Mental Health Interventions with Young People and Families (Autism and Learning Disabilities)
| Module title | Mental Health Interventions with Young People and Families (Autism and Learning Disabilities) |
|---|---|
| Module code | PYC3030 |
| Academic year | 2023/4 |
| Credits | 20 |
| Module staff | Dr Kat Gardner () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 2 | 8 |
| Number students taking module (anticipated) | 7 |
|---|
Module description
This module will cover mental health interventions of young people and families, and builds on PYC3029 Assessment, Engagement and Formulation with Young People and Families (Autism and Learning Disabilities). Trainees will need to have completed the modules PYC3028 Autism-Learning Disability Core Knowledge and Skills and PYC3029 Assessment, Engagement and Formulation with Young People and Families (Autism and Learning Disabilities) to access this module. It provides an introduction to the broad principles of intervention response following assessment and the organisation of implementation teams in an efficient and cost-effective manner.
Some topics are more generic and will be suitable for all trainees (for instance, generic competencies, post diagnostic support for families, environmental management. Other topics may be more suitable for more specialist trainees (for instance specific interventions for core features of Autism and commonly occurring comorbidities and associated problems).
It is important to note that since both Autism and Learning Disability are long-term conditions, intervention needs to be planned and phased so as to be effective, efficient and cost-effective. Is not possible for all families to have intervention all the time but with a stepped care model and an integrated approach along the lines of chronic care models, much can be achieved. The need for cost effectiveness and efficiency means that only interventions with good current evidence should be implemented and that the IAPT training should concentrate on re-orientating skill sets of CAMHS teams towards evidence-based practice. The module recommendations rely on the work of the NICE 2013 evidence review and recommendations (CG170).
Should your attendance fall below 80% on this module, you will not be able to pass the module and you will be required to repeat the module.
Module aims - intentions of the module
Implicit in the module is a collaborative team approach to setting agreed goal and action plans based on the individualised assessment profile, the child’s/young person’s and carers’ perspectives. Also, awareness of possibilities for a cascading, "task shifting" model for the transmission of high-quality Autism core clinical competencies from consultants/ expert Autism/LD advisors/ senior specialist to local non-specialist providers (key workers, specialist nurses, Learning Support Assistants).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe specific models for post-diagnostic support for families
- 2. Discuss models for key working and case management
- 3. Knowledge and skills in adapting interventions for co-occurring conditions (e.g. anxiety, depression, ADHD) for autistic individuals and/or those with a LD
- 4. Describe approaches in maintaining safety for autistic individuals and/or those with a LD
- 5. Implement and facilitate specialist autism/LD interventions targeting core deficits
- 6. Understand models of training, supervision and consultation to work other professionals and staff in relation to supporting autistic individuals or those with a LD.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 7. Critique the wider ethical and professional issues encountered within autism and learning disability psychological therapy practice
- 8. Define the therapy practice problems that may be framed within unpredictable contexts, and think critically, creatively, and independently
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Reflect on personal practice, to set personal learning goals and evaluate progress
- 10. Communicate understanding of theory and application to practice in written and verbal formats
Syllabus plan
The module will be taught one day week through workshops and lectures with plenty of opportunities for discussion of clinical issues through simulation and problem-based learning. The module will cover:
- case management and interventions when working with autistic young people and//or those with a Learning Disability and their families;
- how to adapt interventions, multi-agency working including training, consultation post diagnostic support.
All sessions will include reference to literature, including research into outcome as well as embedding knowledge in clinical case materials to ensure transferability of knowledge and learning.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 132 | 68 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 77 | Teaching will be a combination of whole group lectures with small group work, combining didactic, experiential and discussion methods of teaching and learning aimed at increasing the knowledge of the participants (14 x 5.5 hour |
| Scheduled learning and teaching | 55 | Small group tutorials these will be used to debate and reflect upon salient practice issues |
| Guided independent study | 30 | Preparation of assignments |
| Guided independent study | 19 | Reading and preparation for workshops and tutorials |
| Guided independent study | 19 | Independent role playing/practice with colleagues or personal reflection to develop practice skills |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Video assessment of clinical skills via of video presentation | 20 minutes | 1-10 | Brief written summary |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 50 | 0 | 50 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Case presentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 50 | 30 minutes (allowing up to 10 minutes for the inclusion of two clips from clinical sessions). | 1-10 | Written |
| Video recording of competency skill in intervention plus self-rating of clinical skills and self-reflection on this process. (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 50 | Up to 90 minutes in duration Plus completion of a guided self-rating table and up to 750 words reflection | 1-10 | Written feedback using an adapted clinical competency assessment scale |
| Practice portfolio this is an assessment of competency and is pass/fail only (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 0 | 6000 words | 1-10 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Case presentation | Case presentation or brief written summary of section of case presentation which requires revision (up to 2000 words) | 1-10 | Four weeks from feedback |
| Video recording of competency skill in intervention plus self-rating of clinical skills and self-reflection on this process. | Video recording plus self-rating of clinical skills and self-reflection on this process. | 1-10 | Twelve weeks from feedback |
| Practice portfolio | Practice portfolio | 1-10 | 12 weeks after written submission |
Re-assessment notes
All elements of the assessment must be passed.
In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within the period specified above from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 40%.
If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module and as a consequence you will be failed in the programme and your registration as a student of the University will be terminated.
Indicative learning resources - Basic reading
- Autism in under 19s: recognition, referral and diagnosis, NICE guidelines [CG128] Published date: September 2011
- Challenging behaviour and learning disabilities: prevention and interventions for people with learning disabilities whose behaviour challenges, NICE guidelines [NG11] Published date: May 2015
- Autism in under 19s: support and management, NICE guidelines [CG170] Published date: August 2013
- Attwood, T. (2008) The Complete Guide to Asperger’s Syndrome. Jessica Kingsley
- Baron-Cohen, S. (2008) Autism and Asperger Syndrome – the Facts. Oxford University Press
- Emerson, E., and Einfeld, S.L. (2011) Challenging Behaviour. Cambridge University Press
- Emerson, E., Hatton, C., Dickson, K., Gona, R., Kaine, A., and Bromley, J. (2012) Clinical Psychology and People with Intellectual Disabilities. Wiley Series in Clinical Psychology
- Grandin, T. (2014) The Autistic Brain. Rider
- Todd, S. (2013) The Little Book of the Autism Spectrum. Crownhouse Publishing
Indicative learning resources - Web based and electronic resources
- ELE page: https://vle.exeter.ac.uk/course/view.php?id=7829 (all resources will be made available on ELE. This includes additional material covered in the tutorials, the required readings, information about assessment and additional material.)
- MindEd resources to supplement teaching
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | PYCM086 Autism/Learning Disability Core Knowledge and Skills and PYCM087 Assessment, Engagement and Formulation with Young People and Families (Autism and Learning Disabilities) |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 30/01/2019 |
| Last revision date | 18/07/2024 |
