Overview

Foundation Level training refers to a professional level training, standards of which are determined by the Association of Family Therapy (AFT). This course provides students with the systemic knowledge and skills to be able to work with clients and their families in a health service setting.

The course is delivered over year two of the North Wales Clinical Psychology Programme. On completion of the course, students will be eligible to complete further systemic training.

Students will be expected to adopt an adult approach to learning, offering contributions from their existing knowledge and skills and acquiring new knowledge and skills through attendance at university lectures, guided self-study and private study.

Students will be encouraged to reflect and draw on their own family of origin experiences and explore personal resonances to increase self-reflexivity.

The aim of this course is to help course participants draw upon and utilise a systemic approach to support the development of their knowledge and skills.

Areas of learning covered: Introduction to Systemic Family Therapy Approach, Method, and Technique (AMT) Reflecting Team Processes Genograms, Lifecycle and Theory of Change Social Graces The Co-ordinated Management of Meaning (CMM) Assessment – Engagement/Joining, Hypothesising and Interventive Interviewing Introduction to Domains Systemic Formulation Structural & Strategic Approaches Milan & Post Milan Approaches Narrative & Solution Focussed Approaches Systemic Theory in the Workplace Understanding the Therapist: Self-Reflexivity

Assessment Strategy

To pass the module, students must demonstrate a clear understanding of key systemic theories, models, and approaches, applying them critically to different client groups. They must engage with the evidence base, synthesising relevant research, client feedback, and service evaluation to inform practice. Ethical competence is essential, including awareness and application of the AFT code of ethics, particularly in safeguarding, confidentiality, and consent.

Students must show a strong understanding of social context and power dynamics, critically considering the impact of factors such as gender, race, culture, and socioeconomic status on systemic practice. They should be able to conduct systemic interviews, engage multiple people in a therapeutic setting, and use systemic questioning and intervention techniques effectively. A key aspect of assessment is the ability to construct and interpret family trees, genograms, and relationship maps, demonstrating an understanding of family complexities and systemic influences.

Personal and professional reflexivity is essential. Students must critically reflect on their own positioning, recognising how personal and cultural experiences influence practice. They should show ongoing professional development, adapting their thinking and approach based on feedback and reflection.

Assignment marking schedule 70% + (distinction) • Well organised discussion showing creative thinking, critical evaluation and originality. Firm grasp of theoretical concepts, high level of conceptualisation. • Wide range of reading; judicious use of texts and examples; all arguments critically examined and well supported by references. • Theory and practice connected in a creative manner; imaginative analysis of anti-oppressive practice and values covering all appropriate areas; attention to ethical dimensions of practice. • Self-reflexivity in relation to writing and the practice examples which are discussed. • Well presented, high standard of clarity of expression, cogent, concise writing style • All sources correctly referenced both in the body of the essay and in the bibliography.

60-69% (merit) • Well organised, well structured, critical and analytic account, taking a reasonably well-balanced approach. • Critical use of a good range of reading. Assertions supported by reference to the literature. • Good integration of theory to practice; anti-oppressive practice issues covered and integrated. • Well presented, with a good standard of clarity of expression, grammar etc. • Reflexivity in relation to practice examples (for instance: identifying how own beliefs shape practice situations). • All sources referenced both in the body of the essay and in the bibliography.

50-59% (pass) • Structure is adequate, but there may be weakness in the organisation of the material. • The essay may be more descriptive in parts, but critical evaluation is included. • Evidence of having read major theoretical texts, and arguments well supported using theoretical evidence. • Issues of power and anti-oppressive practice are addressed but may not always be well integrated within the text. • Essay includes discussion of both theory and practice but may have been better integrated. • Some evidence of reflection and reflexivity, but this is not highlighted or explicitly discussed. • Satisfactory presentation, clarity of expression and grammar.

<50% (fail) • The structure is disorganised or weak, although the meaning of the written material may be adequate in places. • The line of argument may be indistinct or rather simplified. • The bibliography may be somewhat limited. • Some practice examples are included, but not necessarily well integrated or discussed in depth. • Issues of power and anti-oppressive practice are identified but may not always be analysed and integrated within the main argument. • A number of problems of presentation, clarity of expression, grammar may occur.

Learning Outcomes

• Construct a systemically informed intervention plan based on systemic hypothesis/formulation, incorporating the family life cycle perspective, family strengths, and cultural considerations.

• Critically analyse key theories and principles underpinning systemic practice, evaluating a range of systemic approaches and their application to different client groups in light of research, client feedback, and service evaluation.

• Critically evaluate the Association of Family Therapy (AFT) code of ethics and apply ethical decision-making in practice, particularly in relation to safeguarding, confidentiality, and consent.

• Critically reflect on personal and professional positioning within a systemic context, exploring how personal experiences and cultural background shape clinical practice and relationships within professional systems.

• Develop the knowledge and skills required to successfully convene a systemic interview, build therapeutic relationships, and engage multiple people in a session using systemic questioning and intervention techniques.

• Evaluate the influence of wider social contexts (including gender, race, age, ability, culture, education, and sexuality) on self, clients, and systemic practice, with critical awareness of inequalities and power differentials.