News & Events

Practice Tutor – CYP IAPT Autism Spectrum Disorder & Learning Difficulties & Core Skills

Hours: 7 hours (2 sessions) per week

Salary: £38,000 to £55,000 per annum FTE depending on experience, plus 6% contributory pension scheme

The Anna Freud National Centre for Children and Families supports distressed children and their families through innovative therapeutic practice and research, training and promoting awareness of mental health issues.

The Practice Tutor would be responsible for leading practice tutor groups in the ASD/LD module, for marking assignments for this module and supporting on-going development of the ASD/LD module of the CYP-IAPT Therapist Diploma Course.

The post-holder will be based at the Anna Freud National Centre for Children and Families, 12 Maresfield Gardens, London NW3 5SU and 1st Floor, Jordan House, 47 Brunswick Place, London N1 6EB. In Spring 2019, the Centre will move to 4-8 Rodney Street, London N1 9JH.

The Centre values diversity and aims to have a workforce that reflects this. We encourage applications from all sections of the community.

Please email or phone 020 7794 2313 if you require assistance or experience difficulties in applying.


Contract duration

24 months in the first instance. A secondment to this post would be considered.


Closing date for applications

Midnight, Monday 12 November 2018


Notification of interview

Shortlisted applicants will be notified no later than Wednesday 14 November 2018

Please note: due to volume of applications expected, we will be unable to notify unsuccessful candidates.



Interviews will be held on Monday 19 November 2018


How to apply

For more information about this role and to apply, please go to

We are unable to accept CVs.


Summer PIE 2018

On 31st Aug, young people descended on the Centre at Maresfield Gardens for the Young People’s Summer Participation Involvement Event (aka PIE!) The event is devised, designed and delivered by the CYP IAPT Young Advisors. This third edition of the annual event was preceded by a survey sent out to young people directly and via the CYP IAPT participation workers’ network, finding out what they’d want – interactive workshops, games, prizes, and goodie bags were all popular.


lingo artwork
Lingo Artwork

A group of young people directed by the Young Producers at the National Gallery created artwork for Lingo, a project that is being co-produced with a Young Champion. Lingo is trying to reduce stigma and improve mental health for young people by communicating mental health, feelings and emotions through the expression of art. They were asked to consider how they would explain mental health or how they were feeling to someone who spoke another language. This ran concurrent with a poetry workshop that took inspiring images as a starting point for ekphrastic poetry. (Yes, the poet expanded our vocabulary and broadened our horizons!)


fitlight picAfter the break, filled with intense competition on the smart-gym-esque game, groups got together to design their ideal systems equipped to support young people and families with mental health issues. The ideas included a system staffed only by professionals with experience of mental illness, and an all ages service, without a division between adults and children.


Luton and beds CYP awards
CYP Award for Luton & Bedfordshire

And then, the denouement: the award ceremony. Six weeks before the event, nominations had been invited for best participation in service, best participation worker and best participation project. After much debate, and visits to services across London and the South-East, well-deserved inscribed glass trophies were presented. (Details of winners will be on Prizes were also awarded to 8 young people nominated as great participators.

Nick's pic

All in all, a fantastic and elevating day, abounding with fun, camaraderie and creativity!

News & Events

Vacancy: CYP-CWP Clinical Practice Tutor

Hours: 364 hours across the contract duration, to include 24 days teaching (on Fridays in term time).

Salary: £38,000 to £49,000 per annum FTE depending on experience, plus 6% contributory pension scheme

The Anna Freud National Centre for Children and Families supports distressed children and their families through innovative therapeutic practice, research, training, and promoting mental health awareness.

The Child Wellbeing Practitioner (CWP) role is part of the Children and Young People’s Improving Access to Psychological Therapies (CYP-IAPT) programme. The CWP postgraduate certificate course trains practitioners in the delivery of low-intensity interventions (e.g. guided self-help) for children and adolescents. It is a key part of the Future in Mind proposals to increase the workforce set out by the government in 2015. The students are recruited by partnerships (e.g. NHS, local authorities, & third sector organisations) within the CYP-IAPT Collaborative and are employees of these partnerships. The students graduate with a University College London (UCL) qualification on successful completion of the course.

The Clinical Practice Tutor role involves delivering lectures and facilitating practice tutor groups of approximately 10 students. All teaching takes place on Fridays at the Centre. On non-teaching days, practice tutors mark papers, support students, and develop teaching resources. The content of the course is guided by a national curriculum group chaired by the National Advisor for CYP IAPT and Child Mental Health. The three common presentations that students are trained to work with include anxiety, low mood, and behaviour problems. We strongly encourage applicants who have an excellent understanding of CBT principles and behavioural parent training. Experience delivering guided self-help or low-intensity CBT within the context of child and adolescent work is also desirable.

We are looking to appoint a Clinical Practice Tutor starting from 18th January 2019. The post holder will be based at the Anna Freud National Centre for Children and Families, 12 Maresfield Gardens, London NW3 5SU. Teaching will move to our new King’s Cross campus at 4-8 Rodney Street, London N1 9JH, in May 2019.

The Centre values diversity and aims to have a workforce that reflects this. We encourage applications from all sections of the community.

Please email or phone 020 7794 2313 if you require assistance or experience difficulties in applying.


Contract duration

12 months in first instance


Closing date for applications

Midnight, Tuesday 6 November 2018


Notification of interview

Shortlisted applicants will be notified no later than Tuesday 13 November 2018

Please note: due to volume of applications expected, we will be unable to notify unsuccessful candidates



Interviews will be held Tuesday 20 November 2018


How to apply

For more information about this role and to apply, please go to

We are unable to accept CVs


Additional Documents

Job Description

Person Specification





News & Events

Community Conversations

Beth Ingram, a former AFNCCF Young Champion has recently launched a YouTube channel ‘Community Conversations’ which offers a space to share good practice, learning and insight and offers dialogue around topics such as young people, mental health, lived experience, shared decision-making and community values.

Click here to see her latest video discussing the meaning and value of outcome measures and wider issues around research evidence in youth mental health with CORC Director Miranda Wolpert.

Data Digital Implementation groups News & Events

Data Implementation Group (July 2018)

The last Data Implementation Group was on 16th July at The LIFT, and included fantastic presentations from Emily Wentzel on the Kent Integrated Dataset – an extraordinary achievement, from Joanne Hillier on the thoughtful and strategic approach to using experience and outcome data taken by HERE (the Brighton and Hove Wellbeing Service) and from Michael Watson (NHS Improvement) on how experience and outcome data is used at strategic levels and it’s ongoing importance to system transformation.

If you’d like to join the mailing list for future events, you can contact

Useful presentations from the day:

NB. Videos of the presentations will be added to our YouTube Channel over the next few weeks.

Data Digital Implementation groups News & Events

Data Implementation Group

Our implementation group for all things data took place on 19th March. Delegates were treated to Kate Dalzell from CORC describing their process for establishing outcomes frameworks across systems accompanied by case studies of their work from across the country, and Rebecca Wheatcroft exploring how experience and outcome data has effectively been implemented in Greenwich CAMHS.

We also had a fascinating presentation from Jessica Rees on the outcome data that is emerging from the Young People’s Wellbeing Practitioners Project, and on POD, the system that is foundational to this. The event culminated with a group brainstorming session around the data challenges that delegates are facing.

If you’d like to join the mailing list for future events, you can contact

Useful resources from the day:



News & Events

Haringey CAMHS MURAL : The Brighten It Up Group

pic 1Following feedback from service-users on CAMHS whiteboards about wanting to see more decoration and colour in the CAMHS waiting rooms, a waiting room development project was set up. Three young people who use our CAMHS service met on a fortnightly basis with two clinicians to develop and create a mural in the CAMHS, St Ann’s waiting room. These young people, aged 14-16, have used CAMHS for a range of experiences and difficulties.

PIC 3 with caption

The initial brainstorming phase saw the young people think about the mood and message they wanted to create in the waiting area, sketching ideas and doing independent research. They considered the meaning of images such as fish, butterflies, water, yin-yang symbols and flowers, and thought about how to inspire hope and peace using imagery and colour. A participation worker from the National Gallery in London also joined a session to help inspire and provoke further thoughts about art by looking at famous pieces of artwork on postcards and engaging in activities.

pic 4 with caption

The young people then went on to plan and design a final sketch of the Mural. Elements from each member of the group were incorporated and agreed on. pic-2.png

The Proposal then went through a consultation phase. Feedback was invited from service-users by putting up the proposal in the waiting room and inviting written feedback. An anonymous piece of feedback suggested the design include ‘black love hearts’. A brief video of the sketch and the thinking behind the design was created and shared with the CAMHS team too and again feedback was invited.

We were subsequently invited to the National Gallery where a workshop was help to help develop confidence in making different paint marks, brush skills and being free with paint, looking at different lighting compositions in paintings and how art work can be divided up into sections.

pic 6 with caption

Written by: Meena Seda, CYP IAPT Therapist (Haringey CAMHS)

News & Events

Assitants’ Shared Learning Group

The shared learning group for Assistants met yesterday on the 22nd of June. The group heard from Assistant Psychologists Jessica Rees and Emily Ventre who led a fun, interactive session on the CYP IAPT principle of Accountability.

They first introduced the concept of accountability, talked about the use and perception of outcomes in different services and discussed ways that assistant psychologists contribute to the implementation of the Accountability principle. The session ended with an in-depth look at the outcomes from the Children’s Well-being Practitioner Programme.


Presentation – AP group- accountability

Notes the activities – Accountability – shared learning meeting Aug’18



News & Events

CORC Director Miranda Wolpert explains the meaning of the key metrics used in the CORC analysis of CYP IAPT data. Click here to listen to the audio explanations.

The CORC report on Outcomes and Experience from Child and Young People’s Mental Health Services (2011 – 2015) summarises the key findings in terms of reliable change and recovery and explains the key terms used in the analysis.

The objectives of this report are to:

  1. Advance the understanding of outcomes and experience of children accessing services.
  2. Highlight the challenges encountered and suggest ways to address where possible.
  3. Consider the best ways to measure and capture outcomes in the future.

To view the full report, click here.


News & Events

Module Lead – CYP IAPT Autism & Learning Disabilities

 Job Description

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


1.1 Syllabus

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.


1.2 Delivery

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.


1.3 Assessment

• 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.


1.4 Staff

• 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

We are unable to accept CVs.


Closing Date for Applications

Midnight, Sunday 12th August 2018

July 2018