Academic Overview

Tony WainwrightAcademic Lead

2013-2014

Outline

Introduction to staff team and rolesBackground to academic moduleTimetables and series contentThird YearAssessmentsOnline Handbook

The whole Programme is PGR (postgraduate research) so all teaching is research led.

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

Referencing Core Competencies, KSF 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

Professional doctorate regulations

• PGR requirements being updated for professional doctorates.

• Read the TQA section for details.• http://admin.exeter.ac.uk/academic/tls/tqa/Part%207/7Mprofdocs.pdf

Marking schemeTrainees are required to pass all categories of work subject to summative assessment, so a fail on any academic assignment will normally result in a recommendation to the Examination Board of Programme Failure• If a trainee has received ANY TWO of

the following, a recommendation for Programme failure to the Examination board would normally be made.

• A Clinical referral• An Academic assignment receiving a

Major Amendment category iii mark.• A thesis resubmission category D

Academic Tutor Roles

• Tutors– Marking– Problem-Based Learning– Teaching

• Convenors– Organising strand– Teaching– Set PBL scenarios

Academic Team - ConvenorsNAME SERIES

Niki Buckingham LD

Kim Wright Cognitive Behavioural Therapy

Hannah Sherbersky Systemic

Eugene Mullan ROP

Frances Gillies Core SkillsPsychodynamic

Kat Gardner Children

Nadja Krohnert Adults

Phil Yates NeuropsychologyHealth Psychology

Carolyn Evans Older Adults

Helen Cottee Addictions

Karen Gough Forensic

Academic Team – Reflective Organisational Practice

NAME SERIES

Eugene Mullan , Tony Wainwright, Steve Onyett • Policy• Leadership

Niki Buckingham • Working in systems• Resilience• Facilitation• Consultation

Lynn McClelland • Diverse Communities

Lynn McClelland and Nick Sarra • Institutional Observation

Nick Sarra • Experiential Group

Academic Team - Tutors

Name Role

Carolyn Evans Year 1

Nadja Krohnert Year 2

Nadja Krohnert Somerset PBL group year 1 and 2

Frances Gillies Devon Year 1 PBL group

Carolyn Evans Dorset PBL group Year 1 and Year 2

Kim Wright Devon PBL group Year 2

Main themes of the Academic Programme # 1

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

Psychological Therapies • Cognitive Behaviour Therapy Convened by Kim Wright• Systemic Convened by Hannah Sherbersky• Psychodynamic Convened by Frances Gillies• Core skills (including assessment block) Convened by Frances Gillies

Main themes of the Academic Programme # 2

Reflective Organisational Practice (Convened by Eugene Mullan) • Working in Systems (Niki Buckingham)• Consultation & Facilitation (Niki Buckingham)• Resilience and wellbeing (Niki Buckingham)• Diverse Communities (Lynn McClelland)• Institutional Observation (Lynn McClelland & Nick Sarra)• Preparing for qualified practice (Tony Wainwright and Niki

Buckingham)• Experiential Group (Nick Sarra)• Policy & Leadership (Eugene Mullan, Steve Onyett and Tony

Wainwright

Health Psychology – Convened by Phil Yates Neuropsychology – Convened by Phil Yates Forensic – Convened by Karen Gough Addiction – Convened by Helen Cottee

Timetables

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

be taken flexibly

Year Tutors• To meet with the trainee year group once a term for 'reflect

and review’ • To answer any queries and hear any concerns as

necessary. • The Tutor will also give feedback to the trainees • Minutes taken to the course team. • Develop new models of feedback• Oversight of year teaching timetable and assessment

timetable• Develop evidence-based models of feedback from teachers

and trainees

Educational innovation – Carolyn Evans

• Models of delivery of teaching• Models of assessment• Models of feedback from trainees and teachers• Collaborate with Cedar subgroup - liaise with

Niki Buckingham

Admissions tutor- Nadja Krohnert

Among other things…• Work with Liz on coordinating the shortlisting,

interviews, clearing house update etc.• Field all enquiries from prospective candidates• Develop FAQ section on the Exeter website.

Study time• Taken flexibly• Includes both individual study and research study• Swapped with placement days - negotiated• Small scale Research Project (SSRP) and Major

Research Project• Need to consider annual leave as well• May need to consider how to manage work so

that assessment can be made by deadlines

Year 1:Learning Disability User and carer perspectives Historical perspectives Autistic spectrum conditions Communication skills LD assessment Profound and multiple learning

disabilities (PMLD) Behavioural approaches CBT assessment Behavioural phenotypes Health Issues Forensic Issues/Risk Assessment Sexuality

Consent and capacity Systemic

Issues/CBT/Psychodynamic Supporting parents with a

learning disability Life span perspectives Growing older/dementia Attachment Mental Health Consolidation session

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 and

behavioural activation for depression

• Safety behaviours and coping• CBT competency framework• 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• Problem-solving• Activity scheduling• Working with Negative Automatic

Thoughts’s• 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

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• Behavioural experiments• Working with dysfunctional

attitudes and core beliefs• Relapse prevention and

endings• Panic• Social phobia• OCD• GAD• PTSD• CBT with Older adults

• CBT in difficult life circumstances

• Psychosis• Eating disorders• Imagery in CBT• Behavioural Activation for

depression• CBT supervision• Developing CBT services• Consolidation

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

ROP years 1 and 2

• Policy and leadership (Eugene Mullan and Tony Wainwright)

• Consultation (Niki Buckingham)• Facilitation (Niki Buckingham)• Working in systems (Niki

Buckingham)• Resilience (Niki Buckingham)• Institutional observation (Lynn

McClelland and Nick Sarra)• Working with diverse communities:

community and critical psychology (Lynn McClelland)

• Experiential group (Nick Sarra)

Identities

Organisationaldynamics

Ethics

Resiliency

Diversecommunities

Influence and

power

Leadership

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.

Problem Based Learning Changing slightly this year…

• 5 PBls across years 1 and 2 (or 4 PBL and 1 Institutional Observation presentation and report)

• 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 – CPD format(supervisors can apply to attend some events – numbers limited, fcfs)

• Mentalisation-Based Therapy – Frances Gillies• Working with Imagery – Lucia Stopa• Mindfulness-based Cognitive Therapy – Alison Evans• Motivational Interviewing – Helen Cottee• Systemic Approaches to working with couples – Hannah Sherbersky• Psychosis – Phil Self• Schema therapy – Bill Wahl• Working with Post Traumatic Stress Disorder – Anke Karl

Year 1 Assessments

Website development