PY3PCS-Mental Health Prevention in Community and Primary Care Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Summer term module
Pre-requisites:
Non-modular pre-requisites: co-requisites must be passed
Co-requisites: PY3FPC Fundamental Principles for Working with Children and Young People PY3EAC Engagement and Assessment of Common Mental Health Problems in Children and Young People PY3LIC Brief Evidence-Based Interventions for Children and Young People with Common Mental Health Problems PY3WCS Working, Assessing and Engaging in Community and Primary Care Settings and PY3ICS Interventions for Emerging Mental Health Difficulties in Community and Primary Health Care Settings
Modules excluded:
Current from: 2022/3

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

Type of module:

Summary module description:

CWPs will be trained in two primary prevention approaches within community settings: training others and participation / engagement activity. To train others effectively CWPs need to identify and have awareness of common mental health difficulties, available resources and how to signpost within community settings. CWPs will support and provide structured workshops and training, based on principles of cognitive behaviour therapy, to children, young people parents / carers and health care staff. In addition, CWPs will be able to review, understand and support the development of participation of CYP and their families in community settings to improve access to, and effectiveness of, mental health support in these settings, using evidenced-based approaches to participation work.

Aims:

This module will help students to understand what steps are being taken by local community organizations to help their children and young people reduce the risks of low well-being (however that is construed) and to provide opportunities for them to increase their well-being; to understand the challenges that local communities face in supporting the well-being of their children and young people; to understand how to work with local communities to co-produce aims and strategies for increasing opportunities of well-being for local children, families and young people; and to train others in basic mental health intervention skills

Assessable learning outcomes:

Students must demonstrate

1. Ability to train others to identify and have awareness of common mental health difficulties, available resources and how to signpost within community settings. Where appropriate to support and provide structured workshops and training, based on principles of cognitive behaviour therapy, to help children, young people parents / carers and staff in community settings to manage anxiety and stress.


2. Ability to develop relationships with community groups, leaders and organisers to scope how local community services construe mental health difficulties and respond to them, including attitude to CAMHS - being sensitive to potential cross cultural differences; to understand how to find common languages for common purposes; and to scope what communities are already doing to prevent mental health problems in children and young people and how CWPs might be able to support or add value.


3. Understanding of how meaningful activities are related to wellbeing and mental health in children and young people, and ability to support CYP in accessing meaningful activities to support wellbeing.


4. Ability to review, understand and support the development of participation of CYP and their families in community settings.


5. Ability to critically evaluate the evidence for the effectiveness of participation as a vehicle to improve access and effectiveness of mental health support.

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 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 CWP course is 368 hours (64 taught days; inclu ding university-directed learning days). 

Contact hours:

	Autumn	Spring	Summer
Lectures			51.75
Guided independent study:
Other			148.25
Total hours by term	0	0	200
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Oral assessment and presentation	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There is only one assessment in this module.

• Presentation on interventions supporting staff training or participation development activity within community settings.

Formative assessment methods:

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: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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 50% on the 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. 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 50% for the assessments.

Completion of studies is dependent on employment within a CYPMH service 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: 

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 21 December 2022