AC0799 - Leading PBS in Organisations

This module will take a blended approach, including learning in a classroom setting, directed learning using on-line learning materials and assessment, peer learning and work-based learning and assessment in the practice setting.
As an adult learner, you will be expected to take responsibility for your own learning and use the materials and opportunities effectively within your guided learning time. You will be expected to engage with the blended learning materials, which include online learning activities, independent and guided study activities and further reading to enable you to engage with relevant evidence and appraise its application to your practice. The classroom and practice-based group learning sessions will be interactive and will be designed to encourage you to explore your own experiences of learning and how best to support and supervise others who are learning about PBS. You will use peer learning and group coaching to develop your expertise and practice the skills of supervision. You will also be expected to apply your learning in the practice setting by effectively supporting, observing, coaching and assessing others within your organisation to develop their ability to effectively use a PBS approach with people they are supporting, providing effective feedback on their learning and achievement of proficiency. You will be supported and assessed in practice by a regional workforce development and practice development manager in PBS.

You will be supported by the module teacher who will guide your academic learning and assessment throughout the module. You will have local support from a regional workforce development and practice development manager in PBS who will be involved in academic and practice-based learning and assessment. Both have PBS expertise plus teaching and learning in professional practice experience and qualifications
You will also have an allocated personal tutor who will provide advice and support in relation to your welfare during the programme. You will have access to 24/7 generic IT support and student support services provided by Northumbria University. Support from the programme team will also be available with any specific issues related to your learning journey and progress, and with any difficulty accessing or using the e learning package. You will also have access to the full range of student administration and support services offered by Northumbria University that includes library and learning support outlined fully in the programme handbook.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

List is above in what will I read on this module.

Beadle-Brown, J., Bigby, C. & Bould, E. (2015) Observing Practice Leadership in Intellectual and Developmental Disability Services. Journal of Intellectual Disability Research, Vol 59 Part 12 p. 1081-1093.

Bluteau, P. and Jackson, A. (eds) (2009) Interprofessional Education: Making it Happen Basingstoke: Palgrave

Clement, T. & Bigby, C. (2010) Group Homes for People with Intellectual Disabilities: encouraging inclusion and participation. London: Jessica Kingsley Publishers

Clouder, L. (2004). Reflective practice and clinical supervision: an interprofessional perspective. Journal of Advanced Nursing. 46:3 262-269

Deveau, R. & McGill, P. (2016) Impact of practice leadership management style on staff experience in services for people with intellectual disability and challenging behaviour: a further examination and partial replication.

Dolan,B Hinchliff, S. (2017) The Practitioner as Teacher. 4th edn. Updated Edinburgh: Churchill Livingstone

Gopee, N. (2015) Mentoring and Supervison in Healthcare. 3rd edn. London: Sage Publications


Mansell, J., and Beadle-Brown, J. (2012) Active Support: Enabling and Empowering People with Intellectual Disabilities. London: Jessica Kingsley Publishers

Mansell, J., Beadle-Brown, J., Ashman, B. & Ockenden, J. (2004) Person Centred Active Support: A Multi-Media Resources for Staff to Enable Participation, Inclusion and Choice for People with Learning Disabilities. Brighton: Pavilion Publishing.

Stuart, C.C. (2007) Assessment, Supervision and Support in Clinical Practice 2nd edn Churchill-Livingstone

Toogood. S. (2010) Interactive Training: Supporting people with severe and profound intellectual disabilities in meaningful activity. Brighton: Pavilion Publishing and Media Ltd




PBS Academy (2016) Support Workers doing Positive Behavioural Support well: A competence checklist
Available at: http://pbsacademy.org.uk/wp-content/uploads/2016/05/Support-Worker-Competence-Checklist-final.pdf

PBS Coalition (2015) Positive Behavioural Suppprt Competence Framework
Available at: http://pbsacademy.org.uk/wp-content/uploads/2016/11/Positive-Behavioural-Support-Competence-Framework-May-2015.pdf

Skills Plus Resources, Northumbria University Library
Toogood. S. (2010) Interactive Training: Supporting people with severe and profound intellectual disabilities in meaningful activity. Brighton: Pavilion Publishing and Media Ltd.
United Response (2016) Practice Leadership. London: United Response
Available at: https://www.unitedresponse.org.uk/Handlers/Download.ashx?IDMF=647892e9-42c5-4bf6-9b43-07973bce4bbe

University of Kent and United Response (2017). What does good look like? A guide to observing in services for people with learning disabilities and/or autism
Available at: https://www.kent.ac.uk/tizard/resources/What_does_good_look_like.pdf

Websites:

Centre for the Advancement of Positive Behavioural Support: http://www.bild.org.uk/capbs/capbs/

North East and Cumbria Positive behavioural Support Community of Practice: www.pbsnec.co.uk

The Challenging Behaviour Foundation: www.challengingbehaviour.org

The PBS Academy: www.pbsacademy.org.uk

United Response: www.unitedresponse.org.uk/challenging-behaviour

Learning Outcomes:
By the end of this module the student will be able to:

Knowledge & Understanding:
1. Appraise learner needs and develop evidence based approaches to facilitate learning, valid & reliable assessment and ongoing supervision for those learning PBS skills, values and competence in practice.

Intellectual / Professional skills & abilities:
.
2. . Lead the learning, teaching and professional development of others developing proficiency in Positive Behavioural Support through the critical application of evidence-based teaching, learning, assessment, coaching and supervision.
.
3.Critically analyse the factors influencing the ability of the workforce within your organisation to use a PBS approach

4. Lead relevant developments to address these factors to improve practice standards within your organisation

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

5. Develop effective relationships with staff you are supporting, teaching, assessing and supervising to enable collaborative learning, assessment and supervision in practice

Formative exercises
Reflect on your own learning gained through participation in facilitating the development of others to effectively use a PBS approach.
Carry out an assessment of the competencies displayed in a team member in practice and give feedback to that staff member in a constructive way.
Reflect upon this experience with your peers using group coaching and develop an action plan to address your learning needs.

(MLO’s, 1, 2, 3, 4, 5)

Summative assessment .
Submit a 3000 word written reflective discussion outlining your learning related to leading the development of PBS in your own organisation at both an individual and system wide level. The work should be informed by relevant evidence, referenced using Harvard system
Submit a brief action plan (2 sides A4) outlining organisational developments initiated as a result of your learning

(MLO’s 1, 2,3, 4, 5)
1. Work based assessment of identified competencies within the PBS Coalition Competency Framework for leaders (2016)

These will be assessed by your regional workforce development and practice development manager Pass/ refer grade
(MLO’s 2, 3, 4, 5)

In order to undertake this module, you must be working within a team of staff supporting a person or people at risk of or with behaviour that challenge

In order to achieve the Postgraduate Certificate in Leading Positive Behavioural Support, you must successfully complete modules AC7000, AC0798

This module builds upon your understanding of Positive Behavioural Support (PBS) to give you the knowledge, understanding and skills to facilitate learning of those within your organisation to effectively use a PBS approach to support people with learning disability at risk of, or demonstrating behaviours that challenge. You will apply your understanding of adult learning to help the people you supervise and support, understand and effectively use a PBS approach in practice with people they are supporting. Working collaboratively with a practice leader/ supervisor/specialist in PBS in your organisation, you will coach and support others when they are learning, review and observe others practice and to give feedback which is supportive, constructive and helps them to develop their own proficiency and practice. The module directly reflects the PBS Coalition Competence Framework (2015) and PBS is a required aspect of good support therefore may improve your employability.