PYMEBI-Evidence-based interventions for children and young peole with common mental health problems

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2020/1

Email: p.myles-hooton@reading.ac.uk

Type of module:

Summary module description:

This module includes the fundamental elements of providing evidence-based interventions for mild presentations of anxiety and depression, when working with children, young people and their families. The curriculum builds on students’ existing clinical skills and knowledge of working within comprehensive CAMHs and the successful completion of the core and engagement and assessment modules 1 and 2 of the EEBP course.



This module will be delivered over 14 days: 9 days of classroom based teaching at the HEI and 5 days in learning sets in the student’s service. A notional structure and order for the HEI based days of teaching is shown below with (MindEd e-learning sessions may also be used to support learning). ��Appropriate e-learning sessions will be selected as an adjunct to learning.

Aims:

The aims of the module are to equip students with essential skills necessary to provide an evidenced based intervention based on the young person’s presentation.��

Assessable learning outcomes:

At the end of module 3 – PYMEBI trainees will:

Working with parents: Understand how to successfully engage parents in developing shared understandings of difficulties. To enable parents to support interventions with young people that are informed by social learning perspectives.

Working with Anxiety: demonstrate a critical understanding of the phenomenology, diagnostic classifications and epidemiological characteristics of anxiety disorders in children an d young people; a critical understanding of clinical research literature on exposure for anxiety disorders in children and young people (clinical trials and outcome studies); understand how to sensitively adapt Behaviour Therapy for anxiety disorders to ensure equitable access, taking into account the age of the child or young person, and cultural and social differences and values among the children, young people and their parents/guardians

Behavioural Activation: A critical understanding of the phenomenology, diagnostic classifications and epidemiological characteristics of depression. Demonstrate a working knowledge of the behavioural activation model, behavioural theory and the role of behaviour in the development and maintenance of depression.

Managing Worry: An ability to draw on knowledge of the main components of an evidence based intervention for working with worry which may include: ��progressive muscle relaxation; cognitive restruct uring, imagery exposure and in-vivo exposure

Lifestyle Management: demonstrate understanding and delivery of healthy lifestyle packages and interventions (e.g., sleep hygiene)

Guided Self Help: ��To understand the rationale and process of delivery of guided self-help. ��To understand the use of appropriate self-help materials and support the client in the use of relevant and effective materials.

Supervision: Understand how to be st use supervision and outcome measurement and feedback to support the implementation of collaborative, evidence based interventions with young people and their families.��

Relapse Prevention: Demonstrate knowledge and understanding of the importance of adequate preparation for ending therapy, to allow accurate evaluation and consolidation of gains, and preparation for independent practice. Demonstrate knowledge and understanding of the potential for recurrence of depress ion and anxiety symptoms after ending and competence in collaborating to produce a relapse prevention plan, including medication where necessary, that actively involves the available interpersonal and professional networks.��

Additional outcomes:

At the end of the module trainees will be able to:��

•���� ��Demonstrate the ability to develop a shared understanding of the presenting issues with the child, young person or family they are working with within a systemic context

•���� ��Support parents/carers, where appropriate, to engage with the intervention and to use strategies (e.g., positive reinforcement) to support the child/young person

•���� ��Understand which treatment approach to use with each presentation or to be able to signpost to an appropriate treatment modality

•���� ��Demonstrate the ability to use guided self-help with fidelity

•���� ��Use supervision effectively, including the use of routine outcome measures to guide intervention.

•���� ��Understand and effectively use evidence based interventions for mild anxiety and depression

•���� ��Demonstrate the ability to plan for the ending of therapy and to collaboratively construct relapse prevention strategies��

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Outline content:

The Evidence-Based Interventions module normally involves at least 14 days of teaching, nine at the HEI site and five in the workplace. Students will also be expected to dedicate considerable private study time (about five days) to complete the portfolio and prepare for and reflect on supervision.

Clinical Supervision

•���� ��In the workplace, each student will have clinical supervision weekly in a group of no more than four with occasional ind ividual sessions in place of the group sessions.

•���� ��Recorded material from at least four cases should be included at some point during the supervision sessions

•���� ��At the end of the course when clinical work has been completed the workplace 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.

•���� &nb sp;The clinical work of the practitioners will be supervised by staff that have either completed the Postgraduate Certificate in Supervision for Children and Young People’s IAPT course or the five day outreach generic supervisor training course at one of the CYP IAPT training providers. This will ensure that they have developed knowledge of and competency in the Roth and Pilling generic supervision competencies (http://www.ucl.ac.uk/clinicalpsychology/CORE/supervisionframework.htm) and how to embed the core CYP IAPT principles into their supervision practice. They should also have working knowledge of the interventions the practitioners will be implementing (or evidence how they will gain this knowledge).

•���� ��Some supervision will also be provided to the practitioners by the HEI to support the development of skills within the training programme and to familiarise the practitioners with the process and content of supervision to support their work i n services. This, in conjunction with the supervisor training, will allow for sustainable practices in relation to supervision being developed and embedded into services.

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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. In addition, they will be supplemented by e-learning material and experience of putting into practice what has been learned within the workplace. Teaching will be provided by course tutors, with some national experts where appropriate.

Competencies will be predominantly acquired throug h skills based learning. ��The module therefore uses a combination of classroom based learning at the HEI, incorporating video and role play, group work with problem based learning sets, supervised clinical practice and e-learning from the MindEd portal to augment learning.��

E-learning from the MindEd e-portal will be used to deliver key elements of the core curriculum. ��This has been developed specifically to support the CYP IAPT curriculum and can be accessed freely anywhere (including internationally). ��

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E-learning content will be supported by learning sets provided by the HEI and completed with other trainees, at the workplace. The learning sets will be based on clinical material. They will use the principles of problem based learning to engage trainees and to facilitate and promote theory practice links.��

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Each workplace organisation, in collaboration with the HEI, will identif y a co-ordinator for a group of trainees. Ideally, the co-ordinator will have completed a CYP IAPT postgraduate diploma or certificate and be using the core skills of CYP IAPT in their work and be able to support trainees in developing the core skills and competencies. ��Workplace co-ordinators will organise and facilitate group work and problem based learning, including the necessary resources (e.g. study space, access to e-learning) and support trainees’ use of the e-learning materia ls. Workplace co-ordinators will liaise with academic staff at the HEI and monitor progress of trainees in their workplace learning.��

Students will be required to provide therapeutic interventions to children and young people with mild presentations of anxiety and depression. ��This work will be video recorded and supervised by a service supervisor who has completed the Postgraduate Certificate in Supervision for Children and Young People’s IAPT course or the f ive day outreach CYP IAPT supervision course. ��Students will keep a professional and reflective portfolio demonstrating assessments, interventions, supervision and reflective practice. ��Clinical work will be verified by supervisor sign off in the professional portfolio and clinical competence will be assessed by the service supervisor and a video recording of an intervention session submitted to the HEI. Service supervisors will also be required to write a supervisor report for the por tfolio.

Contact hours:��14 teaching days in total

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

Total contact hours for this module will be a minimum of 200, to include lectures and work-based learning, supervision and guided independent study

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Assessment:

The assessment has four parts.

Assessment will be through a combination of:

1.���� ��1 x video recording of an intervention session demonstrating clinical competence

2.���� ��A professional and reflective treatment portfolio

3.���� ��Supervisor assessment of clinical competences to include direct observation of each of the treatment strategies taught, whether through video recording or live supervision - all must reach 50% minimum to be deemed competent.

4.�� ����An in-class test completed under examination conditions.

The assessments will be weighted equally.

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:

Refer to “Assessment” section above. ��Students must be marked as 50% or above on Part 1 and marked as a pass on Part 2 and Part 3. ��Part 4 must reach a pass mark of at least 50%. ��A minimum of 100% attendance is required. ��

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%. A short ‘Top-up School’ will be held after the end of the course, giving students the opportunity to complete missed teaching sessions or assessments.

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: 4 April 2020