The D4 Postgraduate Diploma in Applied Systemic Theory

The course is renowned and unique for a number of reasons:

• It has exceptionally high standards of teaching, testified by the positive student feedback and feedback from the external examiners to the course.
• The students have access to the resources of the Tavistock Clinic, which include the excellent library and MOODLE, an interactive learning web-based environment.
• The course integrates thinking and practice about issues of 'race', culture and diversity at every stage.
• The use of consulting partners introduces the important dimension of peer learning to student development.

Year 1 - Students are given an overview of systemic theory including the development of the major approaches that inform systemic practice. Emphasis is placed on examining effects of personal and societal contexts on professional tasks and systemic practice.

Year 2 – Students develop their learning from year one, applying more complex theory to their work settings, exploring current debates in thinking and practice and critically evaluating the theoretical basis of the systems approach.

• The course is offered at four sites – the Tavistock Clinic in London plus Brighton, Oxford and Maidstone.
• The course benefits from the rich inter-disciplinary tradition of the Tavistock; its teaching staff, library and the on-going programme of other courses and seminars which students are invited to attend.
• The course benefits from the international status of the Tavistock and many of the systemic trainers on its teaching staff. Trainees travel from all over the world.
• Structure of the training and teaching methods are congruent with the theory and method of systemic practice

The Institute also offers a black and minority ethnic support group for students

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Year 1
Students are expected to be working within a setting that will allow them to apply and develop systemic ideas. To this end, voluntary work placements are acceptable. Students would normally hold a first degree or be able to demonstrate proof of prior certified or experiential learning.

Year 2
Students must have satisfactorily have passed the Postgraduate Certificate (D4 year 1 or D24) or equivalent or be able to demonstrate proof of prior certified or experiential learning. They are required to be in a work setting where they can interview families and audio or video tape such interviews.

English Language Requirements
In the case of applicants whose first language is not English, then the normal
requirement for postgraduate courses is IELTS 6.5 TOEFL IBT 91 + (min 18 in each component) depending on the course; UEL and the Trust also accept other English language requirements including country specific examinations. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate courses.

All applicants are sent a detailed written account of the course and an application form.

Selection
By:
(a) Application form
(b) A written reference from the student’s workplace supporting their application and another relevant reference
(c) By interview. Candidates are required to bring to the interview a written account of a piece of work with a child, young person or family which they will be expected to discuss

All interviews are undertaken by staff members from the Tavistock Clinic. Applicants are expected to submit photocopies of their professional and academic qualifications at interview. In addition all students offered a place are required to have an enhanced CRB check which will be arranged the Trust.

International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate courses.

Students that apply to enter stages of the course may be admitted through normal Accreditation of Prior Experiential Learning (APEL) or Accreditation of Prior Certificated Learning (APL) processes, or through an approved articulation agreement. It should be noted that given the developmental nature of this course in order for students to make a claim for Accreditation of Prior Learning (APEL or APL) they will have to both demonstrate and evidence that they have achieved the learning outcomes of any particular unit of the course for which they are seeking exemption and that in the opinion of the Course Tutors, that the APEL/APL being applied for, does not disadvantage the student in terms of future learning on the course

Each year of the course is part-time over three terms with students carrying out independent study and course projects in small groups outside the course time. Students who complete Year 1 may proceed to Year 2 However, students who successfully complete Year 1 may choose to exit at the end of the fist year with a Postgraduate Certificate in Applied Systemic Theory.

The course is designed so that learning takes place through participation in theoretical seminars, application groups and course projects. Students are also invited to form consulting partnerships with fellow students to facilitate the learning process.

Year 1

Students are required to submit three written pieces of work over the course of the year which are linked to curriculum areas. A percentage mark is given for each of these pieces of work.

• Exploration of Difference and Diversity: an essay of 2500 words which explores differences of ‘race’, culture, gender, class, physical ability and sexual orientation.
• Introduction to Systemic Theory 1- Family Observation and Theory Review: an essay of 3500 words of an observation of a non-clinical family using systemic concepts to analyse family relationships and interactions.
• Introduction to Systemic Applications 1- Agency Project: an essay of 2500 words which explores values and belief systems which underpin professional contexts.

Students are required to attend a minimum number of days and to participate in all learning activities on both courses

Year 2

Candidates are assessed academically and in respect of their clinical practice and undertake three assignments.

• Introduction to Systemic Applications 2- Practice Snapshot Project: an essay of 2000 words of an interview with a three generational non-clinical family with a transcript of section of the interview.
• Introduction to Systemic Theory 2- Theory Paper: an essay of 3500 words which examines and critically evaluates the theoretical basis of systemic approaches and their development.
• Introduction to Systemic Practice – Clinical Viva: a presentation and analysis of a systemic clinical interview with a  family to a panel of examiners with an essay of 1000 words which includes a genogram.

Students work together throughout the year in consulting partnerships and in application groups present key concepts to the rest of the student body. 

All learning is linked to students’ professional and personal experience.

• Application groups for both years of the course encourage students to apply theory to practice, to discuss theoretical ideas and to reflect on practice using a systemic perspective.
• During Year 2, students are expected to keep learning diaries and to complete on-going skills assessments in conjunction with consulting partners

• Year 1 (Postgraduate Certificate) represents the first year of the GSCC Higher Specialist Award.
• Year 2 (Postgraduate Diploma) represents the second year of the GSCC Higher Specialist Award.

Students completing the Postgraduate Diploma can apply for clinical training on the Masters in Systemic Psychotherapy (M6) course offered at the Tavistock & Portman NHS Foundation Trust, and in this way pursue accreditation as a Systemic Family Therapist.

• Students are allocated to tutors with whom they meet throughout the year.
• Students are provided with study packs of reading material that is supplemented throughout the year.
• There are regular course meetings whereby the candidates can engage in a dialogue with staff about the course.
• A database of supervised placements is kept by the Directorate of Training and Postgraduate Education administration at the Tavistock for students requiring help in finding work placements. Many of these placements are provided by ex-students with whom the teachers and courses at the Tavistock have close and supportive links
• Students have access to reading material at the Tavistock library and via electronic mail and the Association of Family Therapy web journals.

• The internationally distinguished academics and practitioners who visit the Systems team at the Tavistock are invited to present to students both Years 1 and 2 of the course.
• Students are invited to attend some of the conferences and seminars taking place at the Tavistock.
• In 2006-07 the trust implemented MOODLE which is a virtual learning environment accessible to students on courses validated by the Trust’s university partners.  Each academic course has been allocated a MOODLE page which contains substantial information and resources.  Students can hold virtual meetings in chat rooms and debate over a longer period of time using the discussion forum. MOODLE represents a significant technological advance for the Trust and offers excellent support to students, particularly those studying part time or at a distance.  Students also have access to UEL libraries.
• The course offers a unique opportunity for qualified professionals working in all branches of the caring professions with children, young people and families to engage in study for a higher academic award and to develop systemic knowledge, skills and capabilities in understanding the essential issues in therapeutic work with children young people and families.
• The course draws on students’ personal and practice experience and facilitates the integration of relevant theoretical ideas and research in order to advanced clinical and supervisory practice.
• The course aims to develop sophisticated observational and assessment skills for use in practice work with children young people and families and encourages the development of critical analysis and self reflexivity in relation to systemic theory and practice.