PY3FPC1-Fundamental Principles for Working with 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: Co-requisites: PY3EAC1, PY3LIC1, PY3WES1, PY3PES1 and PY3IES1 must be passed.
Co-requisites: 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 and PY3IES1 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.  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.   It provides an introduction to the CYP MH programme and shows how the students’ role links with other elements of the CYP MH programme.

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.  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.  Students will develop knowledge of social and emotional development, and cognitive and moral development.  

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 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. Unless otherwise stated, all teaching days comprise of 50% clinical skills practice. 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 and online teaching, clinical simulation, and university-directed learning days to be spent undertaking practice-based learning and e-learning activities. 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 course is 373.75 hours (65 University days; including university-directed learning days).

Contact hours:

	Autumn	Spring	Summer
Lectures	51.75
Guided independent study:
Wider reading (independent)	148.25
Total hours by term	200	0	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	50
Class test administered by School	50

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. Roleplay1 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 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% on the academic based assessments (assessment numbers 1 and 2). 



A mark of ‘Pass’ on the skills based assessment (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.

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 assessments.

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 working in 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: 29 March 2022