PY3COR-Core skills for working with children and young people with mental health problems

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Ms Pam Myles

Email: p.myles@reading.ac.uk

Summary module description:
«p»This module includes the fundamental elements of safe and effective working with children, young people and families. It provides an introduction to the CYP IAPT programme and shows how the enhanced evidence-based practice (EEBP) training course links with other elements of the CYP IAPT programme. The curriculum builds on trainees’ existing clinical skills and knowledge of working within CAMHS.«/p»

Aims:

The aims of the module are to engage clinicians with the core principles of CYP IAPT and to equip them with essential skills necessary to enhance their clinical work with children, young people and parents. This module will underpin modules 2 – PY3EAS (assessment) and 3 – PY3EBI (interventions). 


Assessable learning outcomes:

At the end of module 1 – PY3COR trainees will:

•    Engage and involve children, young people and parents in a way that maximises their collaboration and engagement in mental health services

•    Understand and convey the core principles of  CYP IAPT and the active outcomes frames and use of routine outcome measures

•    Support access to child and adolescent mental health services to the whole population and minimise disadvantage and discrimination

•    Be able to explain the key principles of core, evidence-based therapies

•    Use self refection and supervision to enhance their clinical work 



 


Additional outcomes:

These pre-existing knowledge based competencies will be assessed at the start of the programme.  At the end of the module trainees will demonstrate a number of core competencies: 

•    Understand how evidence informs clinical practice in Child and Adolescent Mental Health services

•    Ability to use and explain the use of a range of routine outcome measures with children, young people and parents

•    Effective use of video recording to reflect on own clinical practice, bring to supervision, and enhance safe and effective work 

•    Effective communication with children, young people and parents 

•    Understand the perspective of the child, young person and their parents and develop a shared understanding of any difficulties

•    Collaboratively develop a course of action with which the child, young person and family are fully engaged

•    Reflect on own learning and clinical skills, prepare for and use supervision to enhance own learning and clinical outcomes for the child, young person and family



 


Outline content:

The Core Skills module normally involves at least five days of teaching, one at the HEI site and four in the workplace. Students will also be expected to dedicate considerable private study time (about five days) to complete the portfolio and prepare for and reflect on supervision.



Clinical Supervision

•    In the workplace, each student will have clinical supervision weekly in a group of no more than four with occasional individual sessions in place of the group sessions.

•    Recorded material from at least four cases should be included at some point during the supervision sessions

•    At the end of the course when clinical work has been completed the workplace supervisor will be asked to complete a pro-forma assessment form and indicate whether or not a student has reached a satisfactory level of clinical practice.



•    The clinical work of the practitioners will be supervised by staff that have either completed the Postgraduate Certificate in Supervision for Children and Young People’s IAPT course or the five day outreach generic supervisor training course at one of the CYP IAPT training providers. This will ensure that they have developed knowledge of and competency in the Roth and Pilling generic supervision competencies (http://www.ucl.ac.uk/clinicalpsychology/CORE/supervisionframework.htm) and how to embed the core CYP IAPT principles into their supervision practice. They should also have working knowledge of the interventions the practitioners will be implementing (or evidence how they will gain this knowledge).





•    Some supervision of clinical skills development will also be provided to the practitioners by the HEI to support the development of skills within the training programme and to familiarise the practitioners with the process and content of supervision to support their work in services. This, in conjunction with the supervisor training, will allow for sustainable practices in relation to supervision being developed and embedded into services.


Brief description of teaching and learning methods:

The aims of this module will be achieved through a series of workshops, which will incorporate lectures, role-plays, and small group discussions.  These will last from 9.30 to 4.30 p.m. In addition, they will be supplemented by e-learning material and experience of putting into practice what has been learned within the workplace. Teaching will be provided by course tutors, with some national experts where appropriate.



The module uses a combination of e-learning, group work around problem sets, supervised clinical practice and classroom based learning at the HEI. Following an induction day at the beginning of the programme (not a formal teaching day) the module will be delivered over five days. Four days will be delivered in the workplace and 1 day will be delivered at the HEI.



E-learning from the MindEd e-portal will be used to deliver key elements of the core curriculum.  This has been developed specifically to support the CYP IAPT curriculum and can be accessed freely anywhere (including internationally). E-learning content will be supported by learning sets provided by the HEI and completed with other trainees, at the workplace. The learning sets will be based on clinical material. They will use the principles of problem based learning to engage trainees and to facilitate and promote theory practice links. 

 

Each workplace organisation will identify a co-ordinator for a group of trainees. The co-ordinator will have completed a CYP IAPT postgraduate diploma or certificate if it is a supervisor, be using the core skills of CYP IAPT in their work, and be able to support trainees in developing the core skills. Workplace co-ordinators will organise and facilitate group work and problem based learning, including the necessary resources (e.g. study space, access to e-learning) and support trainees’ use of the e-learning materials.  Workplace co-ordinators will liaise with academic staff at the HEI and monitor progress of trainees in their workplace learning. 

Contact hours: (Each day is 5.75 hours for accreditation purposes)

•    5 teaching days in total = 28.75 hours

•    Total contact hours for this module will be a minimum of 200, to include lectures and work-based learning, supervision, guided independent study.


Contact hours:
  Autumn Spring Summer
       
Total hours by term
       
Total hours for module

Summative Assessment Methods:
Method Percentage
Portfolio 33.4
Practical skills assessment 33.3
Class test administered by School 33.3

Other information on summative assessment:

Assessment:

The assessment has three parts.



Assessment will be through a combination of:

1.    Supervisor assessment of clinical competences

2.    Clinical portfolio

3.    Short answer or multiple choice questions completed under examination conditions  



The assessments will be weighted equally.


Formative assessment methods:

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:

    Requirements for a pass:

    Refer to “Assessment” section above.  Students must be marked as a pass on Part 1 and Part 2 and reach a pass mark of at least 40% on Part 3.  A minimum of 100% attendance is required.


    Reassessment arrangements:

    Students who do not obtain the required pass mark in the summative assessed work will be given the opportunity to resubmit, on one further occasion, any individual assessment that has been failed. The re-sit grade cannot exceed 40% for the academic assessment and 50% for the clinical assessment. A short ‘Top-up School’ will be held after the end of the course, giving students the opportunity to complete missed teaching sessions or assessments.


    Additional Costs (specified where applicable):
    1) Required text books:
    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding:
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 31 March 2017

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