PY3WES: Working, Assessing and Engaging in Education Settings

Module code: PY3WES

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

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Charlene Wattley, email: c.z.wattley@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 EMHP curriculum (2020): “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. 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, EMHPs 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. EMHP will then learn assessment and engagement skills particular to educational settings. This includes engagement skills with Children and Young People, families and education staff, assessment, diagnosis and signposting skills and neurological development.” 

Module learning outcomes

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

1. Operate effectively in an inclusive value-driven education context, recognising and working with existing expertise in education settings. 
2. Demonstrate an in-depth understanding of the value of a whole school approach to mental health and wellbeing and the EMHPs role within this. 
3. Assess and identify areas of difficulty (including risk) and establish main areas for change, in collaboration with children, young people, their families and education staff. 
4. Utilise their awareness of learning problems and SEND to navigate and signpost to appropriate support and interventions. 

Module content

As per the national EMHP curriculum (2020): the module will support EMHPs to understand the education context and their role within this, maintaining professional practice and boundaries in education settings. They will learn about specific issues in working with children, young people, families and staff within education settings, including understanding specific periods of stress in CYP’s educational journey including transitions between schools and tests and exams, and techniques for engaging of harder to reach students in education settings. They will develop and understanding of whole school / college approaches to mental health and wellbeing. They will develop knowledge and awareness of risk assessment, safeguarding & management of risk specific to education settings, speech and language development and problems, how children and young people learn and learning problems such as dyslexia, dyscalculia, dyspraxia, learning disabilities and also Autistic Spectrum Disorder (ASD), and the impact of these difficulties in educational settings. They will learn how to use measures, goal-setting & goal based outcomes in education settings.  

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. 

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 report
2. A minimum of 80% live attendance
3. 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.

Students receive formative feedback opportunities on a range of tasks undertaken as part of the University Directed Learning days (such as written blogs, PBLs etc) within this module which feed forward to the summative report. 

Reassessment

Additional costs