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Mental Health Interventions with Young People and Families (Autism and Learning Disabilities)

Module description

This module will cover mental health interventions of young people and families, and builds on PYCM087 Assessment, Engagement and Formulation with Young People and Families (Autism and Learning Disabilities). Trainees will need to have completed the modules PYCM086 Autism-Learning Disability Core Knowledge and Skills and PYCM087 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 (LD) 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).

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 and/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

Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

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)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

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 50%.

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

Key words search

Autistic Spectrum Conditions, Autistic Spectrum Disorders, ASC, ASD, learning disability, LD Key Skills, CYP IAPT