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The goal of this module is to give students an overview of the theory and methods for designing and delivering large multi-component systems. There will be a particular emphasis on systems which combine requirements and functionality from learning, software, and hardware, and the ways in which the boundaries between them can be identified and managed. This module provides preparatory tools and techniques for the group project module in semester 2.

The goal of this module is to give students an overview of the theory and methods for designing and delivering large multi-component systems. There will be a particular emphasis on systems which combine requirements and functionality from learning, software, and hardware, and the ways in which the boundaries between them can be identified and managed. This module provides preparatory tools and techniques for the group project module in semester 2.

Systemic therapies approach people and their problems, not as isolated individual units, but as people in relationships who are influenced by the interactions and dynamics within the group be it a family or a larger organisation such as an employer. This module in combination with module 2, has been designed to offer teaching that is equivalent to the first year of the Systemic Psychotherapy Foundation training (AFT, 2007). Systemic theory and practice is the programmes second therapeutic model in line with guidance from the British Psychological Society that by the end of the programme Trainees will have the “ability to implement therapeutic interventions based on knowledge and practice in at least two evidence-based models of formal psychological interventions…” (BPS, 2015, p23 – 2.2.4 Psychological Intervention Core Competency, point 3).

Systemic therapies approach people and their problems, not as isolated individual units, but as people in relationships who are influenced by the interactions and dynamics within the group be it a family or a larger organisation such as an employer. This module has been designed to offer teaching that is equivalent to the first year of the Systemic Psychotherapy Foundation level training (AFT, 2015). Systemic theory and practice is one of the programmes two therapeutic models in line with guidance from the British Psychological Society that Trainees must “demonstrate competence in a minimum of two evidence-based clinical models” (BPS, 2025, p41 – 2.14.11).

Systemic therapies approach people and their problems, not as isolated individual units, but as people in relationships who are influenced by the interactions and dynamics within the group be it a family or a larger organisation such as an employer. This module has been designed to offer teaching that is equivalent to the first year of the Systemic Psychotherapy Foundation level training (AFT, 2015). Systemic theory and practice is one of the programmes two therapeutic models in line with guidance from the British Psychological Society that Trainees must “demonstrate competence in a minimum of two evidence-based clinical models” (BPS, 2025, p41 – 2.14.11).

This module builds on Systemic Theory and Practice Module 1 (PSYC6170) which is delivered in your first year of training. Module 2 has been designed to offer teaching that contributes to the second year of the Systemic Psychotherapy Intermediate level training (AFT, 2015). It provides further teaching on core aspects of systemic theory/practice, systemic models and different ways of applying systemic approaches to your clinical practice.

Systemic theory and practice is one of the programmes two therapeutic models in line with guidance from the British Psychological Society that Trainees must “demonstrate competence in a minimum of two evidence-based clinical models” (BPS, 2025, p41 – 2.14.11).

This module builds on Systemic Theory and Practice Module 1 (PSYC6170) which is delivered in your first year of training. Module 2 has been designed to offer teaching that contributes to the second year of the Systemic Psychotherapy Intermediate level training (AFT, 2015). It provides further teaching on core aspects of systemic theory/practice, systemic models and different ways of applying systemic approaches to your clinical practice.

Systemic theory and practice is one of the programmes two therapeutic models in line with guidance from the British Psychological Society that Trainees must “demonstrate competence in a minimum of two evidence-based clinical models” (BPS, 2025, p41 – 2.14.11).

This module builds on Systemic Theory and Practice Module 1 (PSYC6120) which is delivered in your first year of training. Together both modules have been designed to offer teaching that is equivalent to the first year of the Systemic Psychotherapy Foundation training (AFT, 2007). Systemic theory and practice is the programmes second therapeutic model, in line with guidance from the British Psychological Society that by the end of the programme Trainees will have the “ability to implement therapeutic interventions based on knowledge and practice in at least two evidence-based models of formal psychological interventions…” (BPS, 2015, p23 – 2.2.4 Psychological Intervention Core Competency, point 3).

This module follows on from FEEG1201 Introduction to Engineering Design where students are introduced to design processes supported by computing methods. In FEEG2001 students address the design of a system consisting of a number of interacting sub-systems which may include mechanical and electrical parts, sensors, actuators and real-time computational devices.

Students work within a group to practically apply their knowledge to design, build and test an artefact in response to an engineering brief within a proactive environment. Particular focus is placed upon the ability to work as an effective team and realise a coordinated and well-resolved engineering system.

In semester 1 computational and design skills are extended in preparation for a challenging design project in semester 2, in which student teams will respond to one of a number of design project briefs for a mechatronic system with computational control.

The review of the design process as well as the demonstration of the performance of the final design are fundamental to the successful completion of the semester 2 project. The prototype development (built and testing) are supported by the use of various facilities.

This module is linked to FEEG2006 Engineering Management and Law where the management of each group’s semester 2 design project is assessed. This supports the development of effective management and group working skills within the context of designing and delivering a challenging engineering project.

This module follows on from FEEG1201 Introduction to Engineering Design where students are introduced to design processes supported by computing methods. In FEEG2001 students address the design of a system consisting of a number of interacting sub-systems which may include mechanical and electrical parts, sensors, actuators and real-time computational devices.

Students work within a group to practically apply their knowledge to design, build and test an artefact in response to an engineering brief within a proactive environment. Particular focus is placed upon the ability to work as an effective team and realise a coordinated and well-resolved engineering system.

In semester 1 computational and design skills are extended in preparation for a challenging design project in semester 2, in which student teams will respond to one of a number of design project briefs for a mechatronic system with computational control.

The review of the design process as well as the demonstration of the performance of the final design are fundamental to the successful completion of the semester 2 project. The prototype development (built and testing) are supported by the use of various facilities.

This module is linked to FEEG2006 Engineering Management and Law where the management of each group’s semester 2 design project is assessed. This supports the development of effective management and group working skills within the context of designing and delivering a challenging engineering project.