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Academic Overview

Academic Overview. Tony Wainwright Academic Lead 2013-2014. Outline. Introduction to staff team and roles Background to academic module Timetables and series content Third Year Assessments Online Handbook.

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Academic Overview

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  1. Academic Overview Tony Wainwright Academic Lead 2013-2014

  2. Outline Introduction to staff team and roles Background to academic module Timetables and series content Third Year Assessments Online Handbook

  3. 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

  4. 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

  5. Marking scheme • Trainees 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

  6. Academic TutorRoles • Tutors • Marking • Problem-Based Learning • Teaching • Convenors • Organising strand • Teaching • Set PBL scenarios

  7. Academic Team - Convenors

  8. Academic Team – Reflective Organisational Practice

  9. Academic Team - Tutors

  10. 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 Buckinghamyear 1 • Adulthood Convened by NadjaKrohnert 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

  11. 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

  12. Timetables • Pacing – when teaching blocks take place • Deadlines – assessments and assignments • Amount of leave, placement and study time to be taken flexibly

  13. 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

  14. 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

  15. Admissions tutor- NadjaKrohnert 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.

  16. 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

  17. 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

  18. 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

  19. 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

  20. Year 1: Systemic Key concepts and skills Genograms Family life cycle Attachment Narrative approaches Core competencies

  21. Year 1: Psychodynamic Basic psychodynamic competencies and theory Analytic specific meta-competencies Incorporating attachment theory and working with Learning Disability

  22. 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

  23. 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

  24. 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

  25. 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

  26. ROP years 1 and 2 Identities • Policy and leadership (Eugene Mullanand 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) Organisational dynamics Resiliency Leadership Diverse communities Ethics Influence and power

  27. 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

  28. 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.

  29. 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

  30. 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)

  31. 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

  32. Year 1 Assessments

  33. Website development

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