The objectives of the programme and the learning outcomes are assessed through a combination of continuous assessment, project work and examinations. The specific forms of assessments are as follows:
Continuous Assessment: Practice Evaluation
This formal evaluation is provided at the end of each year. Practice Evaluations for each year assess the specific learning outcomes achieved in the specified subjects for that year. This evaluation process is supported by a mid-year process where the Clinical Supervisor co-engages in an evaluation discussion with each student. This assists students to identify strengths as well as any potential weakness that might impact on their progress throughout the course. The mid year evaluation is not graded and acts only as a guide to the Supervisor and learner.
Written Assignments
Written assignments are used to assess the achievement of learning outcomes on specified subjects. The topic of the various Written Assignments are closely linked to the teaching inputs and learning outcomes for that subject. Written assignments may include a requirement for presentation of written work. This assessment method also examines and enhances learner competence in writing in a manner consistent with professional publication.
Examination
This takes the form of a written case presentation in specified formats and takes place at the end of years three and four. These examinations are designed to assess the knowledge, skills and competencies of the student through presentation and discussion of a piece of recorded clinical work. The examination subjects are assessed in terms of the specific learning outcomes for that subject.
Portfolio
The Portfolio is a specific form of assessment project utilised in Year 2 and Year 4.
- In Year 2 the function of the portfolio is to examine achievement of learning outcomes in specified subjects. Learners are required to submit a Portfolio containing a Clinical Project and one Reflexive Recording Format on the basis of which learning outcomes can be assessed.
- The assessment strategy utilized in Year 4 needs to take account of the requirement that on graduation learners are required to be sufficiently knowledgeable, skilled and competent to practice as a systemic psychotherapist. In order to facilitate this Learners are assessed on the basis of a combination of their portfolio, continuous assessment and a clinical examination
Dissertation
As part of this programme all learners are required to complete a research dissertation. Learners are expected to give a detailed written report on their chosen topic in a specified academic format. Formal instructions are provided to learners on the requirements for their dissertation. It is expected that the dissertation will be of publishable standard.
The Institute reserves the right to alter course components and modify assessment procedures as deemed necessary.
It is expected that learners will attend for all sessions of each of the three following activities i.e. clinical team practice, academic seminars, and PPD group. If a learner must or does miss more than 15% of any one of these activities, the Head of Training and the learner will determine, in consultation with other teaching team members, whether work is needed to be done to fulfill the requirements of the course.
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Assessment
The objectives of the programme and the learning outcomes are assessed through a combination of continuous assessment, project work and examinations. The specific forms of assessments are as follows:
Continuous Assessment: Practice Evaluation
This formal evaluation is provided at the end of each year. Practice Evaluations for each year assess the specific learning outcomes achieved in the specified subjects for that year. This evaluation process is supported by a mid-year process where the Clinical Supervisor co-engages in an evaluation discussion with each student. This assists students to identify strengths as well as any potential weakness that might impact on their progress throughout the course. The mid year evaluation is not graded and acts only as a guide to the Supervisor and learner.
Written Assignments
Written assignments are used to assess the achievement of learning outcomes on specified subjects. The topic of the various Written Assignments are closely linked to the teaching inputs and learning outcomes for that subject. Written assignments may include a requirement for presentation of written work. This assessment method also examines and enhances learner competence in writing in a manner consistent with professional publication.
Examination
This takes the form of a written case presentation in specified formats and takes place at the end of years three and four. These examinations are designed to assess the knowledge, skills and competencies of the student through presentation and discussion of a piece of recorded clinical work. The examination subjects are assessed in terms of the specific learning outcomes for that subject.
Portfolio
The Portfolio is a specific form of assessment project utilised in Year 2 and Year 4.
- In Year 2 the function of the portfolio is to examine achievement of learning outcomes in specified subjects. Learners are required to submit a Portfolio containing a Clinical Project and one Reflexive Recording Format on the basis of which learning outcomes can be assessed.
- The assessment strategy utilized in Year 4 needs to take account of the requirement that on graduation learners are required to be sufficiently knowledgeable, skilled and competent to practice as a systemic psychotherapist. In order to facilitate this Learners are assessed on the basis of a combination of their portfolio, continuous assessment and a clinical examination
Dissertation
As part of this programme all learners are required to complete a research dissertation. Learners are expected to give a detailed written report on their chosen topic in a specified academic format. Formal instructions are provided to learners on the requirements for their dissertation. It is expected that the dissertation will be of publishable standard.
The Institute reserves the right to alter course components and modify assessment procedures as deemed necessary.
It is expected that learners will attend for all sessions of each of the three following activities i.e. clinical team practice, academic seminars, and PPD group. If a learner must or does miss more than 15% of any one of these activities, the Head of Training and the learner will determine, in consultation with other teaching team members, whether work is needed to be done to fulfill the requirements of the course.
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