PYMTHD-Therapy for Childhood Depression

Module Provider: Psychology
Number of credits: 30 [15 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

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

Type of module:

Summary module description:

This module will have a cognitive behavioural theoretical base with preference for approaches with the soundest evidence and where cognitive and behavioural techniques are integrated in therapy. The module will provide practical, intensive and detailed skills training to facilitate skill development to a defined standard of competency.��

Aims:

A. To increase students’ knowledge base of theory and research in CBT for depression

B. To promote a critical approach to the subject

C. To equip students to become skilled and creative independent CBT practitioners



The course will provide opportunities for students to develop and demonstrate knowledge, understanding and skills in the following areas:

A. Practical competency in CBT for depression in young people

B. Practical competency in working collaboratively with parents and educational services as part of routine treatment of depression in young people

C. Adapting CBT interventions for younger children presenting with depression

D. Critical knowledge of the theoretical and research literature relating to CBT and other psychological therapies for depression in children and young people��

Assessable learning outcomes:

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

1. Construct maintenance and developmental CBT conceptualisations for depression in children and young people – assessed via written assignments.

2. Include in the conceptualisation child/young person developmental aspects and family life-cycle and dynamics as appropriate – assessed via written assignments

3. Develop CBT specific treatment plans based on the conceptualisation – assessed via written assignments.

4. Practice CBT with children and young people with depression systematically, creatively and with good clinical outcome – assessed via rating of a practical skills session using a standardised scale.

5. Deal with complex issues arising in CBT practice – assessed via supervisor report.

6. Take personal responsibility for clinical decision making in straightforward and more complex situations – assessed via supervisor report.

7. Demonstrate self-direction and originality in tackling and solving therapeutic problems – assessed via written assignment.

8. Practice as “scientist practitioners” advancing their knowledge and understanding and developing new skills to a high level – assessed via log book

9. Demonstrate a systematic knowledge of the principles of CBT application in children and young people and the evidence base for the application of CBT techniques – assessed via written assignment.

10. Demonstrate a systematic knowledge of CBT and depression – assessed via written assignment and reflective analysis.

11. A critical understanding of the theoretical and research evidence for cognitive behaviour models and an ability to evaluate the evidence – assessed via written assignment.

12. Demonstrate an ability to sensitively adapt CBT, and ensure equitable access taking into account cultural and social differences and values - assessed via log book and report by young person and/or parents.

Additional outcomes:

• Students will gain confidence in the assessment and treatment of young people with depression.

• 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 and 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 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 all training cases 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 50 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 11.5 hours in University and 11.5 hours in the workplace; the total minimum supervision contact hours summed across all course modules is 70 hours.

•���� ��Total contact hours for this module will be a minimum of 300, to include lectures and clinical skills, university and work-based supervision, clinical practice hours 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

��

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

The assessment has 3 parts.



1) Written assignment of a child or adolescent with depression

2) A practical skills assessment of a treatment session with a child/adolescent with depression, marked using a standardised rating scale. The recording is rated by the assessor and self-rated by the student using the same standardised measure of clinical competence. The recording must be of a different client to those submitted for PYMBAS and PYMTHA and must be linked to written assignment 1 (item 1 above).

These 2 assessments are equally weighted.

3) Portfolio elements 3 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.

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 and 3. 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.

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: 10 April 2019