PGCert Youth Intensive Psychological Practice

1. Engage and involve children, young people and parents/carers in a way that maximises their collaboration and engagement in mental health services and related settings and contexts.
2. Understand and evidence the core principles of CYP-IAPT, including the use of routine outcome measures and the key principles of core, evidence-based practice / therapies.
3. Support access to Children and Young Peoples’ Mental Health Services (CYPMHS) in a way that minimises disadvantage and discrimination.
4. Effectively use self-reflection and supervision to process own emotional responses and enhance clinical work, practicing within level of competence.
5. Demonstrate an ability to work from a position that assumes that the difficulties experienced and expressed by children/young people can usually be understood in the context of their life experiences, values and background.
6. Demonstrate an ability to hold in mind the whole person, their context, their aspirations and values, and their individual cultural and spiritual preferences (not just focusing on their immediate presentation)
7. Demonstrate an ability to recognise and value the strengths, resources and assets of the child/young person and their family/carers.

Knowledge and detailed informationare developed through lectures, tutorials, seminars, and supported by directed research of texts. Independent but highly directed and prescribed study and practice also forms a major part of our teaching and learning methods.

Clinical competency is developed through clinical skills modelling, case studies, role play, service-based supervision and self-practice/self-reflection, supported by directed research of texts and journals.

Independent study and practice also form a major part of our teaching and learning methods. 

ILOs 1 to 7

• Group presentation of service-related problem-based learning task (e.g. on MDT decision or pathway / transition)
• Project write up / reflective analysis (1000 words)
• Practice Outcome document: Trainees will be required to demonstrate competence in the clinical practice outcomes related to working effectively in teams, supporting transitions, working with systems. The supervisor will sign off the POD once they are satisfied the trainee has demonstrated competence in all areas. Different sources of evidence can be used to demonstrate completion of each POD competency (direct observation by clinical supervisor, discussion and questioning by the clinical supervisor in supervision, testimony from other colleagues, written case records, use of video recordings of clinical encounters and feedback from your clinical supervisor on these, reflective accounts of how the outcome(s) was achieved, drawing upon the research evidence base and feedback volunteered by YP and families).

8. Demonstrate knowledge of childhood, attachment and adolescence as developmental stages, the nature, functions thereof
9. Demonstrate knowledge of common mental health difficulties that might be seen in this context (including self-harm, depression, anxiety, eating disorders)
10. Demonstrate knowledge of PTSD and complex trauma and how these can manifest and impact on young people and family systems
11. Demonstrate understanding of the nature of inpatient admissions and the risks and benefits
12. Demonstrate understanding of the nature and role of family systems and how they might experience crisis pathways and inpatient admissions
13. Demonstrate an understanding of the relational needs of young people in this context and the nature of therapeutic relationships
14. Demonstrate skills in building engagement and communication, in developing and maintaining therapeutic relationships with young people and the systems (including families) around them
15. Demonstrate an understanding of risks assessment and management and safeguarding in this context
16. Demonstrate skills in assessment in this context (including semi structured interviews, indirect assessment, self-report questionnaires)
17. Develop and demonstrate an understanding of the nature, functions and complexities of formulation as a process, models of formulation and their application in this setting.

Knowledge and detailed informationare developed through lectures, tutorials, seminars, and supported by directed research of texts. Independent but highly directed and prescribed study and practice also forms a major part of our teaching and learning methods.

Clinical competency is developed through clinical skills modelling, case studies, role play, service-based supervision and self-practice/self-reflection, supported by directed research of texts and journals.

Independent study and practice also form a major part of our teaching and learning methods. 

ILOs 8 - 17:

• Podcast: to demonstrate engagement / therapeutic alliance and include engagement with family. This can include clips from sessions if appropriate. Trainees record a 10/15-minute case presentation and critical analysis of a model or theory
• Practice Outcome Document (POD): Trainees will be required to demonstrate competence in the clinical practice outcomes related to assessment, engagement, formulation, working in partnership etc. The supervisor will sign off the POD once they are satisfied the trainee has demonstrated competence in all areas. Different sources of evidence can be used to demonstrate completion of each POD competency (direct observation by clinical supervisor, discussion and questioning by the clinical supervisor in supervision, testimony from other colleagues, written case records, use of video recordings of clinical encounters and feedback from your clinical supervisor on these, reflective accounts of how the outcome(s) was achieved, drawing upon the research evidence base and feedback volunteered by YP and families).
• Formulation document: Trainees will be required to demonstrate an ability to collaboratively assess and formulate. Attention must be paid to the young person’s life experiences, developmental stage, their family context, current mental health context as well as demonstrating knowledge of common mental health problems.

18. Demonstrate an ability to be yourself in interactions, as well as offering clinical expertise and holding professional boundaries.
19. Demonstrate an ability to convey a sense of hope and optimism
20. Demonstrate an ability to maintain a professional and reflective relationship in the face of threats to its integrity or challenges to its boundaries There is an expectation that services will already have the following competences in place and work consistently together using a whole team approach to risk management;
21. Understand the use of relevant code of practice guidelines for children and young people and the least restrictive practice – (Refer to Practitioners Handbook for crisis and Inpatient CAMHS).
22. Provide interventions within the least restrictive environment and using least restrictive practice.
23. Implement a framework to reduce use of physical intervention
24. Assess and contribute to MDT risk management plans to mitigate risks such as neglect, self-harm, suicidal intent/acts, absconsion/running away, substance misuse, physical aggression, restricted eating/binge/purge, offending behaviour.
25. Demonstrate an understanding and skills in risk assessment and positive / therapeutic risk management/harm minimization.
26. Involve the parents and family or carer effectively in supporting the young person and in risk management, recognising them as a helpful resource and partner where appropriate.
27. Demonstrate an understanding of the impact of secondary trauma.
28. Understand and contribute to the management of difficult/highly expressed emotions.
29. Develop skills in supporting social skills, communication, sleep self-care, daily living skills, self-soothing, relaxation, play, distraction, physical exercise, acceptance, interests.
30. Explore and manage risk associated with the use of social media and mobile phones, social systems, groups, team working.

Knowledge and detailed informationare developed through lectures, tutorials, seminars, and supported by directed research of texts. Independent but highly directed and prescribed study and practice also forms a major part of our teaching and learning methods.

Clinical competency is developed through clinical skills modelling, case studies, role play, service-based supervision and self-practice/self-reflection, supported by directed research of texts and journals.

Independent study and practice also form a major part of our teaching and learning methods. 

ILOs 18 to 30:

• A video recording or clinical competency simulation with accompanying critical commentary demonstrating skills in planning and implementing brief interventions to support psychological wellbeing in this context.
• Practice Outcome document: Trainees will be required to demonstrate competence in the clinical practice outcomes related to risk management and interventions with YP and families. The supervisor will sign off the POD once they are satisfied the trainee has demonstrated competence in all areas. Different sources of evidence can be used to demonstrate completion of each POD competency (direct observation by clinical supervisor, discussion and questioning by the clinical supervisor in supervision, testimony from other colleagues, written case records, use of video recordings of clinical
• A written case study demonstrating skills in assessing, planning and implementing brief interventions to support psychological wellbeing in this context.