Enhanced Evidence Based Practice

Overview of the EEBP Programme

The taught component of the course is in the form of lectures and workshops and comprises of a mixture of formal presentation, small group work and role plays.  Workshops run on Tuesdays and some Thursdays (not on consecutive weeks) for 15 weeks.  The workshops run from 9.30am to 4.30pm.

Work based learning is on set days and will be carried out within your service and can be found on the teaching programme.

Introduction to the EEBP Programme

This curriculum has been developed as part of the Children and Young People’s Improving Access to Psychological Therapies (CYP IAPT) programme. The EEBP curriculum complements existing CYP IAPT curricula in specialist psychological therapies (CBT, Parent Training for Conduct Problems Systemic Family Practice, and Interpersonal Therapy for Adolescents). It focuses on enhancing skills in assessment; delivering brief, low intensity, evidence based interventions and in the core competencies required to work with children and young people.

Rationale for the EEBP Programme

Children and young people can access Child and Adolescent Mental Health Services (CAMHS) in a variety of settings. The arrangement of CAMHS in England and Wales varies greatly but typically children and young people can be seen in a range of community settings as well as in the specialist NHS services. The aim of CYP IAPT is to ensure that CAMHS, wherever delivered, offers safe and effective treatment that is designed around the wishes and needs of children and their families. CAMHS must meet the needs of a diverse population. Not all young people, children or their families want, or need, formal psychological therapies. Brief evidence-based interventions can provide short-term focused support for common difficulties such anxiety and depression. If these are delivered promptly and skilfully, they can prevent the development of long-term difficulties, disability and distress.

In addition to intervention skills in specific, brief, evidence-based interventions the curriculum will include core skills required for working with children, young people and families. This will also include working across agencies, developing a shared understanding with the family, using supervision and consultation, engaging different family members and working through parents. This enhances the skills of health care professionals working with children.

The EEBP curriculum is designed to be suitable for staff working across different organisations that offer child and adolescent mental health services. It is suitable for staff whose role includes brief interventions for children, adolescents and families.

During the period of training students will be required to:

  • Hold a small clinical caseload of children with mild to moderate anxiety or low mood;
  • Be receiving regular clinical supervision by an experienced CBT practitioner;
  • Be able to video record their sessions with children and families;
  • Use the battery of CYP IAPT Routine Outcome Measures (ROMs).

Students should be working in services that have access to colleagues in specialist CAMHS for consultation and where they can refer children and young people for specialist multidisciplinary care as necessary.

Learning Outcomes

At the end of the EEBP programme, successful students will:

  • Understand the core components of an evidence based course of treatment;
  • Demonstrate how these core components are incorporated into their work with children, young people and families;
  • Conduct a comprehensive, evidence based, assessment of a child/young person/family considering elements of risk, development and mental health problem identification;
  • Carry out brief evidence based interventions for anxiety disorders and depression in children and young people;
  • Use clinical supervision and demonstrate evidence of self-reflection in relation to their clinical work.

This course does train professionals to deliver evidence based interventions but does not train people to become Cognitive Behavioural Therapists.

Learning Methods

The EEBP curriculum uses a range of teaching methods including e-learning, problem sets and supervised clinical practice in the workplace and workshops, skills practice and classroom learning. It focusses on the development of core skills and is assessed largely through the assessment of direct clinical work. The clinical skills taught are suitable for delivery in a range of settings including the independent sector, social and educational settings and the NHS.

Over the course of the programme students will spend 15 days attending workshops, skills classes and other activities. They will spend an additional 10 days in workplace based learning. This will consist of group work with other students employed in the same or a neighbouring organisation.  Workplace supervision will also take place. Students will need to be prepared to study in their own time in order to complete assignments, prepare for clinical sessions and supervision and read relevant background material.

Qualifications and Entry Level

The EEBP Programme has been developed as equivalent to a 60 credits graduate certificate programme.  As stated earlier, we have applied to The University of Manchester for validation, if this is not possible, GMMH PTTC will issue a certificate of achievement for students who successfully complete the course. It is open to staff with graduate level qualification and those who do not have graduate qualifications.

Purpose

The purpose of the EEBP Programme is to support existing CAMHS, whether in the statutory or independent sector, to provide care and treatment to children, young people and families that is:

  • Based on a collaborative, comprehensive assessment;
  • Evidence based;
  • Guided by the feedback from monitoring outcomes and goals as a matter of routine in sessions and in supervision;
  • Delivered in partnership with young clients and their families;
  • Supported through a facilitative supervisory system.

Staff embarking on the course must be:

  • Working directly with children, young people or families delivering interventions for  their emotional or psychological difficulties within their roles;
  • In a position to use the newly acquired skills in their day to day routine work with children and young people;
  • Committed to continuing their personal professional development and to using the skills and outcome framework during and after the course is finished;
  • Prepared to invest their own time in study and reflection;
  • Able and willing to access regular supervision;
  • Willing to join partnership learning sets for work based learning days.

Services wishing to send staff on the course must:

  • Ensure that appropriate clinical supervision, leadership and resources are  in place for the local work based learning days that support two fifths of the training;
  • Ensure that clinical supervision throughout the course is provided by experienced CBT practitioners, and that clinical supervision continues after the course is completed to help practitioners embed their new skills (the expected qualifications of the supervisor are that they have completed or be in the process of completing the Postgraduate Certificate in Supervisory Skills or the 5 day outreach CYP IAPT supervision course);
  • Ensure that staff can video record their sessions and review videos with supervisors and Psychological Therapies Training Centre staff;
  • Ensure that the staff embarking on the course are given time for study and skills development.

Programme Administrator:

Nadine.smith@gmmh.nhs.uk