This module will provide an in-depth elaboration on interviewing and diagnostic skills, using semi-structured interviews, mental status examination and standardized interviews. It will demonstrate real practice or simulated cases of psychopathology. It will also facilitate an understanding of theoretical and practical issues in assessment, as well as the importance of accurately communicating/reporting them. Good communication skills and reflective techniques constitute an essential part of the module.

This is an issue-based learning module which will underline the core skills that a clinical psychologist needs to develop in order to practice within a wide range of applications. It will emphasize the interrelationship between communication skills, reflective skills, subject specific knowledge and a prejudice-free attitude to deal with various cases in an equal manner. It will also promote the importance of continuous learning for creating and maintaining relationships with service users and colleagues. The module will incorporate experiential learning to facilitate learning in an evidence-based context.

This module familiarizes students with the major theories and perspectives of counselling and psychotherapy and it strongly emphasizes the application of these theories to real-world practice. It also explores empirical evidence for the efficacy of the various theoretical approaches, ethical considerations, and current paradigms in professional counselling and practice. Some examples of the therapeutic approaches that will be addressed are Psychoanalytic, Adlerian, Existential, Person-centred, Gestalt, reality, Cognitive-behaviour, and postmodern approaches) as they are used in practice. The main emphasis will be on critical analysis of the most frequently used counselling theories in professional practice.

The module objectives unfold in both the fall and spring semesters. The purpose of this module is to provide students with the opportunity to undertake independently a research project on a particular topic of their choice. Students will determine an appropriate research question; review the literature on the subject of examination; develop, design and present a research proposal addressing the subject of examination; recruit participants; collect and analyze data; and finally create an APA-style paper.

This module covers the main research areas and methods used in investigating brain structure and function. The module will provide students with sound knowledge on the brain’s structure and function, at both macro and micro level (cellular, molecular), as well as with knowledge on the relationship between brain structure and function and various mental processes. Students will be introduced to basic principles and mechanisms of brain recovery after head traumatic injury and stroke, as well as to methods in neuroscience, in particular, imaging methods (EEG, fMRI etc), case studies, and applied clinical neuroscience (e.g., neurofeedback, TMS, tDCS etc.)

Anxiety and depression are common mental health difficulties and two of the most frequently encountered mental health problems in clinical psychology practice worldwide. This module will introduce you to the most evidence-based treatment approaches to anxiety and depression and will particularly focus on the fundamental theoretical principles of cognitive behavioural therapy (CBT), including the basic theory and its development over time. This module primarily aims to promote understanding of psychological theory and evidence, as well as therapeutic techniques and processes, as applied when working with individuals who experience depression and anxiety. Learning will be enhanced through case discussion of clinical case studies, reflective practice groups, and role-playing, in order to cultivate students’ ability to make theory-practice links.

This module covers in detail the practice of research methods in their field of study, with particular attention to the opportunities and challenges that researchers face in applying the methods of science to the study of human behaviour.  A great emphasis is also given to the ethical issues in research methods.  During the first lectures, students will explore the various designs that are used in quantitative research (e.g., experimental and quasi experimental design, correlational design, surveys). They will learn how to evaluate patients’ or research participants’ scores on standardized questionnaires and they will become familiar with developing research questions, formulating hypotheses, and selecting participants and measures for a study. In the second part of the module (weeks 6 to 11) students will be introduced to main approaches (methodology) in qualitative research and their application to student’s field of study.  Emphasis will be given to qualitative research methods like interviews, focus groups, participant observations and fieldwork notes. In general, students will be advised on how to select the most suitable methodological approach (qualitative or quantitative) to their problem, how to design their study, and how to proceed with data collection and, analysis, as well as with the discussion of their findings. Finally, students will discuss about ethics, and reliability and validity in research.

This module is indented to develop students’ practical understanding of the basic theoretical and practical implications that underlie the clinical work with clients’ interviewing & assessment. Students will explore personal development in relation to the three theoretical psychotherapeutic approaches: humanistic, cognitive, or psychodynamic. Experience the self in relation to work with clients and gain/develop their insight of the group dynamic as well as how it affects the clinical work. It is a foundation course and is designed to address the various client/clinical related issues that will arise in the clinical process. This module will assist students in their work with clients during clinical practicum.

Note: The practical internship consists of at least 100 hours of practical work within a chosen clinical setting with which CITY ULE collaborates with and 40 hours of supervision (compulsory) offered by the relevant staff members of the Department.

This module provides an up-to date and reflective perspective on the clinical applicability and recent developments of the DSM-V, ICD-11 and the Power and Threat Meaning Framework (PTMF) as the current tools.

The course bridges theory and practice to advance skills and knowledge in a broad spectrum of psychopathological conditions and on designing a roadmap to clinical diagnosis. This will cover step by step the diagnostic principles and beyond diagnoses in order to be able to identify signs and syndromes, construct differential diagnosis, work on decision tree to select most likely provisional diagnosis and recognize comorbidity (simultaneous presentation of two or more disorders). Understand according to the Power and Threat Meaning Framework, the meaning and impact of power and threat on someone’s psychological profile Emphasis will be on some of the most critical issues of the diagnostic classification system, such as DSM construct validity versus clinical utility, medicalization and diagnostic inflation, links of diagnosis and therapeutic pathways and research practice- gap with the aim to increase students’ awareness and provoke critical thinking. In addition, a few things about psychological formulation which is also known as case conceptualization, is where an understanding of a client’s psychological difficulties is formed through assessment and integration of psychological theory, will be mentioned. Formulation aims to explain the development and maintenance of a client’s difficulties and informs a plan of intervention (Division of Clinical Psychology [DCP], 2011). It is a core competency of clinical psychologists and has been identified as an important skill for other mental health professions (Royal College of Psychiatry, 2017). Throughout the module students will engage in an ongoing review on the most recent scientific research literature and evidence-based assessments and treatments for the range of disorders considered, as well as precipitating & resilience factors, prevalence & incidence, prognosis as well as controversies and overlapping symptomatology with other disorders, context of one’s ill health, change of someone’s Health/ill health and cultural/socioeconomic factors.

This module fosters the recovery perspective that relies on the integration process and utilizes theories and approaches that have significant usefulness within social contexts. It will be based on real cases material brought by those involved in teaching, to use as a basis to discuss and apply the relevant issues addressed by the theories taught. The course will also promote the foundation for understanding the role of family relationships and the supportive networks in recovery and/or inclusion.