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
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