PY3IES-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: 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 PY3WES Working, Assessing and Engaging in Education Settings PY3PES Common Problems and Processes in Education Settings
Modules excluded:
Current from: 2023/4
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.
Aims:
Key intervention skills will be taught in this module:
- 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. EMHPs will need to demonstrate competency in this area.
- Intervention skills: EHMWs will be taught to deliver training and 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 training and/or support confidently, work in partnership with other professionals, critically evaluate their own performance and assess outcomes. EMHPs will need to evidence competency in one of these two intervention areas i.e. group work with children or young people OR/ group work with parents.
This module will therefore equip EMHPs with a good understanding of the process of consultation and group work in schools and colleges. They will acquire a framework of key skills and knowledge through classroom teaching, experiential learning, role play, observation and supervised practice.
Assessable learning outcomes:
Students must demonstrate
- Knowledge and awareness of emerging mental health difficulties in education settings.
- An understanding of the role of consultation to education staff in relation to common problems that children and young people experience.
- Awareness of formal models of consultation.
- Knowledge of how to engage CYP and parents in different settings and contexts and an ability to work with social and cultural diversity and difference.
- Knowledge of specialist skills required for working with children and young people in groups.
- Knowledge of specialist skills required for delivering and facilitating parenting groups in education settings.
- A focus on clear, collaborative working with good communication skills with YP, parents and families, and education staff.
- Use of developmentally appropriate and engaging materials and language to support client motivation, engagement understanding of assessment and intervention process.
- Awareness of self-help and peer support potential in education settings.
- An understanding of the importance of measuring outcomes of group interventions and consultation. An ability to use PREMs and PROMs collaboratively and effectively, and as a core part of the supervision process.
- Knowledge of risk assessment and risk management delivery including working with risk and safeguarding within service based context and the local systems.
Additional outcomes:
Outline content:
The module will comprise of in-class 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 EMHP course is 368 hours (64 taught days; including u niversity-directed learning days).
| Autumn | Spring | Summer | |
| Lectures | 28.75 | 23 | |
| Guided independent study: | |||
| Wider reading (independent) | 81.25 | 67 | |
| Total hours by term | 0 | 110 | 90 |
| Total hours for module | 200 |
| Method | Percentage |
| Written assignment including essay | 100 |
Summative assessment- Examinations:
Summative assessment- Coursework and in-class tests:
A written assignment on a piece of group intervention or consultation work
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.
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. 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.
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Additional Costs (specified where applicable):
Last updated: 30 March 2023
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.