PYMWES1-Working, Assessing and Engaging in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PYMFPC1, PYMEAC, PYMLIC1, PYMPES1 and PYMIES1 must be passed.
Co-requisites: PYMFPC1 Fundamental Principles for Working with Children and Young People and PYMEAC 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 PYMLIC1 Evidence-Based Low Intensity Interventions for Children and Young People and PYMIES1 Interventions for Emerging Mental Health Difficulties in Education Settings
Modules excluded:
Current from: 2022/3

Module Convenor: Mrs Charlene Wattley
Email: c.z.wattley@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. 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. 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, students 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. Students 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 awareness of neurological development.

Aims:

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. Understanding of the education context: education structure, professional practice and boundaries specific to education settings, and the individual nature of schools and colleges and how the role of EMHPs matches these variations.


2. Understanding of the role of EMHPs in education; the notion that EMHPs are part of a wider team, multiagency working. The roles of MHSTs in education and new mental health leads in schools/c olleges.


3. Professional practice and boundaries in education settings


4. Knowledge and understanding of relevant initiatives and polices to mental health within schools, including polices related to diversity and inclusion.


5. Knowledge and understanding of the organisation of schools and colleges including introduction to roles and responsibilities of key individuals and relevant policies, procedures and ethos associated with school. Schools and colleges mission, aims and values and how these are maintained and the wider context in which schools/colleges operate (SATS, GCSEs etc.)


6. Knowledge of and competence in responding to specific issues working with CYP, families and staff within education settings, such as understanding specific periods of stress in CYP’s educational journey including transitions between schools and tests and exams.


7. Understanding and competence in audit of mental health provisions and a ssessment of mental health need in education settings


8. Understanding of whole school / college approaches


9. Knowledge of, and competence in, risk assessment, safeguarding & management of risk specific to education settings


10. Knowledge and awareness of aspects of neurological development which may impact mental health and wellbeing, including how children and young people learn and learning problems; awareness of learning assessment for dyslexia, dys calculia, dyspraxia; awareness of speech and language development and problems; knowledge and awareness of learning disabilities and Autism Spectrum Disorders (ASD), and their impact in educational settings


11. Understanding of and competence in using measures, goal-setting & goal based outcomes in education settings

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.ÌýThese wil l 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 University da ys; including university-directed learning days).Ìý

Summative assessment- Examinations:

None

Summative assessment- Coursework and in-class tests:

There is only one assessment in this module.

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

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: