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UCAPD LOW INTENSITY

INTERVENTIONS FOR COMMON MENTAL

HEALTH PROBLEMS

PROGRAMME HANDBOOK

January 2016

CONTENTSPage

1 WELCOME 1

2 STAFF CONTACT DETAILS 1

3 INTRODUCTION 2

4 PROGRAMME AIMS 3

5 PROGRAMME LEARNING OUTCOMES 3

6 PROGRAMME STRUCTURE 5

7 PROGRAMME DELIVERY 6

8 ATTENDANCE 7

9 LEARNING AND TEACHING STRATEGY 8

10 WORKING WITH CLIENTS 10

11 COMMUNICATION AND FEEDBACK 11

12 STUDENT SUPPORT 11

13 ASSESSMENT STRATEGY 14

14 PROGRAMME EVALUATION AND PROGRESSION 15

15 REFERENCES 15

APPENDICES 16Appendix 1 Improving Access to Psychological Therapies (IAPT) 19

Partnership Organisational ChartAppendix 2 Mapping of Module Learning Outcomes against ‘IAPT’ 20

National Curriculum (2011)Appendix 3 Session Catch-Up Document 29

DISCLAIMERThe information in this handbook is, as far as possible, accurate and up-to-date at the time of printing. 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.

1 WELCOME

Welcome to the UCAPD in Primary Mental Health Care and to the School of Health & Social Care (SOHSC) at Teesside University. This UCAPD programme is consistent with the 2011 National Curriculum for the Education of Psychological Wellbeing Practitioners (PWPs) and supported by the 2011 Reach Out student materials. It is essential that you read both of these documents, which support all elements of teaching, learning and assessment.

This Programme Handbook provides information about the course in terms of its aims, structure and content; it also offers guidance for you to make the most of this learning experience and how to access the support that is available to you. This document should be read in conjunction with the Module Guides (there are three), which provide more detailed information about each specific module, such as the assessment criteria and submission dates, as well as the teaching timetables.

It is also 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.

There is an electronic version of these documents, 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.

2 STAFF CONTACT DETAILS

Programme LeaderDianne EllisRoom H0.40Centuria BuildingTel. 01642 384189Email: [email protected]

Module Leader Deborah RafterRoom H1.12Centuria BuildingTel: 01642 738165Email: [email protected]

Module TutorPaul ThompsonRoom H0.40Centuria BuildingTel: 01642 384536Email: [email protected]

mailto:[email protected]



3 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.

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.

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.

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 and Reach Out materials:

1. Information gathering2. Information giving3. Shared decision-making4. Low intensity interventions5. Supervision6. Values, policy, culture and diversity

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4 PROGRAMME AIMS

The programme aims to enable you to achieve the requirements of the DH (2011) Curriculum for Psychological Wellbeing Practitioners by:

Providing you with a substantial knowledge base appropriate to Level 6 study. Facilitating the acquisition of core therapeutic and technical skills that

underpin low intensity psychological interventions. Developing you to have a positive attitude and commitment towards life-long

learning and personal and development planning. Ensuring you are prepared to meet the challenges of current and future

contemporary mental health services.

5 PROGRAMME LEARNING OUTCOMES

Knowledge and Understanding

1Demonstrate comprehensive and detailed knowledge of service culture, structures,policies and procedures in relation to mental health practice in primary care

2Demonstrate comprehensive and detailed knowledge of a range of social medical andpsychological explanatory models and diagnostic category systems in relation to mentalhealth and mental illness

3Demonstrate comprehensive and detailed knowledge of positive risk Management

4Demonstrate comprehensive and detailed knowledge of evidence-based low intensity interventions for people with common mental health problems

5Demonstrate comprehensive and detailed knowledge of social inclusion andanti-discriminatory practice

6Demonstrate comprehensive and detailed knowledge of the roles and responsibilities ofthe various professional and non-professional workers in primary mental health care

7Demonstrate comprehensive and detailed knowledge of the complex relationshipbetween health and occupation, employment and wellbeing


Cognitive and Intellectual

1Through supervision demonstrate the ability to challenge practice and formulate new/alternative practice solutions for people with anxiety and/or depression

2Is confident and flexible in relation to all aspects of the therapeutic process, recognizingand managing the complexity of using client centred, collaborative approaches withpeople experiencing common mental health problems

Practical and Professional

1Act autonomously in relation to collaborative, evidence-based assessment and decision-making for people with common mental health problems

2Demonstrate 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

3Demonstrate autonomous practice with regard to a collaborative risk assessment

4Practice ethically, promoting an inclusive and anti-discriminatory approach towards the care and treatment of people with common mental health problems

5Demonstrate professionalism and proactively meet the challenges of multi-professional and multi-agency working within primary mental health care

6Critically evaluate a range of employment, occupational and wellbeing strategies to assist patients to manage their emotional distress and disturbance

7Critically engage in an appropriate supervision process demonstrating effective evaluation of client work

Key Transferable1Communicate professional issues clearly, fluently and effectively to specialist and non-specialist audiences2Demonstrate the independent learning and continuing professional development


6 PROGRAMME STRUCTURE

A University Certificate in Advanced Professional Development (UCAPD) is 70 credits in total and based upon a three module structure, which differs slightly from the National Curriculum (2011) but corresponds very clearly as presented in Table 1.

Table 1 Mapping of Modules to National Curriculum

Teesside Programme Modules National Curriculum Modules

Module 1 – Developing Low Intensity Intervention Skills for Common Mental Health Problems MHH3034-N

Modules 1 - Engagement and Assessment of Patients with Common Mental Health Problems and Module 2 Evidence-based low-intensity Treatment for Common Mental Health Disorders

Module 2 - Promoting Anti-discriminatory Practice in Primary Mental Health Care MHH3045-N

Module 3 - Values, Policy, Culture and Diversity

Module 3 – Promoting Multi-agency Working in Primary Mental Health CareMHH3046-N

Module 4 - Working within an Employment, Social, and Healthcare Context

The programme requires you to be working in a fully functioning IAPT service. The local ‘IAPT Consortium’ with bi-monthly meetings has been created to discuss generic programme and/or workplace issues and development. You are encouraged and supported in working closely with a Practice Supervisor so that any issues within the workplace, which may impact upon the academic performance of the student, can be explored and rectified accordingly. Appendix 2 highlights the links between the workplace and Teesside University


7 PROGRAMME DELIVERYThe course will be delivered over 45 days in total, 25 of which are spent in classroom learning and 20 practice-based learning. There will be an additional five-day induction totaling 50 days overall. Table 2 demonstrates the allocation of days across the three modules.

Table 2Induction 3 day duration

Module 1 (30 credits) Developing Low Intensity Intervention Skills for Common Mental Health Problems –

11 week duration, 25 days in total consisting of:

Five-day assessment skills practice undertaken in a one-week intensive workshop One day per week for 10 weeks classroom theoretical teaching and clinical simulation One day per week for 10 weeks in the workplace undertaking supervised practice This module forms a substantial component of the programme, being designed to prepare students to deliver low intensity interventions that involve a highly collaborative and evidence-based approach towards the assessment and treatment of people with common mental health problems.

Core Themes: Information gathering; information giving; shared decision-making and Low Intensity Interventions

Module 2 - Promoting Multi-agency Working in Primary Mental Health Care -

10-week duration, 10 days in total consisting of:

Half-day per week for 10 weeks’ classroom theoretical teaching and clinical simulation

Half-day per week for 10 weeks in the workplace undertaking supervised practice

This module aims to provide you with a critical understanding of caseload management and supervision. You will also explore a range of statutory/non-statutory social and health care resources designed to promote wellbeing, occupational/employment activities and clinical improvement.

Core Themes: Supervision; Caseload

Module 3 – Promoting Anti-discriminatory Practice in Primary Mental Health Care -

10-week duration, 25 days in total consisting of:

Half-day per week for 10 weeks’ classroom theoretical teaching and clinical simulation

Half-day per week for 10 weeks in the workplace undertaking supervised practice

This module promotes the principles of recovery, equity and diversity as well as addressing issues of physical and/or sensory impairment. It exposes you to the concepts of inclusion and multi-culturalism, aiming to equip you with the necessary knowledge, attitudes and skills to operate ethically and competently.Core Themes: Values, policy, culture and


management. diversity.

8 ATTENDANCE

100 % attendance in theory and practice is a requirement of the programme (lectures; seminars, workshops and any other scheduled teaching activity, including tutorials). Attendance will be monitored and absence will be discussed with you and managed through the University sickness and absence procedure, assessment processes and Fitness-to-Practise procedure, details of which are located within the Student Intranet. A copy of the teaching timetable for each calendar month is available to you on the VLE e-learning@tees site in order for you to manage your attendance accordingly.

Absence

During induction and enrolment you will be issued with a copy of the timetable, which will detail session dates and times for all three modules, including holidays, and you are expected to commit to this schedule.

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. 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 shared with your organisation. In the case of persistent absence the University can withdraw a student from the programme.

Session Catch-up

Following absenceIn the event of absence it is your responsibility to ensure that you catch up with all elements of the session:

1. Complete the Session Catch-up Document (Appendix 3).2. Locate and read the appropriate materials available via e-

learning@tees or issued as handouts.3. Produce a written summary of your interpretation of the material.4. Complete any allocated worksheets/exercises associated with the

session.5. Having completed points 1 – 4 above, arrange and attend a tutorial or

catch up session with the module tutor, submitting your work. The module tutor will then sign-off the Session Catch-up documentation.

6. Arrange for your Line Manager to sign the Session Catch-up Document.

7. Forward completed form to the Module Leader.


9 LEARNING AND TEACHING STRATEGY

Learning opportunities will be provided through a range of classroom and work base (clinical practice) experiences.

Classroom LearningDuring classroom sessions there will be short, concise keynote lectures/presentations, film clips and modelling scenarios, which will be used for you to observe and develop knowledge and skills. Discussions, debates and student presentations will then encourage critical evaluation and promote further understanding of the key concepts of each topic. Simulated role-plays will provide opportunities to apply knowledge and understanding and develop the necessary practical skills within a safe environment. Reach Out Student Materials (2011) will be used and referenced throughout the programme and you will be given a personal copy of the student materials including DVD’s to watch and to aid practice and self-directed study. Simulated role-plays will be undertaken throughout the programme to facilitate practice as well as graded exposure for the purposes of helping you to manage any performance anxiety. A number of simulations will be recorded, also to promote effective management of performance anxiety and also for the purposes of reflection, feedback and assessment.

You are expected to prepare for classroom sessions by making use of the recommended reading materials and learning materials provided, which will enable more active engagement in the group activities. Module learning materials are available to the student via the VLE to provide information and resources regarding the module and the classroom sessions.

Prior to the commencement of the programme, there will be a range of Induction workshops designed to introduce you to the different aspects of the programme, and to the University and School of Health and Social Care resources and support services. You will also be provided with opportunities to prepare them for academic study at Level 6, including access to ongoing tutorial support.

Supervised Learning in PracticeSupervised learning in the workplace will be facilitated through a range of practice-based tasks linked to each of the session themes. The tasks will be allocated at the end of the session for completion before the subsequent classroom session, where the task will be reviewed and discussed. The allocation and review of tasks will be clearly indicated on each of the module timetables and a ‘Directed Practice Learning Task Booklet’. The Directed Practice Learning Task Booklet provides instructions and explains the tasks in more details. You will also be expected to undertake self-evaluation and critical reflection evidencing engagement in personal and professional development planning. A Practice Supervisor will be allocated to support you in relation to the completion of these learning activities


Clinical Practice OutcomesThe Practice Supervisor will also support and guide you in relation to eleven ‘national clinical practice outcomes’ (DH, 2011). It is the role of the practice-based supervisor to support you in achieving these practice outcomes, through a variety of methods, for example direct observation, the use of audio tapes of clinical interviews and. It is your responsibility to provide evidence of achievement to the supervisor so that the supervisor is satisfied that the you have met the outcomes. The supervisor testimony sheet can be located at the back of the Directed Practice Learning Task Booklet. Examples of Evidence:

Direct observationShadowingDocumentationSupervision discussionClient feedbackDiscussion following sessionsRecorded sessionsReflective logsRole-play

Both the ‘Supervised Learning in Practice’ and the ‘Clinical Practice Outcomes’ are summatively 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.

SupervisionSupervision is essential to the clinical methods employed by PWPs. Supervision of PWPs takes two main forms:

Clinical Case Management Supervision (1-hour every week)In low intensity working this is directed towards high-volume case management and clinical governance. Low intensity supervision is highly structured with cases identified according to clear pre-determined protocols where the responsibility for raising particular patients in supervision is not dependent on the wishes of the worker or their supervisor

Clinical Supervision (1-hour every 2 weeks)This traditional supervision is essential particularly during training, to focus on the specific skills required for effective low-intensity working

Practice SupervisorYour supervisor will be familiar with both the low-intensity interventions undertaken by PWPs and the two contrasting supervision methods. They will be familiar with the local stepped care protocols operating in your service and the wider provision of health and social care services available locally, so that they can assist you with all


aspects of clinical practice and your new role.

10 Working with Clients

You will need to Pass Module 1 in order to work independently with clients and this information will be communicated to your Practice Supervisor

Once Module 1 has been successfully achieved you should agree a Learning Contract with your Practice Supervisor that enables you to progress

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

1 You will need to Pass Module 1 in order to work independently with clients and this information will be communicated to your Practice Supervisor.

2 Once Module 1 has been successfully achieved you should agree a Learning Contract with your Practice Supervisor that enables you to progress.

3 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.

Role-play with live supervision Independent clinical work

4 It is important that the client is made aware of your trainee status and this should be done following the policies and procedures of the employing organisation.

5 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.

6 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.


Direct supervisionLow clinical exposure

Scheduled supervisionHigh clinical exposure

11 COMMUNICATION AND FEEDBACK

Student feedbackStudents will be given feedback about academic and practical performance at various points in the programme.

Formative assessment feedback for role-play simulations will be given at a minimum of once for each role-play. You will receive a DVD of your recorded performance plus verbal and written feedback.

Your practice supervisor will give you feedback in relation to your clinical skill development on a weekly basis during supervision.

Individual tutorials are available for feedback and support as required.

Summative assessment feedback will be given via the electronic system.

Tripartite MeetingsIn order to maximise the benefits of this learning and teaching strategy an effective three-way relationship between 1) you, the student 2) the Practice Supervisor and 3) the module tutor is essential. Tripartite meetings provide opportunities for us to clarify issues, discuss your learning needs and the opportunities available. Tripartite meetings also provide a forum for evaluation of your performance in relation to all practice summative assessment components.

Supervisor Workshop/MeetingAt the beginning of the programme it is essential that your supervisor attends a half-day workshop/meeting in order to be updated in relation to the programme and the practice requirements of each modules.

11 STUDENT SUPPORT

University and workplace inductions will occur prior to the commencement of the programme at which point support mechanisms will be introduced to students.

Students will have sessions related to the development of academic writing skills and supported accordingly by the programme team. The programme team will work closely with the employing organisation in order to support the student and enhance the delivery of the programme (see Organisational Chart Page 22).


The Programme Leader will be introduced to the student before the commencement of the programme during the admissions process and also via the Welcome Web. The Programme Leader will: Provide advice and guidance to the student cohort on all aspects of the

programme experience Be the admission and Assessments Tutor Give the student and the Practice Supervisor guidance as part of the

practice experience Address and document any cause for concern as a matter of urgency in

order to arrange an appropriate Action Plan

The Module Leader will meet the student during induction and at the beginning of the module. The Module Leader will: Provide academic guidance regarding issues particular to an individual

module and individual and group tutorials will facilitate this communication Provide feedback on assignments Record student attendance to the module and refer issues of concern to

the Personal Tutor

The Personal Tutor will be introduced to students during induction to the programme. The Personal Tutor will: Be available to provide independent welfare guidance (mostly by directing

the student to the appropriate support services), educational guidance (either directly or by referring the student to the appropriate quarter)

The Practice Supervisor will be identified by the host organisation in accordance with its own policies, guidelines and regulations. The Practice Supervisor will: Supervise and monitor the student’s performance over the continuous

period of the programme, offering advice on goal setting and prioritisation and help to ensure that the student is not given unrealistic demands within her/his clinical practice

Identify and document any cause for concern regarding competence, conduct or unsafe practice, at the earliest opportunity and discuss this with the module team

Engage with the student for weekly case-load and clinical-skills supervision normally through scheduled appointments and document using the programme’s standardised format

Assess the students achievement of 11 National Curriculum Practice Outcomes

The student will: Engage with the Practice Supervisor for weekly case-load and clinical-

skills supervision normally through scheduled appointments and document using the programme’s standardised format

Be willing to undertake honest self-assessment and seek and accept formative feedback from the Academic Supervisor and Practice Supervisor

Learn to recognise his/her abilities and limitations


Preparation of Practice SupervisorsThe Practice Supervisor is expected to attend a Practice Supervisor Development Workshop/Meeting. This will take place at the beginning of the programme.

In addition to this, the Practice Supervisor will be prepared for the role of supervisor through attendance and completion of the module Approaches to Supervision for Practitioners Working with Low Intensity Interventions. Suitable candidates will be identified by the host organisation.

A Supervisor Handbook also details their roles and responsibilities.Programme team members will continue to work in partnership with the employing organisation by attending the PWP forum at the beginning, mid-point and end-point of the programme. This will be enhanced by the attendance of the Programme Director and Programme Lead at the bi-monthly partnership meetings. Supervisors and employers will be actively encouraged to communicate with the University regarding general issues, adhering to the Data Protection Act and confidentiality of student issues.

Current PWPs will be encouraged to contribute to the learning and teaching activities by sharing ideas and experiences

The Learning Hub The Learning Hub is located on the ground floor of the Library. Guidance is offered to all students on developing their skills as independent learners and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year.

Learning Hub staff will collaborate with your School to ensure that in-depth help is available to you. Online information on topics such as referencing, writing essays and information literacy can be accessed via the Library and Information Services website at http://lis.tees.ac.uk or you can contact the Library by telephoning 01642 342100.


13 ASSESSMENT STRATEGYIt is important that you have an accurate overview of the assessment schedule for all modules and this is outlined in Table 3.

Table 3

Module Formative Assessment Summative Assessment

Developing Low Intensity Intervention Skills for Common Mental Health Problems

Week 6 and 7Recorded clinical assessment simulation A1

Weeks 8 and 9Recorded clinical assessment simulation A3

Week 12 and 13 Recorded clinical simulations (35 min A1 and 30 min A3)

Week 142000 word Critical reflection (A4)(Pass/Fail)

Week 14 2 hour Unseen Examination (100%)

Week 15 Completion of practice outcomes (Pass/Fail)

Promoting Anti-discriminatory Practice in Primary Mental Health Care

Week 19 Recorded Case Presentation A6

Week 21 15 min Recorded Case Presentation A6 and 1000 Written reflection A7(Pass/Fail)

Week 24 75 min Unseen Examination (100%)


Promoting Multi-agency Working in Primary Mental Health Care

Week 26 Caseload supervision simulation A

Week 27 45 min Caseload supervision simulation A and written 1000 reflection A(Pass/Fail)

Week 2960 min Examination (100%)


It is essential that you familiarise yourself with the Teesside University Assessment Regulations which you will find located within the E-directory of the Student Intranet.


EXTERNAL EXAMININGStudents often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university 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, dissertations), discussing the work with your lecturers and attending the assessment boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners’ reports are made available to student representatives and School representatives. You can also request the relevant External Examiner report for your course by e mailing [email protected].

The main External Examiner for your course is Rick Fothergill and they work at the University of Central Lancashire. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact external examiners directly and external examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Programme Leader.

14 PROGRAMME EVALUATION AND PROGRESSIONWithin 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.

Programme and module evaluation is twofold:

1 There will be a formal evaluation at the end of each module and the programme will also be evaluated on completion. Your comments and feedback are an essential aspect of this evaluation so that improvements can be made, and so your full co-operation will be appreciated.

2 Both your comments and suggestions and those of your Practice Supervisors are welcome throughout the course of the programme.

PROGRESSIONOn 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.



15 REFERENCES

Department of Health (2011) Improving Access to Psychological Therapies Implementation Plan: Curriculum for Low Intensity Therapy Workers. London: HMSO.

Richards D. & Whyte, M. (2011) Reach Out Student Materials. 2nd ed. RETHINK.

Richards, D.A., Chellingsworth, M., Hope, R., Turpin, G. & Whyte, M. (2010). Reach Out National Programme Supervisor Materials to Support the Delivery ofTraining for Psychological Wellbeing Practitioners Delivering Low IntensityInterventions. (http://www.iapt.nhs.uk/workforce/low-intensity/)


APPENDICES


APPENDIX 1Improving Access to Psychological Therapies (IAPT) Partnership Organisational Chart


IAPT Board

IAPT Service Manager

Clinical Team Lead Team Manager

HI Trained Therapist (Band 7)

HI Trainee Therapist (Band 6)

PWP Trained (Band 5)

PWP Trainee (Band 4)

IAPT Service DirectorIAPT Clinical Lead

Teesside University

Teesside University

Mapping of the Programme Outcomes and Module Learning Outcomes to the National Curriculum – Developing Low Intensity Skills for Common Mental Health Problems

Teesside Programme OutcomesKU1

Demonstrate comprehensive and detailed knowledge of service culture, structures, policies and procedures in relation to mental health practice in primary care.

KU2 Demonstrate comprehensive and detailed knowledge of a range of social medical andpsychological explanatory models and diagnostic category systems in relation to mentalhealth and mental illness

KU3

Demonstrate comprehensive and detailed knowledge of positive risk Management

KU4 Demonstrate comprehensive and detailed knowledge of evidence-based low intensity interventions for people with common mental health problems

CI2 Is confident and flexible in relation to all aspects of the therapeutic process, recognizingand managing the complexity of using client centred, collaborative approaches withpeople experiencing common mental health problems

PP1 Act autonomously in relation to collaborative, evidence-based assessment and decision-making for people with common mental health problems

PP2 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

PP3 Demonstrate autonomous practice with regard to a collaborative risk assessment

KT1 Communicate professional issues clearly, fluently and effectively to specialist and non-specialist audiences.

KT2 Demonstrate the independent learning and continuing professional development.


APPENDIX 2

National Curriculum Module 1 (Assessment) Teesside Module – Developing Low Intensity Skills for Common Mental Health Problems

1 Demonstrate knowledge, understanding and critical awareness of concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models.

KU1 Demonstrate comprehensive and detailed knowledge of mental illness from a bio-psychological and social perspective.

KU5 Demonstrate comprehensive and detailed knowledge of classification/diagnostic systems, standardised assessment tools and psychometric instruments, to aid assessment and problem identification.


2 Demonstrate knowledge of, and competence in using common factors to engage patients, gather information, build a therapeutic alliance with people with common mental health problems, manage the emotional content of sessions and grasp the client’s perspective or “world view”.

PP1 Demonstrate autonomous and ethical practice when developing, maintaining and disengaging from therapeutic alliances with people who have common mental health problems.

PP2 Demonstrate autonomous application of active listening, acknowledging the person's perspective in relation to his/her own problems and treatment options.

CI1 Demonstrate emotional intelligence, specifically flexibility and open mindedness when working with people experiencing common mental health problems.

3 Demonstrate knowledge of, and competence in patient-centred information gathering to arrive at a succinct and collaborative definition of the person’s main mental health difficulties and the impact this has on their daily living.

KU7 Demonstrate comprehensive and detailed knowledge of a collaborative, client-centred approach to assessment and intervention planning.

CI2 Synthesise key information from assessment and practice to formulate succinct problems and goals.

CI3 Justify clinical decisions through balanced, logical and supported arguments.

PP2 Demonstrate autonomous application of active listening, acknowledging the person's perspective in relation to his/her own problems and treatment options.

4 Demonstrate knowledge of, and competence in recognising patterns of symptoms consistent with diagnostic categories of mental disorder from a patient-centred interview and is able to assess and recognise any risks to self and others posed by patients.

KU3 Demonstrate comprehensive and detailed knowledge of positive risk management of people with common mental health problems.


PP6 Demonstrate comprehensive and critical application of evidence-based risk assessment.

5 Demonstrate knowledge of, and competence in accurate risk assessment to patient or others.

KU3 Demonstrate comprehensive and detailed knowledge of positive risk management of people with common mental health problems.

PP6 Demonstrate comprehensive and critical application of evidence-based risk assessment.


6 Demonstrate knowledge of, and competence in the use of standardised assessment tools including symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision-making.


CI2 Synthesise key information from assessment and practice to formulate succinct problems and goals.

CI3 Justify clinical decisions through balanced, logical and supported argument.

7 Demonstrate knowledge of, and competence in giving evidence-based information about treatment choices and in making shared decisions with patients.

KU4 Demonstrate comprehensive and detailed knowledge of the underpinning evidence base for Low Intensity Interventions.

KT1 Select and apply a range of communication methods.

PP3 Demonstrate autonomous application of evidence-based information giving about treatment choices and shared decision-making with people experiencing common mental health problems.

8 Demonstrate competence in understanding the patient’s attitude to a range of mental health treatments including prescribed medication and evidence-based psychological treatments.

KU6 Demonstrate comprehensive and detailed knowledge of psychopharmacology in relation to anxiety and depression.

PP4 Demonstrate autonomous and collaborative assessment of the client’s attitude to a range of mental health interventions including prescribed medication and evidenced-based psychological treatments.

9 Demonstrate competence in accurate recording of interviews and questionnaire assessments using paper and electronic record-keeping systems.

PP5 Demonstrate autonomous and accurate documentation of interviews and questionnaire assessments using both paper and electronic recording systems.

National Curriculum Module 2 (Interventions) Teesside Module - Developing Low Intensity Intervention Skills for Common Mental Health Problems

1 Critically evaluate a range of evidence-based interventions and strategies to assist patients manage their emotional distress and disturbance.

KU4 Demonstrate comprehensive and detailed knowledge of the underpinning evidence base for Low Intensity Interventions.

CI1 Demonstrate emotional intelligence, specifically flexibility and open-mindedness when working with people experiencing a common mental health problem.



2 Demonstrate knowledge of, and competence in developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance.

PP1 Demonstrate autonomous and ethical practice when developing, maintaining and disengaging from therapeutic alliances with people who have common mental health problems.

3 Demonstrate competence in planning a collaborative low-intensity psychological and/or pharmacological treatment programme for common mental health problems, including managing the ending of contact.

KU7 Demonstrate comprehensive and detailed knowledge and of a collaborative, client-centred approach to assessment and intervention planning.

PP4 Demonstrate autonomous and collaborative assessment of the client’s attitude to a range of mental health interventions including prescribed medication and evidenced-based psychological treatments.

4 Demonstrate in-depth understanding of, and competence in the use of, a range of low intensity, evidence-based psychological interventions for common mental health problems.


PP7 Demonstrate autonomous application of evidence-based low intensity interventions including pharmacological treatments for anxiety and depression.

5 Demonstrate knowledge of, and competence in low-intensity basic, intervention-specific, problem-specific and meta CBT competencies such as behavioural activation, exposure, CBT-based guided self-help, problem-solving and individualisation of CBT approaches.

KU2 Demonstrate comprehensive and detailed knowledge of the fundamental principles of CBT in relation to low intensity interventions for people with common mental health problems in primary care.


6 Critically evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols.

KU8 Demonstrate comprehensive and detailed knowledge of 'stepped care' in relation to the management of common mental health problems in the UK.


7 Demonstrate knowledge of, and competence in supporting people with medication, in particular antidepressant medication, to help them optimise their use of pharmacological treatment and minimise any adverse effects.

KU6 Demonstrate comprehensive and detailed knowledge of psychopharmacology in relation to anxiety and depression.


8 Demonstrate competency in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication.

KT1 Select and apply of a range of communication methods.

KT2 Effectively utilise information technology/health informatics.



Mapping of the Programme Outcomes and Module Learning Outcomes to the National Curriculum – Promoting Anti-discriminatory Practice in Primary Mental Health Care

Teesside Programme Outcomes

KU5 Demonstrate comprehensive and detailed knowledge of social inclusion andanti-discriminatory practice

CI2 Is confident and flexible in relation to all aspects of the therapeutic process, recognizingand managing the complexity of using client centred, collaborative approaches withpeople experiencing common mental health problems

PP4 Practice ethically, promoting an inclusive and anti-discriminatory approach towards the care and treatment of people with common mental health problems

PP5 Demonstrate professionalism and proactively meet the challenges of multi-professional and multi-agency working within primary mental health care

KT1 Communicate professional issues clearly, fluently and effectively to specialist and non-specialist audiences

KT2 Demonstrate the independent learning and continuing professional development

National Curriculum (Anti discriminatory practice) UCAPD Module Promoting Anti-discriminatory Practice in Primary Mental Health Care

1 Demonstrate knowledge of, commitment to and operationalisation of a non- discriminatory, recovery orientated values base to mental health care.

KU1Critically analyse the concepts of equality and diversity and the current challenges of anti-discriminatory practice in contemporary mental health services.

PP1 Demonstrate a commitment to anti-discriminatory practice.


2 Demonstrate respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture.

PP2 Demonstrate respect for age, sexuality, disability, gender, spirituality, race and culture when working with people who have common mental health problems.

3 Demonstrate knowledge of, and competence in responding to people’s needs sensitively with regard to all aspects of diversity, including the use of translation services.

KU1 Critically analyse the concepts of equality and diversity and the current challenges of anti-discriminatory practice in contemporary mental health services.

CI1 Select and apply a range of service options, solutions and/or tools to promote mental health care for individuals, families and the wider primary care practice population and community.


4 Takes into account any physical and sensory difficulties service users may experience in accessing services and if required refer to appropriate services.

KU2 Critically analyse physical, sensory, psychological and social barriers that impact upon people with common mental health problems.

KU3 Demonstrate comprehensive and detailed knowledge of social inclusion and health inequalities for people with mental health problems.

KU4 Demonstrate comprehensive and detailed knowledge of power/empowerment in professional/service user relationships in relation to people with common mental health problems.

PP3 Demonstrate application of knowledge and evidence to take into account physical, sensory, psychological and social difficulties and impairment when working with people who have common mental health problems.

5 Demonstrate knowledge of, and a commitment to equal opportunities for all and encourage people’s active participation in every aspect of care and treatment.

KU1 Critically analyse the concepts of equality and diversity and the current challenges of anti-discriminatory practice in contemporary mental health services.

CI2 Demonstrate intellectual flexibility and openness to new ideas.

6 Demonstrate awareness & understanding of the power issues in professional/service user relationships.

KU4 Demonstrate comprehensive and detailed knowledge of power/empowerment in professional/service user relationships in relation to people with common mental health problems.

KT1 Reflect systematically on performance to further develop learning.

KT2 Demonstrate development of a critical awareness of own attitudes to people with mental health problems.


Mapping of the Programme Outcomes and Module Learning Outcomes to the National Curriculum – Promoting Multi-agency Working in Primary Mental Health Care

Teesside Programme OutcomesKU1 Demonstrate comprehensive and detailed knowledge of service culture, structures,

policies and procedures in relation to mental health practice in primary care

KU6 Demonstrate comprehensive and detailed knowledge of the roles and responsibilities ofthe various professional and non-professional workers in primary mental health care

KU7 Demonstrate comprehensive and detailed knowledge of the complex relationshipbetween health and occupation, employment and wellbeing

CI1 Through supervision demonstrate the ability to challenge practice and formulate new/alternative practice solutions for people with anxiety and/or depression

PP5 Demonstrate professionalism and proactively meet the challenges of multi-professional and multi-agency working within primary mental health care

PP6 Critically evaluate a range of employment, occupational and wellbeing strategies to assist patients to manage their emotional distress and disturbance

PP7 Critically engage in an appropriate supervision process demonstrating effective evaluation of client work

KT1 Communicate professional issues clearly, fluently and effectively to specialist and non-specialist audiences.

KT2 Demonstrate the independent learning and continuing professional development.National Curriculum (Employment and supervision) Module Promoting Multi-agency Working in Primary Mental Health Care

1 Demonstrate competence in managing a caseload of people with common mental health problems efficiently and safely.

KU1 Demonstrate comprehensive and detailed knowledge of case management and explore legal/ethical operational processes and guidelines that impact upon own practice.

PP2 Efficiently and safely manage a case load of people with common mental health problems.


2 Demonstrate knowledge of, and competence in using supervision to assist the workers’ delivery of low-intensity psychological and/or pharmacological treatment programmes for common mental health problems.

KU2 Critically analyse the key principles of supervision, in relation to practice development for low intensity interventions for people with common mental health problems.

KT1 Reflect systematically on performance, identifying own limitations.


3 Appreciate and critically evaluate a range of employment, occupational and wellbeing strategies to assist patients manage their emotional distress and disturbance.

KU3 Demonstrate comprehensive and detailed knowledge of the complex nature between common mental health problems and occupation/employment.

KU4 Demonstrate comprehensive and detailed knowledge of the range of resources/interventions available for people with mental health problems, in relation to employment and occupation

4 Demonstrate knowledge of, and competence in gathering patient-centred information on employment needs, wellbeing and social inclusion.

KU4 Demonstrate comprehensive and detailed knowledge of the range of resources/interventions available for people with mental health problems, in relation to employment and occupation.

PP3 Demonstrate the application of a range of employment, occupational and wellbeing strategies/ interventions.

5 Demonstrate an appreciation of the worker’s own level of competence and an understanding of how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the worker alone.

KU5 Demonstrate comprehensive and detailed knowledge of effective team-working and a practical understanding of the nature and complexity of inter-agency working, in relation to primary mental health care.

PP4 Work effectively as a member of a multi-professional team and refer to, and communicate appropriately with, a range of statutory and non-statutory services.

6 Demonstrate a clear understanding of what constitutes high-intensity psychological treatment and how this differs from low-intensity work.

PP1 Demonstrate a detailed and practical understanding of what constitutes high-intensity and low-intensity psychological intervention through appropriate supervision and referral.

7 Demonstrate knowledge of, and competence in liaison and signposting to other agencies delivering employment, occupational and other advice and services.

CI2 Select and apply data/evidence relating to employment, occupation and wellbeing for people with anxiety and/or depression.

8 Critically appraise how the complex systems of community, statutory and voluntary sector provision of services work together.

CI1 Employ a balanced, logical and supported argument, in relation to the implementation of clinical decision-making and caseload management/supervision.


APPENDIX 3Session Catch-up Document

Name: Date of absence: Title of missed session:

How do you propose to prepare for the Catch up session?

1. Reading: (List the reading the you have completed)

2. Summary of learning: (This would typically include a summary (approx. 1,000 words) of your interpretation of session notes and presentation).

3. Exercises/workbooks/homework: (List and evidence the work you have completed)

4. Date of Catch up session/tutorial:

Module Tutor: I confirm that a relevant catch-up session has been attended following a period of absence.

Signature:

Line Manager:I confirm that I am aware that further absences may delay trainee’s ability to complete the programme.

Signature:

Forward completed form to Module Leader


Documents

School of Health - Teesside University … · Web viewUCAPD LOW INTENSITY INTERVENTIONS FOR COMMON MENTAL HEALTH PROBLEMS. PROGRAMME ... 2000 word Critical reflection (A4 ... (