PYMPAR-Parent Training for Conduct Problems

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:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Hannah Whitney

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

Type of module:

Summary module description:
Workshops in the module will cover the evidence base for PT, assessment and treatment strategies for conduct problems in children using both individual and group approaches. They will cover the main presentations of conduct problems, including proactive and reactive aggression, bullying, antisocial behaviour confined to the home context or pervasive (e.g. also expressed at school), comorbid conditions such as ADHD, callous-unemotional traits, learning disabilities, emotional dysregulation etc. It will also cover the main presentations, assessment and treatment of parenting difficulties in terms of the immediate parent-child relationship including child attachment, and the wider contextual factors that impede parenting ability, such as parental depression, substance misuse, domestic violence, life events and daily hassles, and parental learning disabilities. The focus at this stage is on children aged 3-10 years but interventions for children aged 10 years and above may be considered at a later point in the programme.

Aims:
A. To develop practical competency in evidence-based PT for conduct problems in children aged 3-10
B. To develop critical knowledge of the theoretical and research literature of PT for conduct problems in children aged 3-10

The learning objectives are for students to:

•Understand the evidence base for PT, assessment and treatment strategies for conduct problems in children using both individual and group approaches.
•Be familiar with the main presentations of conduct problems, including proactive and reactive aggression, bullying, antisocial behaviour confined to the home context or pervasive (e.g. also expressed at school), comorbid conditions such as ADHD, callous-unemotional traits, learning disabilities, emotional dysregulation etc.
•Be able to address the main presentations of conduct disorder, assessment and treatment of parenting difficulties in terms of the immediate parent-child relationship including child attachment, and the wider contextual factors that impede parenting ability, such as parental depression, substance misuse, domestic violence, life events and daily hassles, and parental learning disabilities. All parenting trainees must provide group work for 14 weeks, a minimum of 21 days’ work including set up and running groups.
•Be familiar with the evidence base for PT for conduct problems including 2005 NICE Health Technology Assessment for Parent Training and Education for Childhood Conduct Disorders.

Assessable learning outcomes:

At the end of the course students will be able to demonstrate the following:




  1. A critical understanding of:




  • The principles of Social Learning theory (SLT).

  • The aetiology, phenomenology, diagnostic classifications and epidemiological characteristics of conduct problems in children, ADHD, ODD, CD.

  • The aetiology and phenomenology of parenting styles and how they relate to conduct problems in children.

  • Knowledge of cognitive and behavioural principles, including ABC analysis, detailed behavioural descriptions of behavioural problems and analysis of operant rewards including parental attention for antisocial behaviour.

  • The clinical research literature on PT for conduct problems in children (clinical trials and outcome studies) including predictors, moderators, and mediators of treatment.

  • Systemic factors influencing parenting and conduct disorder in children, for example peers, school and community risk and resilience factors.

  • Knowledge on how to successfully engage parents and children.

  • Knowledge of implementation science, including which factors lead to better outcomes (e.g. therapist skill, agency readiness and commitment).



The above will be assessed via written assignments.




  1. Competency in assessing:



The extent of the child’s conduct problems, including the presence of comorbid conditions especially ADHD, autistic traits, callous-unemotional traits, generalised learning disability, anxiety and depression and other current difficulties; the impact of symptoms on functioning (e.g. on family life, school attendance and attainment, and relationships with peers), any significant life events and family and relationship problems, etc.




  • The quality of parenting: engagement, warmth, stimulation, sensitive responding, encouragement and praise, disciplinary strategies and supervision. Understanding of different types of maltreatment (neglect, physical, emotional, sexual abuse) including prevalence, presentation and assessment. When to refer to children’s social care, legal duties of practitioner in relation to safeguarding.

  • The inter-parental relationship including domestic violence.

  • Parental mental health including depression, drug misuse, generalised learning disability, other conditions, predicaments or beliefs that inhibit parenting capacity; parental beliefs about the child, feelings towards him/her.

  • Risk to the child of physical, sexual, emotional abuse and neglect; risks posed by the child to self and others.

  • Suitability for group vs. individual PT or another modality of treatment.

  • Formal and informal support systems available to parent or carer and child.

    Each of the above considerations to be informed by assessment using multiple informants (parent, child, teacher, other professionals).



The above will be assessed via feedback from supervisors.




  1. Ability to engage with parents in both group and individual settings by showing an understanding of their viewpoint, ability to form a working alliance and set up agreed joint goals for treatment – assessed via feedback from supervisors and young people, and from supervisors.

  2. Ability to identify the role of setting and prior events in triggering, and consequent events in maintaining the conduct problems and explain this model to parents and generate an understanding in parents of this process through exploration of their beliefs, discussion techniques, cognitive re-structuring and behavioural experiments – assessed via practical skills assessment of parent trai

Additional outcomes:

• Students will gain confidence in the assessment and treatment of young people with conduct disorders using parent training.

• 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:

The module will comprise of in-class teaching, clinical skills practice/supervised clinical practice, supervision in-service and independent study. Supervision will be provided by experienced and suitably trained therapists (e.g. supervisors will fulfil BABCP therapist accreditation criteria).



Note that certain teaching is mandatory (highlighted on timetable) for all students. Any student that misses a mandatory teaching session must attend a termly top-up meeting as scheduled in the timetable.



Clinical Practice



Running two groups for parents of at least six children over circa 14 weeks each (preparation and groups time will take one day per session, thus requiring a day a week for two lots of 14 weeks, say total 30 including assessment)




  • Seeing at least three individual cases for 6-12 sessions, from assessment through treatment working individually with parents who are not part of a group, including work with the parent and the parent and child.  Parent and child work to be evidence based.

  • Seeing at least three individual cases for 6-12 sessions, from assessment through treatment working individually with parents identified from the group, including work with parent, and the parent and child



Clinical Supervision



Each student will have clinical supervision weekly in a group of no more than 6 with occasional individual sessions in place of the group sessions.




  • Recorded material from at least six individual cases and two groups should be included at some point during a significant majority of 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 teaching will be supplemented by an equivalent number of hours of clinical practice in the workplace under supervision of an experienced practitioner and supervisor.


Global context:

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. Unless otherwise stated, all teaching days comprise of 50% clinical skills practice. In addition, they will be supplemented by e-learning material and experience of assessment and treatment of clients 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 23 hours in University and 23 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, clinical skills practice and guided independent study.

Days will be split between in class theoretical teaching and clinical simulation, and in the workplace undertaking practice-based learning and supervision.



For the purposes of the table below



Seminars = University supervision



Lectures = Teaching & Clinical skills


Contact hours:
  Autumn Spring Summer
Lectures 25 25 65
Seminars 11.2 12
Guided independent study: 150 150 161
       
Total hours by term 186.2 175.0 238.0
       
Total hours for module 600

Summative Assessment Methods:
Method Percentage
Written assignment including essay 40
Oral assessment and presentation 20
Practical skills assessment 40

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

The assessment has five parts:



1.) Written assignment 1 of a piece of an individual parent training treatment piece of work.



2.) A practical skills assessment of an individual parent training treatment session marked using a standardised rating scale. The recording is rated by the assessor and self-rated by the student using a standardised measure of clinical competence. The recording must be different from those clients submitted for PYMBAS and must be linked to written assignment 1 (item 1 above).



3.) Oral assessment and presentation of an individual parent training treatment piece of work.



4.) A practical skills assessment of a group parent training treatment session marked using a standardised rating scale. The recording is rated by the assessor and self-rated by the student using a standardised measure of clinical competence. The recording must be different from those clients submitted for PYMBAS and items 1 and 2 above.



5.) Written assignment 2 of running a parent training group.



These 5 are equally weighted.



6.) Portfolio elements 2 including audit of cases, clinical log, training log, 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 course.



All assessments are assessed using a standardised measure and must pass at 50% with no autofail criteria.


Formative assessment methods:

Penalties for late submission:
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

Assessment requirements for a pass:

50% in each piece of assessed work for 1, 2, 3, 4 and 5 above. The Portfolio must be marked as a pass. A minimum of 80% attendance is required.



If, for any reason, a student does not complete the required attendance for their programme or requires further study in a particular area then they will be expected to attend the relevant top-up days.  The exact nature of the top-up days will be flexible in response to the needs of the individual students whereby they catch up on missed teaching, or assessments.  The top-up days require attendance in person.  Additional learning and self-study will take place remotely.  Students must ensure they are available to attend the University in person for all the top-up days, and not make any other arrangements during that time (e.g. book annual leave).  In practice, full attendance for all the top-up days may not be required.  If attendance falls below 80% for any module it will not be possible to use top-up days to compensate for missed sessions; this will need to be attended with another cohort.



Level 7 students will be expected to evidence in-depth understanding of the topic and critical analytic skills in academic assessments.


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%. 



Completion of studies is dependent on employment within a CAMHS partnership of the Central and South CYP IAPT Collaborative and ongoing access to a CYP IAPT appropriate clinical caseload. Students must successfully pass all modules of the CYP WP training programme. Therefore a student’s studies may be terminated if they are no longer working in a partnership service, no longer have access to an ongoing CYP IAPT appropriate 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: 10 April 2019

THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

Things to do now