1. Framework for Higher Education Qualifications, 2. Guidance for commissioning IAPT supervisor training (2011) 3. Roth & Pilling Supervision competences.
The course has been designed in accordance with guidance for commissioning IAPT supervisor training (2011)
Friday 1st November 2013
The programme aims to equip experienced practitioners with (a) a critical awareness of models of clinical supervision, & (b) the skills required to conduct clinical supervision with trainee and qualified psychological wellbeing practitioners.
Knowledge and Understanding
·Demonstrate a critical knowledge of the theoretical and research literature relating to CBT clinical supervision. ·Demonstrate a systematic knowledge of the principles of CBT supervision and the evidence base for the application of CBT supervision techniques ·Demonstrate a systematic knowledge of CBT supervision for depression and anxiety disorders Thinking or Cognitive Skills
· Demonstrate a critical understanding of the theoretical and research evidence for cognitive behavioural supervision models ·Demonstrate a critical understanding regarding sensitively adapting CBT supervision to ensure equitable access for people from diverse cultures and with different values. Practical Skills
· Demonstrate the professional and relationship skills required to conduct clinical supervision · Demonstrate High Intensity CBT supervision assessment competences, including: Monitoring supervisee caseload, formulating clinical problems, and assessment of supervisee clinical competence in conducting high intensity CBT · Demonstrate High Intensity CBT supervision intervention competences, including: Facilitation of caseload management, facilitation of clinical solutions, and facilitation of competence development in conducting High Intensity CBT. · Demonstrate supervision process competences, including: Structuring supervision sessions, structuring supervision programmes, facilitation of supervisee learning, and evaluation of the supervision programme Key Skills
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
· Communicate their critical understanding regarding the practical application of models of CBT clinical supervision by means of presentations, essays, and critical commentaries. · Demonstrate numeracy skills through critically discussing research data · Demonstrate information literacy and technology skills through the retrieval, translation and presentation of research data using a range of multi-media tools. · Demonstrate a critical awareness of personal learning and performance through reflective essays and use of peer feedback within supervision of supervision. · Demonstrate working with others through group supervision of supervision & role play work. · Demonstrate problem solving skills through assignments that address the management of complex clinical supervision situations. Transferable Professional Skills
·IT skills ·Research skills · Data management · Debating skills ·Time management ·Team-working skills ·Written and presentation-based communication skills ·Effective listening ·Influencing skills ·Critical thinking and evaluation ·Critical awareness of working within professional frameworks ·Critical awareness of legislation guiding professional practice ·Critical awareness of relationship and interpersonal skills · Critical awareness of competence based approach to working
The programme is studied over one year part time.
It consists of three level 7 20 credit modules: Core Clinical Supervision Skills - Low Intensity (PS7104), Models & Context of CBT Clinical Supervision (Ps7105) and Supervision Portfolio: Low Intensity Supervision (PS7113) .
Each 20 credit module represents approximately 200 hours study commitment with between 21 and 30 hours of staff-student contact time. The total taught component of the programme amounts to 73 hours. The course begins with an initial one day induction.
Modules 1 & 2 will both be delivered in Semester 1. Module 3 will be delivered by means of monthly supervision of supervision groups over the course of the whole academic year.
Module 1 (PS7114: Core Clinical Supervision Skills - Low Intensity) is benchmarked against IAPT guidance for commissioning supervision training. It provides training in the core skills required to deliver CBT clinical supervision to both high and low intensity therapists in accordance with IAPT national recommendations.
Module 2 (PS7105: Models & Context of CBT Clinical Supervision) is intended to enable students to develop a critical awareness regarding: (a) models of CBT supervision; and (b) the delivery of CBT supervision within primary care.
Module 3 (PS7113: Supervision Portfolio: Low Intensity Supervision)aims to enable students to develop (under supervision) and demonstrate (through a supervision portfolio) the core supervision competences required to supervise cognitive behaviour therapists.
The award of postgraduate certificate is awarded for the successful completion of 60 module credits.
Students enrolling must enrol on modules according to one of the following2 options: 1. All modules (PS7114, PS7105 and PS7113) 2. Module 1only (PS7114) The award of postgraduate certificate is awarded for the successful completion of 60 module credits.
· Hold a postgraduate qualification in either a Cognitive Behaviour Therapy or a BPS accredited Psychological Wellbeing Practitioner training programme (or equivalent as evidenced by BABCP registration as a PWP)
· Be BABCP accredited therapists, or experienced psychological wellbeing practitioners (at least 2 years post qualification)
· Have a low intensity supervision clinical case management caseload throughout the programme (conducting a minimum of two hours face-to-face supervision each week).
· The clinical supervision should take place in an IAPT service, or in a practice setting with robust case management & clinical outcome monitoring procedures.
· It is expected that students will have undergone a DBS within the clinical practice setting they are conducting clinical work for the purpose of the programme – the university is not responsible for conducting this DBS.
The design of the programme and development of learning outcomes have been informed by:
1. The Framework for Higher Education Qualifications
2. Guidance for commissioning IAPT supervisor training (2011)
3. Roth, A. D. and Pilling, S. (forthcoming d). A Competence Framework for the Supervision of Psychological Therapies. London: Department of Health.
The learning and teaching methods include:
· Small group workshops, seminars, and lectures
· Class presentations to facilitate sharing of material and ideas
· DVD resources will provide students the opportunity to study examples of clinical supervision sessions.
· Expert and non-expert demonstrations of clinical work will be assessed using competency measures (e.g. Cognitive Therapy Scale-Revised) to aid development of supervisor competence in assessing supervisee competence
· Experiential and skills based workshops will provide students with a first-hand experience of the supervisor and supervisee perspective.
· Self-directed study to include general reading for the course and preparatory reading for each session.
In parallel with the learning and teaching strategy, the assessment strategy and methods focus on providing students with (a) a critical understanding of the practical application of CBT clinical supervision models, and (b) the skills required to practice competently as a High Intensity CBT Clinical Supervisor.
Methods of assessment include: a video of a clinical supervision session; a reflective analysis of personal supervision practice, a critical essay; a clinical supervision portfolio.
It is anticipated that successful completion of the full PG Cert will enhance the career prospects of psychological wellbeing practitioners (PWP) applying for senior PWP posts, or high intensity training posts.
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
A number of sources inform the University's approach to diversity and equality. The Department recognises its duty not to discriminate because of age, disability, gender identity or expression, race or ethnicity, religion or belief or sexual orientation in the educational opportunities it provides. The programme, as with the whole of the Department, conforms with relevant codes of practice and guidance, specifically when implementing the Race (2001), Disability (2005) and Gender (2006) Equality Duties. Guidance from the Commission for Equality and Human Rights, such as the code of practice for post-16 education, and the Equality Challenge Unit serve to inform programme developers of their duties and responsibilities. In practical terms, the Department works with colleagues from Student Support & Guidance, Learning Support Services and from Marketing Recruitment and Admissions to ensure the various agendas are taken into account.
In addition, the Institution's Teaching and Learning Strategy (reflected in the Departmental and the Programme strategies) sets out specific aims as part of the diversity agenda. The programme team have little influence over who applies to the programme, but will provide support and guidance for students with for example, diverse abilities, through the formative approach to teaching and learning which is embedded in the programme.
Back - to previous page Print - launches the print options panel