PYMALI: Adapting Low-intensity Practice

Module code: PYMALI

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: 7

When you’ll be taught: Semester 1

Module convenor: Ms Lizzie Elliott , email: elizabeth.c.j.elliott@reading.ac.uk

Additional teaching staff 1: Miss Molly Trillow, email: m.trillow@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE PYMEME (Compulsory)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 16 April 2025

Overview

Module aims and purpose

As per the national curriculum for SWP training (2022);��“This module will provide an appropriate introduction to working with CYP with Autism and Learning Disability within the context of low intensity practice. Senior Wellbeing Practitioners will need to extend low intensity support where a child or young person has autism, ADHD or a learning disability. They will develop an understanding of the core features of Autism, Learning Disabilities and associated conditions. They will also need knowledge of relevant legislation, medical and social models of disability and practice as well as the types of reasonable adjustments required in low intensity practice to meet the needs of this group. They will learn to deliver effective low intensity interventions with this client group.”

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Develop knowledge and skills in recognising and supporting CYP with Nuerodivergence (ND) and/or Learning Disabilities (LDs) and their parents and carers
2. Demonstrate clinical skills in supporting CYP with ND and/or LDs and their parents/ carers within a low intensity framework
3. Acquire knowledge and skills in providing effective Low-intensity support / interventions for CYP with ND and/or LDs in relation to anxiety, depression, enhanced presentations behaviours of concern and executive functioning.

Module content

As per the national curriculum for SWP training (2022); This module will develop an understanding of the core features of Autism, Learning Disabilities and associated conditions. It will include teaching of relevant legislation, medical and social models of disability and practice as well as the types of reasonable adjustments required in low intensity practice to meet the needs of this group. Students will learn to deliver effective low intensity interventions with this client group.”

The aims of this module will be achieved through a series of lectures, clinical supervision and ��skills practice, ��guided reading, self-practice/self-reflection activities and independent study.

A maximum of 20 days of taught content will occur in this module including 4 university provided supervision days. Work-based learning includes clinical work and supervision in the workplace.

Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback.

In addition, they will be supplemented by e-learning material and experience of assessment and treatment of clients within the workplace (under close supervision in the workplace).

Structure

Teaching and learning methods

Teaching will be provided by course tutors, with some national and international experts where appropriate.

Study hours

At least 43 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 50% in each assessment,��with no auto-fails in clinical recording
2. A minimum of 80% live attendance is required for each module and for the 10 university provided supervision sessions
3. An overall module mark of 50%

��

Trainees must work with a minimum of three cases ��and will be required to use two different ND/LD needs in their assignments within this module. The CYP seen as part of module 4 must have a suspected or given diagnosis of Learning Disability and/or Neurodivergence.

Completed cases are defined as: clients seen from assessment for a minimum of 5 sessions or to treatment completion, if treatment goals are ��achieved in fewer than 5 sessions.��

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Level 3 (i.e. foundation modules for Part 0) and Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Supervision and observation of recordings of clinical practice.

Reassessment

Additional costs