PYMSOS: Supervisor Training for Children and Young People's IAPT II

Module code: PYMSOS

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Double Presentation: Full year, and S2,Summer & S1

Module convenor: Mrs Lindsay George, email: l.george@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 13 August 2024

Overview

Module aims and purpose

The role of the supervisor within child and adolescent mental health services (CAMHS) including Mental Health Support Teams in schools (MHSTs) is pivotal. Supervisors form part of the team of change agents alongside their service management and therapy trainee colleagues. High-quality supervision of trainee therapists is key to ensuring the successful delivery and sustainability of evidence-based treatments.ÌýÌý

This module will further develop students’ supervisory skills through their delivery of supervision in their workplaces and regular supervision of supervision at the University. Students will also gain knowledge and competence in measuring their competences in delivering supervision using the supervision adherence, guidance and evaluation (SAGE) tool. This module will also support students in their wider system role as agents of change; supporting them to facilitate service improvement within their systems, building upon their service improvement projects in the programme’s other module (PYMSUC).ÌýÌý

For more information, please see the HEE relevant national curricula; EMHP supervisor curriculum (2020) and the CYP IAPT supervision training (2013).ÌýÌý

Module learning outcomes

By the end of the module, it is expected that students will be able to:Ìý

1. Demonstrate sustained skills in supervising Children and Young People’s mental health practitioners in accordance with evidence-based models of supervision.ÌýÌý
2. Demonstrate their commitment to the ongoing development of quality driven, outcomes informed services.Ìý
3. Demonstrate competency to appropriately review and manage risk within supervisionÌý
4. Explain and model the various therapeutic interventions and approaches (including whole school approaches where applicable) delivered by their supervisees, so they are able to best supervise the effective delivery of these interventions by their supervisees.Ìý
5. Accurately reflect on their own competence in delivering supervision using the SAGE.Ìý

Module content

At least 10 days of supervision of supervision which include reflective group-based discussion and evaluation of supervisor competencies using the supervision adherence, guidance and evaluation tool (SAGE).Ìý

Structure

Teaching and learning methods

The supervision of supervision days will include slots for supervisor trainees to play a recording of part of a supervision session for feedback using the SAGE, plus there be opportunity for all members of the supervision of supervision groups to play clips of their supervision sessions with related supervision of supervision questions.ÌýÌý

This structure will encourage self-reflection, and an increase in self-awareness and skill acquisition. Modelling of supervision methods will be experienced through supervision of supervision days (e.g., through active encouragement of roleplay, case discussion and formulation of supervision dynamics).ÌýÌý

This module is taught twice to two different cohorts of students - first in Semester 1, Semester 2 and Summer Vacation and then repeated in Semester 2, Summer Vacation and Semester 1.ÌýThe 200 study hours are listed for the first iteration of teaching in Semester 1, Semester 2 and Summer Vacation, and these same study hours are repeated for the second iteration of teaching in Summer Vacation, Semester 2 and Semester 1.Ìý

Study hours

At least 17.25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 50% in each assessment, with no auto-fails in the clinical recordings (a recording can auto-fail if a risk is not managed appropriately within the supervison session, even if all other elements of the recording mean the recording achieves above the 50% pass mark)
2. A pass in the portfolio
3. A minimum of 80% live attendance
4. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Feedback given for the recording of a 30-minute clip of a supervision session played in supervision of supervision.ÌýÌý

Formative submission of a one-hour recording of an individual or group supervision session and self-rated SAGE.ÌýÌý

Formative submission of the portfolio.Ìý

Reassessment

Additional costs