PY3IES1-Interventions for Emerging Mental Health Difficulties in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PY3FPC1, PY3EAC1, PY3LIC1, PY3WES1 and PY3PES1 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 PY3LIC1 Evidence-Based Low Intensity Interventions for Children and Young People and PY3WES1 Working, Assessing and Engaging in Education Settings and PY3PES1 Common Problems and Processes in Education Settings
Modules excluded:
Current from: 2021/2

Module Convenor: Dr Katherine Hindley
Email: k.l.hindley@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) will develop an awareness of emerging mental health difficulties in education settings and be able to intervene with parents/carers and school staff in these settings. Key intervention skills will be taught in this module: A) Consultation skills:  EMHPs will be expected to advise and support teachers and other school and college staff about the psychological effects of common problems in children and adolescents. Process consultation skills will provide a framework for the EMHP to offer consultation to staff in relation to specific children or young people, or in relation to vulnerable groups of children. B) Intervention skills: EMHPs will be taught to deliver psychological support to groups (of children and young people and to parents and/or teachers).   Key principles of working with groups will be addressed so that the EMHP can prepare appropriate materials, manage group processes, deliver interventions and/or support confidently, work in partnership with other professionals, critically evaluate their own performance and assess outcomes.  

Aims:

This module will equip students to deliver early intervention approaches in education settings, acquiring skills of particular value in a school or college context working with large numbers of at risk CYP. Students will develop competency in a model of consultation, and in facilitating group work in schools and colleges with CYP and with parents/carers. EMHPs will need to evidence competency in one of these two intervention areas i.e. group work or consultation.

Assessable learning outcomes:

Students must demonstrate

1. An understanding of the role of consultation to education staff in relation to common problems that children and young people experience.


2. Awareness of formal models of consultation.


3. Competence in offering consultation to education staff, and ability to provide evidence-based information on mental health issues.


4. Skills in coordinating with healthcare and other service providers.


5. Knowledge of, and competence in, specialist skills required for working with children and young people in groups, either in person or remotely.


6. Knowledge of, and competence in, specialist skills required for delivering and facilitating parenting groups in education settings focusing on psychoeducation and evidence-based strategies for supporting their child’s emotional wellbeing.

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.

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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 10 days 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. These will l ast 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 days; including university-directed learning days).

Contact hours:

	Autumn	Spring	Summer
Lectures		28.75	28.75
Guided independent study:
Wider reading (independent)		71.25	71.25
Total hours by term	0	100	100
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There is one part to this assessment.

1. A written assignment on a piece of group intervention or consultation work
   
    

Formative assessment methods:

None

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of at least 40% in the academic based assessment.

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..

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.

Completion of studies is dependent on employment within a MHST partnered with University of Reading and ongoing access to a CYP MH 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 employed by a partnership service, no longer have access to an ongoing CYP MH appropriate 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: 16 September 2021