PYMSUC0-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 / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: PYMSUS0 Supervisor Training for Children and Young People's IAPT II
Modules excluded:
Current from: 2021/2

Module Convenor: Mrs Lindsay George
Email: l.george@reading.ac.uk

Type of module:

Summary module description:

The aim of this module is to:

• introduce the CYP MH programme, and the national and political context for CAMHS.


• develop supervisor skills in broadening trainee therapists understanding of psychological theory directly relevant to CYP MH, 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 CYPMH course.


• enable supervisor trainees to understand and develop skills in providing direct modality-specific supervision to trainee therapists.��

Aims:

1. To enable supervisors to incorporate CYP MH principles into supervisory practice, developing supervisors who can assist in the overall service transformation of services participating in the project.


2. 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.


3. 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 CYPMH programme.


2. Understand the importance of supervision as a key clinical activity within the CYPMH project.


3. Be aware of the models of supervision applied within CYPMH 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 CYP MH 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 CYP MH 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. Th e time-line for key policy-drivers shaping the development of CYP MH, including the CAMHS Review, NICE guidelines and No Health without Mental Health.



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



5. The model of delivery for CYP MH and expectations around service change and outcomes monitoring embedded in the CYP MH project s.



6. How CYP MH 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 use of self-reflection in exploring the advantages and disadvantages of different styles of supervision.



10. 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.



11. How to problem-solve dilemmas, including: Cha llenges 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 MH.



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



• 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.



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



• The importance of the course requirements around client contact, recording, and other formal requirements of the course.



• The mechanisms for providing feedback to the trainee and course, including learning outcome 5.



• 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.



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



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



15. The importance of both condition-specific and general methods of formulation, in order to develop trainee therapists.

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

Twelve��days teaching which will cover the following:



- understanding CYP MH.

- principles of supervision.

- promoting psychological knowledge in supervision.

- the use of outcomes data in supervision.

- facilitating therapeutic process in supervision.

- delivering modality-specific supervision.

Some of the days will also focus on the evidence-based treatment models that their supervisees are trained to utilise with Children and Young People

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. Specific supervision material to improve practice will be presented and discussed. Teaching will be provided by course tutors, with some national and international experts where appropriate.��

Contact ho urs:��

• 12 teaching days in total


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

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

The assessment has two parts:



1) Written assignment on the Theory and Practice of Supervision.

2) Practical Skills assessment on a service implementation project.

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:��

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:��http://www.reading.ac.uk/web/files/qualitysupport/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:��

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 assessment 1 & 2

A minimum of 80% face to face attendance is required for each module and attendance at all identified mandatory teaching (detailed on timetable); this is evidenced in the Portfolio assessment which sits within PYMSUS0.

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%.

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Completion of studies is dependent on employment within a CAMHS partnership of the Central and South CYP MH Collaborative and ongoing access to a CYP MH 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 MH appropriate caseload, or fail coursework at second attempt.

Additional Costs (specified where applicable):

1) Required text books: None

2) Specialist equipment or materials: None

3) Specialist clothing, footwear or headgear: None

4) Printing and binding: None

5) Computers and devices with a particular specification: None

6) Travel, accommodation and subsistence: None

Last updated: 23 September 2021