PYMLET-Leadership Training Theory for Children and Young People's IAPT
Module Provider: Psychology
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Spring / Summer / Autumn module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: PYMLEP Leadership Training Practice for Children and Young People's IAPT
Modules excluded:
Current from: 2022/3
Module Convenor: Dr Hannah Vickery
Email: h.l.vickery@reading.ac.uk
Type of module:
Summary module description:
A core principle of Children and Young People’s Mental Health (CYP MH) Agenda is to transform organisations into bodies capable of commissioning and delivering a maximised combination of best clinical effect with cost. This module aims to train leaders in the theory of CYP MH in order to assist in the transformation of organisations into bodies capable of meeting these challenges and to strengthen delivery of mental health and wellbeing care for the children and young people sustainably into the future.
Aims:
To develop competency in leading service change to deliver evidence-based, quality driven, outcomes informed services
To have critical knowledge of the theoretical, research and implementation literature that underpins such service change
The learning objectives are for students to:
- Understand the Children and Young People’s Mental Health project
- Understand the importance of key-pivotal elements that they will be responsible for knitting together in transforming their services
- Know how to bring about the changes necessary to implement these key elements
- Understand how to maintain changes – sustainability
Assessable learning outcomes:
At the end of the course students will:
- Understand the service objectives in the CYP MH project
- Understand clinical and service Outcomes and Evaluation in CYP MH
- Understand how outcomes and evaluation will be used in supervision and practice to guide delivery of care
- Understand the establishment of young people’s participation within their service
- Understand the degree to which their existing service meets CYP MH objectives
- Understand theories of complex organisations and processes of organisational change
- Understand how theory and evidence from implementation science can be used to achieve CYP MH objectives
- Understand the new NHS commissioning system and how to engage with it
- Understand value for money, payment by results and other commissioning priorities
- Understanding of health economics and values based system change for Children and Young People’s MH Services including the financial systems present within NHS, local authorities in so far as they relate to CAMHS
- Be able to prepare for AQP, PbR and have an understanding of how to demonstrate value for money
- Understand demand capacity theory and models and how they relate to CAMHS
- Have an understanding of workforce planning including job planning
- Understand performance management systems that link job planning, appraisal, CPD with needs assessments and workforce planning in order to improve service design in line with CYP MH objectives
- Understand service design
Additional outcomes:
- Academically, students will develop skills in critical appraisal of research and develop theory-practice links
- Reflective practice will be integrated as part of all training within the module.
Outline content:
It is expected that this curriculum will be delivered in mixed format of formal learning and experiential £guided action learning£. Trainees will be implementing change as they learn and learning from that experience with the support of the course leads, experts and their own peers.
The content follows a national curriculum.
Brief description of teaching and learning methods:
The aims of this module will be achieved through the formal course, which will incorporate tutorials, role-plays, video recordings and small group discussions and a ‘simulation’ exercise in leadership and changing services.
Contact hours:
- 10 days in total
- Total contact hours: 60 hours
- Total contact hours for this module will be a minimum of 300, to include lectures and guided independe nt study.
| Autumn | Spring | Summer | |
| Seminars | 51.75 | 5.75 | |
| Guided independent study: | 100 | 48.25 | 94.25 |
| Total hours by term | 100 | 100 | 100 |
| Total hours for module | 300 |
| Method | Percentage |
| Written assignment including essay | 33 |
| Practical skills assessment | 67 |
Summative assessment- Examinations:
Summative assessment- Coursework and in-class tests:
There assessment has four parts:
- Practical skills assessment 1 (e.g. a video of a workshop with relevance to the CYP MH project dealing with a conflict issue)
- Written assignment 1 based on undertaking the practical skills assessment above.
- Practical skills assessment; guided role play of scenario relevant to the course e.g. managing relationships with commissioners or conflict and challenges around change with staff
These three parts are equally weighted.
- 360 degree appraisal which must be marked as pass.
This is marked as Pass/Fail.
Formative assessment methods:
Penalties for late submission:
The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: http://www.reading.ac.uk/web/files/qualitysupport/penaltiesforlatesubmissionPGflexible.pdf
The Support Centres will apply the following penalties for work submitted late:
- 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 five working days;
- where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
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.
Assessment requirements for a pass:
50% in each piece of assessed work for 1, 2 and 3.
A mark of ‘Pass’ on the 360 appraisal (Assessment number 4).
A minimum of 80% face to face attendance is required for each module and attendance at all identified mandatory teaching (detailed on timetable); this is evidenced in the Portfolio assessment which sits within PYMLEP. If, for any reason, a student does not complete the required face to face attendance for the module, they will be required to attend teaching on the same topic with another cohort.
Reassessment arrangements:
Students who do not obtain the required pass mark or whose appraisals are not deemed satisfactory will be given the opportunity to resubmit, on one further occasion, any individual assessment that has been failed. The re-sit grade for the video and guided role-play cannot exceed 50%.
Completion of studies is dependent on employment within a CAMHS partnership of the Central and South CYP Collaborative. Students must successfully pass all modules of the training programme. Therefore a student’s studies may be terminated if they are no longer working in a partnership service or fail coursework at second attempt.
Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:
Last updated: 11 August 2022
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.