PY3EAC1-Engagement and Assessment of Common Mental Health Problems in Children and Young People

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Email: h.l.whitney@reading.ac.uk

Type of module:

Summary module description:

Children and Young People’s Wellbeing Practitioners (CYP WPs) and Education Mental Health Practitioners (EMHPs) assess and support children and young people (CYP) with common mental health problems such as anxiety and depression. To do so they must be able to undertake a robust patient-centred assessment and be able to identify the main areas of concern relevant to the assessment undertaken. This module provides training in conducting assessment and includes: assessment of presenting difficulties; risk assessment; provisional diagnostic assessment; mental health clustering assessment; psychometric assessment (using CYP IAPT routine outcome monitoring - ROMs); problem-focused assessment; and intervention planning. In all these areas of assessment students need to be able to engage children, young people and their carers, and establish an appropriate relationship whilst gathering information in a collaborative manner.

Aims:

Students will develop knowledge of mental health disorders affecting CYP, and the evidence-based therapeutic options available, and be able to communicate this knowledge in a clear and unambiguous way so that informed treatment choices can be made. In addition, they will develop knowledge of behaviour change models and how these can inform choice of goals and interventions. This module will, therefore, equip students with a good understanding of the incidence, prevalence and presentation of common mental health problems in CYP, and evidenced-based treatment choices. Skills teaching will develop students’ core ‘common factors’ competencies of active listening, engagement, alliance building, patient-centred information gathering, information giving and shared decision making.

Assessable learning outcomes:

Additional outcomes:

Outline content:

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 clients 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 9 days in total to be split between in class teaching in theoretical teaching and clinical simulation, and the other days to be spent in the workplace undertaking practice-based learning and e-learning activities. These will last from 9.30 to 4.30 p.m. Unless otherwise stated, all teaching days comprise of 50% clinical skills practice.

Teaching contact hours:

• The total minimum teaching contact hours (including clinical skills workshops) across all modules for the WP course is 172.5 hours (30 University days; including workplace-based learning days).


• The total minimum teaching contact hours (including clinical skills workshops) for the EMHP course is 368 hours (64 University days; including workplace-based learning days).

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There are three parts to this assessment.

1. A practical skills assessment where trainees are required to demonstrate skills in engagement, assessment, information giving and shared decision making. The recording will be assessed using a standardised assessment measure. The assessment session must be with an adolescent with an anxiety disorder or a session with a parent accessing parent-led work (for a child experiencing anxiety or behavioural difficulties). The client must be a different presentation to the recording submitted in PY3LIC (e.g. if a parenting client is submitted for PY3EAC, a behavioural treatment of anxiety must be submitted for PY3LIC).


2. A written assignment on their work with the client in the practical skills assessment above (assessment 1) to include reflection on their clinical skills in the session.

These 2 assessments are equally weighted.

3. Successful completion of the following practice outcomes, to be assessed by means of a practice outcomes portfolio and signed off as satisfactory (PO 4, PO 5 and PO 6).

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: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

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



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



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



For WP for CYPs (graduate and postgraduate certificates), a minimum of 100% attendance is required. For EMHPs (graduate and postgraduate diploma), a minimum of 80% attendance is required. Note that certain teaching is mandatory (highlighted on timetable) for all students. Any student that misses a mandatory teaching session must attend a termly top-up meeting as scheduled in the timetable.

If, for any reason, a student does not complete the required attendance for their programme or requires further study in a particular area then they will be expected to attend the relevant top-up days.  The exact nature of the top-up days will be flexible in response to the needs of the individual students whereby they catch up on missed teaching, or assessments.  The top-up days require attendance in person.  Additional learning and self-study will take place remotely.  Students must ensure they are available to attend the University in person for all the top-up days, and not make any other arrangements during that time (e.g. book annual leave).  In practice, full attendance for all the top-up days may not be required.  If attendance falls below 80% for any module it will not be possible to use top-up days to compensate for missed sessions; this will need to be attended with another cohort.

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 or 50% for the skills-based assessment.

Completion of studies is dependent on employment within a CAMHS partnership of the Central and South CYP IAPT Collaborative and ongoing access to a CYP IAPT 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 CYP IAPT appropriate caseload, or fail coursework at second attempt.

Additional Costs (specified where applicable):

Last updated: 15 October 2019