PY3FPC1-Fundamental Principles for Working with Children and Young People

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: For CWP students PYMEAC and PYMLIC must be passed. For EMHP students, PYMEAC, PYMLIC, PYMWES, PYMPES and PYMIES must be passed.
Co-requisites:
Modules excluded:
Current from: 2020/1

Email: alison.wheeler@reading.ac.uk

Type of module:

Summary module description:

Children and Young People’s Wellbeing Practitioners (CWPs) and Education Mental Health Practitioners (EMHPs) operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity.Ìý The aims of the module are to engage students with the fundamental principles of Children and Young People’s Mental Health Programme (CYP MH; previously known as CYP CYP MH) and to equip them with essential skills necessary to enhance their clinical work with children, young people and parents.Ìý ÌýIt provides an introduction to the CYP MHMH programme and shows how the students’ role links with other elements of the CYP MHMH programme.ÌýÌý

Aims:

Students will develop knowledge in the core values CYP MHCYP MH including: core values of CYP MHCYP MH, the collaborative care model, meaningful participation, the active outcomes framework, equality of access, organisational change, and an introduction to evidence-based practice.Ìý This module also includes the fundamental elements of safe and effective working with children, young people and families.Ìý Students will learn about confidentiality, consent capacity and ethics.Ìý Students will develop knowledge of social and emotional development, and cognitive and moral development. Ìý

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

Assessable learning outcomes:

• Students must demonstrate:

• Basic knowledge of child and family development, and mental health in this population including knowledge of child and adolescent development, and of family development and transitions and Knowledge and understanding of mental health problems in children, young people and adults.

• Knowledge of, and competence in working within, relevant professional and medico-legal frameworks:

• Kn owledge of legal frameworks relating to working with children and young people.

• Knowledge of, and ability to operate within, professional and ethical guidelines.

• Knowledge of, and ability to work with, issues of confidentiality, consent and capacity.

• Knowledge of and competence in working with and across agencies.

• Knowledge of and ability to respond to and manage concerns about child prote ction (in relation to emotional, sexual and physical abuse and indicators of neglect).

• Knowledge and competence in working with difference.

• Knowledge and competence in engaging and communicating with children, young people and their families/carers:

• Ability to engage and work with families, parents and carers.

• Ability to communicate with children and young people of differing ages, develop mental level and background.

• Knowledge of psychopharmacology in child and adolescent work.

• Competence in applying knowledge of outcome measurement.

• Competence in engaging and involving children, young people and carers in a way that maximises their collaboration and engagement in mental health services.

• Knowledge in, and ability to convey the core principles of CYP MHCYP MH and the active outcomes framework, and use of routine outcome measures.

• Knowledge of how to support access to child and adolescent mental health services to the whole population and minimise disadvantage and discrimination.

• Competence in explaining the key principles of core, evidence-based therapies.

• Ability to use self-refection and supervision to enhance their clinical work.

• Understanding of how to us e supervision to assist delivery of low-intensity psychological treatment programmes for common mental health problems.

Additional outcomes:

Outline content:

The module will comprise of in-class teaching, clinical skills practice/supervised clinical practice, supervision in-service and independent study.Ìý

Clinical Supervision

• Each student will have clinical supervision weekly in a group of no more than 6.Ìý

• 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 c linical 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. Unless otherwise stated, all teaching days comprise of 50% clinical skills practice. 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 clients within the workplace under close supervision in the workplace). Teaching will be provided by course tutors, with some national and international experts where appropriate.Ìý

Contact hours

• To include approximately 8 days in total to be split between in class teaching and theoretical teaching and clinical simulation, and days to be spent in the workplace und ertaking practice-based learning and e-learning activities. These will last from 9.30 to 4.30 p.m. Unless otherwise stated, all teaching days comprise of 50% clinical skills practice. In addition, they will be supplemented by experience of assessment and treatment of clients within the workplace (supervised in the workplace).Ìý

Teaching contact hours:Ìý

The total minimum teaching contact hours (including clinical skills workshops) across all modules for th e CWP course is 189.75 hours ( 33 University days; including workplace-based learning days).Ìý

The total minimum teaching contact hours (including clinical skills workshops) for the EMHP course is 368 hours (64 University days; including workplace-based learning days).Ìý

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There are three parts to this assessment.

1. In class test 1 (short answer and multiple choice questions completed under examination conditions).


2. Written assignment based on the formative presentation detailed below.

These two are equally weighted.

Roleplay1 of an assessment session with a young person. This is a skills-based assessment.

This assessment is marked as Pass/Fail

Formative assessment methods:

1) Presentation of a service related problem-based-learning task.

Penalties for late submission:

Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information:

Assessment requirements for a pass:

A mark of at least 40% on theÌýacademic based assessments (assessment numbers 1 and 2).Ìý



A mark of ‘Pass’ on the skills based assessment (assessment number 3)

For CWPs (graduate and postgraduate certificates), a minimum of 100% attendance is required and a minimum of 80% of this must be face to face. For EMHPs (graduate and postgraduate diplomas), a minimum of 80% attendance is required. Note that certain teaching is mandatory (highlighted on timetable) for all students. Any student that misses a mandatory teaching session must attend a termly top-up meeting as scheduled in the timetable. This is evidenced in the Portfolio assessment which sits within PY3LIC-1.

If, for any reason, a student does not complete the required attendance for their programme or requires further study in a particular area then they will be expected to attend the relevant top-up days.Ìý The exact nature of the top-up days will be flexible in response to the needs of the individual students whereby they catch up on missed teaching, or assessments.Ìý The top-up days require students to watch video recordings of teaching accessed remotely along with any additional learning and self-study..Ìý In practice, full attendance for all the top-up days may not be required.Ìý If face to face attendance falls below 80% for any module it will not be possible to use top-up days to compensate for missed sessions; this will need to be attended with another cohort.

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 50% for the practical skills assessment and 40% for the academic assessment.

Completion of studies is dependent on employment within a CAMHS or Trailblazer partnership of the Central and South CYP MHCYP MH Collaborative and ongoing access to a CYP MHCYP 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 working in a partnership service, no longer have access to an ongoing CYP MHCYP MH appropriate caseload, or fail coursework at second attempt.

Additional Costs (specified where applicable):

Last updated: 8 March 2021