PYMPES: Common Problems and Processes in Education Settings

Module code: PYMPES

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Kerry Cawte, email: kerry.cawte@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 5 August 2024

Overview

Module aims and purpose

As per the national EMHP curriculum (2020):

“EMHPs provide support and interventions in schools and colleges that acknowledge the broad range of difficulties experienced by many children and young people and which have adverse effects on their well-being. They will promote the well-being of children and young people by supporting their cognitive, emotional, social and physical development in the context of their family, school and other systems. The EMHP will draw on theory and research evidence about development and child and adolescent mental health to understand and to help children and young people to develop and increase support from their community of teachers, peers and family members. They will use psychological theories and models and psychoeducation to help children and young people understand and tolerate negative emotions.”

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate systematic and advanced understanding of common areas of adversity and disadvantage and the cumulative impact of these and associated risk factors.
2. Utilise knowledge and skills in supporting school / college staff, parents / carers and children and young people to identify common problems experienced by children and young people in schools and colleges and which have adverse effects of well-being, and to identify children and young people who are at risk of or are experiencing these common problems.
3. Apply skills and knowledge to help schools/ colleges, parents / carers and children and young people anticipate and manage common problems and support those who are experiencing them.

Module content

As per the national EMHP curriculum (2020):

“The EMHP will be able to understand common problems and experiences (including common areas of adversity and disadvantage) and support education staff through training, implementing peer mentoring approaches and supporting classroom management in education settings. Underpinning the EMHPs’ ability to understand and support these common problems and experiences are key common processes that underpin therapeutic and organisational work. EMHPs will need an understanding of the complexity of children’s, young peoples and families’ health, educational, social needs and the services available to support young people’s mental health. It is important for practitioners to be aware 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. Furthermore, they will need to demonstrate an understanding of what constitutes high-intensity Specialist CAMHS psychological treatment and how this differs from ‘low-intensity’ universal work within education settings, and hold and have access to knowledge of a wide range of social and health resources available through statutory and community agencies.”

Structure

Teaching and learning methods

Teaching sessions to develop critical awareness of theories, research, policies & legislation.

Experiential and skills-based workshops provide students with a strong foundation in the clinical procedures of low-intensity practice, addressing the most up-to-date research developments.

University-directed learning sessions utilise e-learning packages, guided research / reading, and individual or small group reflective exercises to support learning.

Self-directed study to include general reading for each module.

Study hours

At least 28.5 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A minimum 80% live attendance 
2. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

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

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students receive formative feedback opportunities on a range of presentation tasks undertaken in teaching and as part of the University Directed Learning days (such as written blogs, PBLs etc) within this module which feed forward to the summative presentation.

Reassessment

Additional costs