PgC / UCAPD LOW INTENSITY

1. PgC / UCAPD LOW INTENSITY ASSESSMENT AND INTERVENTION SKILLS FOR PSYCHOLOGICAL WELLBEING PRACTICE SUPERVISOR HANDBOOK JULY 2016

2. Contents Contents 03 – Welcome 04 – Staff Contact Details 05 – Introduction 07 – Programme Aims 10 – Practice / Professional Skills 12 – Programme Delivery 14 – Attendance 15 – Absence 16 – Following Absence 17 – Supervision 18 – Practice Supervisor 20 – Supervised Learning 21 – Clinical Practice Outcomes 23 – Working with Clients 25 – Communication 26 – Self Directed Study 27 – Student Support 28 – Assessment Strategy 29 – Module 1 30 – Module 2 31 – Module 3 32 – Feedback 33 - References

3. Welcome Welcome The Postgraduate Certificate (PgCert) and University Certificate in Advanced Professional Development (UCAPD) Low Intensity Assessment and Intervention Skills for Psychological Wellbeing Practice programme are underpinned by the 2015 National Curriculum for the Education of Psychological Wellbeing Practitioners (PWPs) and supported by the 2011 Reach Out student materials. It is essential that you are familiar with both of these documents, which support all elements of teaching, learning and assessment. Disclaimer: The information in this handbook is, as far as possible, accurate and up-to-date at the time of publication. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

4. Staff Contact Details Staff Contact Details Programme Leader Module Tutor Module Tutor Deborah Rafter Room H1.12 Centuria Building Tel: 01642 738165 Email: D.Rafter@tees.ac.uk Paul Thompson Room H1.20 Centuria Building Tel: 01642 384536 Email: Paul.Thompson@tees.ac.uk Sarah Fishburn Room H Centuria Building Tel: 01642 Email: S.Fishburn@tees.ac.uk

5. Introduction Introduction The Improving Access to Psychological Therapies (IAPT) programme was established across England in 2008 with the aim of establishing psychological therapy services to enable people with common mental health problems to receive evidence-based, NICE approved psychological therapies and interventions. The Psychological Wellbeing Practitioner (PWP) has a key role within the IAPT service to assess and support people with anxiety and depression – in the self-management of their recovery. Assessment is underpinned by the use of evidence-based measures for clinical, social and employment outcomes as part of a national outcome system utilising the behavior change model.

6. Introduction Introduction Interventions are designed to aid clinical improvement and social inclusion, including return to work, meaningful activity or other occupational activities. PWPs do this through the provision of information and support for evidence-based low-intensity psychological treatments, mainly based upon Cognitive Behavioural Therapy (CBT) e.g. behavioural activation, exposure, cognitive restructuring, panic management, problem-solving, sleep hygiene. PWPs also provide information on common pharmacological treatments and support patients in decisions which optimise their use of such treatments. Low-intensity psychological treatments place a greater emphasis on patient self-management and are less burdensome then traditional psychological treatments.

7. Introduction Introduction Achieving cultural competence is an essential requirement for the Psychological Wellbeing Practitioner so that each practitioner is able to recognise their own reaction to people who are perceived to be different. PWPs are expected to operate in a stepped care, high volume environment carrying as many as 45 active cases at any one time, with workers completing treatment for between 175-250 patients per year. The IAPT minimum level of PWP supervision is weekly individual case management and fortnightly clinical skills supervision in groups of no more than 12. The success of the programme crucially depends on the availability of fully trained practitioners who are able to supervise trainees to deliver the expected performance benchmarks for recovery.

8. Introduction Introduction This content can be summarised as six core themes that run through the programme via three modules. The themes assist in anchoring the programme to the National Curriculum (2015) and Reach Out (2011) materials: • Information gathering • Information giving • Shared decision-making • Low intensity interventions • Supervision • Values, policy, culture and diversity

9. Programme Aims Programme Aims The programme aims to prepare students to work as a Psychological Wellbeing Practitioner. The programme is taught at two academic levels – degree (6) and masters (7). In relation to aims 6 and 7 the word critically is applicable to level 7 only.

10. Practice / Professional Skills Practice / Professional Skills 1. Act autonomously in relation to collaborative, client-centered and evidence-based assessment and decision-making for people with common mental health problems. 2. Demonstrate autonomous practice and originality in relation to the collaborative planning and implementation of a range of specific low intensity interventions for clients with common mental health problems. 3. Demonstrate autonomous practice with regard to a collaborative risk assessment. 4. Practice ethically, promoting an inclusive and non-discriminatory approach towards the care and treatment of people with common mental health problems.

11. Practice / Professional Skills Practice / Professional Skills 5. Demonstrate professionalism and proactively to meet the challenges of multi-professional and multi-agency working within primary mental health care. 6. Critically evaluate a range of employment, occupational and wellbeing strategies to assist patients manage their emotional distress and disturbance. 7. Critically engage in an appropriate supervision process demonstrating effective evaluation of client work. 8. Demonstrate autonomy in using behaviour change models and approaches to promote choice in relation to goal and intervention planning and to support recovery orientated working.

12. Programme Delivery Programme Delivery The curriculum includes both classroom and workplace learning delivered in 45 days across the three modules. There will be an additional five day induction totaling 50 days overall. Students will also have access to a range of university resources to support their learning. It is essential that students take responsibility for their own learning and make the most of the learning opportunities presented to them.

13. Programme Delivery Programme Delivery Advancing/ Promoting Low Intensity Assessment Skills for Common Mental Health Problems January - April Advancing/ Promoting Low Intensity Intervention Skills for Common Mental Health Problems April - June Advancing/ Promoting Reflective, Non- discriminatory Practice Induction Module Duration September - December January Classroom teaching 10 days 5 days 10 days 5 days Workplace learning 5 days 5 days 10 days Clinical hours requirement 40 hours Clinical Assessment sessions 40 hours Clinical Intervention sessions 40 hours Supervision Sessions (20 CM and 20 Clinical)

14. Attendance Attendance One hundred percent attendance in theory and practice is a requirement of the programme. Attendance will be monitored and absence will be discussed with the student and managed through the University sickness and absence procedure, assessment processes and Fitness to Practice procedures, details of which are located on the Student Intranet. A copy of the teaching timetable for each calendar month is available to you on the VLE e- learning@tees site.

15. Absence Absence Absence over two weeks could lead to an interruption of studies. This needs to be discussed and negotiated with the trainee, Programme Leader and Service Manager. In certain circumstances leave of absence may be granted, however this must be discussed with the Module Leader and the appropriate documentation completed. For further information refer to the Student Essential Guide (School Handbook). https://sohsc.tees.ac.uk/sites/handbook/

16. Following Absence Following Absence It is the student’s responsibility to ensure that they catch up with all elements of the session and the details are provided in the Programme Handbook. If you are concerned about the student’s attendance (or any other issues) please contact the Programme Leader.

17. Supervision Supervision It is crucial for safe and effective practice and learning that students receive clinical skills and clinical case management supervision: Clinical Case Management Supervision – at least one-hour every week in which all patients on the caseload are reviewed. Clinical Skills Supervision – at least one-hour, every two weeks which could be provided on an individual basis or as part of a group. Supervision Hours By the end of the programme the student must evidence at least 40 hours of supervision.

18. Practice Supervisor Practice Supervisor As a supervisor of a PWP student you must ensure you are familiar with low intensity assessment, low- intensity interventions undertaken by PWPs and the two contrasting supervision methods. If PWPs are using self-help materials, supervisors should be fully familiar with the content of these materials. Supervisors should also be conversant and comfortable with any computerised treatment programmes in use.

19. Practice Supervisor Practice Supervisor It is also essential that PWP supervisors familiarise themselves with local stepped care protocols operating in clinical services and the wider provision of health and social care services available locally, so that you can assist PWPs with their clinical decision-making around stepped care, case management and signposting. In order to familiarise themselves with the PWP methods, it is highly desirable – if not essential – that supervisors will have delivered treatment to patients themselves using PWP protocols. Supervisors should ensure that they have sufficient time to devote to supervision.

20. Supervised Learning Supervised Learning In addition to the 25 classroom days it is essential that students complete 20 days supervised learning in the workplace. This will be facilitated through a range of practice-based tasks linked to each of the session themes. The tasks will be allocated via a Task Booklet, given to the student PWP. The Directed Practice Learning Task Booklet provides instructions for you and your student and explains the tasks in more details. It is important that supervisors work with students in relation to the completion of these learning activities and provides evidence of this by signing to verify the student’s engagement with the learning activity. This is not assessment material – it is a learning activity and forms part of the student’s attendance and is supportive evidence of achievement of practice outcomes.

21. Clinical Practice Outcomes Clinical Practice Outcomes In order to pass the course, students must demonstrate that they have achieved nine ‘clinical practice outcomes’. It is the role of the Practice- based Supervisor to support the student in achieving these practice outcomes. The supervisor must then sign a document indicating to the Programme and Module Leader that these outcomes have been achieved. In order to do so, supervisors must monitor and assess the developing clinical skills of the student through a variety of methods, for example, direct observation, the use of video tapes of clinical interviews undertaken by the student, and reflections by the student on their developing practice. The ‘ ‘Clinical Practice Outcomes’ are summative assessment components and are therefore essential elements of the programme and must be completed. For further detailed information refer to the Module Guide for each module.

22. Clinical Practice Outcomes Clinical Practice Outcomes It is the student’s responsibility to provide evidence of achievement to the supervisor so that the supervisor is satisfied that the student has met their outcomes. The supervisor testimony sheet can be located at the back of the Directed Practice Learning Task Booklet. Examples of Evidence Direct observation and Shadowing Supervision discussion and Discussion following sessions Client feedback Recorded sessions and client documentation Reflective logs Role-play

23. Working with Clients Working with Clients Students will need to be deemed competent in order to work independently with clients. Evidence of this should be agreed in a Learning Contract between you and your supervisee. It is recommended that a graded approach be used for introduction to clinical work. It may be helpful to think about this as a continuum. Direct supervision Scheduled supervision Low clinical exposure High clinical exposure Role-play with live supervision work Independent clinical

24. Working with Clients Working with Clients It is important that the client is made aware of the trainee status and this should be done following the policies and procedures of the employing organisation. It is essential that client confidentiality be maintained at all times. Client work should not be discussed in class without obtaining consent following the correct procedures in the School of Health & Social Care Student Essential Guide (School Handbook). You must observe the student gaining consent and sign the relevant form. Each student has access to this.

25. Communication Communication Tripartite Communication Tripartite discussions can provide opportunities to clarify issues, discuss learning needs and the opportunities available. Tripartite meetings may also provide a forum for evaluation of performance in relation to all practice summative assessment components. If you wish to arrange a tripartite meeting, contact a member of the module team – the student will have been allocated a tutor. Supervisor Workshop At the beginning of the programme it is essential that you attend a half- day workshop in order to be updated in relation to the programme and the practice requirements of each module.

26. Self Directed Study Self Directed Study Preparing, Planning and Participating It is essential that students take responsibility for and organise their own learning in order to make the most of the opportunities available to them. Should students come to you with questions regarding the academic requirements of the programme it is important to direct them to the module team who will deal with such issues.

27. Student Support Student Support The programme team will provide the student with support and guidance in relation to all aspects of the learning experience and address any concern that the student may have. The Practice Supervisor will provide teaching, facilitation of learning, observation and supervision in relation to your knowledge and skill development within the practice area.

28. Assessment Strategy Assessment Strategy The assessment strategy has been developed to meet the standards of the National Curriculum for Psychological Wellbeing Practitioners (IAPT, 2015). It is also important to have an accurate overview of the assessment schedule. The following table summarises the assessment requirements for this programme. Formative and Summative Assessment The aim of formative assessment is to monitor progress and provide feedback that can be used to improve learning and performance. Summative assessment is used to evaluate overall progress and will determine achievement of the learning outcomes for the module.

29. Module 1 Module 1 Formative Assessment Type and Week of Completion Summative Assessment Type and Week of Submission Module Name Triage video-recorded assessment - Week 3 1,500-word Written Formulation - Week 4 Video-recorded simulation of an assessment session for a client with either depression or anxiety disorder – Week 7 Achievement of Practice Outcomes - Week 10 Advancing/ Promoting Engagement and Assessment Skills for Common Mental Health Problems Video-recorded simulation of an assessment session for a client with either depression or anxiety disorder – Week 5

30. Module 2 Module 2 Formative Assessment Type and Week of Completion Summative Assessment Type and Week of Submission Module Name Written Exam - Week 14 Video-recorded real treatment session for a client with either depression or anxiety disorder – Week 18 Achievement of Practice Outcomes - Week 20 Advancing/Promoting Low Intensity Intervention Skills for Common Mental Health Problems Video-recorded simulation of a treatment session for a client with either depression or anxiety disorder – Week 16

31. Module 3 Module 3 Formative Assessment Type and Week of Completion Video-recorded clinical case presentation – Week 23 Summative Assessment Type and Week of Submission Module Name Video-recorded clinical case presentation – Week 25 3,000-word essay – Week 28 Achievement of Practice Outcomes Portfolio - Week 30 Advancing /Promoting Reflective, Non- discriminatory Practice

32. Feedback Feedback The School of Health & Social Care relies on feedback as a key method of assuring and enhancing the quality of its learning and teaching. Please contact the programme team with any feedback that you have.

33. References References Department of Health (2015) Improving Access to Psychological Therapies Implementation Plan: Curriculum for Low Intensity Therapy Workers. London: HMSO. Department of Health (2015) Psychological Wellbeing Practitioner Best Practice Guide. London: HMSO. Richards, D. & Whyte, M. (2011) Reach Out Student Materials. 2nded. RETHINK. Richards, D.A., Chellingsworth, M., Hope, R., Turpin, G. & Whyte, M. (2010). Reach Out National Programme Supervisor Materials to Support the Delivery of Training for Psychological Wellbeing Practitioners Delivering Low Intensity Interventions. (http://www.iapt.nhs.uk/workforce/low-intensity/)