PYMLEP-Leadership Training Practice for Children and Young People's IAPT

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: PYMLET Leadership Training Theory for Children and Young People's IAPT
Modules excluded:
Current from: 2020/1

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

Type of module:

Summary module description:

A core principle of Children and Young People’s Mental Health agenda (CYP MH) is to transform organisations into bodies capable of commissioning and delivering a maximised combination of best clinical effect with cost. This module aims to enable leaders to apply the theory of CYP MH learned in PYMLET to their own services and organisations to strengthen delivery of mental health and wellbeing care for the children and young people sustainably into the future.Ìý

Aims:

At the end of the course Service Directors/Managers & Clinical Directors/Leads graduates will be able to:

A. Apply critical knowledge of the theoretical research and implementation of literature that underpins service change in the NHS child and adolescent service.

B. Enable service leaders to make the necessary changes in their service during the training course.

Assessable learning outcomes:

At the end of the course Service Directors/Managers & Clinical Directors/Leads graduates will be able to:

1.Implement clinical and service Outcomes and Evaluation in CYP MH services

2.Implement how outcomes and evaluation will be used in supervision and practice to guide delivery of care

3.Implement the establishment of young people’s participation within their service.

4.Use theory and evidence from implementation science to achieve C YP MH objectives

5.Prepare for AQP, PbR and know how to demonstrate value for money

6.Be capable of workforce planning including job planning,

7.Implement performance management systems that link job planning, appraisal, CPD with needs assessments and workforce planning in order to improve service design in line with CYP MH objectives

8.Using knowledge of service design, implement changes relevant to CYP MH objectives of increased access.

Additional outcomes:

•Students will gain confidence in a range of important skills such as conflict resolution, ability to work with commissioners and leadership.

•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: A tutor-led course comprising a minimum of 18Ìýcontact hours and project-based work in the clinical service of 200 hours. The tutors are specialists in the field of NHS Change Management and will be supported by a ºÚ¹Ï³ÔÁÏÍø Child CYP MH Course tutors. 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 tutorials, role-plays, recordings and small group discussions. The 18Ìýcontact hours will be spread over 4 sessions, at least a month apart so as to allow students to attempt to implement changes in their service and troubleshoot issues that arise. Specific material to improve practice will be presented and discussed.

Contact hours:Ìý

•Ìý Ìý 3 days in totalÌý

•Ìý Ìý Total contact hours: 18 hours

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

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Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

1.)Ìý Written assignment regarding a service-improvement project

2.) Oral presentation on their service improvement project and the outcomes

These 2 assessments are equally weighted.

3.)Ìý Ìý‘Personal and Professional Reflective Portfolio’ to include content relevant to both modules. Including ‘casework’ and ‘log’ related to your project and the changes required, how the student managed this process, achievements in the process of service change and the summation of what has been achieved and what remains to be achieved.Ìý This will be marked as pass/fail.

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 and 2 above. The Portfolio must be marked as a pass. A minimum of 80% attendance is required.

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 (assessment 3 above). If, for any reason, a student does not complete the required face to face attendance for the module, they will be required to attend teaching on the same topic with another cohort.

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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%.Ìý

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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:
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