PYMSUT: Supervisor Training for Children and Young People's IAPT I

Module code: PYMSUT

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

Credits: 20

Level: Postgraduate Masters

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

Module convenor: Dr Melissa Snaith, email: m.h.snaith@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.  

This module will develop students’ supervisory skills in incorporating the core principles of accessibility, awareness, accountability, evidence-based practice and participation into supervisory practice. It will shape supervisors who can assist in the overall service transformation of services, who can provide evidence-based supervision for interventions set out in the trainee practitioners’ curricula and who have critical knowledge of the theoretical, research and implementation literature that underpins the supervision of psychological practitioner trainees.  

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

Module learning outcomes

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

1. Develop a critical knowledge of the theoretical, research and implementation literature that underpins the supervision of high-intensity/low-intensity cognitive behavioural therapy trainees. 
2. Develop supervisees’ competences in therapeutic interventions as taught on their respective programmes. This will include whole school approaches for supervisors within MHSTs. 
3. Engage meaningfully in reflective practice regarding the supervision they deliver and the role they play in the service transformation agenda.  

Module content

Module content as per the national curriculum for Education Mental Health Practitioners (EMHPs) supervisor training (Health Education England, 2020 and 2023): 

At least 10days teaching which will cover the following: 

• understanding Children and Young People's mental health agenda and the core principles of accessibility, awareness, accountability, evidence-based practice and participation. 
• principles of supervision. 
• promoting psychological knowledge in supervision. 
• the use of outcomes data in supervision. 
• facilitating inclusive therapeutic processes in supervision. 
• delivering modality-specific supervision (high-intensity or low-intensity depending on students’ employment context) – Education Mental Health Practitioners EMHP supervisors will receive teaching on supervising inclusive whole school approaches. 
• evaluation of supervisor competencies using the supervision adherence, guidance and evaluation tool (SAGE). 
• additional teaching days are available where supervisor trainees need to improve competency in the interventions their supervisees deliver. 

Structure

Teaching and learning methods

Experiential and skills-based workshops provide students with a strong foundation in evidence-based supervision, addressing the most up-to-date research developments. 

Skills-based competencies will be developed through small group experiential work and role plays in workshops, group supervision of supervision by course members and individual/group supervision in the place of work. 

Problem-based learning will be facilitated through a combination of course and work-based supervision. 

Self-directed study to include general reading for each course and preparatory reading for each session. Web-based resources will be available to allow students to see examples of supervision sessions and clinical demonstrations of specific techniques. 

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. The 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. 

Study hours

At least 34.5 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
2. A minimum of 80% live attendance
3. 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.

Reassessment

Additional costs