PYMBAS-Basic Skills

Module Provider: Psychology
Number of credits: 60 [30 ECTS credits]
Level:7
Terms in which taught: Spring / Summer / Autumn module
Pre-requisites:
Non-modular pre-requisites: No formal pre-requisites are required but students must be able to demonstrate familiarity with diagnostic systems (ICD and/or DSM) as a helpful shorthand to describe symptom patterns and syndromes and familiarity with standard models and approaches for anxiety disorders, depression, and other disorders with a CBT evidence-base for both the models and the treatment.
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Dr Hannah Whitney

Email: h.l.whitney@reading.ac.uk

Summary module description:
«p»This module will cover the basic knowledge and clinical skills for delivering evidence based psychological treatment with children, young people and their parents. Basic knowledge and skills in CBT and parenting will be covered, as will basic knowledge of IPT-A and SFP methods and principles. Specific knowledge and skills with respect to anxiety disorders, depression, self-harm, eating disorders and conduct problems will be covered in subsequent pathway-specific modules. «/p»

Aims:

A. To provide clinicians working with children and young people with the essential, basic necessary skills that form the foundation of an effective intervention. These specific skills are described in the competence framework developed by Roth, Calder and Pilling (2001), published at www.ucl.ac.uk/clinical- psychology/CORE/competence_frameworks The skills are divided into three parts: a. The key features of CYP-IAPT practice b. The clinical knowledge base for CAMHS c. CYP-IAPT modalities of therapy Part 1: The Key Features of CYP IAPT Practice 1. Introduction: Expectations for students 2. The core values of CYP IAPT 3. CYP IAPT collaborative case model (incl. goals based practice) 4. Young people’s and parents’ participation 5. The CYP IAPT Active Outcomes Framework 6. Evidence based practice/Practice based evidence 7. The process of organisational change Part 2 – The Clinical knowledge base for CAMHS 1. Ensuring the delivery of services that support equality of access, respects diversity and minimises disadvantage or discrimination 2. Fundamentals of therapy adapted to CYP IAPT principles 3. Shared aspects of evidence based practice with children Part 3: CYP IAPT Modalities of Therapy 1. Cognitive Behaviour Therapy for children and young people (CBT-CYP) 2. Parenting programmes 3. Interpersonal Psychotherapy for Adolescents (IPT-A) 4. Systemic work with families


Assessable learning outcomes:

1.    The key features of CYP IAPT Practice – assessed by essay

2.    Acquisition of an intellectual framework for measuring outcomes – assessed via portfolio

3.    Understanding and appreciation of how to work in partnership with the child and family contextually, taking into account such factors as culture, personal identities, family dynamics, and interfaces with different systems of social life, the presence of difficulties that may create inequality for the child or family developmental stage/level, communication – assessed by case report

4.    Ability to implement shared decision-making approach – assessed by case report

5.    An understanding of the child, young person, family and their thoughts, feelings and motivation, and the full context taking into account personal identities (race, ethnicity, sexual orientation, disability, gender, age, religion or belief and other equalities issues) – assessed by case report

6.    Adopting a collaborative approach to evaluating outcomes – assessed by case report and portfolio

7.    That clinicians can make decisions with the CYP IAPT framework about the best measures and tools to use for different children, young people and families and circumstances – assessed by case report and portfolio

8.    That clinicians understand how to interpret data from outcomes measures and service user feedback tools and to understand the limits of any interpretation – assessed by case report and portfolio

9.    That clinicians are trained to make use of information from patient reported outcomes to support their work and their own development, and not purely as performance management tools – assessed by case report and portfolio

10.    To use the information from the outcome measures and service user feedback tools to inform and guide therapeutic interventions – assessed by case report and portfolio.

11.    Students will gain confidence in the assessment and treatment of children and young people with mental health problems – assessed by essay, case report and portfolio.

12.    Academically, students will develop skills in critical appraisal of research and develop theory-practice links – assessed by essay, case report and portfolio

13.    Reflective practice will be integrated as part of all training within the module – assessed by essay, case report and portfolio.



 


Additional outcomes:

1.    Understanding of the nature of the course and its requirements

2.    Knowledge of the close interplay between the services and HEI and the need to follow their host organisation’s processes as well as those of the HEI

3.    Ability to use the HEI’s e-learning system and other resources

4.    (Understanding of) The rationale for evidence-based approaches to treatment and implementation

5.    Understanding of approaches to improving value in health care systems

6.    Knowledge of the methods of quality improvement that increase productivity and ensure rapid interventions (‘prevention’ or ‘pre-emptive treatment’)

7.    Knowledge and understanding of the collaborative stance

8.    Making a principled commitment to participation

9.    Knowing when to adopt each level of participation, from consulting and equal partnership to children and young people and families leading as ‘active citizens’

10.    Knowing a range of participation models and how to apply them to achieve the best outcomes with young people

11.    Taking children and families seriously, treating them with respect, being authentic, hearing and acting upon what children tell us

12.    Addressing specific cultural or environmental needs (e.g. same sex parents) and having an understanding of these variations

13.    Understanding the strengths and limitations of different measures and tools and how to use them clinically, including challenges presented by the full range of contexts within which they practice (e.g. learning disabilities)

14.    Ability to engage children, young people and families where appropriate in the use of outcome measures so that the measures are meaningful and contribute to the overall outcome of the intervention

15.    Understanding the importance of personal identities that relate to race, ethnicity, gender, disability, age, sexual orientation, religion or belief that will have an impact in any intervention or outcome measure

16.    Knowing the evidence for common mental health presentations for children, young people and their families.

17.    Knowing NICE Guidance in relation to all CYP disorders

18.    Knowing the strengths and limitations of practice based evidence and available data in relation to this, including evidence regarding and the experience of specific equality groups within protected characteristics and those with particular vulnerability such as looked-after children.



 


Outline content:

As a minimum, the module will comprise 16 days of teaching, 12 days of clinical skills practice/supervised clinical practice, 11 hours of supervision in-service and 10 days of independent study. Supervision will be provided by experienced and suitably trained therapists (e.g. CBT supervisors will fulfil BABCP therapist accreditation criteria).



Clinical Supervision

• Each student will have clinical supervision weekly in a group of no more than 5 with rotated individual sessions in place of the group sessions.

• Recorded material from all training cases should be included at some point during University and/or workplace supervision sessions

• At the end of the course when clinical work has been completed the 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 content follows a national curriculum.



 


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 assessment and treatment of patients within the workplace. Teaching will be provided by course tutors, with some national and international experts where appropriate. 



Contact hours:

•    Teaching contact hours: average minimum of 100 hours; the total minimum teaching contact hours (including clinical skills workshops) summed across all course modules is over 200 hours.

•    Supervision contact hours: average minimum of 11.5 hours in University and 11.5 in the workplace; the total minimum supervision contact hours summed across all modules is 70 hours.

•    Total contact hours for this module will be a minimum of 600, to include lectures and clinical skills, university and work-based supervision and guided independent study.



 



 


Contact hours:
One day counts as 6.25 hours) Autumn Spring Summer
Lectures   62.5  
Tutorials/seminars   62.5  
Practicals      
Other contact (eg study visits)      
       
Total hours   125  
     
Number of essays or assignments   The assessment has four parts

1. One essay (4000 words)

2. One case report (2500 words) based on an assessment and formulation

3. Assessment of their video-recording of an assessment using a standardised rating scale

4. Assessment of their video-recording of a treatment session using a standardised rating scale

 
Other (eg major seminar paper)      

 

Summative Assessment Methods:
Method Percentage
Written assignment including essay 33.4
Report 33.3
Portfolio 33.3

Other information on summative assessment:
The assessment has four parts (3 summative and 1 formative)

1)One essay (4000 words)
2)One case report (2500 words) based on an assessment and formulation
3)Portfolio comprising reports on feedback from supervisors and young people and/or parents on their experience of the therapy offered and report of the therapist’s clinical outcomes over the training period. The portfolio will be reviewed formatively throughout the programme with final submission required at the same time as Autumn term coursework. The portfolio will be marked summatively as pass/fail when submitted in the final term. The KSA portfolio produced by students following the CBT route sits in the portfolio and must be signed off as complete for the portfolio to be marked. The portfolio must contain a pass mark sheet for an assessment session (see formative assessment section below).

The assessments will be weighted equally.

Formative assessment methods:

In addition to the summative assessment for this module, the student will be required to submit: 4) A video recording of an assessment session using a standardised rating scale. The recording is rated by a member of the course team in supervision and self-rated by the student using a standardised measure of clinical competence. The recording must be different from those submitted for PYMTHA, PYMTHD, PYMPAR. PYMIPA, PYMDSH,PYMSCD or PYMSED. All are assessed using a standardised measure and must pass at 50% with no autofail criteria.


Penalties for late submission:

The following penalties will be applied to coursework which is submitted after the deadline for submission:
•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;
•where the piece of work is submitted more than one calendar week after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:

Requirements for a pass:

50% in each piece of assessed work for 1, 2 and 4. The Accreditation Portfolio must be marked as a pass. A minimum of 80% 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 50%. Students who do not obtain the required pass mark in the formative recording of an assessment session of a patient will be given the opportunity to resubmit two further assessment recordings to a University supervisor. Whilst the recording is marked formatively, the mark sheet for the passed assessment recording sits in the Accreditation Portfolio. 


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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