective interventions informed by social constructionism, dialogical theory and postmodern theories as embraced by systemic principles.

5. Collaborative and Dialogical Skills

Facilitating conversations:Leading discussions on values, social justice, power, boundaries, and dilemmas with peers, clients, teams, or stakeholders.
Systemic consultation:Engaging in collaborative practices that prioritize shared meaning-making and ethical responsibility.
Conflict resolution:Using systemic approaches to navigate and mediate ethical disputes or tensions.

6. Personal and Professional Development

Life-long learning:Cultivating a reflexive stance towards ongoing ethical challenges in practice.
Personal/Professiona boundary management:Understanding and maintaining personal/professional boundaries within systemic contexts.
Ethical leadership:Role-modeling integrity and reflexive practice in professional and academic settings.

Total Contact Hours: 250

Supervised Placement Hours: 0

Self Study Hours: 950

Assessment Hours: 50

Total Learning Hours: 1250

Contact Hours Delivered Fully Face to Face: 90% (some lectures delivered online due to foreign tutor)

Teaching Methods:

Interactive lectures and presentations by experts will be presented generating discussion and interaction about a diversity of contemporary research practices, processes and methodologies that participants express the wish to investigate and learn more about.

Interactive presentations by participants on topics relating to their work clinical, supervisory or consultative. These are important interactive fora for the elaboration and refining of thinking, practice and research through the common language and heritage ofsystemic, social constructionist, collaborative, dialogical, appreciative theory and practice.

Role plays and video review of clinical casework, especially that related to the participants’ research will also be used as a method that enhances learning and development of master competences, including that of research interviewing as distinct from clinical interviewing. Role plays and video reviews are an excellent way provide immediate and direct reflexivity about one’s performance etc.

Reflexivity and Self Reflexivity exercises to emphasise the role of the practitioner in the collaborative relationship between practicitioner and client.

Reflective logs and Self-Assesment Reports: Throughout the programme, students are expected to maintain reflexive logs documenting their personal and professional learning journey, critical reflections on practice, and their evolving integration of theory and research. These logs are shared regularly with the research supervisor, who provides feedback and guidance to support continuous reflexivity and ongoing development. The process culminates in a yearly self-assessment report prepared by the student, and which is presented and discussed with tutors and peer during a dedicated Personal and Professional Development (PPD) session, ensuring structured reflection and accountability.

Independent Study to direct participants towards dedicated learning on practice topics including clinical etc.

Assessment:

A Presentation of specific topics which participants will be investigating during their practice research. Each participant will have to have presented by the end of the 1st year. Participants may also be partnered together in researching, preparing and presenting their choice of theme (Year 1).

100%

Module 2: Practice Research 80 ECTS EQF/MQF Level 8

This module circulates around the development of a research practice and culminates in the completion of the final Thesis. The process of this module involves a critical examination of ethical dilemmas, power dynamics, and the relationship between the researcher and the researched, particularly the impact of the researcher and the research process and on participants and their contexts. In this modules participants engage with foundational and contemporary qualitative systmic methodologies, ethical theories and research practices emphasizing culturally sensitive and inclusive systemic research methodologies. This module culminates in the development of an individual ethical research framework and methodology tailored to the participants’ doctoral research project, equipping candidates to uphold integrity and accountability in their academic and professional contributions.

Learning Outcomes Competences:

Critically evaluate ethical frameworks and their application in research.
Design, develop and implement an ethically robust research method process aligned with systemic practice research.
Refelct on personal and professional positionality and its influenceon the research process
Anticipate and address ethical challenges and dilemmas in practice research.
Demonstrate accountability and integrity in the documentaion and dissemination of research findings through the writing of the thesis.

Learning Outcomes Knowledge:

Research Process:

Develop a research protocol addressing one’s research curiosity.
Identify an appropriate research methodology to address one’s research questions.
Sequence the research process to materialise such process into a written thesis.

Ethical Foundations:

Understand key ethical theories (e.g., deontology, consequentialism, virtue ethics) and their application in research.
Familiarity with relational and systemic ethics, emphasizing interconnectedness and the impact of research on the systems, on relationships aned on the self of the therapist.

Legal and Ethical Frameworks:

Knowledge of ethical guidelines, codes of conduct and practice, and legal standards (e.g., GDPR, informed consent protocols).
Awareness of institutional ethics review processess (E.g. European Family Therapy Association ethical standards and other international bodies).

Cultural Sensitivity and Inclusion:

Insights into cultural, social, and historical factors influencing ethical considerations.
Recognition of the importance of inclusivity and equity in research design and implementation.

Power and Positionality:

Deep understanding of power dynamics in researcher-participant relationships.
Theoretical knowledge of reflexivity and the influence of personal and professional identity on research.

Learning Outcomes Skills:

Research Design:

Design a culturally sensitive systemic methodology for one’s research idea.
Implement and complete the designed research process.
Crafting research questions and methodologies that prioritize ethical integrity and design appropriate methodologies to address them.

Ethical Problem Solving:

Anticipate and address ethical dilemmas using systmemic frameworks.
Apply strategies for maintaining confidentiality, manage consent and mitigate harm.
Ensure data protection and ethical data management.

Critical Analysis and Reflexive Practice:

Evaluating various existing research practices and methodologies critically in the endeavour to identify an appropriate method to one’s research questions.
Identify biases, limitations and ethical implications.
Identify and apply a relevant ethical protocol in one’s research process.

Communication:

Communicate one’s ethical considerations clearly to the different stakeholders, including ethics boards, research participants, and academic peers.
Navigate complex negotiation processes in various complex relationtional contexts.
Develop one’s academic writing style.
Write an acadmically sound research thesis and present it to different stakeholders on different media, including journal articles, conferences, and the general public.

Total Contact Hours: 300

Supervised Placement Hours: 40

Self Study Hours: 560

Assessment Hours: 1100

Total Learning Hours: 2000

Contact Hours Delivered Fully Face to Face: 90%

Teaching Methods:

Research groups are formed between small groups of participants. Participants will be encouraged to plan and scheduleindependent research meetings and activities to further create opportunities for generating writing, to read and respond to eachother’s work. This is especially during the second two years of the programme.

The yearly research event in which participants alongside other researchers from different institutions will be encouraged to present and share ideas about research. This event will also be inviting contributions from national and international practitioner researchersand academics and offers an excellent opportunity for participants to present their research and to connect in an internationalsystemic learning community.

Individual research supervision Doctoral candidates receive one-to-one supervision to guide their research design, progress, and writing. Supervision provides feedback, ensures academic and ethical standards, and supports the candidate’s development as an independent researcher.

Assessment:

A research proposal is to be submitted for assessment by the end of the 2^nd year of studies. Participants can send a first draft of their research proposal to their supervisors and bring the draft up for peer review during the monthly weekend blocks Research Groups to help develop the research idea into a concrete research area and question. The research proposal should be between 3000 – 4000 words plus references and completed on the appropriate form provided by the Institute of Family Therapy Malta. This form offers the guidelines for completion.

Alongside the research proposal an Ethics Board Application Form for ethical approval of the research will have to be submitted to the Institute’s Ethics Committee and to any other external body that will be involved in the research.

100%

Dissertation and Dissertation Viva (Year 4)

The final formal assessment of the programme consists of

a) the submission of a thesis to the Institute of Family Therapy Malta and
b) a successful viva voce examination based on that thesis, examined in the standard way for a research

Submission of the Thesis

The thesis is submitted after consultation with the Research Supervisor and the Research Team. Participants are also advised toconsult with the Research Team and Research Supervisor for guidance on formatting and binding. It is important that the Thesis submitted uses standard presentation criteria as per APA 7 styling.

The Viva Examination

The examination of the thesis is through a viva voce. An examination board is established who will meet participants individually. The examination board may be different from participant to participant. The Examination Board is chaired by a senior member of the Institute. There will be two examiners, one internal and one external, who will have read the thesis and who will discuss the thesis with candidate. Between them the examiners should bring experience of contemporary systemic practice, expert knowledge related to the research subject and familiarity with the methodology. Participants may invite their supervisor to attend the viva who do not join in the conversation.

100%

Module 3: Personal and Professional Development of the Practitioner Researcher 50 ECTS EQF/MQF Level 8

While personal and professional development is integrated in the programme due to it’s reflexive nature this module offers doctoral candidates a robust framework for exploring and conducting research and practice that are ethically grounded, reflective, reflexive and contextually responsive. Rooted in the principles of systemic thinking and relational ethics, the module supports candidates in navigating the realms of the dialogical self and its complexities inherent in the relationship between the personal and the professional selves.

Through this module, candidates will critically examine ethical dilemmas, power dynamics, and the impact of their research on diverse participants and communities. They will engage with foundational and contemporary ethical theories, codes of practice, and legal frameworks, emphasizing culturally sensitive and inclusive research methodologies.

In addition to theoretical exploration, candidates will reflect on their positionality, biases, and the relational processes that shape their inquiry and practice.

This module fosters practitioners who are not only skilled and knowledgeable but also deeply attuned to their own humanity and the relational dimensions of their work. It equips candidates with the self-awareness, resilience, and systemic understanding necessary to navigate the complexities of professional practice with authenticity and integrity. This holistic development ensures that the “person of the researcher/practitioner” is both a resource for effective practice and a model for professional integrity and relational mindfulness and the programme encourages practices of self-care and support network through the demanding times of being a Doctoral student.

Learning Outcomes Competences:

Critically reflect on and evaluate how personal values, experiences, and contexts shape their professional identity and practice.
Demonstrate advanced reflexivity in examining their relational impact on clients, colleagues, and systems.
Competence in navigating and sustaining meaningful, ethical relationships in complex professional environments.
Develop strategies to maintain emotional resilience, ethical boundaries, and professional integrity.
Engage in constructive dialogue with peers and supervisors to support ongoing personal and professional development.
Apply systemic principles to align their personal and professional selves with ethical and effective practice.

Learning OutcomesKnowledge:

Systemic and Relational Principles

1. Understanding the role of the practitioner as a relational being embedded within systems.
2. Theoretical knowledge of systemic approaches to reflexivity, identity, and relational ethics.
3. Understanding and addressing power dynamics, cultural differences, and systemic influences in interactions.

Emotional and Social Intelligence

1. Awareness of emotional intelligence concepts, including empathy, self-regulation, and interpersonal skills.
2. Knowledge of the impact of emotional processes on professional decision-making and relationships.

Theoretical Foundations of Development

1. Insights into theories of personal and professional development (e.g., self-determination theory, reflexive practice, and narrative identity).
2. Familiarity with approaches to supervision, peer collaboration, and mentoring in professional growth.

Ethical and Cultural Contexts

1. Knowledge of ethical frameworks and cultural competence in navigating diverse professional scenarios.
2. Awareness of how societal structures and systemic inequalities impact the practitioner’s role.

Self-Care and Resilience Building

1. Understanding the science of well-being, resilience, and stress management strategies tailored to professional practice.

Research Process:

1. Develop a research protocol addressing one’s research curiosity.
2. Identify an appropriate research methodology to address one’s research questions.
3. Sequence the research process to materialise such process into a written thesis.

Ethical Foundations:

1. Understand key ethical theories (e.g., deontology, consequentialism, virtue ethics) and their application in research.
2. Familiarity with relational and systemic ethics, emphasizing interconnectedness and the impact of research on the systems, on relationships aned on the self of the therapist.

Legal and Ethical Frameworks:

1. Knowledge of ethical guidelines, codes of conduct and practice, and legal standards (e.g., GDPR, informed consent protocols).
2. Awareness of institutional ethics review processess (E.g. European Family Therapy Association ethical standards and other international bodies).

Cultural Sensitivity and Inclusion:

1. Insights into cultural, social, and historical factors influencing ethical considerations.
2. Recognition of the importance of inclusivity and equity in research design and implementation.

Power and Positionality:

1. Deep understanding of power dynamics in researcher-participant relationships.
2. Theoretical knowledge of reflexivity and the influence of personal and professional identity on research.

Learning Outcomes Skills:

Critical Reflection:

1. Writing and articulating reflexive accounts that link personal experiences to professional insights.
2. Identifying personal patterns, biases, and blind spots through reflexive practices.

Communication:

1. Using effective, empathetic, and clear communication in supervision, peer discussions, and client interactions.
2. Engaging in active listening and collaborative dialogue to enhance understanding and relationships.

Problem-Solving:

1. Addressing relational and ethical challenges with systemic thinking and creativity.
2. Applying reflexivity to manage complexities and tensions in professional roles.

Boundary and Self-Management:

1. Developing and maintaining boundaries to foster ethical and effective practice.
2. Ability to develop and sustain strategies for emotional resilience and self-care to prevent burnout.

Goal Setting and Strategic Planning:

1. Crafting a personal and professional development plan that includes short- and long-term goals.
2. Identifying resources and strategies for continuous learning and skill enhancement.

Total Contact Hours: 250

Supervised Placement Hours: 40

Self Study Hours: 950

Assessment Hours: 50

Total Learning Hours: 1250

Contact Hours Delivered Fully Face to Face: 80%

Teaching Methods:

PPD as a topic involves a balance between self-reflection, advanced theoretical frameworks, and practical application. It is intended to cultivate the practitioner’s self-awareness, ethical competence, and relational dynamics, while integrating systemic theories and practices that enhance their professional effectiveness.

Reflective Journals: Participants are expected to keep a journal of their personal and professional development which they bring for discussion with peer during weekend blcoks. This is not an assessed project.

Individual Review Sessions: Each student will meet the course coordinator at least once a year for a personalised progress review and guidance on their doctoral journey.

Oral/Visual Presentation: Presentations by tutors and participants themselves on themes around self-development as a personl and professional journey.

Case Study Analysis: During the research groups and PPD Groups casework can be prsented with a focus on the critical analysis of how personal development impacts professional decisions and client outcomes.

PPD Groups: PPD Groups are designed to provide a structured, reflective, reflexive and collaborative environment for participants to explore their personal and professional identities dialogically and in the context of advanced systemic practice. These groups foster self-awareness, relational understanding, and the integration of theory into practice, enabling practitioners to enhance their competence, resilience, and ethical engagement in complex professional settings.

Assessment:

Presentation to Fellow Peers and Tutors. A presentation provides participants an assessment method that invites them to prepare and deliver the content of a specific theme orally. The presentation often involves participants in the preparation content and of visual aids or multimedia, necessary to demonstrate one’s understanding of a specific topic. This method evaluates not only the depth of their knowledge but also their ability to communicate ideas effectively, engage an audience, and critically analyze information.

Presentations of specific topics which participants will be investigating during their practice research. Each participant will have to have presented by the end of the 1st year. Participants may also be partnered together in researching, preparing and presenting their choice of theme (Year 1).

100%

Dr. Charlie Azzopardi Coordinator Doctorate in Systemic Practice

[email protected]

00356 79663265