|Title||Module Lead – CYP IAPT Autism & Learning Disabilities|
|Reporting to||Programme Director for CYP IAPT Therapist Course|
|Employer||Anna Freud Centre|
|Salary||£37,000 to £50,000 FTE per annum, plus 6% contributory pension scheme|
|Location||12 Maresfield Gardens, London NW3 5SU and 1st Floor, Jordan House, 47 Brunswick Place, London N1 6EB. From Spring 2019, this post will be based at 4-8 Rodney Street, London N1 9JH|
|Working hours||14 hours (4 sessions) per week|
|Holidays||27 days plus Bank Holidays (includes Christmas closure days) FTE|
|Term of contract||Permanent. A secondment to this post would be considered.|
The Anna Freud National Centre for Children and Families
The Centre is the leading national charity supporting young minds through innovative therapeutic practice, training and research. Our vision is a world in which children, young people and their families are effectively supported to build on their own strengths to achieve their goals in life. We care for young minds in five main ways:
1. Researching the underlying causes of childhood emotional distress using the latest neuroscience techniques;
2. Developing, piloting and evaluating new, cost-effective interventions and treatments for children and families facing mental health difficulties;
3. Supporting mental health and education services to improve their practice, through the collection and evaluation of outcomes data and shared decision making;
4. Offering teaching and training courses and building a global network of researchers, clinicians and mental health, social care and education professionals to ensure that new knowledge and ideas are shared as widely as possible;
5. Providing advice and leadership to national policy initiatives focused on improving children and young people’s mental health.
Children, Young People and Families are at the heart of everything we do; we are committed to discovering and understanding the best way to help children, parents and professionals. We believe our impact comes from partnership and collaboration. The Centre works in close partnership with a wide range of service providers, voluntary sectors and academic bodies including the Tavistock Clinic, UCL and Yale. The Centre has a learning partnership with the Child Outcomes Research Consortium (CORC) a collaboration of child mental health providers committed to using outcome data to inform service improvement. The CORC central and regional support team is based at the Centre. Also within the Centre is the Evidence Based Practice Unit (EBPU) a service development and evaluation unit based jointly across the Centre and UCL committed to developing and using evidence to inform best practice. The Centre leads on the School in Mind network and has supported the establishment of The Family School – an innovative provision providing excellent education and mental health support for children and parents together, for children aged 5-14 years excluded from mainstream education. Although a separate legal entity the Family School has a close relationship with the Centre. The Centre is developing and expanding its Kings Cross Campus so that The Family School will be located alongside Centre activities at Rodney Street in 2018.
Overview of the post
This post is within the CYP IAPT Programme. This programme was expanded in 2016 to include four new therapy modules of which Autism and Learning Disabilities is now a module in the CYP IAPT Therapist Course. The London CYP IAPT Programme is delivered in collaboration between UCL and KCL and the Centre provides a base for the UCL part of the collaboration.
Purpose of the post
The Module Lead would work with the CYP IAPT Programme Directors and with two national experts who will support the Module Lead in shaping and developing the module. The Module Lead would be responsible for setting up the effective delivery, assessment, and on-going development of the ASD module of the CYP IAPT Therapist Diploma Course. It is important that there is compliance with relevant University regulations. In addition, the post-holder should:
• Bring to the attention of the Programme Director(s) any concerns relating to the students’ academic work or general welfare;
• Be familiar with UCL and Centre guidelines, particularly those pertaining to staff and student welfare and the UCL requirements for assessment and accreditation of the module.
The Autism and Learning Disabilities module comprises sixty credits and will be delivered via a combination of didactic teaching and small group work that focuses on the presentation and discussion of clinical material. Assessment will be based upon the evaluation of both written course work and videos of students’ clinical practice.
The core aim of the Autism and Learning Disabilities programme is to increase theoretical and practical knowledge of autism and learning disabilities in young people, in order to enhance students’ clinical practice in assessment and intervention. To this end the module will have the following three modules: (1) Autism and Learning Disability Core
Knowledge and Skills; (2) Assessment; (3) Intervention, including post-diagnostic support and therapies for problems commonly associated with autism and learning disabilities.
Duties and responsibilities
To develop the module syllabus in consultation with other staff, the Programme Directors based on the CYP IAPT National Curriculum for Autism and Learning Disabilities. Typically the module syllabus would contain:
• An overall description of the Module outlining its aims and objectives as well as learning outcomes;
• A title for each lecture;
• A short paragraph providing a description of each lecture;
• A reading list comprising essential reading and additional readings in standard reference format;
• A PowerPoint presentation for each lecture;
• A clear plan of teaching methods (e.g. any small group working, role plays, formal lectures etc.) to be employed and a rationale as to how these relate to the teaching objectives.
The Course Administrator must be emailed a finalised description of the syllabus for the course handbook. The Centre Librarian should be provided with the list of all required readings in a timely fashion.
The post-holder will ensure that all material concerning the module is up to date – this includes descriptions in the Student Handbook, Staff Handbook, Centre and UCL webpages, Centre intranet, student Moodle pages and all publicity materials.
Submit an end of year UCL Module report form to the Course Director.
The Module Lead is expected to deliver a substantial part of the teaching themselves. For these lectures, it is important that the post-holder:
• Provides a title and brief description of the lecture content (for use in the Student Handbook, Moodle pages and websites etc.);
• Compiles a reading list of essential /required readings and additional reading and submits these to the Librarian and the Course Administrator;
• Produces PowerPoint presentations or other delivery methods as appropriate;
• Forwards material to be given as student handouts in sufficient time to Course Administrators.
The post-holder will also organise and co-ordinate lectures, workshops and tutor groups with visiting speakers and other colleagues contributing to the module, in liaison with administrative staff. For these aspects to the programme the post-holder is expected to:
• Make initial contact and agree a date for the teaching and the content of the lecture. Provide the speaker with details of what is required (duration, content etc.). The Course Administrator can, if necessary, send out a confirmation letter to each speaker and a follow up thank-you letter;
• Obtain copies of the external speakers’ overheads / teaching plan, prior to the lecture, whenever possible.
• Be responsible for the module assessment ensuring that marking criteria and the marking and any double marking or sampling processes are in line with best practice. Any changes to the module assessment should be in line with UCL MSc guidelines and made in consultation with the Programme Director and Course Tutor;
• Assessment questions should be accompanied by bullet point indicative answers equivalent to pass, merit and distinction levels for each question;
• Ensure that students receive high quality feedback on their coursework;
• Ensure that all marking takes place within UCL deadlines (normally within one month of submission);
• Attend the Exam Board each September (the date for this is usually agreed one year in advance). This is a mandatory requirement of the job.
• In consultation with the Course Directors and the PGS Senior Course Tutor, recruit teaching staff to deliver the course. This includes helping to develop any advertisements, job descriptions and person specifications required on the Module, as needed;
• Take part in staff interviews if required;
• Induct new staff, explaining the Module structure, delivery, assessment etc. and covering other issues such as Health and Safety;
• Meet at least once per term with all relevant teaching staff to discuss any concerns, receive feedback and dissemination any new information;
• Contribute to annual staff evaluation if required.
1.5 Student experience
• Be responsible in the first instance for addressing any matters to do with the student experience of the module;
• Make reasonable adjustments for students with a disability, in liaison with the Programme Director and Course Tutor;
• Report students of concern to the Programme Director and Course Tutor; in emergencies, follow the UCL process for reporting students of concern;
• Be available for student queries and respond to them, normally within three working days;
• Ensure effective collection of student feedback at the end of the module;
• Review student feedback, in collaboration with the Programme Director and Course Tutor, considering changes to module content and delivery as appropriate.
1.6 Continued professional development
• Gain additional experience and training relevant to the service;
• Maintain and develop skills in the area of professional and postgraduate teaching, training and supervision;
• Contribute to the development and maintenance of the highest professional standards of practice, through active participation in internal and external CPD training and development programmes, in consultation with line managers;
• Take part in the Centre’s annual review and development programme.
• To actively follow and promote the Centre’s policies, including Equal Opportunities, Safeguarding and Information Governance;
• To maintain an awareness and observation of fire, health and safety regulations;
• The welfare of the children, young people and vulnerable adults who come into contact with our services either directly or indirectly is paramount and all staff have a responsibility to ensure that best practice is followed, including compliance with statutory requirements;
• If requested, in collaboration with other staff, assist in student selection and recruitment;
• To assist the Joint UCL Leads for CYP IAPT in planning, running and delivering the CYP IAPT programme;
• To contribute to the running of the CYP IAPT Course Leadership Team (CLT), to attend this meeting;
• To alert the Joint UCL CYP IAPT Leads of any difficulties in delivering the course programme;
• Attend other PGS committee meetings and staff meetings as required.
To be noted
This is not an exhaustive list of tasks; the post-holder will be asked to undertake any other ad hoc tasks commensurate with the scope and purpose of this post.
This job description reflects the present requirements of the post, and as duties and responsibilities change/develop, the job description will be reviewed and be subject to amendment in consultation with the post-holder.
The post-holder will be required to have an enhanced DBS disclosure which the Centre will apply for.
How to apply
For more information about this role and to apply, please go to annafreud.org/vacancies/.
We are unable to accept CVs.
Closing Date for Applications
Midnight, Sunday 12th August 2018