PYMBSC: Basic Skills

Module code: PYMBSC

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

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Semester 2 / Summer / Semester 1

Module convenor: Miss Phillippa Burton, email: phillippa.burton@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: 5 August 2024

Overview

Module aims and purpose

As per the Children and Young People’s Improving Access to Psychological Therapies Programme curriculum (2014):

The initial module will focus on delivering a systematic knowledge of the fundamental principles of working with children and young people and will also introduce a range of evidence-based models including cognitive behavioural therapy (CBT), systemic family practice and parent training.

The module will also introduce the core principles of accessibility, awareness, accountability, participation and evidence-based practice as well as covering the fundamentals of inclusive, culturally appropriate CBT assessment and formulation skills.

Trainees will be encouraged to develop a critical understanding of the theoretical and research evidence for cognitive models and an ability to evaluate the evidence. The module will aim to enable trainees to have an understanding of how the scientific principles inform CBT clinical practice in particular.  

Module learning outcomes

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

1. Describe the core principles of the CYP MH programme
2. Adapt CBT appropriately to facilitate equitable access for clients’ diverse cultures, values and all protected characteristics 
3. Use and understand outcome and evaluation measures competently with patients and to inform clinical practice 
4. Take professional responsibility for clinical decision-making, including in complex and unpredictable situations, by understanding how to work ethically, safely and effectively 
5. Demonstrate an ability to reflect on best practice, through the use of supervision, ongoing continuing professional development self-practice and self-reflection 

Further details can be found within the national curriculum (2014). 

Module content

This module will focus on core clinical competencies (skills) necessary in undertaking CBT with children and young people. This covers cognitive behavioural models, comprehensive training in therapeutic engagement skills and processes, working with diversity, ensuring anti-discriminatory practice, comprehensive training in developing maintenance and developmental conceptualisations of cases, and the core aspects of the cognitive and behavioural process of therapy. Developmental considerations, cultural competence and humility and the meaningful use of routine outcome measures are also discussed throughout this module as they are across the whole programme.  

Clinical workshops will address the most up-to-date evidence for the effectiveness of CBT via a range of delivery methods and provide direct training in applying CBT via these methods. Workshops will consist of information giving, tutor demonstrations, role-play, skills practice, experiential exercises, comparative video illustration and case demonstrations.  

Experiential exercises will encourage self-reflection and increase in self-awareness and skill acquisition. Sessions will also incorporate a focus on therapists’ beliefs and the ways in which these may interfere with therapy. 

Structure

Teaching and learning methods

Experiential and skills-based workshops provide students with a strong foundation in the clinical procedures of CBT, 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 by course members and individual/group supervision in the place of work. 

On-going clinical supervision is provided by members of the course team and at the place of work. Case management and 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 clinical therapy sessions and clinical demonstrations of specific techniques. 

Lectures to develop critical knowledge of the theoretical and research literature relating to working with children, young people and families including an ability to evaluate the evidence base.

Study hours

At least 69 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 all assessments with no auto-fails in the clinical recording
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: https://www.reading.ac.uk/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.

A video recording of a therapy session rated using a standardised rating scale. All are assessed using the Cognitive Therapy Rating Scale Revised (CTS-R; Blackburn et al., 2001). The recording is rated by a member of the course team in supervision and self-rated by the student. The recording must be different from those submitted for any summative submissions.  

Reassessment

Additional costs