PYMSUS-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: Summer & Autumn Terms
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4
Module Convenor: Mrs Lindsay George
Email: l.george@reading.ac.uk
Summary module description:
The aim of this module is to:
- 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.
- develop supervisor skills to guide trainee therapists in the core processes of the CYP IAPT course.
- develop supervisor skills in providing direct modality-specific supervision to trainee therapists.
Aims:
A. To develop competency in supervising trainees in the evidence based interventions set out in the CYP IAPT treatment curriculum.
B. To have critical knowledge of the theoretical, research and implementation literature that underpins the supervision of trainees on the CYP IAPT project.
C. To enable supervisors to develop sustainable skills in supervising CYP IAPT in order to drive the ongoing development of quality driven, outcomes informed services.
Learning Objectives:
1. Supervise therapists on how to determine collaboratively with service users the main areas to work on and how to record and monitor this each session
2. Guide the therapist in:
- introducing outcome evaluation to children and families.
- making use of information from measures to identify the degree and nature of improvement.
- discussing this with children and families.
3. Incorporate regular and consistent discussion of outcome data into supervision.
4. Help therapists to develop an awareness of the strengths and limitations of different forms of outcome data, and to use this to interpret measures.
5. Help therapists to use outcome data and other sources of information to decide whether a change of therapy (or a change of techniques within that therapy) is needed.
6. Use outcome data along with other information to evaluate the therapeutic effectiveness of therapists and services, so that appropriate action can be taken, such as specific training.
7. Have clear protocols on how to access outcome data in a timely way to make use of in supervision.
Assessable learning outcomes:
Knowledge of:
1. The core purpose of supervision exploring the differences between clinical supervision, case management, clinical governance.
2. The Core Competency framework for supervision (Roth and Pilling 2007), and understand the importance of the 4 levels.
3. The focus on clinical supervision of trainee therapists within the first year of implementation of the Children and Young People's IAPT.
4. The use of self-reflection in exploring the advantages and disadvantages of different styles of supervision.
5. 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.
6. How to problem-solve dilemmas, including:-
- Challenges presented by clinical casework
- Concerns regarding thecompetency of trainees
- Issues in 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
Additional outcomes:
Students will gain confidence in supervision of clinicians involved in the assessment and treatment of young people.
Reflective practice will be integrated as part of all training within the module.
Outline content:
The format will comprise:
Six days that focus on reflective, group-based supervision of supervision. Supervision of supervision will be provided by experienced and suitably trained therapists (e.g. supervisors will fulfil BABCP therapist accreditation criteria).
Global context:
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 lectures, role-plays, practical skills assessments and small group discussions. These will last from 9.30am to 4.30pm. Specific supervision material to improve practice will be presented and discussed.
Contact hours:
• 6 teaching days in total
• Total contact hours for this module will be a minimum of 3
00, to include lectures and clinical skills, supervision, guided independent study.
Summative Assessment Methods:
| Method |
Percentage |
| Written assignment including essay |
50 |
| Practical skills assessment |
50 |
Summative assessment- Examinations:
Summative assessment- Coursework and in-class tests:
The assessment has three parts:
1) Written assignment
2) Practical skills assessment of a one-hour individual or group supervision session accompanied by a self-rated Supervision Adherence Guidance Evaluation (SAGE)
These 2 assessments are equally weighted.
3) Portfolio elements 2 demonstrating completion of reflective learning logs and supervision feedback forms (marked as Pass/Fail).
Penalties for late submission:
The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy “Penalties for late submission for Postgraduate Flexible programmes”, which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:
- where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that 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:
https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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.
Assessment requirements for a pass:
50% in each piece of assessed work for 1, 2. The 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 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 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: 30 March 2023
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.