PY3LIC: Brief Evidence-Based Interventions for Children and Young People with Common Mental Health Problems

Module code: PY3LIC

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

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Double Presentation: S1 & S2, and S2 & Summer

Module convenor: Dr Alison Wheeler, email: alison.wheeler@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: 23 May 2024

Overview

Module aims and purpose

As per the national curriculums for CWP/EMHP training (2020): CWPs/EMHPs “aid clinical improvement through the provision of information and evidence-based low-intensity psychological interventions, informed by behaviour change models and strategies. This module will equip practitioners with a good understanding of the process of therapeutic support and the management of individual children, young people and parents/carers experiencing anxiety, low mood and behavioural difficulties. Skills teaching will develop general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural and social learning principles.” 

Module learning outcomes

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

1. Demonstrate competence in planning a collaborative low-intensity psychological treatment programme for common mental health problems, delivered via a range of formats, including managing the ending of contact.  
2. Demonstrate in-depth understanding of, and competence in the use of, a range of low-intensity, evidence-based psychological interventions for common mental health problems with children, young people and their parents / carers  
3. Demonstrate in-depth knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.  
4. Demonstrate in-depth knowledge of, and competence in developing and maintaining a therapeutic alliance with CYP and their parents / carers during their treatment programme, including dealing with issues and events that threaten the alliance.  

Module content

As per the core national curriculums for both CWP and EMHP training programmes (2020):

“A range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural and social learning principles, such as behavioural activation, exposure, cognitive restructuring, problem solving, CBT-informed sleep management, parent training and computerised cognitive behavioural therapy (cCBT) packages, as well as supporting physical exercise. Support is specifically designed to enable children and young people and parents/carers to optimise their/their child’s use of self-management recovery information and may be delivered individually to children and young people or to their parents / carers through face-to-face work, remotely, telephone, email or other contact methods. CWPs/EMHPs must also be able to manage any change in risk status.”

Structure

Teaching and learning methods

Teaching sessions to develop critical awareness of theories, research, policies and 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, observation and feedback from peers and course tutors. 

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 Semester 2 and then repeated in Semester 2 and Summer Vacation. The 200 study hours are listed for the first iteration of teaching in Semester 1 and Semester 2, and these same study hours are repeated for the second iteration of teaching in Semester 2 and Summer Vacation. 

Study hours

At least 46 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 process report
2. A mark of 50%, with no auto-fails, in the practical skills asessment
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.

Minimum of two tutor observations of role play rehearsal of skills in teaching sessions, with oral feedback given. 

Reassessment

Additional costs