PYMFPC1-Fundamental Principles for Working with Children and Young People

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PYMEAC1, PYMLIC1, PYMWES1, PYMPES1 and PYMIES1 must be passed.
Co-requisites: PYMEAC1 Engagement and Assessment of Common Mental Health Problems in Children and Young People and PYMLIC1 Evidence-Based Low Intensity Interventions for Children and Young People and PYMWES1 Working, Assessing and Engaging in Education Settings and PYMPES1 Common Problems and Processes in Education Settings and PYMIES1 Interventions for Emerging Mental Health Difficulties in Education Settings
Modules excluded:
Current from: 2022/3

Module Convenor: Ms Lizzie Elliott
Email: elizabeth.c.j.elliott@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity.Ìý The aims of the module are to engage students with the fundamental principles of Children and Young People’s Mental Health Programme (CYP MH; previously known as CYP IAPT) and to equip them with essential skills necessary to enhance their clinical work with children, young people and parents.Ìý ÌýIt provides an introduction to the CYP MH programme and shows how the students’ role links with other elements of the CYP MH programme.ÌýÌýÌýÌý

Aims:

Students will develop knowledge in the core values CYP MH including: the collaborative care model, meaningful participation, the active outcomes framework, equality of access, organisational change, promoting awareness, and an introduction to evidence-based practice.Ìý This module also includes the fundamental elements of safe and effective working with children, young people and families. Students will learn about confidentiality, consent, capacity and ethics, in addition to engagement skills.Ìý Students will develop knowledge of social and emotional development, and cognitive and moral development. Ìý

Overall, this module will provide students with the essential, basic necessary skills that form the foundation of an effective intervention.

Assessable learning outcomes:

Students must demonstrate:

• Basic knowledge of child and family development, and mental health in this population including knowledge of child and adolescent development, and of family development and transitions.


• Knowledge of legal frameworks relating to working with children and young people.


• Knowledge of, and ability to operate within, professional and ethical guidelines.


• Knowledge of, and ability to work with, issues of confidentiality, consent and capacity.


• Knowledge of and competence in working with and across agencies.


• Knowledge of and ability to respond to and manage concerns about child protection (in relation to emotional, sexual and physical abuse and indicators of neglect).


• Knowledge and competence in working with difference.


• Knowledge and competence in engaging and communicating with children, young people and their families/car ers:


• Ability to communicate with children and young people of differing ages, developmental level and background.


• Competence in engaging and involving children, young people and carers in a way that maximises their collaboration and engagement in mental health services.


• Knowledge in, and ability to convey the core principles of CYP MH and the active outcomes framework and use of routine outcome measures.


• Knowledge of how to support access to child and adolescent mental health services to the whole population and minimise disadvantage and discrimination.


• Competence in explaining the key principles of core, evidence-based therapies.


• Ability to use self-refection and supervision to enhance their clinical work.


• Understanding of how to use supervision to assist delivery of low-intensity psychological treatment programmes for common mental health problems.

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 e nd 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.

Ìý

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.Ìý

Contact hours

To include approximately 9 days in totalÌýto 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.ÌýThese wil l 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 course is 373.75 hours (65 University da ys; including university-directed learning days).Ìý

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There are three parts to this assessment.

1. In class test 1 (written questions completed under examination conditions).


2. Written assignment based on the formative assessment detailed below.

These two are equally weighted.

3. Roleplay 1 of an assessment session with a young person. This is a skills-based assessment.

This assessment is marked as Pass/Fail.

Formative assessment methods:

1) Presentation of a service-related problem-based-learning group task.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: