PY3FPC: Fundamental Principles for Working with Children and Young People

Module code: PY3FPC

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Double Presentation: Semester 1 / 2

Module convenor: Mr Bertie Finch, email: r.finch@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 6 August 2024

Overview

Module aims and purpose

As per the national curricula for CWP/EMHP training (2023): CWPs/EMHPs “operate at all times from an inclusive values base which promotes recovery, and recognises and respects diversity. Practitioners will learn to demonstrate a commitment to equal opportunities for all and encourage children and young people’s active participation in every aspect of their care and treatment. This module will develop the practitioners’ knowledge in the core principles of CYP IAPT and in becoming skilled in enhancing their work with children, young people and their families/parents. This module will provide the CWPs/EMHPs with the necessary knowledge, attitude and competence to operate effectively in an inclusive, values-driven service and in the wider services context.”

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate an in-depth understanding of and effectively convey the five core principles underpinning the CWP/EMHP programmes (accessibility, awareness, evidence-based practice, participation, accountability), and demonstrate their ability to apply these principles to clinical practice.
2. Support access to child and adolescent mental health services and support to the whole population and minimise disadvantage and discrimination.
3. Engage and involve children, young people and parents / carers in a way that maximises their collaboration and engagement in mental health services and related settings and contexts.
4. Apply an in-depth knowledge of ethical and inclusive practice and an in-depth understanding of professionalism, with effective use self-refection and supervision to enhance their clinical work.

Module content

As per the national curriculums for CWP/EMHP training (2023):

“Practitioners must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. They must be able to respond to children and young people’s needs sensitively with regard to all aspects of diversity. The CWPs/EMHPs will learn to demonstrate a commitment to equal opportunities for all and encourage children and young people’s active participation in every aspect of care and treatment. They will also demonstrate an understanding and awareness of the power issues in professional/student/client relationships and take steps in their clinical practice to reduce any potential for negative impact this may have. This module will, therefore, expose them to the concept of diversity, inclusion and multi-culturalism and equip them with the necessary knowledge, attitudes and competencies to operate in an inclusive, values driven service. They will also learn to manage caseloads, operate safely and to high standards and use supervision to aid their clinical decision-making. They will need to recognise the limitations to their competence and role and direct children, young people and families to resources appropriate to their needs, including step-up to high-intensity therapy, when beyond competence and role.”

Overall, this module will provide students with the essential, basic necessary skills that form the foundation of an effective intervention.

Structure

Teaching and learning methods

Teaching sessions to develop critical awareness of theories, research, policies & legislation.

Experiential and skills-based workshops provide students with a strong foundation in the clinical procedures of low-intensity practice, addressing the most up-to-date research developments.

Skills-based competencies will be developed through small group experiential work and role plays in workshops.

University-directed learning sessions utilise e-learning packages, guided research / reading, and individual or small group reflective exercises to support learning.

Self-directed study to include general reading for each module. Video resources will be available to allow students to see examples of clinical therapy sessions and clinical demonstrations of specific techniques.

This module is taught twice to two different cohorts of students - first in Semester 1 and then repeated in Semester 2. The 200 study hours are listed for the first iteration of teaching in Semester 1, and these same study hours are repeated for the second iteration of teaching in Semester 2. 

Study hours

At least 28.5 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 40% in the academic assessment
2. A mark of 50% in the practical skills assessments with no auto-fails in the summative skills-based role play assessment. This is to ensure clinical competence in practice and the safety of clients.
3.  A minimum of 80% live attendance
4. An overall module mark of 40%

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Group presentation of a service-related problem-based-learning group task.

Written reflections on the service-related problem-based-learning group task.

Submission of an example clinical record following role play assessment.

Reassessment

Additional costs