RPMH701 Neurobiology, Psychodynamic Theory and Practice (M/650/7500) Assignment Brief 2026
RPMH701 Assignment Brief
| Qualification | Qualifi Level 7 Diploma in Relational Practice in Mental Health – 610/2836/8 |
| Unit Reference Number | M/650/7500 |
| Unit Title | Neurobiology, Psychodynamic Theory and Practice |
| Unit Code | RPMH701 |
| Unit Level | 7 |
| TQT | 100 |
| Credits | 10 |
| GLH | 40 |
Unit Aims
This unit aims to address the contribution of neurobiology and psychodynamic theory and practice to our understanding of: The Mind, Object Relations Theory, Psychopathologies, The Individual and The Social. These four concepts are explored with reference to both their place within the theoretical framework and with respect to how they function within relational practice in a therapeutic environment.
Learning Outcomes and Assessment Criteria
| Learning Outcomes: To achieve this unit, the learner must be able to: | Assessment Criteria: Assessment of these outcomes demonstrates the learner can: |
| 1. Understand neurobiology and psychodynamic theory and practice in relation to the mind. | 1.1 Analyse the way in which human beings experience and function.
1.2 Evaluate the fundamental social nature of human beings. 1.3 Analyse the body-brain/mind system in accordance with relevant theory and practice |
| 2. Understand neurobiology and psychodynamic theory and practice in relation to object relations theory. | 2.1 Evaluate how thinking works and how it is limited/extended in accordance with relevant theory and practice.
2.2 Analyse the role of emotion in accordance with relevant theory and practice 2.3 Analyse the role and impact of splitting, idealization and denigration 2.4 Analyse the nature and role of acceptance |
| 3. Understand neurobiology and psychodynamic theory and practice in relation to psychopathologies. | 3.1 Evaluate psychopathology from a neuropsychodynamic perspective.
3.2 Analyse the processes that manifest in mental illness. 3.3 Assess the nature of the experiences of severe mental distress and its associated behaviours. |
| 4. Understand neurobiology and psychodynamic theory and practice in relation to The Individual in the Social. | 4.1 Appraise the social production of mental illness in accordance with relevant theory and practice.
4.2 Evaluate the nature and role of different modes of intersubjectivity and the mechanisms at play between individuals and in groups. 4.3 Evaluate the role of culture and society in our experience of ourselves and others. |
Assessment and Delivery Guidance
Delivery
This unit will be delivered via a range of learning and teaching methods combining theoretical lectures, trainee presentations on practice and clinical discussions and a reflective group.
Assessment
Learners’ work presented for assessment will be marked according to a range of criteria representing professional work-based knowledge, reflective practice and practical capability as relational practitioners.
A variety of forms of assessment are used to incorporate breadth and depth of relevant knowledge, the ability to connect theory with practice and to grasp the inter-relationship between key concepts and their application. Assessment required for each module is specifically linked to that module and the pieces of submitted work vary according to the progress of the trainee through the six terms of the course. Assessment of learners’ knowledge and skills of critical and clinical analysis is achieved through essay writing, case study presentations and assessment of other written pieces, including work-based pieces, and a supervised practice report.
As a work-based learning programme, learners’ submissions are expected to demonstrate awareness of critical thinking ability. They achieve this by exploring the links between a) theory and practice, b) personal process and the dynamic impact of the work on self, c) the diverse therapeutic spaces within the workplace, and the underlying philosophy of the relational approach and d) therapeutic practice and ethical reflection. While the theory essay provides the key reference point for each module’s content all other assessment elements, including the final presentation, are considered through the lens of the modules’ focus.
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