PYMIES1-Interventions for Emerging Mental Health Difficulties in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: : PYMFPC1, PYMEAC1, PYMLIC1, PYMWES1 and PYMPES1 must be passed.
Co-requisites: PYMFPC1 Fundamental Principles for Working with Children and Young People and PYMEAC1 Engagement and Assessment of Common Mental Health Problems in Children and Young People and PYMLIC1 Evidence-Based Low Intensity Interventions for Children and Young People and PYMWES1 Working, Assessing and Engaging in Education Settings and PYMPES1 Common Problems and Processes in Education Settings
Modules excluded:
Current from: 2022/3

Module Convenor: Dr Katherine Hindley
Email: k.l.hindley@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) will develop an awareness of emerging mental health difficulties in education settings and be able to intervene with parents/carers and school staff in these settings. Key intervention skills will be taught in this module: A) Consultation skills: ÌýEMHPs will be expected to advise and support teachers and other school and college staff about the psychological effects of common problems in children and adolescents. Process consultation skills will provide a framework for the EMHP to offer consultation to staff in relation to specific children or young people, or in relation to vulnerable groups of children. B) Intervention skills: EMHPs will be taught to deliver psychological support to groups (of children and young people and to parents and/or teachers).ÌýÌý Key principles of working with groups will be addressed so that the EMHP can prepare appropriate materials, manage group processes, deliver interventions and/or support confidently, work in partnership with other professionals, critically evaluate their own performance and assess outcomes.ÌýÌý

Aims:

This module will equip students to deliver early intervention approaches in education settings, acquiring skills of particular value in a school or college context working with large numbers of at risk CYP. Students will develop competency in a model of consultation, and in facilitating group work in schools and colleges with CYP and with parents/carers.ÌýEMHPs will need to evidence competency in one of these two intervention areas i.e. group work or consultation.

Assessable learning outcomes:

Students must demonstrate

1. An understanding of the role of consultation to education staff in relation to common problems that children and young people experience.


2. Awareness of formal models of consultation.


3. Competence in offering consultation to education staff, and ability to provide evidence-based information on mental health issues.


4. Skills in coordinating with healthcare and other service providers.


5. Knowledge of, and competence in, specialist skills required for working with children and young people in groups, either in person or remotely.


6. Knowledge of, and competence in, specialist skills required for delivering and facilitating parenting groups in education settings focusing on psychoeducation and evidence-based strategies for supporting their child’s emotional wellbeing.

Additional outcomes:

Outline content:

The module will comprise of in-class and online 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.ÌýThes e will last 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).

Teaching contact hours:

The total minimum teaching contact hours (including clinical skills workshops) across all modules for the EMHP course is 373.75 hours (65 Universi ty days; including university-directed learning days).Ìý

Summative assessment- Examinations:

None

Summative assessment- Coursework and in-class tests:

There is one part to this assessment.

1. A written assignment on a piece of group intervention or consultation work.

Formative assessment methods:

None

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: