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PG Diploma in Psychological Therapies Practice (CYP) - ASD/LD Pathway

Competencies

The University of Exeter CYP IAPT Programme has been designed in line with the generic CAMHS competency Framework (Roth and Pilling, 2011) and the CYP IAPT national curriculum. For the ASD/LD pathway, the VIG competencies will also be drawn upon where appropriate.

For further information the CYP IAPT national curriculum, please download: CYP-IAPT Curriculum for ASD/LD

For further Information on CAMHS Competencies, please visit the UCL Core Page:https://www.ucl.ac.uk/pals/research/clinical-educational-and-health-psychology/research-groups/core

For further information on VIG practice please see this link: https://www.videointeractionguidance.net/page/show/4094

Welcome from Dr Alex Boyd, Co-Director of CYP Programmes

Welcome to the University of Exeter’s Postgraduate/Graduate Diploma programme in Evidence-Based Psychological Therapies for Children and Young People. This programme is part of the national Children and Young People’s Improving Access to Psychological Therapies (CYP IAPT) initiative and has a Cognitive Behavioural Therapy (CBT), Parenting (PT), 0-5, Systemic Family Practice (SFP) and ASD/LD pathway.

The overall aims of the CYP IAPT Programme are to transform mental health services for young people and their families/carers; to maximise their effectiveness and efficiency and thus improve access to evidence-based and outcome-monitored interventions.

The programme is heavily rooted within the development of clinical skills associated with a patient-centred approach and on the skills required to support CBT, PT, 0-5, ASD/LD and SFP evidence based therapies.

The continued development of these skills is embedded within a strong focus on practice-based supervision, which is a fundamental component of the training. As such your training should not just be seen as being the time you spend being taught within the University, but full time, based also around your clinical work undertaken within your work setting supplemented by your practice based supervision.

Successful completion of clinical and written assignments and appropriate participation in tutorials and workshops will lead to the awarding of a PG/Grad Diploma. We hope that you will be able to act as ‘product champions’ for CBT, parenting, 0-5s, ASD/LD and systemic practice and to be available as teachers and consultants, in the various CYP IAPT settings in which you work.

A major contributing resource to the programme is the knowledge and experiences that you as programme members bring. We intend to draw upon and honour this knowledge and experience in order to develop clinical skills and increase awareness and theoretical understanding. It is important, however, that understanding and use of theory is integrated with clinical application in a rigorous and constructively critical manner.

We hope you enjoy the training and look forward to meeting you over the coming months.

Dr Alex Boyd, Co-Director of CYP Programmes

Meet the Programme Team

Name	Title	Email
Dr Kat Gardner	ASD/LD Programme Lead	k.gardner3@exeter.ac.uk
Dr Katie Newns	ASD/LD Academic Lead	k.newns@exeter.ac.uk
Dr Alice Simon	CBT and Behaviour that Challenges Supervisor and Tutor	A.H.Simon@exeter.ac.uk
Zubeida Dasgupta	VIG Tutor & Supervisor	z.dasgupta@exeter.ac.uk
Sophie Levitt	VIG Tutor & Supervisor	S.Levitt@exeter.ac.uk
Dr Katie Adolphus	CBT and Behaviour that Challenges Supervisor and Tutor	K.J.Adolphus-James@exeter.ac.uk
Natalie Cook	Programme Administrator	cyp-iapt@exeter.ac.uk
Jo Bromley	External examiner (Manchester University)

Introduction and Aims

In this programme we aim to help you develop your practice in evidence-based psychological therapies for children, young people and families.

You will develop the knowledge and competencies required to be an effective practitioner, as determined by the relevant national curriculum for the CYP IAPT Programme.

We aim to provide you with a high quality and stimulating learning experience in a supportive environment that is enriched by an internationally recognised research environment, nationally recognised innovative clinical teaching approaches and current clinical practice.

The programme aims to help you develop your practice in evidence-based psychological therapies for children and young people with autism and/or a learning disability, their families/carers, and other professionals supporting them.

This programme has been developed to deliver the CYP-IAPT National Curriculum for evidence-based psychological therapies for children and young people with autism and/or a learning disability. The curriculum states that both parents and clinicians agree that these children and young people often do not receive the psychological help they deserve because those trained in delivering evidence-based therapies feel inadequately equipped in adapting such therapies to children and young people with diagnoses of autism and/or learning disability. If further states that clinicians with significant experience of working with such groups of children and young people are often insufficiently trained in evidence-based methods of therapy.

The programme aims to ensure that all graduates are familiar with the best evidence practice for the treatment of children or young people with autism and/or a learning disability, and have reached clinically competent minimum standards in providing such treatments.

Specific Programme Aims

On completion of the programme we hope that you will be able to:

Demonstrate generic and modality-specific skill competencies in evidence based psychological therapy as determined by the CYP IAPT national curriculum.

Synthesise the key underpinning knowledge in evidence based psychological therapies for children, young people and families.

Critique the context within which psychological therapies are provided (including relevant professional, ethical and legal frameworks).

Explain in detail the key theoretical bases for evidence-based psychological therapy models and link their relationship to practice and understand, interpret, critically evaluate, and apply evidence-based practice.

Evidence appropriate use of supervision in developing clinical skills.

Analyse and manage the implications of ethical dilemmas and work proactively with others to formulate solutions and manage complexity.

Function independently and reflectively as a learner and practitioner.

It is our intention that trainees from all diverse backgrounds and perspectives be well served by this course, that trainee’s learning needs be addressed both in and out of teaching sessions, and that the diversity that trainees bring to this cohort be viewed as a resource, strength and benefit. It is our intention to present materials and activities that are respectful of diversity: gender and gender identify, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are invited, encouraged and appreciated. Please let us know ways to improve the effectiveness of the course for you personally or for other trainees or student groups. In addition, if any of our training sessions conflict with your religious events, or if you have a disability or other condition necessitating accommodation, please let us know so that we can make the necessary arrangements for you.

Our goal as a learning community is to create a safe environment that fosters open and honest dialogue. We are all expected to contribute to creating a respectful, welcoming, and inclusive environment. To this end, classroom discussions should always be conducted in a way that shows respect and dignity to all members of the class. Moreover, disagreements should be pursued without personal attack and aggression, and instead, should be handled with grace and care. This will allow for rigorous intellectual engagement and a deeper learning experience for all.

(Statements adapted from the University of Iowa, College of Education and Yale University - Dr. Carolyn Roberts, Assistant Professor, History of Science & History of Medicine, and African American Studies)

PT Programme Structure

ASD/LD Programme Structure

There are four modules within the ASD/LD pathway. The core module and three ASD/LD modules. For information about the core module, please see the core module handbook.

Code	Title	Credits
PYCM027	Core Skills for Working with Young People with Mental Health Problems and Their Families	60
PYCM086	Autism-Learning Disability Core Knowledge and Skills	20
PYCM087	Assessment, Engagement and Formulation with Young People and Families (Autism and Learning Disabilities)	20
PYCM088	Mental Health Interventions with Young People and Families (Autism and Learning Disabilities)	20

Programme Governance

Staff Student Liaison Committee Meetings

Programme members are able to participate in the running of the programme through participation in Staff-Student Liaison Committee meetings. These will be held once per term where the programme team will meet with the trainee representatives and for some SSLC committee meetings, Lived Experience Group members to discuss general issues in programme delivery.

SSLC meetings will consider any changes made to programme delivery dependent upon previous module evaluations. The Programme Lead will report to the Director of Clinical Training or Director of Programmes within the College of Life and Environmental Sciences.

Attendance and Absences

As explained in the individual strand handbooks, this course is a clinically- applied training and as a result, the aim is for 100% attendance. If any teaching is missed, you need to evidence with your course team how you have made up the learning and developed the competencies.

Your programme teams will monitor attendance closely with you throughout your training. Please make sure you sign the register on arrival to ensure that your attendance is recorded correctly. In the case you miss any of the teaching days (both within and outside of the university) through ill health it is your responsibility to inform both your employer and the programme administrator.

Please note that student absences can affect the quality of the learning experiences of the course. As such we do not expect you to take holidays when teaching has been scheduled. Should exceptional circumstances for leave arise then any requests for absence must be made in writing to the Programme Leads and agreed prior to leave being taken.

Maximum Duration Permitted for Completion of IAPT Training

Extenuating circumstances, mitigations, and situations in the workplace may on occasion require a trainee to request an extension to the completion date of their assessed work. Wherever possible, we will work with your Workplace Supervisor to devise a realistic time-scale for completion of the programme. However, as this is a one year programme and the University allows interruption of studies for up to a maximum of one year it is expected that all trainees will complete within 3 years.

Please see the University TQA manual for guidelines on interruptions and withdrawal from studies.

For further information about Programme Governance, please see the Generic IAPT course handbook

Marking, Assessment and Progression

Notched Marking Guidelines

With effect from the 2016/7 academic session, the CLES Education Strategy Group has agreed to implement a notched marking scheme to support consistency and reliability within the assessment process. Within the marking scheme only certain marks may be used within each grade.

The marks available for award are described in the marking criteria document which is available to download here: CLES Generic Notched Marking Guidelines

Submitting Your Work

All written assessments should be word-processed using double-line spacing, font size of 11pt or 12 pt and in a font that is easy to read, e.g. Arial, Verdana, Tahoma. All pages should be numbered. To assist with “blind marking” please do not put your name or ID number anywhere in your submission.

Written work must stay within the specified word count and there will not be an upper percentage margin. Markers will stop marking at the point where the limit has been reached.

All work must be submitted by 1.00pm on the submission date.

It is your responsibility as a student to ensure that all work arrives by the submission deadline and that the version you submit is complete. For example, submitting a Case Report without the reference list would automatically result in the work failing.

Citing and Referencing

Psychology has adopted the American Psychological Association (APA) conventions as the standard for citations and references. As such references must be completed in APA style. It is important that programme members are familiar with the precise details of citing and referencing. We use the standard of ‘a publishable article’ and we expect citations and references to adhere to that standard. The information given here is based on the latest edition of the Publication Manual of the APA. We would encourage you to consult these guidelines and copies are kept in the library, or can be obtained online at www.apastyle.org. There are many web sites providing summaries of the APA Style Guide (a Google search will identify these).

Please see this link for information about the Postgraduate Assessment scheme used within CEDAR.

Word Count Guidance

Please note that any words over the word count will not be marked.

The following content is NOT included in a final word count:

Abstract
Title
Contents page
Reference list
Bibliography
Footnotes (these should be used for references only; those containing large amounts of text will be treated as if they were part of the main body of text). Footnotes should only be used where directed by the module convenor.
Appendices
Words used in tables, graphs and other forms of data presentation (including titles of figures)
Equations

The following content IS included in a final word count:

Main body of text
In text quotations
In text references
Section headings
Footnotes containing large amounts of text (unless indicated otherwise by module convenor)

NB: Any tables or figures should be used judiciously to supplement and support the main body of the text for the assignment being submitted. Where tables and figures stand alone and are not referred to within the text, these will not be included within the marking and this can lead to assignments being failed. Reports or essays should make sense and be capable of being read without the tables or figures. If you have any doubts about this, please seek the advice of your tutor or a member of the academic team BEFORE making a submission.

Re-assessment Procedures

Referral: A referral is a further attempt permitted by the examiners, following initial failure of an individual module, or the assessment(s) or examination(s) for that module. There is no requirement to repeat attendance. The module mark following a referral is capped at the pass mark of 50% (postgraduate). For any assessment, candidates have a right to be referred on one occasion only. Where the Board of Examiners decides there are adequate grounds, such as medical reasons or exceptional personal circumstances, it may allow a deferral (i.e., re-assessment without the mark being capped), or permit a further referral.

In the event of any piece of work being referred it will be returned to the programme member with instructions from the programme administrator for its resubmission. Please do be aware that a failure on any assignment in a module results in the whole module being capped at 50%, regardless of what marks subsequent assignments in that module may achieve.

Marking and Appeals Procedure

If a student feels that there has been irregularity in the marking of an assignment and wishes to appeal against a provisional mark prior to the Examination Board, they should bring the grounds for their appeal in writing promptly to the attention of the Director of Clinical Training, who may then seek the opinion of an additional marker. The External Examiner would then review both marks and the correspondence. This will usually resolve the matter, but if a student still feels that he or she has grounds for a formal appeal, the university’s procedures for doing this can be found in the TQA manual. Marks are regarded as provisional until ratified by the APAC (see below).

Student Complaints Procedure

Information about the University Student Complaint Procedure can be found here.

Academic Probity

The definition of cheating and plagiarism in this document are taken from the University’s Teaching Quality Assurance (TQA).

Definitions and offences are outlined in the TQA here. Information on poor academic practice and academic misconduct is also outlined in detail here.

Assessment, Progression and Awarding Committees (APACs)

A Board of Examiners will meet at the end of each programme to recommend awards. The Board comprises the Programme Lead and the External Examiner(s). It is chaired by the Director of Clinical Training, in accordance with University procedures.

Results of students who have successfully completed the programme will be sent for ratification at the Vice Chancellor’s Executive Group meeting. Results of students who are unsuccessful will be considered at a Consequences of Failure Board. This Board will make recommendations for the consequences of failure for individual students. These recommendations will be approved (or otherwise) by the College Associate Dean for Education, who will submit recommendations to the Dean of Faculty for final approval.

On occasions the information contained within this programme handbook regarding programme governance and assessment may be different to that agreed at the wider college and university level. Such differences are due to the specific training and educational requirements encountered with programmes, in particular those required as part of the professional body accreditation process, the delivery of national curriculums and requirements of the SHA tender processes. Where there are differences, information contained within this programme handbook should take precedence.

It should be noted that you will not officially complete the programme until your award has been approved at this Board and approved by the Vice Chancellor’s Executive Group.

Teaching

Core Teaching Days 2022

Term 1

Week 1 – 25^th Jan, 26^th Jan, 27^th Jan

Week 2 – 31^st Jan (p.m.), 1^st Feb, 2^nd Feb, 3^rd Feb (Core teaching in strand), 4^th Feb

Week 3 – 7^th Feb, 8^th Feb (p.m.), 10^th Feb (Core teaching in strand), 11^th Feb

ASD/LD Teaching Days 2022

Term 1

Week 2 – 3^rd Feb

Week 3 – 8^th Feb (a.m.), 10^th Feb

Week 4 – 16^th Feb, 17^th Feb

Half Term 21^st Feb – 25^th Feb

Week 5 – 28^th Feb, 1^st March, 2^nd March, 3^rd March (face to face in Exeter)

Week 6 – 9^th March, 10^th March

Week 7 – 16^th March, 17^th March

Week 8 – 23^rd March, 24^th March

Week 9 – 30^th March, 31^st March

Week 10 – 6^th April, 7^th April

Term 2

Week 1 – 27^th April, 28^th April (face to face in Exeter)

Week 2 – 4^th May, 5^th May

Week 3 – 11^th May, 12^th May

Week 4 – 18^th May, 19^th May

Week 5 – 25^th May

Half Term 30^th May – 3^rd June

Week 6 – 8^th June, 9^th June

Week 7 – 15^th June, 16^th June

Week 8 – 22^nd June, 23^rd June

Week 9 – 29^th June, 30^th June

Week 10 – 6^th July, 7^th July (face to face in Exeter)

Term 3

Week 1 – 7^th Sept, 8^th Sept (face to face in Exeter - TBC)

Week 2 – 14^th Sept, 15^th Sept

Week 3 – 21^st Sept, 22^nd Sept

Week 4 – 28^th Sept, 29^th Sept

Week 5 – 5^th Oct, 6^th Oct

Week 6 – 12^th Oct 13^th Oct

Half Term 17^th Oct – 28^th Oct

Week 7 – 2^nd Nov, 3^rd Nov

Week 8 – 9^th Nov, 10^th Nov

Week 9 – 16^th Nov, 17^th Nov

Week 10 – 23^rd Nov, 24^th Nov

Week 11 – 30^th Nov, 1^st Dec (face to face in Exeter)

Week 12 – 7^th Dec, 8^th Dec - Study Week

Week 13 – 14^th Dec, 15^th Dec

Please note also that the course is not formally completed until the successful submission of all examined work and the diploma is not awarded until the Academic Progress and Awards Committee (APAC) has met, normally in the Spring of the year following course completion. At present the APAC is scheduled for late March, 2023 (tbc).

Office Hours

The CYP-IAPT Programme team will run one a bookable clinic on a Wednesday or Thursday before or after lectures. The schedule will be emailed to trainees on a half-termly basis. You can contact the team by email for any queries you may have. Alternatively, if you are on campus you can approach the help-staff at Washington Singer Reception Desk and if they cannot assist you, they will consult with the dedicated course administration team (who can also be reached by emailing cyp-iapt@exeter.ac.uk).

Feedback

Students must complete electronic feedback via Accelerate. These are completed in 2-week blocks of teaching and you will receive emails with links to complete the feedback. You will also need to evidence that you have completed feedback as part of your Clinical Portfolio assessment.

Feedback provides an opportunity for students to give their opinions and thoughts on teaching sessions and allows the CYP-IAPT team to implement new suggestions and changes for future cohorts.

We will communicate any changes in how feedback is to be gathered as soon as we hear about them

Location of Teaching

For ASD/LD it is intended that most Teaching and University supervision will be delivered online through Zoom and/or Microsoft Teams. You will be able to create an account to each of these platforms using your university log in details.

Additionally, it is intended that several selected teaching sessions will be delivered face to face in the Washington Singer Building, or Reed Hall at the University of Exeter. Currently this includes the Video Interaction Guidance (VIG) Initial Training Course on 28thFebruary, 1st March, 2nd March, and the CBT teaching on 2nd March and 3rd March. Two sets of two-day teaching blocks will be face to face in Term 2 (27th and 28th April, and 6th and 7th July). In term three the 7th and 8th September is planned as a face-to-face teaching block (but will be confirmed in due course). The 30th November and 1st December will be face to face in Exeter and will include the VIG midpoint review.

Please check the ELE page regularly for the most up to date version of the timetable.

The Structure and Timings of the days:

Teaching days usually start at 9.30am; when working online, the start time will be clearly stated in the online link to the teaching for that day. We recognise that working online for prolonged periods of time can be tiring, so we try to incorporate regular breaks, alongside a lunch break. These will be discussed and agreed at the start of each session.

We are also aware that working from home brings with it many challenges, which may include juggling home educating children, caring responsibilities and challenges finding a quiet space to work. We will do our best to support you accessing the teaching, but please be prepared for the day as much as possible and talk to a member of the course team about any challenges you are facing.

Most online teaching days will finish by 4.30pm

* Please refer to the Core handbook for Core Teaching timings, as these may differ

Study Time

Trainees are required by National Guidance to have a minimum of 28 days study time in addition to taught hours. We have timetabled in 6 days study time during half terms. It is recommended that the remaining 22 days are spread throughout the year, either as a half day each week or an arrangement that works best for the programme member and their employer.

Attendance and Leave

The course is a clinically- applied training and as a result, the aim is for 100% attendance. If any teaching is missed, you need to evidence with your course team how you have made up the learning and developed the competencies.

No annual leave is to be taken on your teaching days. Annual and study leave needs to be taken outside of these days. The only exceptions are where pre-booked leave was agreed at interview or if there are exceptional circumstances. For the latter, annual leave on taught days can only be taken if it is agreed with your Programme Lead prior to the date. A written request should be made to the Programme lead.

As you are all in paid employment, any leave from the University counts as annual leave or sick leave and as a result you need to make your service manager aware of any missed days as well as the University admin and programme teams. We will be in regular contact with your services throughout the course and will make them aware of any leave taken.

Missed Session Learning Activity

The PGDip/GradDip CYP-IAPT courses require a high level of attendance in order to meet both the university and the clinically required standards for the award as noted in the handbook. However, we appreciate that unforeseen crises do arise that make it difficult to attend occasional sessions, we therefore have provision to complete Missed Session Learning Activity Record Form. This does not apply to missed University supervision sessions. Neither does it apply to multiple missed sessions where programme suspension is likely to be the appropriate course of action following discussion with your Academic Tutor.

The decision as to whether a Missed Session Learning Activity plan requires completion for any given absence will be made by the academic team in consultation with individual trainees.

Designing an appropriate missed session learning activity is the responsibility of the student but clear guidance is given here about how it should be done. The activity is based on the learning objectives from the missed session which are usually available from the session handout on ELE or from the lecturer. The learning outcomes must be recorded on the Missed Session Learning Activity Record.

Please download: Missed Session Learning Activity Record (CYP-IAPT - All Strands)

The missed session learning activity requires active and creative engagement with the material in order to address the learning deficit in your skill development following the missed session. It is often useful to determine whether any other students have missed the session and complete the activity together, allowing peer discussion and deeper reflection on the material. Students may also utilise small group work with peers, who may or may not have missed the session, and are willing to participate in an additional learning exercise to supplement their own knowledge and skill development. This allows for the use of role play and enhances applied clinical skills as well as theoretical knowledge. Learning activities are likely to include reflection on two or three relevant texts and / or recorded material linked to the learning outcomes.

Your learning activity will take approximately the duration of time missed e.g. a six hour learning activity for a missed teaching day. Self-directed study can be a part of the missed learning activity – although some more active engagement with fellow students is also required.

A required part of any plan therefore, is evidence of active learning – discussion, role play or similar – with your peers or your clinical supervisor.

The missed session learning activity must be agreed with your Academic Tutor prior to completion of the activity. Your Academic Tutor is required to sign the plan twice – once to confirm agreement with the proposal, and once to confirm completion of the activity. If the initial signature is not sought, you may need to complete a further learning activity.

Tutorials

There are four types of tutorials in the programme:

Group Academic Tutorials

Purpose

Opportunity to critically engage with relevant literature
Opportunity to reflect on topics
Opportunity to ask questions, give and receive feedback
Opportunity to address any queries around assessments

Group Skills Based Tutorials

Purpose

To consolidate learning from workshops
To provide opportunity for further skills practice
Opportunity to reflect on clinical application of knowledge
Opportunity to ask questions, give and receive feedback

1:1 VIG supervision

Purpose

To provide specialist VIG supervision on individual casework, as required by AVIGuk
To provide opportunity to prepare for and complete VIG Mid-Point Review

Individual Tutorials

1 x half hour tutorial per term

Tutorial Termly Review (ASD/LD)

Purpose

Opportunity to review and reflect on your development and the course
Opportunity to give and receive feedback on assessed work.
Opportunity to give and receive feedback on the course.
To review your clinical portfolio.
A safe environment for addressing personal development.

NB: If trainees have any concerns or issues that may be impacting on their ability to participate fully in the training or causing them any distress or concern; trainees are strongly encouraged to notify either their tutor or any member of the course team as soon as possible, rather than wait for their 1:1 tutorial.

Preparation

Trainees are required to bring up-to-date forms each term for their individual tutorials, including (where appropriate):

Clinical Log
Supervision Log
Teaching Log
Supervisors Reports
Summary Sheets

Accreditation

The ASD/LD course is designed to work alongside the accredited standards required from AVIGuk, enabling practitioners on the programme to work towards Mid-Point within the VIG Trainee Practitioner Pathway. A Mid-Point Review day, including individual accreditation meetings, is held within the University structure to support the trainees if they successfully meet VIG requirements during the course.

N.B. Practitioners will need to secure further 1:1 VIG supervision after the programme to achieve accredited VIG practitioner status.

Confidentiality and Anonymisation in Assessments & Clinical Portfolio

Maintaining confidentiality is a vital aspect of maintaining professional standards. Common over-sights by trainees are:

The inclusion of identifying information in an appendix (e.g. name of service; identifying information of client or professionals involved)
Providing excessive information about client and family or geographic location.

When writing, always ask yourself if you need to include that bit of information, and if so, is it possible to anonymise it more – for example: X lived in a rural county rather than saying Somerset; a counselling service in the South West of England, rather than saying Checkpoint or Off the Record.

A brief statement in the introduction to case reports and other client-related assessments should make it clear that any names being used have been changed to protect the confidentiality of children and young people and their families/parents/carers. Care should be exercised in anonymising documents included as appendices to reports and other written assessments, especially documents included in the clinical portfolio. Any details that identify a child or young person or a parent/carer should be deleted or blanked out. If using a felt-tip pen to blank out these details DO make sure that the details cannot still be read when the paper is held up to the light, for example.

Other names and addresses (apart from the trainee’s own name and employing service for the clinical portfolio) should also be blanked out – e.g. names and addresses of GP surgeries. Service details should NOT be identified at all for case presentations and case reports. It is also good practice not to include information that might identify the author of assignments, such as details of their profession, for example.

Any breaches in confidentiality in any assessments will result in the assessment automatically being returned to the trainee for urgent attention, or will result in a fail if a serious breach – see below.

The following principles have been agreed as the process to follow where there are breaches in confidentiality in assessments submitted as part of the CEDAR PGT training programmes:

Case Presentations:

With case presentations, no identifiable information should be presented on the client or the service.
A minor breach in case presentations, where confidentiality/anonymisation has occurred and been acknowledged by the author, but then a minor mistake(s) gets picked up will be returned to the author for correction. The trainee will have 48 hours to reply and correct the errors in the presentation handouts, otherwise it will be marked as a fail.
When major breaches are present or anonymisation has not occurred and/or been made explicit, this will be an automatic fail and the trainee would need to resubmit a second submission correcting the error (and making any other changes if there are other resubmission criteria).

Case Reports:

In Case Reports there should be no identifiable information in relation to the client or service.
A minor breach in Case Reports, where confidentiality/anonymisation has occurred and been acknowledged by the author, but then a minor mistake(s) gets picked up will be returned to the author for correction. The Trainee will have 48 hours to reply and correct the errors, otherwise it will be marked as a fail.
When major breaches are present or anonymisation has not occurred and/or been made explicit, this will be an automatic fail and the trainee would need to resubmit a second submission correcting the error (and making any other changes if there are other resubmission criteria).

Clinical Portfolios:

In the clinical portfolio, the trainee and the service can be identified but no identifiable information on clients should be included.
If confidentiality breaches occur in a clinical portfolio in relation to clients, this will be marked as an automatic fail and the trainee will be asked to address the area of concern (and any other changes) for resubmission.

Assessment

Documents to download:

CYP IAPT Practitioners Assessment Procedures

Online Submission Student Handbook

Online Submission Student Summary Sheet

CEDAR Mitigation Request Form

NB Part 2 does not need to be completed by the Programme Lead prior to the mitigation form being emailed to CEDAR-mitigations@exeter.ac.uk. Instead, the mitigation team will email the Programme Lead after the form has been submitted by email to ascertain if they are in agreement with the evidence for mitigating the deadline.‌

Generic Front Sheet for ASD/LD (for all submissions of work)‌

COHORT 10 – CYP-IAPT ASD/LD PRACTITIONERS SUMMATIVE ASSESSMENT SUMMARY

Module Code	Module Name	Assessment Element	% of Marks	Deadline	Marks Returned	Where to submit	Consent Forms
	Module 1 Knowledge and Skills	FORMATIVE - Padlet short answers online (Formative)		17^th Feb, 2022	10^th March, 2022	ELE
PYCM027/ PYC3007	Core Skills	Essay (3000 words)		9^th March, 2022	30^th March, 2022	eBART
PYCM086/ PYC3028	Module 1 Knowledge and Skills	Essay (2500 words)	100%	20^th April, 2022	11^th May, 2022	eBART
PYCM027	Core Skills	FORMATIVE – University Supervisors Reports	-	15th June, 2022	-	eBART and OneDrive
PYCM027	Core Skills	FORMATIVE – Workplace Supervisors Reports	-	15th June, 2022	-	eBART
PYCM027	Core Skills	FORMATIVE – Workplace Supervisor rating of Core Therapy Competencies A (CAPS)	-	15th June, 2022	-	eBART
PYCM087/ PYC3029	Module 2 Assessment	Case Report A (Assessment and Formulation - CBT; 3000 words)		1^st June, 2022	22^nd June, 2022	eBART	✓
PYCM087/ PYC3029	Module 2 Assessment	Competency Recording A (Assessment - CBT)		6^th July, 2022	*9^th September, 2022	eBART and OneDrive	✓
PYCM088	Module 3 Mental Health Interventions	Case Report B (Intervention - VIG ; 3000 words)		21^st September, 2022	12th October, 2022	eBART	✓
PYCM027	Core Skills	Workplace supervisor Rating of Core Therapy Competencies B (CAPS report)		5th October, 2022	-	eBART
PYCM027	Core Skills	FORMATIVE – University Supervisors Report	-	5th October, 2022	-	eBART
PYCM027	Core Skills	FORMATIVE – Workplace Supervisors Report	-	5th October, 2022	-	eBART
PYCM027	Core Skills	Core Reflective Summary (2000 words)		12^th October, 2022	2^nd November, 2022	eBART
PYCM088	Module 3 Mental Health Interventions	Competency recording B (Intervention - VIG)		2^nd November, 2022	30^th November, 2022	eBART and OneDrive	✓
PYCM088	Module 3 Mental Health Interventions	Case Presentation (Intervention – Behaviour)		16^th November, 2022	7^th December, 2022	eBART	✓
PYCM088	Module 3 Mental Health Interventions	Competency Recording C (Intervention – CBT/Behaviour)		7^th December, 2022	*13^th January, 2023	eBART and OneDrive	✓
PYCM027	Core Skills	Workplace Supervisor Rating of Core Therapy Competencies C (CAPS report)		14^th December, 2022	-	eBART
PYCM027	Core Skills	SUMMATIVE – University Supervisors Report	-	14^th December, 2022	-	eBART
PYCM027	Core Skills	SUMMATIVE – Workplace Supervisors Report	-	14^th December, 2022	-	eBART
		Clinical Portfolio (Including 1500 word Reflective Commentary)		18^th January, 2023		SharePoint

*You can expect to receive your results 15 working days after your deadline, 20 working days for tape submissions, or 6 weeks for KSA portfolios. Please note that if you have mitigated your submission, this will be 15/20 WD after your set deadline, not the original deadline. If your work is submitted late without an authorised extension, but within the 14 day late period, this work in not included in the 15/20 WD guarantee.

Marks for work submitted within two weeks of an extended university holiday are due back on the Friday of the first week in the next term.

Please note for submissions that require a consent form, the consent form must also be submitted by the submission deadline. If you believe you have grounds for an extension, please see the "mitigation requests" page for more information.

Formative and Summative Assessments Guidance and Marking Criteria

Padlet – short answers assessment
Essay (Knowledge and Skills)
Case Report A (Assessment and formulation – Adapted CBT)
Case Report B (Intervention – VIG)
Case Presentation (Intervention –Behaviour that Challenges)
Competency Recordings for Adapted CBT (Assessment), VIG Practice (Intervention) and Adapted CBT or Behaviour that Challenges (Intervention)
Clinical Portfolio and Supervisors’ Reports (see Clinical Portfolio handbook section) - including summary logs of clinical activity, case summaries, taught hours log, ELE feedback, reflective commentary, supervision log and supervised practice summary sheet.

Workplace Service Leads and Workplace Supervisors will be routinely informed of trainees' marks on their academic assignments (e.g. essays, case reports) and clinical assignments (e.g. competency assessments). Workplace Service Leads and Supervisors are invited to make contact with the Programme Lead or Academic Lead should any concerns about a trainee's development arise throughout the year.

If you have difficulties with written assessments please inform the programme team but also make use of the University study skills department: www.exeter.ac.uk/student-engagement- skills/academic/.

Essay

Essay Question

Maximum word length is 2500 words (please note there is no +10% allowance and words over the limit will not be marked).

Describe and critically evaluate the social and biological models of disability and practice as these relate to children and young people with autism and/or a learning disability, with particular reference to how these may impact on your work as a clinician.

Files to Download:

ASD/LD Essay Guidelines‌

ASD/LD Essay Mark Sheet

Essay Guidelines

You will be assessed on the following dimensions:

*Interpretation of title

Marks will be awarded for your ability to answer the essay question posed. Therefore ensure you read the essay question clearly and that you understand it; if not ask. In order to pass this section you will need to clearly address all elements of the essay question.

*Understanding of theory

Marks will be awarded where you demonstrate a clear understanding of relevant theory and the ability to apply this understanding to answer the essay question.

*Critical analysis

Marks will be awarded where you demonstrate an ability to not only pull together relevant information but also to analyse this critically, for example weighing it against evidence that does not fit with the point you are making and demonstrating a thoughtful reflective approach or commenting on the rigor of the evidence cited. You should clearly differentiate your own opinions from those critiques reported from the work of other authors’.

*Summary of arguments & implications

Marks will be awarded where you demonstrate an ability to summarise your arguments and comment on the implications they may have for clinical practice and or future research. The essay should not be a purely theoretical exercise and it is important that you demonstrate your ability to apply your conclusions to the broader context within which you are working.

Use of sources

You need to ensure that where possible the points you make are backed up by relevant literature. We would expect you to use a wide source of references e.g. journals, books and websites. An absolute minimum of 10 references would be the norm.

Structure & style

Marks will be awarded for a well-structured essay. The essay should flow well with a clear introduction (including essay plan), middle and end. Make use of summaries to help the reader through your arguments. Think about what point you are making and why, make your point and where available support it with evidence, and then reflect and summarise the point. Be mindful of your use of language both the use of colloquialisms and jargon.

Where appropriate you may use diagrams, tables and bullet points. These should be used to aid clarity. If used, subheadings should relate to subsequent material presented and help to structure your essay. If used, appendices and footnotes should be used appropriately and not to help with word count. Key information needs to be in the main body of the text. Appendices should be clearly referred to and labelled and come after references.

References

References MUST conform to APA both in text and at the end of your essay (see University guidance). Please check and double check references in terms of accuracy, consistency and ensuring that all references in the text are referred to in the reference section.

Spelling, grammar, typographical errors and presentation

You will be marked down for typographical, grammatical and spelling errors. Work should be double spaced and page-numbered. Where available get someone else to proof read your essay before submitting. If you have problems in this area please use the study skills department.

Word count

Word count excludes: essay title, tables, the reference list, figures and appendices. All other words are counted. Work exceeding this limit will not be marked and will not receive credit.

Case Reports

Trainees submit two case reports over the year on two different clinical cases.

Case Report A (3,000 words): Assessment and Formulation

This will be based on Adapted CBT casework with an individual child / young person.

Case Report B (3,000 words): Intervention

This will be based on VIG casework with a family or professional.

Aims

The purpose of these case reports is to demonstrate your grasp of the application of theory to clinical practice.

N.B. A good case does not necessarily mean one with a good outcome. We require you to demonstrate not just your application of Adapted CBT/VIG theory to clinical practice but also your reflections and learning related to this piece of clinical work and your understanding of evidence-base practice.

N.B. In all case reports material presented must reflect accurately the assessment and interventions carried out with the relevant client.

Files to download:

ASD/LD Case Report Marking Criteria

ASD/LD Case Report Guidelines A & B

ASD/LD Case Report Mark Sheet A & B

CYP IAPT ASD/LD Consent Form – Young Person

CYP-IAPT Consent Form (Parents)

CYP IAPT ASD/LD Consent Form – Professionals

‌Competency Recordings

Trainees submit three competency recordings over the year on three different clinical cases.

Competency Recording A: Adapted CBT

This recording is of clinical casework with an individual child / young person related to assessment for Adapted CBT.

Competency Recording B: VIG

This recording is of clinical casework with a family or professional related to the VIG intervention. This will include the whole shared review and the short clips of interaction used during the intervention session.

Competency Recording C: Behaviour that Challenges or Adapted CBT

This recording is of clinical casework either with a family or professional related to intervention for Behaviour that Challenges or with an individual child / young person related to intervention for Adapted CBT.

N.B. You will have already submitted one piece of coursework based on Adapted CBT (Case Report A) and one piece of coursework on Behaviour that Challenges (Case Presentation). As such, your Competency Recording C can be of either Behaviour that Challenges or Adapted CBT casework. Please note that this must be a different client than used for Tape A.

Guidance on Tape Length and Session

The VIG tape should be a whole shared review session, of 30 minutes to 1 hour 15 minutes in length and all key elements (VIG-SDS Items 1-10 - see Competency Tape B Mark Sheet) should be covered. The client-child clips reviewed in the session should also be submitted with each tape. It is advised that the first shared review session with a family or professional is not used.

The Adapted CBT (assessment and intervention) tapes should be approximately 45 minutes to 1 hour 15 minutes in length.

The Behaviour that Challenges tape should be approximately 45 minutes to 1 hour 15 minutes in length.

Guidance on Recording Sessions

You will be expected to submit videos as part of the clinical assessment and treatment and bring these to supervision on a weekly basis. It is essential that you obtain the consent of your clients (young person, parent or professional) for the recording to be used for supervision and/or assessment and submit this with your tapes. The consent form also asks whether your client will be willing for the recording to be used in future training. You should consult your placement supervisor about your Trust’s policies on storing the recordings and transporting the clips and submissions to the University.

Recording Equipment

All Trusts and services should provide trainees with recording equipment to make and transport video recordings securely.

Marking Criteria

For VIG tapes, the shared reviews will be marked against the national standards set out by AVIGuk in the VIG Skill Development Scale (VIG-SDS). You must achieve a minimum score of 2.5 in each area to pass the VIG competency recordings.

For Adapted CBT tapes, an adapted scale, based on the PRECISE model will be used for both the assessment and intervention tapes.

Files to Download:

ASD/LD Cover Sheet for Competency Tape A

ASD/LD Competency Recording A Marking Criteria CBT

ASD/LD Marking Sheet Competency Recording A CBT Assessment

ASD/LD Cover Sheet for Competency Tape B

ASD/LD Competency Tape B VIG Mark Sheet

ASD/LD Cover Sheet for Competency Tape C

Marking Criteria ASD/ LD Module 3 Competency Recording C

ASD/LD Marking Sheet Competency Recording C CBT Intervention

CYP IAPT ASD/LD Consent Form – Young Person

CYP-IAPT Consent Form (Parents)

CYP IAPT ASD/LD Consent Form – Professionals

Files to download:

ASD/LD Reflective Commentary Guidance

ASD/LD Reflective Commentary Mark Sheet

Case Presentation

The presentation will consist of a PowerPoint with video clips of work carried out related to Behaviour that Challenges.

The case presentation will be of an individual carrying out an intervention related to a child or young person with ASD and/or LD. This should be a piece of work with the child or young person, with parents/carers or a family, or with professionals.

The purpose of the case presentation is to demonstrate your grasp of the application of key principles underlying the chosen intervention to clinical practice and to demonstrate your skills in assessment and formulation.

ALL presentations should at the least include some coverage of the background to the case, what was done regarding assessment, an account of the formulation including a diagrammatic representation, details of what was actually done regarding intervention, and some critical analysis of the outcomes and process of intervention (evaluation), together with some consideration of professional issues and some self-reflection. Risk assessment MUST always be addressed.

The presentation will consist of a PowerPoint and should include video clips of the work carried out to support the presentation. Two clips should be included to help illustrate the work carried out. The first clip should demonstrate a part of the assessment process, for example, or formulation. The second clip should demonstrate an aspect of the actual intervention carried out, for example. Where clips are presented, each individual clip should be no more than five minutes in length, and ten minutes in total across the two.

30 minutes will be provided for the presentation to allow time for clips to be included.

Files to download:

ASD/LD Case Presentation Mark Sheet

ASD/LD Case Presentation Criteria

CYP IAPT ASD/LD Consent Form – Young Person

CYP-IAPT Consent Form (Parents)

CYP IAPT ASD/LD Consent Form – Professionals

Mitigation Requests

Application for mitigation of assessment should be made prior to the assessment deadline in question, or within 24 hours of the deadline. Please see further guidance in the Generic IAPT Handbook.

Minor ailments, including coughs and colds, and short-term difficulties including those involving transport, computer problems (always make a backup of your work); personal or family celebrations, etc. will not be acceptable as grounds for appeal.

Acceptable grounds for an extension will include serious illness, serious personal problems, and deaths of close family or friends. Appeals should be supported by the relevant documentation, including medical notes, where possible and appropriate.

As a general rule the committee will not accept appeals where the problems could have been resolved and late submission avoided if the programme member had planned ahead by a few days.

Students may apply for mitigation for more than one module where the same circumstances have affected more than one assessment. However, students must use the correct mitigation process and be explicit in detailing: the circumstances that have affected them, how these circumstances have affected their performance and evidence to support their application (doctor's note etc.), together with written corroboration/support from their workplace supervisor.

Students wishing to apply for mitigation for the CYP-IAPT Practitioners course should complete the CEDAR Mitigation Form and email it along with any supporting evidence to CEDAR-mitigations@exeter.ac.uk.

For requests that are made due to clinical circumstances (e.g. access to clients) please ask your workplace supervisor/manager/service lead to complete the CEDAR Supplementary Mitigation Form for Clinical Assessments which can act as your supporting evidence. You will be able to attach this completed form to your request.

Please note that mitigation forms must be completed before the deadline or within 24 hours of the deadline passing. Supporting evidence must be uploaded within 10 working days of the assignment deadline at the latest, or the request will not be considered.

Submit this to: CEDAR-mitigations@exeter.ac.uk

Files to download:

CEDAR Mitigation Request Form

Clinical Portfolio and Reflective Commentary

Clinical Portfolio

At the end of the year of training, all trainees are required to submit a clinical portfolio in order to pass the course. The clinical portfolio is comprised of:

Form A:Ongoing summary of supervision hours, supervised practice, and cases

This is used to record your 9 closely supervised cases. These must include:

3 VIG Cases where the number of cycles must total six across the three families (and where at least one family has completed 3 cycles), with 10 hours of supervision (which could be group or individual).

3 CBT Cases where each case would normally be seen for an average of six sessions, with five hours of supervision per family/case.

3 Behaviour that Challenges Cases where each case would normally be seen for an average of six sessions, with five hours of supervision per family/case.

On average you should have 15 hours of supervision for CBT work and 15 hours of supervision for BtC work. Therefore, when you complete page two of Form A which totals up the university supervision (please note that you can include the whole 2.5hr supervision session in the overall total for university supervision) and workplace supervision (please note you can include all of your supervision time from your workplace as long as it is related to your ASD/LD work) this should be at least 40 hours (and will be acceptable to markers even if any of the CBT/Behaviour that Challenges cases listed on page 1 of Form A have less than 5 hours supervision listed).

Form B: Summative University Supervisor’s Report

This will be submitted during Term Three and a copy of this submitted within the clinical portfolio.

Form C: Summative Workplace Supervisor’s Report

This will be submitted during Term Three and a copy of this submitted within the clinical portfolio.

Form D: Clinical Log of All Supervised Practice

This document should be used to record all the clinical practice hours you have done, those related to your 9 closely supervised cases and all additional clinical work. In total the number of hours of supervised practice should exceed the minimum of 80 hours (please note that assessments are included within the 80 hours.

Form E: Individual Client(s) Summary Sheet

One Form E should be completed for each of your 9 closely supervised cases only. You should not complete a Form E for any other clients from your caseload that would be included on Form D: Clinical Log of All Supervised Practice. You should remember to include an assessment/formulation letter and/or discharge report for each client if this completed and appropriate for your service context. If the CHI-ESQ was completed it should also be included. You must delete all identifying information from any attached letters of CHI-ESQ. There is an outcome rating table at the bottom of the form that should be adapted to record the findings of any ROMS that were used, or an additional ROMS datasheet could be attached for each Form E.

Form F: Reflective Commentary

Please move here for the content about the reflective commentary that is currently located at the bottom of the link: http://cedar.exeter.ac.uk/iapt/cyphandbook/asd_ld/assessment/practice_competency_tapes/

Form G: Log of University Teaching

You will need to keep a record of all University teaching – this includes Academic teaching, University based supervision and skills-based workshops and tutorials. The form contains three tables, one for each term, where you can record the date, topic and hours attended for each teaching session, and whether you completed feedback for the session.

Reflective Commentary

This commentary forms part of your clinical portfolio and should be submitted in the portfolio itself.

Guidance on writing the reflective commentary

You will be required to submit a Reflective Commentary with your clinical portfolio. The summary should be up to 1500 words. References are not required but can be included.

The aim of the reflective journal is for you to think about and highlight key learning in terms of your skills development from across the whole ASD/LD training experience. You may choose to reflect on one particular aspect of your training, related either to assessment or intervention, or to reflect on the learning experience as a whole.

We would expect you to clearly identify the area of practice or learning that you are going to reflect on and then provide a reflective analysis of this area followed by a plan. Your analysis should demonstrate your ability to identify personal and professional issues that impact on the work in assessment or intervention or your overall development in terms of working with children and young people with ASD and/or LD. You should reflect on your practice and in particular in relation to your developing competencies in line with your CBT, VIG and Behaviour that Challenges work. The analysis should provide a critical evaluation of the practice skills that you have developed over the training period, drawing on relevant theory, research and literature, and identify areas for improvement. The following model may help with this. You should make reference to any formalised feedback received on your work during the course – this may be from the university in relation to formal assessments, or from supervision reports.

The four-stage experiential learning model (Kolb 1984 and Lewin 1946) in Bennett Levy et al (2004 p. 19) is the most widely used model in adult education (see fig. 1).

Figure 1.Experiential learning cycle (Bennett-Levy et al. 2004)

Different terms have been used by different authors to reflect the same four stages: Plan, Experience, Observe, and Reflect.

Effective learning is said to proceed through a series of these cycles.

EXPERIENCE: The experience

OBSERVE: What happened

REFLECT: Making sense of what happened by

Relating it to previous experience and knowledge
Searching for understanding
Generalising, abstracting principles

PLAN: With the new understanding, how can I take this forward?

Bennett-Levy, J., Turner, F., Beaty, T., Smith, M., Paterson, B., & Farmer, S. (2001). The value of self-practice of cognitive therapy techniques and self-reflection in the training of cognitive therapists. Behavioural and Cognitive Psychotherapy, 29, pp. 203-220.

ASD/LD Reading List

Attwood, T. (2008). The Complete Guide to Asperger’s Syndrome. Jessica Kingsley Publishers.

Baker, P., & Osgood, T. (2019). Understanding and Responding to Behaviour that Challenges in Intellectual Disabilities: A Handbook for those that provide support. Pavilion Publishing and Media Ltd.

Bernard, S.H., & McCarthy, S. (2020). Mental Health Needs of Children and Young People with Intellectual Disabilities: A Reader for Professionals and Support Staff in Health, Education and Social Care. Pavilion Publishing and Media Ltd.

Bogadishina, O. (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, second edition: Different Sensory Experiences – Different Perceptual Worlds. Jessica Kingsley Publishers.

Boucher, J.M. (2017). Autism Spectrum Disorder: Characteristics, Causes and Practical Issues. SAGE Publications Ltd.

Emerson, E., & Einfeld, S.L. (2011). Challenging behaviour. Cambridge University Press.

Fletcher-Watson, S., & Happé, F. (2019). Autism: A New Introduction to Psychological Theory and Current Debate. Taylor & Francis Group.

Grandin, T. & Panek, R. (2014). The Autistic Brain. Rider.

Kennedy, H., Landor, M., & Todd, L. (2011). Video interaction guidance. Jessica Kingsley.

NICE (2011). Autism in under 19s: recognition, referral and diagnosis. NICE Clinical guideline CG128. https://www.nice.org.uk/guidance/cg128

NICE (2013). Autism in under 19s: support and management. NICE Clinical guideline CG170. https://www.nice.org.uk/guidance/cg170

NICE (2015). Challenging behaviour and learning disabilities: Prevention and interventions for people with learning disabilities whose behaviour challenges. NICE Clinical guideline NG11. https://www.nice.org.uk/guidance/ng11

NICE (2016). Mental health problems in people with learning disabilities: prevention, assessment and management. NICE Clinical guidelineNG54. https://www.nice.org.uk/guidance/ng54

Stallard, P. (2021). A Clinician's Guide to CBT for Children to Young Adults: A Companion to Think Good, Feel Good and Thinking Good, Feeling Better. Wiley.

ASD/LD Supervision and Clinical Practice

Overview of Supervision and Assessment of Clinical Practice

Supervision and Cases

As part of the programme, you will receive supervision of your Video Interaction Guidance practice fortnightly throughout the year: this will alternate between individual 1:1 specialist VIG supervision and two and a half hours of university-based group supervision.

You will receive two and a half hours of university-based group supervision of your Adapted CBT and Behaviour that Challenges practice on a fortnightly basis.

There will be a minimum of 80 hours of supervised practice over the course year. You will be expected to bring video clips to both University and your service setting for supervision.

For ALL casework the child or young person must have a suspected or given diagnosis of Learning Disability and / or Autism.

For the Adapted CBT work, you need to work with a minimum of 3 cases. This work needs to be with a child/young person experiencing depression and/or anxiety. Each child/young person should receive a minimum of 6 sessions.

For the VIG work you need to work with at least three, closely supervised, clients: where a client is an individual parent and/or professional. There must be a minimum of 6 cycles completed across the three cases. In at least one case, 3 cycles must be completed. You must have received a minimum of 5-6 hours of 1:1 VIG supervision across the course of the year where you have shown and reflected on film (client-child film and/or shared review film) as well as an additional 4-5 hours group supervision so that you will have received a minimum of 10 hours VIG supervision. VIG is social communication, play based work to build relationships, attunement and attachment.

For the Behaviour that Challenges work, you need to work with a minimum of 3 cases. This work can be with families and/or professionals, with the aim of supporting client understanding and management of behaviour. Each case should receive a minimum of 6 sessions.

We have provided a supervision contract for you and both your supervisors to work through during your initial meetings to help you discuss and agree the nature and content of your supervision. This will form the Supervision Contract between yourself, University Supervisor and Workplace Supervisor. Please do adapt this to your individual needs if helpful.

Supervision Feedback

We have provided a supervisee feedback form on supervision which can be a useful tool to help you review supervision with your supervisor at the end of each term. At the end of each supervision session, we will ask you to provide feedback to your supervisor by using the Helpful Aspects of Supervision Questionnaire (HASQ).

Your Supervisors

Your University based supervisor will provide you with intensive skills-based group supervision, helping to develop your clinical skills in Adapted CBT, VIG (linking to VIG competencies) or Behaviour that Challenges. For VIG, your University based supervisor will also supervise your individual cases in VIG.

Your Workplace based supervision will also involve caseload supervision, particularly for Adapted CBT and Behaviour that Challenges. They will hold an overview of all your clinical cases, including VIG cases. They will also support you in applying relevant theory to your clinical work and will be able to support you in working in your clinical setting and dealing with clinical issues such as risk.

Both your Workplace and University based clinical supervisors will be offered training in the requirements of supervision and the clinical assessment associated with the programme. They will also be offered ongoing Continued Professional Development (CPD) in and supervision of their supervision practice.

Your Role as Supervisee

In addition to filling in the clinical and supervision logs and reports (see below) you will also need to think about your role as a supervisee. This will include coming prepared for your supervision, bringing video footage of your clinical work, keeping notes on discussions in supervision and carrying through jointly agreed action points (see record of supervision) and bringing a summary of your supervision to your 1:1 tutorials (see ongoing summary of supervision hours). If you have any concerns about your cases or supervision, please do raise these with your supervisors in the first instance.

In order to develop a reflective approach to the work you carry out and link theory, practice and supervision, a reflective commentary will be completed to be handed in at the end of the course.

Guidance on the Use of Supervision

In order to ensure that you make the most effective use of supervision we suggest you read the guidance included within the supervisors’ reports in this handbook. In addition, we have included below some suggested content of supervision and supervision methods and topics.

Content of supervision

Content of supervision will focus on the acquisition of knowledge, conceptualisation and clinical skills within a cognitive behavioural model(s), VIG model(s) and behavioural models.
Associated issues will also be discussed when it is relevant to do so e.g. case management, suitability and safeguarding.
Identification (and collaborative change of these if appropriate) of supervisee thoughts, attitudes, beliefs and values and the impact of these on therapeutic and professional behaviour.
Discussion and working through relationship and process aspects of supervision.

Supervision Methods and Topics

Discussion of therapeutic relationship and engagement issues.
Case conceptualisation/formulation.
Rehearsal of therapeutic techniques e.g. modelling, role-play.
Discussion about therapeutic strategies.
Case Presentations.
Homework.
Review of audio and videotapes
Identification of supervisee thoughts, attitudes, beliefs with exploration of the impact of these on therapeutic and professional behaviour.
Review of risk and therapist/service user safety.
Review of clinical guidelines/manuals.
Review of psychoeducational material.
Experiential exercises.
Other strategies as agreed.

* You will be expected to bring video tapes of your cases to the University on a weekly basis and regularly to your service supervision.

Assessment of Clinical Practice

Clinical Portfolio

At the end of the course each programme member is required tosubmit a clinical portfolio. This clinical portfolio forms one of the required assessments for your ASD/LD modules. It also meets the CYP IAPT curriculum requirements. We encourage you to complete the paperwork on an ongoing basis in your portfolio and you will need to bring these to your termly 1:1 tutorials.

Please note that we are currently developing a paperless online system for clinical portfolios, and we will advise you on this as development progresses.

Supervision Reports

In the middle of Term 2 and at the beginning of Term 3 both university and workplace supervisors will complete formative supervisor’s reports. You will need to submit these to the course on the assessment dates and keep a copy for your records.

At the end of term 3 university of workplace supervisors will complete summative supervisor’s reports, which need to be satisfactorily passed in order for the course to be successfully completed. These also need to be submitted to the course on the assessment date with copies kept for your own records. It is also required that all of the Term 3 summative supervisor’s reports are included within the clinical portfolio. If concerns are highlighted in these reports that indicate that the supervisors cannot sign you off as being satisfactory for that stage in your training, an action plan meeting will be arranged between the supervisor and a member of the programme team.

Please refer to the ASD/LD Supervision Reports page.

Child and Adolescent Practice Scale (CAPS)

Three CAPS reports will be completed across the year. The first one will be formative, followed by two summative reports. Your workplace supervisor will complete a CAPS form to assess your core therapeutic competences.

In order to pass the summative CAPS assessments, you are required to achieve a minimum of ‘2’ on each of the individual CAPS items and a minimum of 50% overall.

Practice Competency Tapes

You will need to submit 3 therapy tapes over the year on three different clinical cases. An appropriate consent form(s) and front sheet should be included. Please see Practice Competency Tapes - CYP IAPT handbooks and resources - Clinical Education Development and Research - University of Exeter for further information.

ASD/LD Supervision Reports

Formative Reports - Terms 1 and 2

At the end of term 1 and 2, trainees need to submit a "Formative Workplace and University Supervisor Report". These reports are reviewed with your university tutor. Where a trainee does not pass their supervisor's report this will be addressed with the trainee and their tutor and supervisor.

Summative Reports - Terms 2 and 3

At the end of term 2 and 3, your workplace supervisor will complete a summative CAPS form to assess your core therapeutic competences. In order to pass the summative CAPS assessments, you are required to achieve a minimum of ‘2’ on each of the individual CAPS items and a minimum of 50% overall.

At the end of term 3, a summative Workplace and University Report will be submitted. You will need to submit these and keep a copy to be added to your clinical portfolio. These must be rated as satisfactory.

To assist with assessment of your ability to use supervision in a workplace context, and your competence, strengths and areas for improvement, the adapted Dreyfus scale (1989), as used with the CTS-R (2001), will be used as a guide to facilitate feedback on competency.

Incompetent ‑ The therapist commits errors and displays poor and unacceptable behaviour, leading to negative therapeutic consequences.

Novice ‑ At this level the therapist displays a rigid adherence to taught rules and is unable to take account of situational factors. He/she is not yet showing any discretionary judgement.

Advanced Beginner ‑ The therapist treats all aspects of the task separately and gives equal importance to them. There is evidence of situational perspective and discretionary judgement.

Competent ‑ The therapist is able to see the tasks linked within a conceptual framework. He/she makes plans within this framework and uses standardised and routinised procedures.

Proficient ‑ The therapist sees the patient's problems holistically, prioritises tasks and is able to make quick decisions. The therapist is clearly skilled and able.

Expert ‑ The therapist no longer uses rules, guidelines or maxims. He/she has deep tacit understanding of the issues and is able to use novel problem‑solving techniques. The skills are demonstrated even in the face of difficulties (e.g. excessive avoidance).

Competence level		Examples
Incompetent	0	Absence of feature, or highly inappropriate performance
Novice	1	Inappropriate performance, with major problems evident
Advanced Beginner	2	Evidence of competence, but numerous problems and lacking consistency
Competent	3	Competent, but some problems and/or inconsistencies
Competent	4	Good features, but minor problems and/or inconsistencies
Proficient	5	very good features, minimal problems and/or inconsistencies
Expert	6	Excellent performance, or very good even in the face of patient difficulties

PG Diploma in Psychological Therapies Practice (CYP) - ASD/LD Pathway

Competencies

Dr Alex Boyd, Co-Director of CYP Programmes

Specific Programme Aims

ASD/LD Programme Structure

Staff Student Liaison Committee Meetings

Attendance and Absences

Maximum Duration Permitted for Completion of IAPT Training

Teaching

Office Hours

Location of Teaching

Study Time

Attendance and Leave

Missed Session Learning Activity

Tutorials

Group Academic Tutorials

Purpose

Group Skills Based Tutorials

Purpose

1:1 VIG supervision

Purpose

Individual Tutorials

Purpose

Preparation

Documents to download:

Formative and Summative Assessments Guidance and Marking Criteria

Essay

Case Reports

‌Competency Recordings

Competency Recording A: Adapted CBT

Competency Recording B: VIG

Competency Recording C: Behaviour that Challenges or Adapted CBT

Guidance on Tape Length and Session

Guidance on Recording Sessions

Recording Equipment

Marking Criteria

Case Presentation

Mitigation Requests

Clinical Portfolio

Reflective Commentary

Guidance on writing the reflective commentary

Overview of Supervision and Assessment of Clinical Practice

Supervision Feedback

Your Supervisors

Guidance on the Use of Supervision

Content of supervision

Supervision Methods and Topics

Assessment of Clinical Practice

Clinical Portfolio

Supervision Reports

Child and Adolescent Practice Scale (CAPS)

Practice Competency Tapes

ASD/LD Supervision Reports

Formative Reports - Terms 1 and 2

Summative Reports - Terms 2 and 3

ASD/LD Template Forms

ASD/LD Supervision Documents

ASD/LD Clinical Portfolio Forms

Files to download:

Other Useful Documents: