Academic Module Overview

Tony WainwrightAcademic Lead

2014-2015

Outline

Values within the Programme and the NHS Introduction to staff team and rolesBackground to academic module

Values within the in the NHS

Post Francis report, there is a greater emphasis to ensure that staff recruited into the NHS are recruited for values, which support effective team working and delivery of excellent patient care and experience.

At Exeter we have incorporated Values Based Recruitment (VBR) process to help us attract and select trainees whose personal values and behaviours align with the values outlined in the NHS constitution.

Values within the NHS

The programme will seek to nurture and develop the values that lie at the hear of the NHS constitution

Academic Tutor Roles

• Tutors– Marking– Problem-Based Learning– Teaching

• Convenors– Organising strand– Teaching– Set PBL scenarios

Carolyn Evans Frances Gillies Kim Wright Nadja Krohnert

Jenny Limond

Nick Sarra Niki Buckingham

Phil Yates Hannah Sherbersky

Rachel Handley

Academic Team

Academic Team - ConvenorsNAME SERIES

Eugene Mullan Reflective Organisational Practice

Niki Buckingham People with Learning Disabilities

Kim Wright Cognitive Behavioural Therapy

Hannah Sherbersky Systemic

Frances Gillies Core SkillsPsychodynamicInstitutional Observation

Jenny Limond Children and paediatric neuropsychology

Nadja Krohnert Adults

Phil Yates Clincal Neuropsychology

Carolyn Yates Older Adults and Health psychology

Helen Cottee Addictions

Chris Clinch Forensic

Academic Team - Tutors

Name Role

Nadja Krohnert Somerset PBL group year 1 and 2

Frances Gillies Devon Year 1 and 2 PBL group

Carolyn Evans Dorset PBL group Year 1 and Year 2

Main themes of the Academic Programme # 1

Life Span Challenges and Development & Service Context• Childhood/Adolescence Convened by Jenny Limond year 1• Learning Disabilities Convened by Niki Buckingham year 1• Adulthood Convened by Nadja Krohnert year 2• Older Age Convened by Carolyn Yates year 2

Psychological Therapies • Cognitive Behaviour Therapy Convened by Kim Wright• Systemic Convened by Hannah Sherbersky• Psychodynamic (including Institutional Observation Experiential

Group Convened by Frances Gillies• Core skills (including assessment block) Convened by Frances

Gillies• Cognitive Analytic Therapy – Jason Hepple

Main themes of the Academic Programme Years 1, 2 and 3

• Reflective organisational Practice• Health Psychology – Convened by Carolyn

Evans• Clinical Neuropsychology – Convened by Phil

Yates and Jenny Limond• Forensic – Convened by Chris Clinch• Addiction – Convened by Helen Cottee

..in Leadership environments

Applying evidence-based

psychology..

Leadership as influence..

Critical reflective practice Values based

practiceReflective Organisational

Practice

..& Generalising clinical skills

Reflective organisational Practice

TimetablesSee handouts for:Pacing – when teaching blocks take placeDeadlines – assessments and assignmentsAmount of leave, placement and study time to

be taken flexibly by negotiation with your supervisor – see spreadsheet.

Study time• Taken flexibly• Includes both individual study and research study• Swapped with placement days - negotiated

(Friday is study)• SSRP and MRP• Need to consider annual leave as well• May need to consider how to manage work so

that assessment can be made by deadlines

The Academic Module exists to deliver the underpinning knowledge to support practice-based learning

Referencing Core Competencies, and Roth and Pilling frameworks

Teaching does not equal learning Working with those with

experience of services and health conditions.

An active, adult learner model

Academic Module – aims and background

Year 1:Learning Disability• User & carer perspectives (drama

group visit)• Historical & current socio-political

context• Communication skills (Joint with

Core Skills)• Profound and multiple

learning disability (PMLD)• Assessment approaches (Joint with

Neuro)• Health/Mental health and LD• Sexual vulnerability• Consent & capacity• CBT and Systemic approaches (joint

with therapies strand)• Supporting parents with LD• Forensic and LD• Growing older/dementia and LD• Joint Child/LD sessions:• Risk• Behavioural approaches• Autistic spectrum conditions

Year 1: Children and adolescents• Introduction to child teaching• Mental health conditions – early , middle and late childhood• Clinical skills – engagement and communication• Clinical skills – formulation, diagnosis, interventions• Psychological models• Creative techniques• Narrative approaches• Safeguarding• Attachment• Normal development and Lifespan stages• Policies and Ethical issues• Paediatric conditions• Working with looked after children

Year 1: CBT• Introduction to CBT• Formulation within CBT• Assessment, measurement and

goal setting• Basic Skills in CBT• Applied relaxation• CBT for depression • Safety behaviours and coping• Assessment and formulation with

young people

• CBT for anxiety in young people• CBT for depression in young

people• Working with parents/carers using

CBT• Behavioural models and graded

exposure• CBT for panic disorder• CBT for people with a learning

disability

Year 1: Systemic

• Key concepts and skills• Genograms• Family life cycle• Attachment• Narrative approaches• Core competencies

Year 1: Psychodynamic

• Basic psychodynamic competencies and theory

• Analytic specific meta-competencies• Incorporating attachment theory and

working with Learning Disability• Institutional Observation (year 1 and 2)• Experiential Group (all three years)

Year 2 : Adult• Introduction and assessment in mental health• Human development from a relational perspective• Childhood trauma and Adult Mental Health• Attachment and implications for Adult Mental Health• Domestic violence• Self-harm and suicide• Working with borderline personality disorder• Psychosis• Working with refugee and ethnic minority populations

Year 2: Older Adults• Introduction to older adults• Assessment of memory problems• Older adults in health settings• Assessment, rehabilitation in older adults (2 ½ day

workshop)• Positive view of ageing/putting user first• Overview of psychological therapies with older adults• Experience of institutional life

Year 2: CBT

• CBT and Bipolar Disorder

• Psychoeducation and Bipolar Disorder

• CBT and psychosis• CBT for social phobia• CBT for OCD• CBT for GAD

• CBT and Eating disorders

• CBT and complexity• DBT skills in everyday

practice• MBCT skills in

everyday practice

Year 2: Systemic

• Revision of core concepts• EBP and systemic practice• Overview of functional family therapy• Family therapy and psychosis• Family therapy and bipolar disorder• Diversity and systemic self awareness• Introduction to systemic couple therapy

Year 2: Psychodynamic• Basic dynamic

competencies and theory• Engagement and

assessment• Formulation and

reformulation• Making interpretations• Transference and counter-

transference

• Brief/time limited dynamic therapy

• Race and culture• Difficult to engage clients• Defences and resistance• Endings and termination• Older adults• Working in the NHS

Core Skills (Years 1 and 2)

• Using supervision• Offering supervision• Therapeutic skills• Therapeutic techniques• Philosophy (e.g. Use of self, core

conditions)• Using techniques to enhance the

therapeutic relationship

Problem-based learning• Problem Based Learning in our programme is a group-

based approach to working on a clinical or clinically-related scenario which provides the ‘stimulus material’.

• The group work together on the problem, allocating tasks and responsibilities during the project.

• This is then drawn together by the group and a collective presentation is made to members of the academic team and the other members of the cohort.

• It is then written up with the requirement to revisit the approach based on experience found on placement or other learning.

• The presentation is formatively assessed to support learning and presentation skills

• The written report is a ‘summatively’ assessed piece of work and counts towards the final award.

Problem Based Learning • 5 PBls across years 1 and 2 • 1 assessment• 3 Clinical• 1 Institutional Observation• Facilitated once a term and additional study

time available.• Presentation and written report for each• In line with BPS competencies

Clinical Practice Reports• See marking guidance• Covering range of interventions in Clinical Psychology

practice• 4 reports across years 1, 2 and 3 to cover a range of

supervised experience (client groups) and breadth of work: direct work with clients, consultancy, supervision, teaching

• 1 in first year, 2 in second and a final one in year 3• Evidence of more than one psychological model, strong

theory-practice links, evaluation, critical reflection• Consent forms need to be completed (see handbook)

Year 3 – examples from the current programme

• Four day workshop on Health Psychology - Carolyn Evans• Four day workshop on clinical neuropsychology - Phil Yates• Forensic practice – Chris Clinch• PTSD – Anke Karl• Working with Imagery – Lusia Stopa• ACT – Guy Mizon• Compassion based approaches – Mary Wellford• Addictions – Helen Cottee• Systemic Approaches to working with couples – Hannah Sherbersky• Psychosis – Phil Self• Schema therapy – Bill Wahl

Year 1 AssessmentsDate Assessment

October ‘15 PBL 1 presentation

December ‘15 PBL 2 presentation

January ‘16 PBL 2 report

March ‘16 Clinical Practice Report 1

April ‘16 PBL 3 presentation

May ‘16 PBL 3 report

Year 2 AssessmentDate Assessment

December ‘16 PBL 4 presentation

Jan ‘17 PBL 4 report

March ‘17 ROP PBL - Institutional Observation

April ‘17 Clinical Practice Report 2

May ‘17 ROP PBL report – Institutional Observation

August‘17 Clinical Practice Report 3

Year 3 Assessment

Date Assessment

November ’17

March ‘18

Professional Issues EssayCPR 4

Online Handbook http://cedar.exeter.ac.uk/handbook