PYMWES1-Working, Assessing and Engaging in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PYMFPC1, PYMEAC, PYMLIC1, PYMPES1 and PYMIES1 must be passed.
Co-requisites: PYMFPC1 Fundamental Principles for Working with Children and Young People and PYMEAC 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 PYMLIC1 Evidence-Based Low Intensity Interventions for Children and Young People and PYMIES1 Interventions for Emerging Mental Health Difficulties in Education Settings
Modules excluded:
Current from: 2022/3

Module Convenor: Mrs Charlene Wattley
Email: c.z.wattley@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) provide support and evidence-based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. An EMHP worker will need to have a good understanding of their working context and how their role sits within both their local and national system. This module consists of two main areas: the educational context and assessment and engagement of children, young people, and their families specific to the educational setting. First, students will understand the education setting, and the context in which they will be working, including legislative and policy frameworks, how schools/colleges are organised and challenges working with mental health issues in an educational setting. Students will then learn assessment and engagement skills particular to educational settings. This includes engagement skills with Children and Young People (CYP), families and education staff, assessment, diagnosis and signposting skills and awareness of neurological development.

Aims:

The module will equip students with the necessary knowledge, attitude and competence to operate effectively in an inclusive value driven education context: support them in gaining the relevant knowledge and ability to assesses and engage mental health difficulties in the context of education environments in collaboration with CYP, their families and education staff; help them to recognise and work with existing expertise in education settings; develop the ability to assess and identify areas of difficulty (including risk) and establish main areas for change; encourage them to establish and maintain a working therapeutic alliance and engage the child/young person/family and education staff to support them in self-management of recovery; equip them to identify and differentiate between common mental health problems in CYP and to identify and differentiate learning problems in CYP: including dyslexia, dyspraxia and dyscalculia; help them develop an awareness of SEND and role of SENCO in education settings and how to navigate and signpost to appropriate interventions; and equip them to confidently use Routine Outcome Measures and standardised assessment tools effectively in education settings.

Assessable learning outcomes:

Students must demonstrate

1. Understanding of the education context: education structure, professional practice and boundaries specific to education settings, and the individual nature of schools and colleges and how the role of EMHPs matches these variations.


2. Understanding of the role of EMHPs in education; the notion that EMHPs are part of a wider team, multiagency working. The roles of MHSTs in education and new mental health leads in schools/c olleges.


3. Professional practice and boundaries in education settings


4. Knowledge and understanding of relevant initiatives and polices to mental health within schools, including polices related to diversity and inclusion.


5. Knowledge and understanding of the organisation of schools and colleges including introduction to roles and responsibilities of key individuals and relevant policies, procedures and ethos associated with school. Schools and colleges mission, aims and values and how these are maintained and the wider context in which schools/colleges operate (SATS, GCSEs etc.)


6. Knowledge of and competence in responding to specific issues working with CYP, families and staff within education settings, such as understanding specific periods of stress in CYP’s educational journey including transitions between schools and tests and exams.


7. Understanding and competence in audit of mental health provisions and a ssessment of mental health need in education settings


8. Understanding of whole school / college approaches


9. Knowledge of, and competence in, risk assessment, safeguarding & management of risk specific to education settings


10. Knowledge and awareness of aspects of neurological development which may impact mental health and wellbeing, including how children and young people learn and learning problems; awareness of learning assessment for dyslexia, dys calculia, dyspraxia; awareness of speech and language development and problems; knowledge and awareness of learning disabilities and Autism Spectrum Disorders (ASD), and their impact in educational settings


11. Understanding of and competence in using measures, goal-setting & goal based outcomes in education settings

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.

< br />

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 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). 

Contact hours:

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

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

None

Summative assessment- Coursework and in-class tests:

There is only one assessment in this module.

1. Audit report of mental health provision in an education setting.

Formative assessment methods:

None

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: http://www.reading.ac.uk/web/files/qualitysupport/penaltiesforlatesubmissionPGflexible.pdf
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 50% on the assessment.

Level 7 students will be expected to evidence in-depth understanding of the topic and critical analytic skills in academic assessments.

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 50% for the academic assessment.

Completion of studies is dependent on employment within a MHST partnered with University of Reading and ongoing access to a CYPMH 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: 29 March 2022