PYMSUC-Supervisor Training for Children and Young People's IAPT

Module Provider: Psychology
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn and Spring (Double presentation)
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:
The aim of this module is to:
- introduce the CYP IAPT programme, and the national and political context for CAMHS
- develop supervisor skills in broadening trainee therapists understanding of psychological theory directly relevant to CYP IAPT, psychological knowledge in the context of working with children, young people, parents and families, and service-related issues in CAMHS
- equip supervisor trainees with the knowledge of how to guide trainee therapists in the core processes of the CYP IAPT course
- enable supervisor trainees to understand and develop skills in providing direct modality-specific supervision to trainee therapists.

Aims:
A. To enable supervisors to incorporate CYP IAPT principles into supervisory practice, developing supervisors who can assist in the overall service transformation of services participating in the project
B. To enable supervisors to have critical knowledge of the theoretical, research and implementation literature that underpins the supervision of trainees on the Children and Young People’s IAPT project
C. To enable supervisors to develop sustainable skills in supervising Children and Young People’s IAPT in order to drive the ongoing development of quality driven, outcomes informed services


Learning Objectives:
1. Understand the aims, objectives and structure of the Children and Young People’s IAPT programme
2. Understand the importance of supervision as a key clinical activity within the Children and Young People’s IAPT project
3. Be aware of the models of supervision applied within Children and Young People’s IAPT project services
4. Be able to describe the supervision competences outlined by Roth & Pilling (2007), published at:
http://www.ucl.ac.uk/clinical-psychology/CORE/competence_frameworks.htm.
5. Demonstrate practical understanding in the application of clinical supervision competences

Assessable learning outcomes:

Knowledge of:

1. The core concepts of IAPT with a brief history of the Adult IAPT programme, including policy-drivers for mental health, models of stepped-care and outcome based delivery

2. The core components of the Children and Young People’s IAPT project, with clear reference to the current context for CAMHS (Child and Adolescent Mental Health Services), in terms of demand and capacity, and range of existing service delivery models

3. The time-line for key policy-drivers shaping the development of Children and Young People’s IAPT, including the CAMHS Review, NICE guidelines and No Health without Mental Health

4. The rationale for the IAPT curriculum, and development of the project around evidence-based CBT interventions for anxiety and depression, alongside parent training

5. The model of delivery for Children and Young People’s IAPT and expectations around service change and outcomes monitoring embedded in the Children and Young People’s IAPT project

6. How Children and Young People’s IAPT trained service managers will operate in their own service, considering how they will facilitate service change, along with trainee therapists and service managers

7. The core purpose of supervision exploring the differences between clinical supervision, case management, clinical governance

8. The Core Competency framework for supervision (Roth & Pilling, 2007), and understand the importance of the 4 levels

9. The focus on Clinical Supervision of trainee therapists within the first year of implementation of Children and Young People’s IAPT

10. The use of self-reflection in exploring the advantages and disadvantages of different styles of supervision

11. The importance of supervision as a space for support, teaching, clinical discussion, problem-solving and reflection with trainees, in addition to considering how to give constructive advice, direction and critical analysis to aid trainee therapists

12. How to problem-solve dilemmas, including:

• Challenges presented by clinical casework

• Concerns regarding the competency of trainees

• Issues in the supervisor/supervisee relationship

• How supervision is important in preventing staff-burnout

• The importance of treatment fidelity in relation to Children and Young people's IAPT

13. Following clear guidance set out in Roth and Pilling (2007), as referenced, the module will then develop trainee understanding of the following:

a) The importance of how to set up supervision to maximise the learning of trainee therapists, attending to the setting, regularity and timing of supervision session

b) The importance of contracting with trainee therapists to allow for clarity both between supervisor/supervisee but also in order to comply with course requirements

c) The importance of the course requirements around client contact, recording, and other formal requirements of the course

d) The mechanisms for providing feedback to the trainee and course, including 5.

e) The importance of theory-practice links in the delivery of CBT and parenting interventions with young people and parents, and how to guide trainee therapists to articulate and explain these links throughout their work

14. The importance of assessment as a key skill for trainee therapists in gathering salient information to guide future interventions

15. The importance of formulation as a key skill for trainee therapists in understanding and communicating psychological ideas to young people and parents

16. The importance of both condition-specific and general methods of formulation, in order to develop trainee therapists’ confidence in representing psychologic

Additional outcomes:

- Students will gain confidence in supervision of clinicians involved in the assessment and treatment of children and young people

- 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:

Six days teaching which will cover the following:-
- understanding Children and Young People's IAPT
- principles of supervision
- promoting psychological knowledge in supervision
- the use of outcomes data in supervision
- facilitating therapeutic process in supervision
- delivering modality-specific supervision

Brief description of teaching and learning methods:

The aims of this module will be achieved through the formal course, which will incorporate lectures, role-plays, video-tapes and small group discussions. These will last from 9.30 to 4.30 p.m. Specific supervision material to improve practice will be presented and discussed.



Contact hours: 

•    6 teaching days in total =34.5 hours

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



 


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

Summative Assessment Methods:
Method Percentage

Other information on summative assessment:

There are 3 parts to this assessment



1) 3000 word essay on the Theory and Practice of Supervision

2) Completion of the Supervision Competences Framework Self-Rating, pre and post training (marked as Pass/Fail)

3) Practice Portfolio including a supervision log and supervisor trainee reports (marked as Pass/Fail)


Formative assessment methods:

Penalties for late submission:

Penalties for late submission on this module are in accordance with the University policy. Please refer to the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

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:

Refer to "Assessment" section above. Students must gain a mark of 50% or over for the essay and be deemed as satisfactory on the competences framework and practice portfolio. A minimum of 80% attendance is required.


Reassessment arrangements:
Students who do not obtain the required pass mark will be given the opportunity to retake it on one further occasion. The resit grade cannot exceed 50%.

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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