PY3LIC1-Evidence-Based Low Intensity Interventions for Children and Young People

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PY3FPC1, PY3EAC1, PY3WES1, PY3PES1 and PY3IES1 must be passed.
Co-requisites: PY3FPC1 Fundamental Principles for Working with Children and Young People and PY3EAC1 Engagement and Assessment of Common Mental Health Problems in Children and Young People and PY3WES1 Working, Assessing and Engaging in Education Settings and PY3PES1 Common Problems and Processes in Education Settings and PY3IES1 Interventions for Emerging Mental Health Difficulties in Education Settings
Modules excluded:
Current from: 2021/2

Module Convenor: Dr Alison Wheeler
Email: alison.wheeler@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) aid clinical improvement through the provision of information and support for evidence-based low-intensity psychological treatments for common mental health problems experienced by CYP. Low-intensity psychological treatments are informed by behaviour change models and strategies, place a greater emphasis on self-management, and are designed to be less burdensome than traditional psychological treatments.

Aims:

This module provides training in the overall delivery of interventions for mild - moderate low mood, anxiety and behavioural difficulties, informed by behaviour change models and strategies. Interventions are based on the most up-to-date evidence available and include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural principles, such as behavioural activation, exposure, cognitive restructuring, panic management, problem solving, CBT-informed sleep management, parent training and computerised cognitive behavioural therapy (cCBT) packages, as well as supporting physical exercise and medication adherence where appropriate. Skills teaching will develop students’ general and disorder-defined ‘specific factor’ competencies in the delivery of low-intensity treatments informed by cognitive-behavioural principles. Support is specifically designed to enable clients to optimise their use of self-management recovery information and may be delivered through face-to-face, online platforms, telephone, or other contact methods. Students must also be able to appropriately respond to any change in risk status.

Assessable learning outcomes:

Students must demonstrate:

1. Ability to critically evaluate a range of evidence-based interventions and strategies to assist CYPs and their parents manage their / their child’s emotional distress and disturbance.


2. Knowledge of, and competence in developing and maintaining a therapeutic alliance with CYPs / parents during their treatment programme, including dealing with issues and events that threaten the alliance.


3. Competence in planning a collaborative low-intensity psychological treatment programme for common mental health problems, including managing the ending of contact.


4. In-depth understanding of, and competence in the use of, a range of low-intensity, evidence-based psychological interventions for common mental health problems.


5. Knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.


6. Ability to critically evaluate the role of case management and stepped care approaches to managing common mental health problems including ongoing risk management appropriate to service protocols.


7. Competency in delivering low-intensity interventions using a range of methods including face-to-face, online platforms, telephone, and electronic communication.

Additional outcomes:

Outline content:

The module will comprise of in-class and online teaching, clinical skills practice/supervised clinical practice, supervision in-service and independent study.

Clinical Supervision

• Each student will have clinical supervision weekly in a group of no more than 6.


• Recorded material from training cases should be included at some point during a significant majority of supervision sessions.

At the end of the course when clinical work has been completed the supervisor will be asked to complete a pro-forma assessment form and indicate whether or not a student has reached a satisfactory level of clinical practice.

The teaching will be supplemented by an equivalent number of hours of clinical practice in the workplace under supervision of an experienced practitioner and supervisor.

Global context:

The content follows a national curriculum.

Brief description of teaching and learning methods:

The aims of this module will be achieved through a series of lectures, seminars, discussion groups, guided reading, self-practice/self-reflection activities, problem-based learning tasks, and independent study. Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback. In addition, they will be supplemented by e-learning material and experience of assessment and treatment of cl ients within the workplace (under close supervision in the workplace). Teaching will be provided by course tutors, with some national and international experts where appropriate.

Contact hours:

• To include approximately 16Ìýdays in total to be split between in-class and online teaching, clinical simulation, and university-directed learning days to be spent undertaking practice-based learning and e-learning activities.Ìý These will last from 9.30 to 4.30 pm unless otherwise stated. Teaching days comprise of 50% clinical skills practice on average. In addition, teaching will be supplemented by experience of assessment and treatment of clients within the workplace (supervised in the workplace).

Teaching contact hours:

• The total minimum teaching contact hours (including clinical skills workshops) across all modules for the EMHP cours e is 373.75 hours (65 University days; including university-directed learning days).

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There are three parts to this assessment.

1. Practical skills assessment of a recorded low-intensity treatment session with a child or young person treated by the student, in which the student is required to demonstrate skills in planning and implementing a low-intensity treatment programme. The client must be a different presentation to the recording submitted in PY3EAC (e.g. if a parenting client was submitted for PY3EAC, a behavioural treatment of anxiety or depression with an adolescent must be submitted for PY3LIC).Ìý


2. Written assignment including essay related to Practical skills assessment (assessment 1) in which students are also required to demonstrate knowledge and understanding of the presenting difficulties and the evidence-based intervention utilised.

These two assessments are equally weighted.

3. Portfolio of learning and clinical practice, including content relevant to all modules. This includes clinical log of cases, training log, reports on feedback from supervisors and young people and/or parents on their experience of the therapy offered and evidence of clinical competence across a number of areas.

This assessment is marked as Pass/Fail.

Formative assessment methods:

Penalties for late submission:

Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information:

Assessment requirements for a pass:

A mark of at least 50% (and no auto-fails) in the skills based assessment (assessment number 1).Ìý



A mark of at least 40% for the academic based assessment (assessment number 2).Ìý



A mark of ‘Pass’ on the practice outcomes Portfolio (assessment number 3).



100% attendance on taught days is expected. The minimum requirement is for 80% live attendance of teaching in each module in order to pass the programme.

If, for any reason, a trainee misses a teaching session, they will be expected to access a video of the missed teaching followed by either a tutorial or a 500 word reflection (as determined by the course team). Topping-up missed teaching in this way is evidenced in the Portfolio assessment which sits within PY3LIC-1. If attendance falls below 80% for any module it will not be possible to use top-up alone to compensate for missed sessions.Ìý

Reassessment arrangements:

Students who do not obtain the required pass mark in the assessed work will be given the opportunity to resubmit, on one further occasion, any individual assessment that has been failed. The resit grade cannot exceed 40% for the academic assessment and 50% for the skills-based assessment.

Completion of studies is dependent on employment within a MHST partnered with °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ and ongoing access to a CYPMH appropriate clinical caseload. Students must successfully pass all modules of the training programme. Therefore a student’s studies may be terminated if they are no longer working in a partnership service, no longer have access to an ongoing CYPMHÌýappropriate caseload, or fail coursework at second attempt.

Additional Costs (specified where applicable):

1) Required text books: None

2) Specialist equipment or materials: None

3) Specialist clothing, footwear or headgear: None

4) Printing and binding: None

5) Computers and devices with a particular specification: None

6) Travel, accommodation and subsistence: None

Last updated: 20 September 2021