SHE Level 6
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MDC824554
Module Leader Joanna McParland
School School of Health and Life Sciences
Subject Psychology
  • A (September start)-B (January start)-C (May start)

Pre-Requisite Knowledge

Normally successful completion of Interventions in Applied Psychology 2

Summary of Content

This module facilitates a critical understanding and application of a range of psychological approaches, techniques and skills for the planning, development, delivery and evaluation of group/community/public psychological intervention, for optimising health and wellbeing outcomes. The module also focusses on various modes of delivery other than one-to-one, face-to-face direct contact with the client. Students will further develop their professional practice skills and techniques by directly applying them to a variety of health and wellbeing settings (e.g. stress/anxiety management, family therapy, mind-body therapies, public health interventions and health education and promotion) and within a range of modalities. These practical skills will be directly related to relevant theoretical frameworks. Theoretical frameworks will inform the design and implementation of appropriate psychological tools to conduct baseline needs assessment, to develop a working formulation model and to evaluate and communicate the outcomes of a variety of behaviour change outcomes in a broad range of settings (e.g. long-term health conditions, stress/anxiety management, substance misuse, public/community). The module, therefore, promotes the development of a range of applied psychological skills which are informed by engagement with behaviour change frameworks.


The module will explore the following topics: -360 1. A range of theoretically developed health and wellbeing interventions for: b7 Managing long term health conditions; b7 Stress/anxiety management b7 Substance mis-use b7 Public health education & behaviour change 2. Practical skills development of a range of health behaviour approaches/techniques: b7 Family therapy b7 Motivational interviewing b7 Body-mind therapies b7 Health education and promotion

Learning Outcomes

On completion of this module students should be able to:1. Design and implement appropriate tools to conduct baseline needs assessment of the group/population, addressing targeted health behaviour outcomes.2. Create a working formulation model regarding cognitive, emotional and behavioural processes to be addressed within the intervention.3. Evaluate, defend and communicate performance judgement and feedback about the outcome and impact of the intervention on the target group. 4. Provide critically reflective feedback regarding the outcome of the assessment formulation as appropriate for a practitioner psychologist.

Teaching / Learning Strategy

Students will engage in block sessions comprising a theoretical overview of real-life behaviour change interventions. This learning and teaching will be coupled with practical sessions developing professional skills for the effective execution and delivery of psychological interventions within groups/communities/public in applied psychology contexts. Student learning will also be supported online via GCULearn VLE.

Indicative Reading

Cane, J. et al. (2012). Validation of the theoretical domains framework for use in behaviour change and implementation research. Implementation Science , 7, 37. Camic, P.M. & Knight, S.J. (2013). Clinical Handbook of Health Psychology: A Practical Guide to Effective Interventions. Germany: Hogrefe Publishing. Craig, P et al. (2008). Developing and evaluating complex interventions: the new Medical Research Council guidance. BMJ, <> Dixon, D., & Johnston, M. (2010). Health behaviour change competency framework: Competences to deliver interventions to change lifestyle behaviours that affect health. Scottish Government. Retrieved from <> 8587875_wBBR_health_behaviour_change_competency_framework.pdf and <> . aspx Implementation Sciences Kelly, B. & Perkins, D. (2012). Handbook of Implementation Science for Psychology in Education. NY: Cambridge University Press. May, C.R et al. (2009). Development of a theory of implementation and integration: NPT. Implementation Science , 21, 4: 29. Mitchie, S. & Atkins, L. (2014). The behaviour change wheel: A guide to designing interventions . GB: Silverback Publishing. Mitchie, S. et al. (2014). ABC of behaviour change techniques . GB: Silverback Publishing. Mitchie, S. & Prestwich, A. (2010). Are interventions theory based? Development of a theory coding schedule. Health Psychology , 129, 1-8. MRC: A Framework for Development and Evaluation of RCTs for Complex Interventions to Improve Health. (2000). Available at: <> Richards, D.A. & Hallberg, I.R. (2015). Complex Interventions in Health: An Overview of Research Methods. London: Routledge. Reading lists will be updated on an annual basis with reference to relevant peer reviewed journals.

Transferrable Skills

Intervention design and management; co-creation/ co-production; problem solving; collaborative working; advanced communication and writing skills; creativity and innovation; critical thinking; time management; stakeholder involvement; user centred design; critical dialogue; influencing; enterprise.

Module Structure

Activity Total Hours
Practicals (PT) 93.00
Assessment (FT) 30.00
Independent Learning (PT) 177.00
Assessment (PT) 30.00
Independent Learning (FT) 177.00
Practicals (FT) 93.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 1.00 100.00 50% Case study & reflective report