The parent training route of this programme has been designed specifically for staff whose role routinely includes working with conduct problems in children using both individual and group approaches.
Training will cover the main presentations of conduct problems, including proactive and reactive aggression, bullying, antisocial behaviour confined to the home context or pervasive (e.g. also expressed at school), comorbid conditions such as ADHD, callous-unemotional traits, learning disabilities, emotional dysregulation, etc and therefore candidates should have routine access to these types of cases.
The training will also cover the main presentations, assessment and treatment of parenting difficulties in terms of the immediate parent–child relationship, including child attachment, and the wider contextual factors that impede parenting ability, such as parental depression, substance misuse, domestic violence, life events and daily hassles, and parental learning disabilities. The primary focus at this stage is on children aged 3–10 years.
Training will cover the evidence-base for parent training, and assessment and treatment strategies for conduct problems in children.
All parenting trainees must provide group work for 14 weeks, a minimum of 21 days’ work including set up and running groups.
The aim of the programme is to develop trainees’: practical competency in evidence-based parent training for conduct problems in children aged 3–10; critical knowledge of the theoretical and research literature of parent training for conduct problems in children aged 3–10. Topics include:
- Understanding the causes of conduct problems of childhood
- Parenting from a multicultural Social Learning Theory perspective
- Involving parents/carers in parenting interventions
- User participation and running parenting training groups and individual parent
training - Evidence-based parent group techniques
- Evidence-based individual parent training methods
- Following the mandatory induction day(s), teaching commences with 3 and 4 day blocks where you will be required to attend classes from 09.30-16.30.
- After these teaching blocks, all students attend the University of Reading in term-times on Wednesdays (09.30-16.30) and most also attend the University of Reading on Thursdays (09.00-16.30; exact times dependent on supervision group size). Wednesdays consist of high quality teaching sessions and Thursdays involve supervision and clinical skills sessions. Some students, who travel significant distances, may receive their university supervision closer to their workplace on Thursdays (or another day of the week).
- In addition to university supervision, all students will also receive weekly workplace supervision delivered locally to their service.
- Teaching themes on the course include:
- The fundamentals of working with children, young people and their families;
- Evidence-based parent training for conduct problems.
- Course teaching finishes with ‘top-up school’ taking place for those students needing additional supervision or teaching hours for example.
- A range of support services is on offer to students and access is encouraged (i.e. individual and group tutorials, study skills support, an allocated personal tutor, student counselling services).
- PT trainees and supervisors require the following:
- Helping the Non-Compliant Child manual – ISBN 978-1593852412
- Incredible Years Pre-School Basic programme ( Red manual)
- And/or The Incredible Years School Age Basic Programme (Blue manual)
http://incredibleyears.com/programs/parent/school-age-basic-curriculum/- This needs to be ordered directly from the US (this may take some time).
- All (including supervisors) need recording equipment (capable of three functions = recording of multiple uninterrupted 2 hour-long sessions without battery change, quick review of sessions either on the recording device or a laptop, and the download of recordings in an encrypted manner on to a memory stick) and a minimum of 2 encrypted memory sticks.
- All existing staff trainees need to have plans to wind down their current caseloads (if
successful at interview) and have planned access to appropriate cases. - Diploma trainees (CBT and PT) are entitled to an allocated 20 study days over the course of the year; students are told that these must be negotiated with their line managers but it certainly helps for all parties to be aware ahead of the conversation.
The CYP IAPT course offers an exciting opportunity to learn about evidence-based approaches for working with children, young people and their families. The CYP IAPT training is a postgraduate (Masters) level course which does require students to use their own initiative and time outside of work when studying. It is likely that you will need to spend several hours a week of your own time on course-related work including preparing for supervision and coursework deadlines.
As well as being rewarding, it can be a challenging year juggling competing demands of coursework, workplace commitments and home-life, and getting the right balance between all three can be tricky at times. The CYP IAPT course team is there to help ensure students maximise opportunities for learning and provide support where needed. We hope you enjoy your time with us.
Students undertaking both the Graduate and Postgraduate routes complete academic assessments (1 essay, 2 case reports/presentations and 2 extended case reports) and clinical assessments (3 video recordings). The pass mark on academic components for graduate route students is 40% and 50% for postgraduates. In both routes all clinical assessments must pass and all supervisor assessments and student portfolios (which include evidence of self-directed learning, client outcomes and student reflections on training) must be deemed to be at pass standard.
It is expected that students will attend 100% of teaching. There is a requirement for a minimum of 80% attendance across all individual modules. If a mandatory face-to-face teaching session is missed (e.g., due to illness), students will be required to attend the University of Reading to watch a video recording of the session (with the support of a programme tutor). Ideally, this will take place before the end of the corresponding module. Once attendance falls below 80%, it is no longer possible to top up using video recordings of teaching and a course progression meeting will be needed to plan replacement face-to-face teaching; this may delay the student’s graduation. During the course, students must also meet the required number of supervision and clinical hours (70 and 100 respectively).
Guidelines for assembling and assessing EBPTP KSA portfolios or evidence for course assessment can be found below.
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