IY Tape Marking Criteria – Tape A
Practical & LeadershipVery good pass with merit 60-69 / Pass 50-59 / Fail 0-49 / N/A
· The room is set up with chairs in a semicircle providing opportunity for all parents to see the TV and the flip chart, with co-leaders sat at separate places in the circle rather than both at the front and the session starts on time.
· Reviews grounds rules and explains the agenda for the session.
· Demonstrates has home practice from previous weeks available to return to parents with praise and encouragement statements written on them.
· Reviews the home practice from previous session and highlights significant work (see section on home practice review for more detail on skills required).
· Uses paraphrasing consistently throughout the home practice and content sections to summarise and restate important points.
· Imposes sufficient structure to facilitate group process and prevents side tracking by participants.
· Demonstrates knowledge of when to be flexible and allow a digression for an important issue and knows how to tie it in to the session’s content.
· Utilises the thoughts feelings and behaviour cycle to both anticipate difficulties and support and predict behaviours and feelings.
· Encourages the generalisation of concepts to different settings and situations whilst encouraging parents to work towards long term goals.
· Is able to keep the group work focussed on positives whilst ensuring the issues raised are dealt with in the affective, cognitive and behavioural domains.
· Supports parents in finding strategies to predict relapse.
· Parents complete homework, ask questions and are active participants.
· Parents complete positive evaluations of the sessions.
· Group leader uses a variety of learning methods (e.g. audiotape, written diaries, and chapters) and utilises role play and rehearsal to reinforce learning.
· Uses modelling by self or other group members when appropriate.
· Strategically confronts, challenges and teaches parents when necessary, whilst identifying and discussing resistance.
· Maintains leadership of the group and advocates for the parents when appropriate. / · The room is set up with chairs in a semicircle providing opportunity for all parents to see the TV and the flip chart, with co-leaders sat next to each other or both at the front and the session starts on time.
· Ground rules and session agenda mentioned but not thoroughly reviewed.
· Demonstrates has home practice from previous weeks available to return to parents.
· Reviews the home practice from previous session and highlights some significant work (see section on home practice review for more detail on skills required).
· Uses paraphrasing during the home practice and content sections to summarise and restate important points. Does not always use this in a consistent way and at times tends towards a more expert teacher role.
· Imposes some session structure but allows for occasional digressions, demonstrates inconsistency in prioritising relevant discussion topics to tie it in to the sessions content
· Some utilisation of the thoughts feelings and behaviour cycle with a less collaborative approach to utilising it to enhance learning.
· Attempts to encourage the generalisation of concepts to different settings and situations. At times is able to encouraging parents to work towards long term goals, though the predominant focus is in the here and now.
· Is able to keep the group work focussed on positives, shows limited ability to ensure the difficult issues raised are dealt with in the affective, cognitive and behavioural domains.
· Shows minimal awareness of the need to find strategies to predict relapse.
· Parents complete homework, ask questions and are active participants.
· Parents complete mostly positive evaluations of the sessions.
· Group leader uses a limited variety of learning methods (e.g. audiotape, written diaries, and chapters) and limited use of role play and rehearsal to reinforce learning.
· Uses some modelling by self or other group members when appropriate.
· Inconsistently confronts, challenges and teaches parents when necessary, whilst identifying and discussing resistance. Shows some avoidance to managing parental resistance.
· Maintains leadership of the group and generally advocates / · Room set up is unclear and does not maximise learning potential for parents, with co-leaders sat together at the front. Session clearly disorganised and late starting.
· No written home practice mentioned or returned.
· Ground rules and/or agenda not covered.
· Minimal review of home practice (see section on home practice review for more detail on skills required).
· Leads the session in a generally expert teacher role utilising minimal collaborative skills.
· Session structure vague and unclear with constant digressions. Demonstrates significant difficulty in prioritising relevant discussion topics.
· Fails to use a problem solving collaborative approach to learning.
· Is unable to support parents’ long term goals consistently focussing on the current situation.
· Is unaware of the impact of their approach on parents learning with no utilisation of the affective, cognitive and behavioural domains to challenge negative experiences.
· Appears unaware of potential relapse.
· Parents seem uncertain to participate and withdrawn and only minimally share their homework experiences.
· Parents complete poor evaluations of the sessions.
· Group leader relies on one learning method throughout.
· Provides poor modelling of the key principles.
· Does not confront and challenge parents where necessary.
· Has a predominant style to either remain wholly collaborative or wholly teaching throughout.
· Group regularly goes off track and group leader struggles to bring back to the topic at hand.
Practical & Leadership Distinction 70+
· The room is set up with chairs in a semicircle providing opportunity for all parents to see the TV and the flip chart, with co-leaders sat at separate places in the circle rather than both at the front and starts the session on time in an organised fashion.
· Reviews grounds rules and explains the agenda for the session allowing relevant input from parents.
· Clearly has home practice from previous weeks available to return to parents and verbally highlights their success in the content of what they have written.
· Skilfully reviews the home practice from previous session and highlights significant work (see section on home practice review for more detail on skills required).
· Demonstrates a consistent and skilled use of paraphrasing throughout the home practice and content sections to summarise and restate important points.
· Shows skill in keeping off topic digressions to a minimum efficiently getting the group back on track whilst demonstrating sound knowledge of when to be flexible and prioritise parents off task discussions, ensuring topic relevant information is highlighted and reinforced.
· Demonstrates a good understanding of the implications of the thoughts feelings and behaviour cycle to both anticipate difficulties and support and predict behaviours and feelings. Is able to utilise this information to ensure learning for all parents in the group.
· Skilfully supports parents to generalise concepts to different settings and situations whilst encouraging parents to work towards long term goals in addition to the here and now.
· Consistently keeps the group work focussed on positives whilst ensuring the issues raised are dealt with in the affective, cognitive and behavioural domains.
· Facilitates parents in guiding them to find their own strategies to predict relapse.
· Parents complete homework in detail and skilfully encouraged to share the relevant sections of their experience. All group members encouraged to participate, ask questions and are active participants.
· Parents complete consistent positive evaluations of the sessions.
· Group leader uses a variety of learning methods and is aware of the learning needs of individual group members (e.g. audiotape, written diaries, and chapters) and utilises role play and rehearsal to reinforce learning. Demonstrates an awareness of which parents require which learning styles to maximise learning.
· Frequently utilises modelling self or other group members to strengthen learning.
· Rolls with resistance to utilise it to maximise learning. Frequently balances challenging, confronting and teaching whilst keeping the learning focus positive.
· Maintains a collaborative leadership role throughout and is a strong advocate for the parents.
Collaborative Relationship
Very good pass with merit 60-69 / Pass 50-59 / Fail 0-49 / N/A
· Demonstrates rapport with every member of the group and encourages everyone to participate. Views every member of the group as equally important and valued.
· Demonstrates a consistent use of open ended questions to facilitate the discussion.
· Uses paraphrasing and praise to reinforce parents ideas and foster parents self-learning.
· Encourages parents to problem solve where possible rather than teaching.
· Fosters ideas that parents will learn from each other’s experiences.
· Supports parents to learn how to support and reinforce each other.
· Identifies each parent’s strengths.
· Creates a feeling of safety among group members.
· Creates an atmosphere where parents feel they are decision-makers and discussion and debate are paramount.
· Parents appear comfortable and involved in the session.
· Uses humour and fosters optimism.
· Validates and supports parent’s feelings through the use of reflective statements and normalises problems when appropriate. Shares personal experience when appropriate.
· Fosters a partnership or collaborative model as opposed to an expert model, whilst fostering a coping rather than mastery model in the parents.
· Reframes experiences from the child’s viewpoint and modifies parent’s negative attributions. / · Demonstrates some rapport with the group in general. Most, but not all parents in the group are encouraged to participate. Appears to show favouritism to some members of the group.
· Occasionally uses of open ended questions to facilitate the discussion. Some use of paraphrasing and praise to reinforce parents’ ideas and foster parents self-learning.
· Has a tendency to teach parents rather than encourage them to problem solve for themselves.
· Occasionally encourages ideas that parents will learn from each other’s experiences, whilst at times taking a more leader expert role.
· Inconsistently supports parents to learn how to support and reinforce each other.
· Identifies some parent’s strengths.
· A general feeling of safety is created but at times the issues in the room are uncontained.
· Parents appear to look to the group leader for decisions and at times the group leader does more talking than the parents.
· Parents appear comfortable and involved in the session most of the time.
· At times is able to use humour and fosters optimism, though not always in appropriate moments.
· Inconsistently validates and supports parent’s feelings through the use of reflective statements and normalises problems when appropriate. Shares personal experience when appropriate.
· Demonstrates some partnership or collaborative working as opposed to an expert model, has high expectations for the parents.
· Occasionally reframes experiences from the child’s viewpoint / · Minimal rapport built with parents, and the same parents are allowed to dominate the discussions.
· Uses a closed questioning style and group leader dominates the discussion. Does not acknowledge parents responses and moves onto more questions without reinforcing parents learning.
· Takes a predominantly expert stance to leadership.
· Does not support parents to learn how to support and reinforce each other.
· Minimally identifies parents’ strengths.
· The issues in the room often feel uncontained.
· Parents repeatedly look to the group leader to make decision about what they should do and little evidence of the parents being included in this decision making.
· Parents appear uncomfortable and uninvolved in the session.
· Inappropriately uses humour.
· Fails to validate, normalise and supports parent’s feelings where needed.
· Shares personal experience in an expert or inappropriate manner.
· Fosters an expert model instead of a collaborative model, whilst expecting a mastery model in the parents.
Does not reframe experiences from the child’s viewpoint and fails to modify parent’s negative attributions.
Collaborative Relationship Distinction 70+
· Demonstrates good rapport with every member of the group and encourages everyone to participate. Group discussions often involve more than one parental response. Clearly views every member of the group as equally important and valued.
· Demonstrates a skilled and consistent use of open ended questions to facilitate the discussion. Questions keep the topic relevant and on task.
· Is skilled in the use of paraphrasing and praise to reinforce parents’ ideas and foster parents self-learning.
· Uses a consistently problem solving approach and demonstrates a good balance between this and teaching.
· Demonstrates skills in supporting parents to learn from each other’s experiences.
· Clearly and consistently identifies and reinforces each parent’s strengths.
· Creates a feeling of safety among group members which allows parents to discuss difficult topics.
· Encourages and facilitates parents to be decision-makers and facilitates high levels of discussion and debate.
· All parents appear comfortable and there is a balanced level of involvement from all parents in the session.
· Demonstrates good skills in the appropriate use of humour and creates a validating yet optimistic approach from the parents.
· Consistently validates and supports parent’s feelings through the use of reflective statements and normalises problems when appropriate. Demonstrates skills in selecting moments to share personal experience in a manner which supports parents learning and experience.
· Consistently utilises a collaborative questioning style and rarely goes into a teaching role. Skilfully supports parents to realise a coping model rather than a mastery model.
· Utilises skills in thought challenging to modify parents’ negative attributions. Is able to adapt this questioning to help the parents experience things from their child’s viewpoint.
Knowledge & Group Ending
Very good pass with merit 60-69 / Pass 50-59 / Fail 0-49 / N/A
· Begins the discussion of the topic with open ended questions to get the parents to think about the importance of the topic.
· Demonstrates a sound knowledge of the topic being discussed.
· Completes a benefits and barriers exercise regarding the new topic.
· Utilises parent principles to highlight key learning.