PY3BAS-Basic Skills

Module Provider: Psychology
Number of credits: 60 [30 ECTS credits]
Level:6
Terms in which taught: Spring / Summer / Autumn module
Pre-requisites:
Non-modular pre-requisites: No formal pre-requisites are required but students must be able to demonstrate familiarity with diagnostic systems (ICD and/or DSM) as a helpful shorthand to describe symptom patterns and syndromes and familiarity with standard models and approaches for anxiety disorders, depression, and other disorders with a CBT evidence-base is expected in relation to models and treatment. Co-requisites: For CBT students PYMTHA and PYMTHD must be passed. For PT students, PYMPAR must be passed.
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Hannah Vickery
Email: h.l.vickery@reading.ac.uk

Type of module:

Summary module description:

This module will cover the basic knowledge and clinical skills for delivering evidence based psychological treatment with children, young people and their parents. Basic knowledge and skills in CBT and parenting will be covered, as will basic knowledge of IPT-A and SFP methods and principles. Specific knowledge and skills with respect to anxiety disorders, depression and conduct problems will be covered in subsequent pathway-specific modules.

Aims:

To provide clinicians working with children and young people with the essential, basic necessary skills that form the foundation of an effective intervention. These specific skills are described in the competence framework developed by Roth, Calder and Pilling (2001), published at www.ucl.ac.uk/clinical- psychology/CORE/competence frameworks. The skills are divided into three parts: a. The key features of CYP MH practice b. The clinical knowledge base for CAMHS c. CYP MH modalities of therapy. A) The Key Features of CYP MH Practice 1. Introduction: Expectations for students 2. The core values of CYP MH 3. CYP MH collaborative case model (incl. goals based practice) 4. Young people’s and parents’ participation 5. The CYP MH Active Outcomes Framework 6. Evidence based practice/Practice based evidence 7. The process of organisational change. B) The Clinical knowledge base for CAMHS 1. Ensuring the delivery of services that support equality of access, respects diversity and minimises disadvantage or discrimination 2. Fundamentals of therapy adapted to CYP MH principles 3. Shared aspects of evidence based practice with children. C) CYP MH Modalities of Therapy 1. Cognitive Behaviour Therapy for children and young people (CBT-CYP) 2. Parenting programmes 3. Interpersonal Psychotherapy for Adolescents (IPT-A) 4. Systemic work with families.

Assessable learning outcomes:

1.ÌýÌý ÌýThe key features of CYP IAPT Practice – assessed by essay.



2.ÌýÌý ÌýAcquisition of an intellectual framework for measuring outcomes – assessed via portfolio.



3.ÌýÌý ÌýUnderstanding and appreciation of how to work in partnership with the child and family contextually, taking into account such factors as culture, personal identities, family dynamics, and interfaces with different systems of social life, the presence of difficulties that may create inequality for the child or family developmental stage/level, communication – assessed by written assignment.



4.ÌýÌý ÌýAbility to implement shared decision-making approach – assessed by written assignment.



5.ÌýÌý ÌýAn understanding of the child, young person, family and their thoughts, feelings and motivation, and the full context taking into account personal identities (race, ethnicity, sexual orientation, disability, gender, age, religion or belief and other equalities issues) – assessed by written assignment.



6.ÌýÌý ÌýAdopting a collaborative approach to evaluating outcomes – assessed by written assignment and portfolio.



7.ÌýÌý ÌýThat clinicians can make decisions with the CYP IAPT framework about the best measures and tools to use for different children, young people and families and circumstances – assessed by written assignment and portfolio.



8.ÌýÌý ÌýThat clinicians understand how to interpret data from outcomes measures and service user feedback tools and to understand the limits of any interpretation – assessed by written assignment and portfolio.



9.ÌýÌý ÌýThat clinicians are trained to make use of information from client reported outcomes to support their work and their own development, and not purely as performance management tools – assessed by written assignment and portfolio.