Programme Specification for the 2023/4 academic year

GradCert Psychological Therapies Practice (Children and Young People with Autism and-or Learning Disability)

1. Programme Details

Programme name	GradCert Psychological Therapies Practice (Children and Young People with Autism and-or Learning Disability)	Programme code	LCT0PSYPSY03
Study mode(s)	Part Time	Academic year	2023/4
Campus(es)	Streatham (Exeter)	NQF Level of the Final Award	7 (Masters)

2. Description of the Programme

The Psychological Therapies for Children and Young People with an Autism and/or Learning Disability curriculum has been developed as part of the Child and Young People Improving Access to Psychological Therapies programme (CYP IAPT). Both parents and clinicians agree that CYP with Autism and Learning Disability often do not receive the psychological help they deserve because those trained in delivering evidence-based therapies feel inadequately trained in adaptations of these to CYP with Autism or Learning Disability diagnoses and those with significant experience of working with these groups are insufficiently trained in evidence-based methods of therapy. This curriculum complements existing CYP IAPT curricula in specialist psychological therapies and the Enhanced Evidence-Based Practice (EEBP) curriculum. It focuses on ensuring that clinicians and practitioners are familiar with the best evidenced practice for the treatment of children or young people with autism or learning disabilities.

The programme is divided into two components. Module 1 will provide an appropriate introduction to all those working with CYP with Autism and Learning Disability. This includes a broad range of clinicians at a range of Agenda for Change (AfC) bandings. Modules 2 and 3 provide a more thorough training in the knowledge, skills and competencies required for delivering evidence-based therapies to this group.

3. Educational Aims of the Programme

The aims of the GradCert Psychological Therapies Practice (Children and Young People with Autism and-or Learning Disability are to:

educate you about the core features of autism, learning disabilities and associated conditions.
increase awareness of and aid identification of autism and learning disabilities by increasing your knowledge.
develop your assessment and intervention skills in working with young people, families and multidisciplinary teams in context of autism and learning disabilities.
increase your awareness and identification of mental health and neurodevelopmental disorders which present in the context of autism and learning disabilities and the distinction between what is a co-morbid mental health problem and what is a core feature of Autism and/or Learning Disability.
raise awareness of how environmental and physical factors may precipitate or perpetuate difficulties, including the role of family, education and employment.
develop your skills and awareness in collaborative team approaches to setting agreed goals and action plans based on the individualised assessment profile, the child’s/young person’s and carers’ perspectives.

4. Programme Structure

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

http://cedar.exeter.ac.uk/programmes/

Stage 1

60 credits of compulsory modules

Should your attendance fall below 80% on any individual module specified below, you will not be able to pass the module and you will be required to repeat the module.

Compulsory Modules

Code	Module	Credits	Non-condonable?
PYC3028	Autism-Learning Disability Core Knowledge and Skills	20	Yes
PYC3029	Assessment, Engagement and Formulation with Young People and Families (Autism and Learning Disabilities)	20	Yes
PYC3030	Mental Health Interventions with Young People and Families (Autism and Learning Disabilities)	20	Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
1. Investigate the aetiology and presentation of children and young people with an Autism Spectrum Disorder and /or a Learning Disability. 2. Describe in detail conditions that commonly co-occur in children and young people with ASD and/or Learning Disability. 3. Describe the nature and course of Autism and/or Learning Disability, i.e. core deficits in social communication, which may manifest in other secondary presentations. 4. Explain the nature and course of behaviour that challenges in children and young people Discuss the impact of the social and physical environment on the Young Person with Autism and/or Learning Disability. 5. Recognise common co-existing conditions, including mental health problems such as anxiety and depression, significant sleep problems, significant feeding problems and other neurodevelopmental conditions such as ADHD. 6. Facilitate the treatment and prevention of emotional, psychological and social aspects related to a young persons mental health problems including using functional analysis.7 7. Use a framework of interventions addressing core impairment in Autism and/or Learning Disability and managing functional impact. 8. Describe the impact of Autism and/or Learning Disability on the family (including siblings) and carers, and how to provide emotional support, advice and signposting for support. 9. Facilitate and identify the support structures needed including multi-disciplinary teams for young people in education and at key transition points, such as changing schools or health and social care services. 10. Describe the protocols for collaborative working among healthcare, education and social care services, including arrangements for transfer to adult services. 11. Summarise long-term support for those with Autism and/or Learning Disability, from the point of first concern, building better understanding, insight and adjustment in parents and the young person, to early intervention and intervention for long-term needs and at key transition/pressure points. 12. Describe specific models for post-diagnostic support for families. 13. Discuss models for key working and case management. 14. Knowledge and skills in adapting interventions for co-occurring conditions (e.g. anxiety, depression, ADHD) for those with ASD/LD Describe approaches in maintaining safety for those with ASD/LD. 15. Implement and facilitate specialist ASD/LD interventions targeting core deficits. 16. Facilitate the treatment and prevention of emotional, psychological and social aspects related to a young persons mental health problems including using functional analysis.	Knowledge and detailed information is developed through face to face workshops and lectures which focuses on theoretical foundations and evidence based approaches. There will be a focus on supported learning and some flipped classroom approaches by directed self-reading of texts and journals to support, critical evaluation of the application of knowledge. Clinical competency is developed through clinical skills modelling, case studies, role play, supervision and self-practice/self-reflection, supported by directed research of texts and journals. Independent study and practice also forms a major part of our teaching and learning methods.	The ILOs are assessed by the following individual methods or a combination of these. ILOs 1-2: written applied essay supported by formative question and answer style online work ILOs 3-16 competency assessment via clinical video assessment, supervisor reports reflective journals, clinical case report / presentation, practice portfolio.

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:

Intended Learning Outcomes (ILOs) will be...

...accommodated and facilitated by the following learning and teaching activities (in/out of class):

...and evidenced by the following assessment methods:

1. Investigate the aetiology and presentation of children and young people with an Autism Spectrum Disorder and /or a Learning Disability.
2. Describe in detail conditions that commonly co-occur in children and young people with ASD and/or Learning Disability.
3. Describe the nature and course of Autism and/or Learning Disability, i.e. core deficits in social communication, which may manifest in other secondary presentations.
4. Explain the nature and course of behaviour that challenges in children and young people Discuss the impact of the social and physical environment on the Young Person with Autism and/or Learning Disability.
5. Recognise common co-existing conditions, including mental health problems such as anxiety and depression, significant sleep problems, significant feeding problems and other neurodevelopmental conditions such as ADHD.
6. Facilitate the treatment and prevention of emotional, psychological and social aspects related to a young persons mental health problems including using functional analysis.7
7. Use a framework of interventions addressing core impairment in Autism and/or Learning Disability and managing functional impact.
8. Describe the impact of Autism and/or Learning Disability on the family (including siblings) and carers, and how to provide emotional support, advice and signposting for support.
9. Facilitate and identify the support structures needed including multi-disciplinary teams for young people in education and at key transition points, such as changing schools or health and social care services.
10. Describe the protocols for collaborative working among healthcare, education and social care services, including arrangements for transfer to adult services.
11. Summarise long-term support for those with Autism and/or Learning Disability, from the point of first concern, building better understanding, insight and adjustment in parents and the young person, to early intervention and intervention for long-term needs and at key transition/pressure points.
12. Describe specific models for post-diagnostic support for families.
13. Discuss models for key working and case management.
14. Knowledge and skills in adapting interventions for co-occurring conditions (e.g. anxiety, depression, ADHD) for those with ASD/LD Describe approaches in maintaining safety for those with ASD/LD.
15. Implement and facilitate specialist ASD/LD interventions targeting core deficits.
16. Facilitate the treatment and prevention of emotional, psychological and social aspects related to a young persons mental health problems including using functional analysis.

Knowledge and detailed information is developed through face to face workshops and lectures which focuses on theoretical foundations and evidence based approaches. There will be a focus on supported learning and some flipped classroom approaches by directed self-reading of texts and journals to support, critical evaluation of the application of knowledge.

Clinical competency is developed through clinical skills modelling, case studies, role play, supervision and self-practice/self-reflection, supported by directed research of texts and journals. Independent study and practice also forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods or a combination of these.

ILOs 1-2: written applied essay supported by formative question and answer style online work

ILOs 3-16 competency assessment via clinical video assessment, supervisor reports reflective journals, clinical case report / presentation, practice portfolio.

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
17. Explain the critical modifications needed in clinical practice when assessing and treating children and young people with Autism Spectrum Disorders and/or Learning Disability. 18. Critically evaluate the relevant legislation and the critical theoretical foundations that inform approaches to working with children and young people with Autism and/or Learning Disabilities, including an awareness and understanding of the social and biological models of disability. 19. Define the therapy practice problems that may be framed within unpredictable contexts, and think critically, creatively, and independently. 20. Critique the wider ethical and professional issues encountered within autism and learning disability psychological therapy practice.	Knowledge and detailed information is developed through face to face workshops and lectures which focuses on theoretical foundations and evidence based approaches. There will be a focus on supported learning and some flipped classroom approaches by directed self-reading of texts and journals to support critical evaluation of the application of knowledge. Clinical competency is developed through clinical skills modelling, case studies, role play, supervision and self-practice/self-reflection, supported by directed research of texts and journals. Independent study and practice also forms a major part of our teaching and learning methods.	The ILOs are assessed by the following individual methods or a combination of these. ILO 17: case report, supervision, reflective journal video assessment ILO 18: case report, supervision, reflective journal ILO 19: case report, supervision, reflective journal video assessment ILO 20: case report, supervision, reflective journal video assessment

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:

Intended Learning Outcomes (ILOs) will be...

...accommodated and facilitated by the following learning and teaching activities (in/out of class):

...and evidenced by the following assessment methods:

17. Explain the critical modifications needed in clinical practice when assessing and treating children and young people with Autism Spectrum Disorders and/or Learning Disability.
18. Critically evaluate the relevant legislation and the critical theoretical foundations that inform approaches to working with children and young people with Autism and/or Learning Disabilities, including an awareness and understanding of the social and biological models of disability.
19. Define the therapy practice problems that may be framed within unpredictable contexts, and think critically, creatively, and independently.
20. Critique the wider ethical and professional issues encountered within autism and learning disability psychological therapy practice.

Knowledge and detailed information is developed through face to face workshops and lectures which focuses on theoretical foundations and evidence based approaches. There will be a focus on supported learning and some flipped classroom approaches by directed self-reading of texts and journals to support critical evaluation of the application of knowledge.

The ILOs are assessed by the following individual methods or a combination of these.

ILO 17: case report, supervision, reflective journal video assessment

ILO 18: case report, supervision, reflective journal

ILO 19: case report, supervision, reflective journal video assessment

ILO 20: case report, supervision, reflective journal video assessment

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
21. Reflect on personal practice, to set personal learning goals and evaluate progress. 22. Communicate understanding of theory and application to practice in written and verbal formats.	All ILOs are achieved through supported reflection on own practice, clinical skills modelling, case studies, role play, placement-based and university based supervision and self-practice/self-reflection. Independent study and practice also forms a major part of our teaching and learning methods.	The ILOs are assessed by the following individual methods, or a combination of these. ILO 21: reflective journal commentary, clinical case reports ILO 22: reflective journal, case report, case presentation.

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:

Intended Learning Outcomes (ILOs) will be...

...accommodated and facilitated by the following learning and teaching activities (in/out of class):

...and evidenced by the following assessment methods:

21. Reflect on personal practice, to set personal learning goals and evaluate progress.
22. Communicate understanding of theory and application to practice in written and verbal formats.

All ILOs are achieved through supported reflection on own practice, clinical skills modelling, case studies, role play, placement-based and university based supervision and self-practice/self-reflection. Independent study and practice also forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods, or a combination of these.

ILO 21: reflective journal commentary, clinical case reports

ILO 22: reflective journal, case report, case presentation.

7. Programme Regulations

Programme-Specific Progression Rules

You must pass all the modules in the table above. The pass mark for these modules is 40% with an additional requirement to pass all individual assessments within individual modules. There is a further requirement to pass any competency assessment within a module at 50%. If you fail any modules you will not be permitted to continue with the programme and your registration as a student will be terminated with immediate effect.

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Within Psychology there is a well-equipped suite of PCs dedicated for postgraduate use, with further support provided by a dedicated IT and statistics helpdesk.

A range of services is available to support your study both from within Psychology. These include:

Team development programme.
Personal and professional development planning.
Student handbooks and programme guides.
Range of specialist advisors, including for: women students, non-school leavers, and overseas students.
Computing and Statistics Help Desk.
Virtual Resource Room and other web-based learning materials.
Clinically focused seminars, the ‘Think Tank’, provided by the Mood Disorders Centre.

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Health and Life Sciences

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

18. Final Award

GradCert Psychological Therapies Practice (Children and Young People with Autism and-or Learning Disability)

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits		ECTS credits

22. QAA Subject Benchmarking Group

23. Dates

Origin Date	11/12/2018	Date of last revision	06/11/2020

Programme Specification for the 2023/4 academic year

GradCert Psychological Therapies Practice (Children and Young People with Autism and-or Learning Disability)

1. Programme Details

2. Description of the Programme

3. Educational Aims of the Programme

4. Programme Structure

5. Programme Modules

Stage 1

Compulsory Modules

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes C: Personal/Transferable/Employment Skills and Knowledge

7. Programme Regulations

8. College Support for Students and Students' Learning

9. University Support for Students and Students' Learning

10. Admissions Criteria

11. Regulation of Assessment and Academic Standards

14. Awarding Institution

15. Lead College / Teaching Institution

16. Partner College / Institution

Partner College(s)

Partner Institution

17. Programme Accredited / Validated by

18. Final Award

19. UCAS Code

20. NQF Level of Final Award

21. Credit

22. QAA Subject Benchmarking Group

23. Dates

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge