The students will develop advanced skills in treatment planning and the formation of a collaborative clinical treatment team with the client family and other professionals, relevant to the needs of the client. At a mutually agreed point in the course of therapy, students conduct an evaluation including a review session with the client.
The students bring clients for therapy session(s) in which the one-way screen and videorecording is used. The supervisors and the other students form supervisory teams to provide feedback to the student. The overall method used is that of the reflecting team. The three-hour segment operates as follows:
* The total session is videotaped.
* Briefing of the team by the student prior to the therapy session.
* The students and two supervisors break into two teams and go to two different viewing rooms.
* Five minute therapy session
* Team One swaps rooms with student/client system and offers feedback for the benefit of the client. Therapy session concludes and client leaves.
* Team Two leads the feedback for the benefit of the student.
* Discussion of the session by total group, students and supervisors.
* A student from the previous week, having watched the entire videotape, presents a brief summary of clinical learning.
* This whole process is repeated with another student/client.

This subject tests the students’ ability to be able to function capably within a real clinical setting, developing treatment plans, collaborating with other appropriate professionals, reflecting on the process of therapy, and their self-assessment of their personal clinical performance. In this subject special emphasis is given to the development of capacity to manage the complexity of day to day work with families and couples. The students receive feedback from the supervisors, from peers, and from replaying the whole session on video. The learning from the multiple layers of insights are reported by the students and they are expected to write up the whole session in their journals. The students are also expected to formulate a new personal learning contract for their next live session. Students are assessed on their proficiency in both clinical work and written reflection. The level of skill and competence required here will be at an advanced level as this work follows from the previous introductory subject.

Andersen, T. (1991). The reflecting team: dialogues and dialogues about the dialogues. Norton, New York
Berg, I.K. (1996). Family preservation. BT Press, London
Boscolo, L. & Bertrando, P. (1996). Systemic therapy with individuals, Karnac Books, London
Cantwell, P. & Holmes, S. (2004). 'Cumulative process', Journal of Systemic Therapies, 15, 123-129
Friedman, S. (1995). The reflecting team in action – collaborative practice in family therapy, The Guildford Press, New York, London
Lipchik, E. (2002). Beyond technique in solution focused therapy. Guilford, New York
Minuchin,S. & Fishman,H.C. (1981). Family therapy techniques. Harvard, Cambridge, Mass
Nicholas, M.P. (1987). The self in system: expanding the limits of family therapy, Bruner Mazel, New York

Other reading materials will be set in class.