PY3WES-Working, Assessing and Engaging in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PY3FPC, PY3EAC, PY3LIC, PY3PES and PY3IES must be passed.
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Dr Alison Wheeler
Email: alison.wheeler@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (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. Ìý

An EMHP worker will need to have a good understanding of their working context and how their role sits within both their local and national system.

Aims:

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 and have been designed as counterparts to modules 1 and 2. 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 (CYP), families and education staff, assessment, diagnosis and signposting skills and neurological development.

The module will equip students with the necessary knowledge, attitude and competence to operate effectively in an inclusive value driven education context: support them in gaining the relevant knowledge and ability to assesses and engage mental health difficulties in the context of education environments in collaboration with CYP, their families and education staff; help them to recognise and work with existing expertise in education settings; develop the ability to assess and identify areas of difficulty (including risk) and establish main areas for change; encourage them to establish and maintain a working therapeutic alliance and engage the child/young person/family and education staff to support them in self-management of recovery; equip them to identify and differentiate between common mental health problems in CYP and to identify and differentiate learning problems in CYP: including dyslexia, dyspraxia and dyscalculia; help them develop an awareness of SEND and role of SENCO in education settings and how to navigate and signpost to appropriate interventions; and equip them to confidently use Routine Outcome Measures and standardised assessment tools effectively in education settings.

Assessable learning outcomes:

Students must demonstrate

1. A thorough understanding of the EMHPs’ working context and how the role sits within both the local and national system.


2. Knowledge of the principles and rationale of EMHP approaches.


3. An ability to establish and manage therapeutic boundaries and manage caseload with appropriate managerial supervision to operate safely in accordance with the professional role.


4. An ability to maintain the professional/client relationship when it is under threat and to deal with the emotional content of sessions.


5. An understanding of the complexity of children’s, young people’s and families’ health, educational, social needs and the services available to support young people’s mental health.Ìý
   
   
   
   1. Awareness of the limitations of their professional role, to recognise when and where it is appropriate to seek further advice or signpost clients to other services or specialist CAMHS.
   
   
   
   


6. An understanding of what constitutes high-intensity Specialist CAMHS psychological treatment and how this differs from ‘low-intensity’ Universal CAMHS work and hold and have access to knowledge of a wide range of social and health resources available through statutory and community agencies.


7. An understanding how evidence informs clinical practice in CAMHS.


8. A commitment to equal opportunities for all and enable staff to encourage people’s active participation in care.
   
   
   
   1. Understanding and awareness of the power issues in professional /patient relationships and reflect on how to reduce any potential for negative impact these may have.
   
   
   2. Understanding stigma in relation to mental health and how this may impact on families, cultures and communities.
   
   
   
   


9. An ability to utilise: Clinical Supervision; Case load Supervision; Line Management Supervision.


10. A commitment to operating at all times from an inclusive values base which promotes recovery and recognises and respects diversity and demonstrate:
    
    
    
    1. Knowledge of the needs of children and young people in relation to their physical, social, cognitive and emotional development e.g. need for attachment relationships, education, appropriate patterns of diet, sleep and exercise.
    
    
    2. Knowledge of normal child and adolescent development and its impact on behaviour.
    
    
    3. Knowledge of age appropriate and problematic behaviour.
    
    
    4. Knowledge of the contexts in which the child/young person and their family needs to be viewed.
    
    
    5. Knowledge of different family structures and compositions.
    
    
    6. Knowledge of the potential impact of significant family transitions (e.g. birth of new family member, starting school, bereavement).
    
    
    7. Knowledge of the potential impact of social adversity on families (e.g. loss, abuse, social change, socio- economic disadvantage, health inequality).
    
    
    
    


11. An understanding of the skills required for shared decision making that ensures clinicians work with parents/carers, young people and their systems in a fully collaborative manner.


12. An understanding of the procedures required to obtain appropriate consent.


13. An understanding of the perspective of the child, young person and their parents and develop a shared understanding of any difficulties.


14. An ability to reflect on own learning and clinical skills, prepare for and use supervision to enhance own learning and clinical outcomes for the child, young person and family.


15. An ability to use and explain the use of a range of routine outcome measures with children, young people and parents.

Additional outcomes:

Outline content:

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

Clinical Supervision



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

• 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 clinical 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. 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 cl ients 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 10 days in totalÌýto be split between in-class and online teaching, clinical simulation, and university-directed learning days to be spent undertaking practice-based learning and e-learning activities.ÌýThese will l ast from 9.30 to 4.30 pm unless otherwise stated. Teaching days comprise of 50% clinical skills practice on average. In addition, teaching will be supplemented by experience of assessment and treatment of clients within the workplace (supervised in the workplace).

ÌýTeaching contact hours:

The total minimum teaching contact hours (including clinical skills workshops) across all modules for the EMHP course is 368 hours (64 taught days; including univers ity-directed learning days).

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	28.75	28.75
Guided independent study:	71.25	71.25
Ìý	Ìý	Ìý	Ìý
Total hours by term	100	100	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There is only one assessment in this module.

1. Audit report of mental health needs in an education setting.

Formative assessment methods:

Penalties for late submission:

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

• 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 five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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.

Assessment requirements for a pass:

A mark of at least 40% in the assessment.

Ìý

100% attendance on taught days is expected. The minimum requirement is for 80% live attendance of teaching in each module in order to pass the programme.

If, for any reason, a trainee misses a teaching session, they will be expected to access a video of the missed teaching followed by either a tutorial or a 500 word reflection (as determined by the course team). Topping-up missed teaching in this way is evidenced in the Portfolio assessment which sits within PY3LIC. If attendance falls below 80% for any module it will not be possible to use top-up alone to compensate for missed sessions.

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 40%.

Ìý

Completion of studies is dependent on employment within a MHST partnered with ºÚ¹Ï³ÔÁÏÍø and ongoing access to a CYP MHappropriate 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 employed by a partnership service, no longer have access to an ongoing CYP MH appropriate caseload, or fail coursework at second attempt.

Additional Costs (specified where applicable):

Last updated: 26 September 2022