PYMLEP-Leadership Training Practice for Children and Young People's IAPT

Module Provider: Psychology
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: PYMLET Leadership Training Theory for Children and Young People's IAPT
Modules excluded:
Module version for: 2017/8

Module Convenor: Ms Pam Myles

Email: p.myles@reading.ac.uk

Summary module description:
A core principle of Children and Young People’s IAPT is to transform organisations into bodies capable of commissioning and delivering a maximised combination of best clinical effect with cost. This module aims to enable leaders to apply the theory of CYP-IAPT learned in PYMLET to their own services and organisations to strengthen delivery of mental health and wellbeing care for the children and young people sustainably into the future.

Aims:
At the end of the course Service Directors/Managers & Clinical Directors/Leads graduates will be able to:
A. Apply critical knowledge of the theoretical research and implementation of literature that underpins service change in the NHS child and adolescent service.
B. Enable service leaders to make the necessary changes in their service during the training course.

Assessable learning outcomes:
At the end of the course Service Directors/Managers & Clinical Directors/Leads graduates will be able to:
1.Implement clinical and service Outcomes and Evaluation in Children and Young People’s IAPT
2.Implement how outcomes and evaluation will be used in supervision and practice to guide delivery of care
3.Implement the establishment of young people’s participation within their service.
4.Use theory and evidence from implementation science to achieve IAPT objectives
5.Prepare for AQP, PbR and know how to demonstrate value for money
6.Be capable of workforce planning including job planning,
7.Implement performance management systems that link job planning, appraisal, CPD with needs assessments and workforce planning in order to improve service design in line with IAPT objectives
8.Using knowledge of service design, implement changes relevant to IAPT objectives of increased access.

Additional outcomes:
•Students will gain confidence in a range of important skills such as conflict resolution, ability to work with commissioners and leadership.
•Academically, students will develop skills in critical appraisal of research and develop theory-practice links.
•Reflective practice will be integrated as part of all training within the module.

Outline content:

The format will comprise: A tutor-led course comprising a minimum of 18 contact hours and project-based work in the clinical service of 200 hours. The tutor is a specialist in the field of NHS Change Management and will be supported by a University of Reading Child IAPT Course tutor. The content follows a national curriculum.


Brief description of teaching and learning methods:

The aims of this module will be achieved through the formal course, which will incorporate tutorials, role-plays, recordings and small group discussions. The 18 contact hours will be spread over 4 sessions, at least a month apart so as to allow students to attempt to implement changes in their service and troubleshoot issues that arise. Specific material to improve practice will be presented and discussed.



Contact hours: 

•    3 days in total 

•    Total contact hours: 18 hours

•    Total contact hours for this module will be a minimum of 300, to include lectures and guided independent study.



 


Contact hours:
  Autumn Spring Summer
Lectures     10
Tutorials/seminars   6  
Practicals   100 100
Other contact (eg study visits)      
       
Total hours   106 110
       
Number of essays or assignments      
Other (eg major seminar paper) 1. Casework: the 'case study'

2. Log of case work in the case study

   

Summative Assessment Methods:
Method Percentage

Other information on summative assessment:
An oral presentation of case work (4000 words) that reports on the service and changes needed, the steps achieved in the process of service change and a presentation by the student, at the end of the training, of what has been achieved and what remains to be achieved.

Formative assessment methods:
A personal and professional reflective portfolio to include casework and log. This will be marked as a pass or a fail.

Penalties for late submission:

Refer to “Assessment” section above. Students must gain a mark of 50% or over for the case study. The log of case work must meet threshold criteria for satisfactory. A minimum of 80% attendance is required.
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:

A mark of at least 50% in every skills-based assessment (Assessment number 1).

A mark of at least 50% in every academic-based assessment (Assessment number 2). 

A mark of ‘satisfactory’ on the portfolio (Assessment number 3). 

A minimum of 80% attendance is required. 



 


Reassessment arrangements:

Students who do not obtain the required pass mark or whose appraisals are not deemed satisfactory will be given the opportunity to resubmit, on one further occasion, any individual assessment that has been failed. The re-sit grade for the presentation and case study cannot exceed 50%.



Completion of studies is dependent on employment within an IAPT service. Students must successfully pass all modules of the training programme. Therefore a student’s studies may be terminated if they are no longer working in an IAPT service, no longer have access to an IAPT caseload or fail coursework at second attempt.


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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