AC6677 - Leading PBS in Organisations

What will I learn on this module?

This module will enable you to lead PBS in your organisation. You will have developed your knowledge and proficiency in PBS in the previous two modules including the ability to contribute to assessing behaviour, as well the development, implementation and review of behaviour support plans. This module enables you to critically analyse and apply the most effective strategies to facilitate learning in adults and act as a leader of learning within your organisation to others who are learning about and developing their proficiency in PBS. You will do this through a coaching approach providing support, supervision and feedback to others as they learn

You will analyse how adults learn knowledge, skills and values, and how to best facilitate the development of each. You will learn how to model good practice, how to coach and support others when they are learning, and how to give effective feedback on performance. You will observe and assess proficiency in PBS of staff within your organisation, applying your understanding of factors which improve the validity and reliability of assessment. You will analyse and apply theories and models of supervision demonstrating ability to provide effective ongoing supervision to others utilising PBS plans and providing feed-back which is supportive, constructive and helps individuals reflect upon and develop their own practice. You will learn about other system wide aspects which influence the ability of the workforce to use PBS in practice; these include leadership, allocating resources effectively, and understanding, developing and utilising policies and practices central to safe effective PBS.

As well as to meeting the requirements of a Northumbria Award the module enables you to demonstrate the behaviour specialist/supervisor/manager competencies in the PBS Coalition Competence Framework (2015) nationally recognised as best practice for those who support people with learning disabilities /autism with challenging behaviour.

How will I learn on this module?

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 on-line 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 on their ability to effectively use a PBS approach with people they are supporting and providing effective feedback on their learning and proficiency. - You will be supported and assessed in practice by a regional workforce development and practice development manager in PBS.

How will I be supported academically on this module?

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/guidance teacher who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and student support services provided by Northumbria University. Specific 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.

What will I be expected to read on this module?

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)

Much of the required reading is embedded within the e learning package. Additional reading is also suggested.

United Response (2014) Positive Behaviour Support and Active Support. London: United Response
Available at: https://www.unitedresponse.org.uk/Handlers/Download.ashx?IDMF=8c7754d3-a96b-49f2-958e-76164ba07aba

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

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

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

Kilgallon,K. & Thompson, J. (2012) Mentoring in Nursing and Healthcare: A Practical Approach Oxford: Wiley Blackwell

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

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

Hand, H. (2006) Promoting effective teaching and learning in the clinical setting. Nursing Standard. 20(39) 55-63

Hand, H. (2006) Assessment of learning in clinical practice. Nursing Standard. 21(4) 48-56

McNair,W., Smith,B. and Ellis, J (2007) A vision of mentorship in practice. Journal of Perioperative Practice 17 (9) 421-430

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

What will I be expected to achieve?

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

Intellectual / Professional skills & abilities:
2. Facilitate the learning, teaching and professional development of others developing proficiency in Positive Behavioural Support through the provision of support, modelling, observation, coaching and supervision.

3. Analyse the factors influencing the ability of the workforce within your organisation to use a PBS approach

4. Lead relevant developments to address factors working within agreed frameworks and processes to improve standards

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

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

How will I be assessed?

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 2000 word written discussion outlining your learning and actions 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

(MLO’s assessed 1, 2, 3, 4, 5)
1. Work based assessment of identified competencies within the PBS Coalition Competence Framework (2015)

These will be assessed by the regional PBS workforce development and practice manager for your area who has expertise in PBS plus teaching and learning in professional practice experience and qualifications
Pass/ refer grade
(MLO’s 1, 2, 3, 4, 5 )

Pre-requisite(s)

In order to undertake this module, you must have completed the first two modules of this programme: Principles of PBS and Applying PBS in practice. You must also be leading a team of staff supporting a person or people with learning disabilities.

Co-requisite(s)

In order to achieve the Advanced Diploma in Leading Positive Behavioural Support, you must successfully complete all 3 modules

Module abstract

This module builds upon your understanding of Positive Behavioural Support (PBS) to give you the knowledge and skills to lead learning within a team supporting people with a 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 regional practice leader/ supervisor/specialist in PBS. 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. The module directly reflects the PBS Coalition Competence Framework (2015), which acknowledges PBS as best practice in supporting people with behaviours that challenge, and may, therefore, improve your employability. The module is delivered via blended learning making it accessible even if distant from the University.