Children and Young People's Mental Health Settings: Context and Values
|Module title||Children and Young People's Mental Health Settings: Context and Values|
Dr Robert Kidney (Convenor)
|Number students taking module (anticipated)|
Description - summary of the module content
The Five Year Forward View report (2016) provides an indicative trajectory for increased access to services recognising that this will require a significant expansion of the workforce. It makes clear that the Children and Young People’s Mental Health Service (CYPMHS) workforce will need an additional 17000 practitioners over the next four years to close the gap between demand and provision for evidence-based mental health treatments for children and young people. This report challenges us to ensure there is a step-change in the accessibility of support for children young people and their families, to tackle mild to moderate presentations in a timely and effective manner and to accelerate the identification and triaging of more complex cases for appropriate treatment.
It is proposed that a new training scheme is delivered to create a new cadre of psychological practitioners capable of delivering high-quality, evidence-based interventions for mild to moderate difficulties in a way that can be efficiently brought to scale. The initiative proposes to make more effective use of the large cohorts of very able graduates in Psychology and related disciplines – as well as those with equivalent training and experience – to deliver and support, under supervision, brief, outcome-focused evidence-based interventions for children’s mental health difficulties.
Wellbeing Practitioners for Child and Young People (CWP) and Education Mental Health Practitioners (EMHP) operate at all times from an inclusive values base which promotes recovery, and recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the worker is operating. Workers must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. You must be able to respond to people’s needs sensitively with regard to all aspects of diversity. You will learn to demonstrate a commitment to equal opportunities for all and encourage people’s active participation in every aspect of care and treatment. You will also demonstrate an understanding and awareness of the power issues in professional / patient relationships and take steps in your clinical practice to reduce any potential for negative impact this may have. This module will, therefore, expose you to the concept of diversity, inclusion and multi-culturalism and equip you with the necessary knowledge, attitudes and competencies to operate in an inclusive values driven service. You will also learn to manage caseloads, operate safely and to high standards and use supervision to aid your clinical decision-making. You will need to recognise the limitations to your competence and role and direct young people and families to resources appropriate to their needs, including step-up to high-intensity therapy, when beyond your competence and role.
Module aims - intentions of the module
In this module you will develop your knowledge in the core principles held by WPCYP and EMHP practitioners and you will become skilled in enhancing your work with children, young people and their families/parents. This module underpins module PYCM080 (Fundamental Skills: Assessment and Engagement) and PYCM081 (Evidence-based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills). This module is to provide you with the necessary knowledge, attitude and competence to operate effectively in an inclusive, values driven service and in the wider services context. This module will enable you to develop knowledge and skills in the following areas:
- Service context, principles and policy – local and national
- Service role and overview of roles
- Multi agency working and navigation, (including context of service delivery)
- Legal/professional issues, (incl. legal framework, ethics, confidentiality, capacity/consent)
- Child, youth and family development and transitions
- Working with families and systems
- Diversity and culture, social inclusion
- Caseload and clinical management, use of supervision, liaison and clinical decision-making.
- Collaborative practice and participation
- Outcomes informed practice
- Understanding social roles, group and intuitional dynamics and appreciative enquiry
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Engage and involve children, young people and parents in a way that maximises their collaboration and engagement in mental health services and related settings and contexts including remote working
- 2. Understand and effectively convey the core principles of CYP-IAPT and the active outcomes frames and use routine outcome measures
- 3. Support access to child and adolescent mental health services and support to the whole population and minimise disadvantage and discrimination
- 4. Explain the key principles of core, evidence-based therapies
- 5. Use effectively self-reflection and supervision to enhance your clinical work
- 6. Commit to a non-discriminatory, recovery-orientated values base to mental health care and to equal opportunities for all and encourage children and young peoples active participation in every aspect of care and treatment
- 7. Demonstrate respect for individual differences in age, language, developmental stage, physical and sensory needs, sexuality, disability, gender, spirituality, race and culture
- 8. Apply a critical understanding of power issues in professional / service user relationships to inform your own practice
- 9. Manage competently, efficiently and safely a caseload of children and young people with common mental health problems
- 10. Gather competently CYP patient-centred information on education, training and employment needs, wellbeing and social inclusion and liaise with and signpost to other agencies
- 11. Demonstrate knowledge and competency in working within your own level of competence and boundaries of competence and role, and work within a team and with other agencies with additional specific roles which cannot be fulfilled by you alone
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 12. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge
- 13. Address systematically complex problems which may be framed within unpredictable contexts, think critically, creatively, and independently, and fully appreciate the complexities of the issues
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 14. Evaluate your strengths and weaknesses, challenge received opinion and develop your own criteria and judgement, and to seek and make use of feedback
- 15. Manage your own learning using the full range of resources of the clinical discipline and with minimum guidance
The module content, module-specific learning objectives, style of delivery and assessment for this module are as informed by the curriculum for the training of WPCYPs and EMHWs to support the delivery of low intensity Cognitive Behavioural Therapy (CBT) and parent therapy associated with the Improving Access to Psychological Therapies (IAPT) programme. Teaching content will include:
Adaptations to Support Working with Diversity:
- Non-discriminatory recovery-orientated values to mental health
- Respecting individual differences related to age, sexuality, disability, gender, spirituality, race and culture
- Responding appropriately to children and young people with diverse needs
- Use of translation services where appropriate
- Understanding physical and sensory problems and access difficulties
- Services for people with physical and sensory problems
- Equal opportunities
- Encouraging active participation in care and treatments
- Power issues in treatment and therapy
- Professional/patient relationships
- Clinical Skills supervision
- Case management supervision
- Collaborative care
- Appreciating personal limitations
- Stepped care and high intensity psychological therapy
- Core competencies associated with the role of a WPCYP and EMHP
- Personal and professional development planning
Psychosocial Support for Recovery:
- Education, training, employment, occupational and wellbeing strategies
- Gathering CYP patient-centred information on education, training and employment needs, wellbeing and social inclusion
- Community, statutory and voluntary sector
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching||22||Practical classes these will be used to develop and enhance clinical competencies through tutor supervised small group role-play|
|Scheduled learning and teaching||16||Lectures|
|Scheduled learning and teaching||8||Seminars these will be led by the tutor and engage you in discussion concerning relevant topics concerning diversity|
|Scheduled learning and teaching||4||Tutorials these will take the form of small group supervision sessions led by the tutor focussed upon completion of the portfolio|
|Guided independent study||64||Reading and preparation for seminars in flipped classroom delivery model|
|Guided independent study||42||Self-practice and self-reflection on role plays of interventions with fellow students undertaken outside of teaching sessions|
|Guided independent study||44||Undertaking structured reflective blogging of clinical practice in the workplace with patients|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Professional practice document||1200 words||1, 3, 5-6, 8, 11, 14-15||Written|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Examination (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||60||1 hour||1-2, 4, 6, 8, 12, 15||Written|
|Voiced PowerPoint presentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme)||40||10 minutes||1-3, 7, 11-13, 15||Written|
|Practice outcome document assessment of service level applied competencies undertaken in clinical practice (this assessment is pass/fail only and must be passed; failure in this assessment will lead to failure in the module and the programme)||0||800 words||1-3, 5, 9-10, 14||Written|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Examination||Examination||1-2, 4, 6, 8, 12, 15||Four weeks from the date feedback was provided|
|Voiced PowerPoint presentation||Voiced PowerPoint presentation||1-3, 7, 11-13, 15||Four weeks from the date feedback was provided|
|Practice outcome document||Practice outcome document||1-3, 5, 9-10, 14||Four weeks from the date feedback was provided|
Three assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within the period specified above from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
- Bennett-Levy, J., Richards, D., Farrand, P. et al (2010). Oxford guide to low intensity CBT interventions. Oxford: Oxford University Press.
- Child IAPT National curriculum (2012). London: Department of Health
- O’Hagan, K. (2001). Cultural competence in the caring professions. London: Jessica Kingsley.
- Repper, J., & Perkins, R. (2003). Social inclusion and recovery. London: Bailliere Tindall.
- Roth, A. D., & Pilling, S. (2007). Core competencies required to deliver effective psychological therapies. London: HMSO, Department of Health.
- Fonagy, P., & Target, M. (2005). What works for whom: a critical review for children and adolescents. London: Routledge
- Baruch, G., Fonagy, P., & Robins (2007). Reaching the hard to reach. Sussex: John Wiley and Sons.
- Department of Health (2017). Transforming children and young people’s mental health provision: A green paper.
- Department of Health (2015). Future in mind. Promoting, protecting and improving our children and young people’s mental health and wellbeing
- Lester, H., & Glasby, J. (2006). Mental health policy and practice. Basingstoke: Palgrave Macmillan.
- Pilgrim, D., & Rogers, A. (2005). Sociology of mental health. Maidenhead: Open University Press.
- Rogers, A., & Pilgrim, D. (2003). Mental health and Inequality. Basingstoke: Palgrave Macmillan.
- Thornicroft, G. (2006). Shunned: Discrimination against people with mental Illness. Oxford: Oxford University Press.
Indicative learning resources - Web based and electronic resources
- ELE page: https://vle.exeter.ac.uk/course/view.php?id=7741 and https://vle.exeter.ac.uk/course/view.php?id=7761
Module has an active ELE page
PYCM080 Fundamental Skills: Assessment and Engagement and PYCM081 Evidence-based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills)
|NQF level (module)|
|Available as distance learning?|
|Last revision date|