UCAPD Low Intensity Assessment and Intervention Skills for Psychological Wellbeing Practice

1. UCAPD Low Intensity Assessment and Intervention Skills for Psychological Wellbeing Practice PROGRAMME HANDBOOK January 2017

2. Contents

3. Welcome to the Programme • Welcome to the University Certificate in Advanced Professional Development (UCAPD)for Psychological Wellbeing Practice and to Teesside University. This Programme Handbook is intended to answer any questions that you might have about the programme. It provides information about the course in terms of its aims, structure and content and offers guidance for you to make the most of this learning experience, signposting you to other sources of support and information. A Supervisor Handbook is also available and it is essential that you ensure your supervisor receives a copy of this. • This document should be read in conjunction with the programme’s three Module Guides, which provide more detailed information about each specific module, including assessment criteria and submission dates and teaching timetables.

4. Important Information • It is important that you access and make use of the School of Health & Social Care Student Essential Guide (School Handbook), which provides information and guidance regarding University regulations and processes. • An electronic version of these documents is available for you via the Virtual Learning Environment (VLE) e-learning@tees. It is recommended that both you and your Practice Supervisor become familiar with all of these documents to best enhance your success.

5. Staff Contact Details

6. IAPT and Stepped Care • The Psychological Wellbeing Practitioner (PWP) role was created as part of the Improving Access to Psychological Therapies (IAPT 2008) in order to improve the capacity of psychological therapy services for people with common mental health problems. • Psychological therapies should be delivered within a stepped care system (National Institute for Health and Care Excellence (NICE) which works on the principle of offering the least intrusive most effective treatment in the first instance and increasing the intensity of treatment as required.

7. Evidence Based Low Intensity Interventions Mild to Moderate Depression cCBT, Guided Self -help Behavioural Activation Exercise Mild to Moderate Panic Disorder cCBT, Guided Self-help, Pure Self -help Mild to Moderate Generalised Anxiety Disorder cCBT, Guided Self-help, Psycho-education group, Pure Self-help Mild to ModerateObsessive Compulsive Disorder Guided Self -help The Psychological Wellbeing Practitioner - Best Practice Guide pages 2 and 3 outlines the stepped care model and the relationship between the PWP and other professionals.

8. Evidence Based Low Intensity Interventions • The PWP provides low intensity assessment and treatment at ‘step 2’ of this model for people with mild to moderate depression and anxiety problems. Low intensity interventions are designed to be brief with a focus upon a self-management approach. Interventions can be delivered through a range of modes such as telephone, computerized, group or individual face to face. • The PWP works alongside other professionals providing a range of interventions across the stepped care model and including High Intensity Interventions at ‘step 3’.

9. Psychological Wellbeing Practitioner Role • Low intensity interventions are intended to enable a high volume of people experiencing mild to moderate common mental health problems to receive treatment. To achieve this the PWP typically has a predetermined and managed number of sessions with individuals (average number of sessions being around 5 sessions).

10. The PWP will: •  Have a substantial administrative workload due to the high volume cases •  Often the first point of contact for people accessing the service •  Conduct triage or screening assessments •  Enable and motivate the people to use self-help approaches •  Work via telephone, group, computer and face-to-face contact •  Work with people with mild to moderate common mental health problems •  Provide support for people with long-term conditions and medically unexplained symptoms • The PWP will not: • X Assess and triage patients for secondary mental health services or treat people with severe, complex and enduring mental health problems • X Treat people with high levels of risk or needing a higher level of care • X Work in isolation including from step 3 colleagues e.g. if in other organisations • X Carry out high intensity treatment or support non evidence based treatments at step 2 • X Hold high intensity or other waiting lists • X Operate without appropriate supervision National IAPT team/ NHS England/Department of Health (2015) Psychological Wellbeing Practitioner: Best Practice Guide. Convened by University College London

11. The Programme Aims • The Programme Aims • Enabling you to gain substantial knowledge appropriate to undergraduate degree level (6) • Facilitating the acquisition of core therapeutic and technical skills that underpin low intensity assessment and interventions planning and delivery. • Developing you to have a positive attitude and commitment towards life-long learning, personal and development planning. • Providing opportunities that will prepare you to meet the challenges of current and future contemporary primary care mental health services. • Providing opportunities that will prepare you to acquire cultural competence and to meet the challenges of contemporary practice

12. Programme Learning Outcomes Knowledge and Understanding • Evaluate service culture, structures, policies and procedures in relation to mental health practice in primary care. • Demonstrate comprehensive and detailed understanding of recovery, collaborative working and client-centred approaches in relation to all aspects of the therapeutic process for people with common mental health problems. • Demonstrate systematic and detailed understanding of a range of social, medical and psychological explanatory models in mental health and mental illness and a practical understanding of diagnostic category systems used in mental health. • Demonstrate systematic and detailed knowledge of positive risk management. • Demonstrate comprehensive and detailed knowledge of evidence-based low intensity interventions for people with common mental health problems • Demonstrate comprehensive and detailed knowledge of social inclusion and non-discriminatory practice. • Demonstrate a comprehensive and detailed understanding of the roles and responsibilities of the various professional and non-professional workers in primary mental health care. • Demonstrate comprehensive and detailed knowledge of the complex relationship between health and occupation, employment and wellbeing. • Demonstrate comprehensive and detailed knowledge, behaviour change theory and its application to common mental health problems.

13. Programme Learning Outcomes Cognitive/Intellectual Skills • Demonstrate the ability to evaluate and synthesise knowledge, theory and evidence through reflection and supervision to promote good clinical governance and safe, quality clinical practice in relation to people with common mental health problems. • Through supervision demonstrate the ability to challenge orthodoxy and formulate new/alternative practice solutions for people with anxiety and/or depression.

14. Programme Learning Outcomes Practical/Professional Skills • Act autonomously in relation to collaborative, client-centered and evidence-based assessment and decision-making for people with common mental health problems. • 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. • Demonstrate autonomous practice with regard to a collaborative risk assessment. • Practice ethically, promoting an inclusive and non-discriminatory approach towards the care and treatment of people with common mental health problems. • Demonstrate professionalism and be proactive in meeting the challenges of multi-professional and multi-agency working within primary mental health care. • Evaluate a range of employment, occupational and wellbeing strategies to assist patients manage their emotional distress and disturbance. • Engage in an appropriate supervision process demonstrating effective evaluation of client work. • 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.

15. Programme Learning Outcomes Key Transferable Skills • Communicate complex professional issues clearly to specialist and non-specialist audiences. • Demonstrate the independent learning ability required for continuing professional development.

16. Programme Structure The programme is delivered at level 6 (undergraduate) and level 7 (post graduate). The yearlong programme has a structure of three core modules. It adheres to the IAPT curriculum (2015) for the Psychological Wellbeing Practitioner and is accredited by the British Psychological Society (BPS 2015). Table 1 Mapping of Modules to National Curriculum

17. 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. You will also have access to a range of university resources to support your learning and your biggest learning resource is you. It is essential that you take responsibility for your own learning and make the most of the learning opportunities presented to you.

18. Programme Induction • During induction you will be enrolled as a Teesside University student and will be allocated an IT account. This will enable you to access the Modules Blackboard site where you will be able to access University, Programme, Module and Student information including Student Essential Guide; Supervisor Handbook; Module Guide; Campus Maps; Learning Materials; Assessment Information • During induction there will be a number of activities designed for you to get to know each other and also activities to introduce role-play as well as being video recorded. • There will be a supervisor workshop (your supervisor should attend this with you) in order to gain further information about the role of supervision in relation to your learning and for your supervisor to clarify any issues that they have regarding the role of supervisor. • You will be given information to support your learning, including consideration of degree/masters study skills. There are a number of university resources available to support your learning.

19. Attendance and Absence • Attendance and Absence • 100 % classroom attendance is a requirement of the programme. In certain circumstances leave of absence may be granted, however this must be discussed with the Module Leader and the appropriate documentation completed (slide 59). Equally if you are unable to attend a session because of illness it is important that you inform the Module Leader. Absence will be recorded, monitored and managed following the Schools sickness and absence and fitness to practice procedures. In the case of persistent absence the University can withdraw a student from the programme. • A copy of the teaching timetable for each calendar month and the Students Essential Guide is available to you on the VLE e-learning@tees site in order for you to manage your attendance accordingly. You are expected to commit to this schedule. A session catch up procedure is available for a single absence

20. Learning Resources • The Learning Hub, which is located on the ground floor of the Library where guidance is offered to all students on developing their skills as independent learners. • The Library websitehttp://www.tees.ac.uk/lis/ provides details of services available and gives you access to wide range of electronic learning resources such as the catalogue, subject guides, searchable databases, electronic books and electronic journals. Online information on topics such as referencing, writing essays and information literacy can also be accessed electronically as well as online tutorials and fact sheets or you can contact the Library by telephoning 01642 342100

21. Learning Resources • There is an electronic Blackboardfor each of the three modules. You can locate module information, learning materials, timetables, assessment information and announcements. The module leader will also send emails regarding the module via Blackboard to your student email address • Tutorial support is available throughout the programme and you are encouraged to utilise this support. Please refer to the Student’s Essential Guide for guidelines regarding tutorial support.

22. Making the Most of Your Learning Experience • At the beginning of each module make sure that you are clear about the timetable, learning outcomes, content and what is expected from you • Make sure that you fully understand the assessment requirement, including criteria and submission details. Make use of all recommended materials and resources (guides available via e-learning tees)

23. Classroom Learning • There will be a range of strategies used to support your learning in the classroom including short lectures, presentations, role-plays and other activities. However your active participation is essential and you are expected to: • Share your experiences and learning with other students (without breaching client confidentiality) • Deliver presentations and are encouraged to use effective information giving techniques • Use self-administered workbooks (electronic and manual) that are designed to support learning in relation to subject knowledge whilst also encouraging students to reflect upon the use of self-help strategies • Participate in problem based learning to develop decision making and problem solving skills

24. Classroom Learning • Complete directed practice tasks in the workplace to encourage skill application and practice • Use personal reflection and personal development planning • Participate fully in simulation activities and make use of feedback from peers, module tutors and practice supervisors • Be challenged in order to develop emotional intelligence • Use self-assessment tools (technical and emotional intelligence skills) • Be gradually exposed to being video recorded in tasks, activities and role-play

25. Reflection and Personal Development Planning • The program is designed so that you can become a more confident and independent practitioner. It also aims for you to be able to plan and evaluate your own development. There are a number of opportunities throughout each module for you to reflect and plan personal development e.g.: • Participation in role-plays • Completion practice tasks • Supervision in practice • Working with clients • Learning Contracts

26. Work Based Learning • Theoretical learning gained in the classroom has to be applied in practice and it is essential that you be provided with opportunities to develop skills and practices that underpin your role as a psychological well-being practitioner. • Equally knowledge is generated in the workplace through research and development activities and it is important that this learning is accessed and integrated into your own practice.

27. Work Based Learning • A substantial part of this programme involves work-based learning and there are a number of important features for you to be aware of, which are briefly outlined here and discussed in more detail as required in the module guides • Approved training requirements • Supervision • Supervision hours • Practice supervisor • Directed learning tasks • Clinical hours • Assessed clinical practice outcomes

28. Approved Sites Requirements • The programme requires for you to be working in a fully functioning IAPT service so as part of the quality assurance process, services must meet the appropriate standards • In order to host trainee practitioners (IAPT 2015). The local ‘IAPT Consortium’ with bi-monthly meetings has been created to discuss generic programme and/or workplace issues and development

29. Supervision • It is crucial for the safe and effective practice and learning and you must receive clinical skills and clinical case management supervision: • Clinical Case Management Supervision – at least 1-hour every week in which all patients on the caseload are reviewed. • Clinical Skills Supervision - 1-hour, every 2 weeks which could be provided on an individual basis or as part of a group. • Supervision Hours • By the end of the programme you must evidence at least 40 hours of supervision. Refer to the Assessment Strategy section of this guide for further information regarding this.

30. Supervisor Requirements • Your supervisor in practice will have a very busy workload however there full participation is essential for your learning and assessment. There are a number of modalities and opportunities to help keep your supervisor informed and supported. • Supervision module – this is a requirement for an accredited PWP supervisor. The module is delivered annually commencing in the January. • Supervisor workshop – this takes place during induction. It is designed to keep supervisors up-to-date with PWP education and training requirements

31. Supervisor Requirements • Supervisor handbook – this document Is available online by your blackboard site all the supervisors support site • Online supervisor support site – an online support site to keep supervisors up-to-date with information about the programme and its modules • Tripartite communication – Communication between tutor, student and supervisor using electronic, telephone or face to face methods

32. Directed Learning tasks • One full day each week of your work-based learning will be directed by the university through specific tasks and activities, for example shadowing and observation; role-play with peers and supervisors and colleagues; supervised practice; reflection and directed problem-based learning. A ‘Directed Practice Learning Task Booklet’ (that outlines the task and essential evidence) is required for completion during each module.

33. Clinical Contact Hours • In addition to the learning tasks you are required to evidence a minimum of 80 clinical contact hours with patients (face-to-face or on the telephone) within an IAPT service. You will not be expected to work with clients independently immediately.It is important that you approach client work gradually and in a planned manner with your supervisor. A learning contract will be used in order to facilitate this process.

34. Clinical Contact Hours • The client should be aware of your trainee status and this should be done following your organisations policies and procedures • Client confidentiality should be maintained at all times and clients should not be discussed without obtaining consent following the correct University Procedures. • It is essential that you acknowledge and work within your own limitations and abilities when working with clients. The Practice Supervisor and the module tutors are available for advice and support regarding client work.

35. Module One: Assessment Module One - Assessment Shadow Qualified PWP Learn service protocols and systems Undertake all aspects of assessment Participate in clinical assessments and role-plays Direct Supervision Learning contract between supervisor and student to manage this process

36. Module Two: Intervention Module Two – Interventions Module Three Shadow Qualified PWP Learn materials & resources Participate in interventions sessions and role-plays Independently manage session Independently manage session Immediate supervision Direct Supervision Scheduled supervision Learning contract between supervisor and student to manage this process

37. Clinical Practice Outcomes • In order to pass the programme, you must demonstrate achievement of the ‘Clinical Practice Outcomes’ (PWP Curriculum 2015) • Your Practice Supervisor will both support and assess you in relation to this (for example direct observation, the use of audio tapes of clinical interviews, and reflections). • It is your responsibility to provide evidence of achievement to the supervisor so that the supervisor is satisfied that you have met the outcomes. For further detail refer to the module guide

38. Clinical Practice Outcomes • Module One • Demonstrates competency in undertaking and recording a range of assessment formats. This should include both triage within an IAPT service and problem focused assessments. • Demonstrates experience and competence in the assessment of presenting problems across a range of problem descriptor including depression and two or more anxiety disorders. • Demonstrates the common factor competencies necessary to engage patients across the range of assessment formats

39. Clinical Practice Outcomes • Module Two • Demonstrates experience and competence in the selection and delivery of treatment of a range of presenting problems using evidence based low- intensity interventions across a range of problem descriptor including depression and two or more anxiety disorders • Demonstrates the ability to use common factor competencies to manage emotional distress and maintain therapeutic alliances to support patients using low-intensity interventions • Demonstrates high quality case recording and systematic evaluation of the process and outcomes of mental health interventions, adapting care on the basis of these evaluations

40. Clinical Practice Outcomes • Module Three • Demonstrates the ability to engage with people from diverse demographic, social and cultural backgrounds in assessment and low-intensity interventions. This could include adaptations to practice working with older adults, using interpretation services/self-help materials for people whose first language is not English, and/or adapting self-help materials for people with learning or literacy difficulties. • Demonstrates the ability to effectively manage a caseload including referral to step up, employment and signposted services • Demonstrates the ability to use supervision to the benefit of effective (a) case management and (b) clinical skills development. This should include: a) a report on a case management supervision session demonstrating ability to review caseload, bring patients at agreed pre-determined thresholds and provide comprehensive and succinct case material; b) a report on use of clinical skills supervision including details of clinical skills questions brought, learning and implementation.

41. 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 your assessment schedule throughout your studies. The table on the next slide summarises the assessment requirements for this programme. • Formative and Summative Assessment • The aim of formative assessment is to monitor your progress and provide feedback that you can use to improve your learning and performance. Summative assessment is used to evaluate your overall progress and will determine your achievement of the learning outcomes for the module.

42. Assessment Strategy • .

43. Consent • Consent • It is essential that you obtain full consent from clients, relatives, carers and staff working in practice before referring to personal information in your assignments. The procedure to follow is available in the Students Essential Guide

44. Assessment Criteria • Assessment Criteria for level 6 • Detailed guidance regarding level 6 assessment criteria, referencing guidelines, presentation guidelines, academic writing guidelines, student support and other assessment information can be found in the SOHSC Student Essential Guide  • Additional information on module-specific assessment criteria including submission dates and arrangements, can be found in the Module Guides available on Blackboard

45. Assessment Criteria • Reasonable Adjustments • Reasonable adjustments will be made to assessment strategies on an individual basis if necessary, to ensure that any students with special educational needs are not disadvantaged link to disability services. Additional support may be obtained from the School’s Disability Co- coordinator: Mary van Loo, Senior Lecturer, M.Vanloo@tees.ac.uk • Deferrals and Extensions • Information regarding mitigation, short and long extensions can be found in the Students Essential Guide

46. Accessing Results • Accessing Assessment Results and Feedback • It is your responsibility to access your results • Assessment feedback can be found at SOHSC Intranet Site • Ratified Results can be found at http://e-vision.tees.ac.uk you will be able to log-in using your usual username and password. You will be informed by email when online access to your ratified results is available. This notification will be sent to your University email account confirming that your results are available online. You will not be able to access your results before you have received this email.

47. External Examiner • An External Examiner is lecturer from another University with experience of teaching and assessing PWP trainees who offers an independent view as to whether the work of students on the course is of the correct standard.  The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, role-plays), discussing the work with your lecturers and attending the Assessment Boards to endorse results.  The external examiner produces an annual report as part of programme evaluation and development, which highlights strengths of the programme and areas for development.

48. Student feedback, Representative & Progression Student feedback • is an essential aspect of programme evaluation so the programme team can be assured that the course is providing a meaningful and appropriate learning experience for the student PWP. Your feedback is very important to us and we will invite you to give constructive feedback on your learning experiences both formally and informally at various points in your programme of study, for example by evaluating your University teaching during and at the end of each module. Student Representative • Within the first few days of your programme you will be given information relating to the nomination of a programme student representative. Further information regarding this may be found within the School of Health & Social Care Student Essential Guide. Progression • On completion of the programme you will be invited to attend an ‘Exit Interview’ whereby you will be able to discuss your future plans with regards to further study. You will then be signposted to relevant student advice services.

49. Programme Delivery The programme at a glance

50. Standards for Work-based Placements (IAPT 2015)