Working with CYP and Families with Complex Mental Health Needs: Therapeutic Skills and Interventions to Improve Psychological Wellbeing

Module title	Working with CYP and Families with Complex Mental Health Needs: Therapeutic Skills and Interventions to Improve Psychological Wellbeing
Module code	PYCM119
Academic year	2023/4
Credits	20
Module staff	Mr Bob Williams (Convenor)

Duration: Term	1	2	3
Duration: Weeks	10	0	10

Number students taking module (anticipated)	31

Module description

This module will equip you as a YIPP with a good understanding of and the ability to contribute to the process, under supervision, of therapeutic support and the management of individual young people (and parents / carers) experiencing severe and complex mental health difficulties in inpatient and community settings. As a YIPP you will support the process of a whole team and whole system approach to risk management, developing the ability to assess and manage a range of risk factors and presentations in this context. You will develop an understanding of the application of positive / therapeutic risk management and harm minimizations and be able to identify appropriate actions following risk assessment. You will develop the ability to establish and maintain therapeutic alliances with young people 8 and their parents / carers in this context and interpersonal boundaries that will support therapeutic risk management. You will understand and develop the ability to implement strategies, under supervision, to support active risk management including supporting young people with daily skills and self-care. As a YIPP you will deliver appropriate skills and interventions to improve psychological wellbeing, anxiety and low mood in young people and their parents / carers in this context. You will actively contribute to whole team formulations, behaviour change models and strategies to support emotion regulation and distress tolerance.

Module aims - intentions of the module

1. To equip you with the skills to support psychological intervention under close supervision

2. To deliver appropriate skills to stabilize and improve psychological wellbeing

3. To learn brief interventions, which can be delivered (under supervision) from community to inpatient and back

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Understand the use of relevant code of practice guidelines for children and young people and the least restrictive practice (Refer to Practitioners Handbook for crisis and Inpatient CAMHS). Provide interventions within the least restrictive environment and using least restrictive practice
2. Recognise the interaction between psychological states and physical risk and implement a framework to reduce use of physical intervention
3. Use a holistic risk assessment within an agreed framework to develop a risk management plan, including contributing to MDT risk management plans, to mitigate risks such as neglect, self-harm, suicidal intent/acts, absconsion/running away, substance misuse, physical aggression, restricted eating/binge/purge, offending behaviour, and risk associated with mobile phones and social media. This will include demonstrating understanding and skills in risk assessment and positive/therapeutic risk management/harm minimization, including involving the parents and family or carer effectively in supporting the young person and in risk management, recognising them as a helpful resource and partner where appropriate
4. Demonstrate an understanding of the impact of secondary trauma
5. Understand and contribute to the management of difficult/highly expressed emotions
6. Establish and maintain therapeutic alliances and set and manage clear interpersonal boundaries
7. Develop skills in supporting social skills, communication, sleep self-care, daily living skills, self-soothing, relaxation, play, distraction, physical exercise, acceptance, interests
8. Explore motivation to change and ensure that early changes provide steps for further change and re-evaluation of treatment targets

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

9. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge
10. Review and evaluate established work and identify some of the strengths and weaknesses of this work

ILO: Personal and key skills

On successfully completing the module you will be able to...

11. Record accurately interviews and questionnaire assessments using paper and electronic record-keeping systems
12. Evaluate your strengths and weaknesses, challenge received opinion, develop your own criteria and judgement, and seek and make use of feedback

Syllabus plan

The module content, module-specific learning objectives, style of delivery and assessment for this module are informed by the National Curriculum for Youth Intensive Psychological Practitioners –Teaching content will include:

Therapeutic risk assessment and risk management
Working systemically with risk in families and systems
Practice skills to support psychological interventions
Overview and introduction to brief interventions, which can be delivered (under supervision) from community to inpatient and back
Working with the least restrictive practice
Understanding high expression emotion, de-escalation and physical interventions
Legal/professional issues
Reflective practice, secondary trauma, managing boundaries and de-briefing
Assessing motivation to change and motivational interviewing
Understanding specific risks associated with adolescence i.e. use of social media, mobiles, sexual exploitation

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
90	110	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled learning and teaching	80	Practical classes these will be used to develop clinical competencies through tutor supervised small group role-play, lectures and seminars
Scheduled learning and teaching	10	Tutorials these will take the form of small group sessions led by the tutor
Guided independent study	40	Reading and preparation for seminars and/or flipped classroom delivery model
Guided independent study	40	Self-practice and self-reflection on role plays of assessments with fellow students undertaken outside of teaching sessions
Guided independent study	30	Develop an understanding of service-related clinical protocols, policies and procedures to inform practice, and develop knowledge of role

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
A video recording or clinical competency simulation, and accompanying critical commentary, demonstrating skills in planning and implementing brief interventions to support psychological wellbeing in this context	45min 60min with 1000-word commentary	ILOs 2, 3, 4, 5, 6, 7, 8, 12	Written

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
0	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
A video recording or clinical competency simulation, and accompanying critical commentary, demonstrating skills in planning and implementing brief interventions to support psychological wellbeing in this context	50	45min 60min with 1000-word commentary	ILOs 2, 3, 4, 5, 6, 7, 8, 12	Written
Clinical Portfolio including Supervision report 3 (see supervision and practice requirements above)	0	n/a	1-12	Written
Practice Outcome document C: Trainees will be required to demonstrate competence in the clinical practice outcomes related to working effectively in teams, supporting transitions, working with systems. The supervisor will sign off this summative POD once they are satisfied the trainee has demonstrated competence in all areas	0	n/a	1-12	Written and verbal
A written case study demonstrating skills in assessing, planning and implementing brief interventions to support psychological wellbeing in this context	50	3000 words	1-12	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
A video recording or clinical competency simulation, and accompanying critical commentary, demonstrating skills in planning and implementing brief interventions to support psychological wellbeing in this context	A video recording or clinical competency simulation demonstrating skills in planning and implementing brief interventions to support psychological wellbeing in this context	2, 3, 4, 5, 6, 7, 8, 12	Four weeks from the date feedback was provided
Clinical portfolio including supervision report III (0% pass/fail)	Clinical portfolio including supervision report III	1-12	Four weeks from the date feedback was provided
Practice outcome document C: (0% pass/fail)	Practice outcome document C:	1-12	Four weeks from the date feedback was provided
Case study (50%)	Case study	1-12	Four weeks from the date feedback was provided

Re-assessment notes

In all cases re-assessment will be the same as the original assessment, although it may be appropriate for there to be an individual reassessment of elements of the group presentation. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks 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 the programme.

Indicative learning resources - Basic reading

General:

Addis, M. E., & Martell, C. R. (2004). Overcoming depression one step at a time. New Harbinger
Bennett-Levy, J., Richards, D., Farrand, P., Christensen, H., Griffiths, K., Kavanagh, D. J., Klein, B., Lau. M. A., Proudfoot, J., Ritterband, L., White, J., & Williams, C. (2010). Oxford guide to low intensity CBT interventions. Oxford University Press
Bennett-Levy, J., Butler, G., Fennell, M., Hackmann, A., Mueller, M., & Westbrook, D. (2004). Oxford guide to behavioural experiments in cognitive therapy. Oxford University Press
Burton, M., Pavard, E., & Williams, B. (2014). An introduction to child and adolescent mental health. Sage
Carr, A. (2000). What works with children and adolescents? A critical review of psychological interventions with children, adolescents and their families.Routledge

Cartwright-Hatton, S., Laskey, B., Rust, S., & McNally, D. (2010). From timid to tiger. A treatment manual for parenting the anxious Child. Wiley
Cooper, M., Hooper, C., & Thompson, M. (2005). Child and adolescent mental health. Theory and practice. Hodder Arnold
Dogra, N., Parkin. A., Gale, F., & Frake, C. (2002). Child and adolescent mental health for front-line professionals. Jessica Kingsley Publishing
Friedberg, R. D., & McClure, J. M. (2002). Clinical practice of cognitive therapy with children and adolescents: The nuts and bolts. Guilford Press
Fuggle, P., Dunsmuir, S., & Curry,V. (2013). CBT with children, young people and families. Sage
Gellety, J., Bower, P., Hennessy, S. Richards, D., Gilbody, S., & Lovell, K. (2007). What makes self –help interventions effective in the management of depressive symptoms? Meta-analysis and meta-regression. Psychological Medicine, 37, 1217-1228
Graham, P. (2013). Cognitive behaviour therapy for children and families. (3^rd edition). Cambridge University press
Grant, A., Townend, M., Mulhern, R., & Short, N. (2010). Cognitive behavioural therapy in mental health care. (2^nd Edition). Sage Publications
Greenberger, D., & Padesky, C. A. (1995). Mind over mood: A cognitive therapy treatment manual for clients. New York: Guildford Press
Howard, C., Burton, M., & Levermore, D. (2019). Children’s mental health and emotional well-being in primary schools. Learning Matters
Kedar, N. D., & Harper, P. B. (2004). Promoting the emotional well-being of children and adolescents and preventing their mental ill health. Jessica Kingsley Publishing
Kendall, P. C., Beidas, R. S., & Mauro, C. M. (2013). Brief coping cat: The 8 session coping cat workbook. Workbook publishing
Kendall, P. C., Crawley, S. A., Benjamin, C. L., & Mauro, C. F. (2013). Brief coping cat: Therapist manual for the 8 session coping cat workbook. Workbook publishing
Kendall, P. C., & Hedtke, K. A. (2006). The coping cat workbook(2^nd Edition). Workbook Publishing
Kendall, P. C., & Hedtke, K.A. (2006). Cognitive behavioural therapy for anxious children: Therapist manual. Workbook Publishing
Kennerley, H., Kirk, J., & Westbrook, D. (2016). An introduction to cognitive behaviour therapy: Skills and applications. Sage
Kinsella, P., & Garland, A. (2008). Cognitive behavioural therapy for mental health workers – A beginner’s guide. Routledge
Lejuez, C. W., Hopko, D. R., & Hopko, S. D. (2001). A brief behavioral activation treatment for depression: Treatment manual. Behavior Modification, 25, 255-286
March, J. S., & Mulle, K. (1998). OCD in children and adolescents: A cognitive-behavioural treatment manual. Guilford Press
Martel, C. R., Addis, M. E., & Jacobson N. S. (2001). Depression in context: Strategies for guided action. W W Norton and co
Martell, C. R., Dimidjian, S., & Herman-Dunn, R. (2010). Behavioral activation for depression: A clinician’s guide. New York
Myles, P., & Rushforth, D. (2007). A complete guide to primary care mental health. Robinson
Reynolds, S., & Pass, L. (2021). Brief behavioural activation for adolescent depression: A clinician’s manual and step by step guide. Jessica Kingsley Publishers
Ritschel, L. A., Ramirez, C. A., Jones, M., & Craighead, W. E. (2011). Behavioral activation for depressed teens: A pilot study. Cognitive and Behavioral Practice, 18, 281–299
Roth, A., & Fonagy, P. (2006). What works for whom? (2^nd edition). Guildford Press
Stallard, P. (2002). Think good, feel good: A cognitive behaviour therapy workbook for children and young people. John Wiley & Sons
Stallard, P. (2002). A clinicians guide to think good, feel good: Using CBT with children and young people. John Wiley & Sons
Stallard, P. (2009) Anxiety – Cognitive behaviour therapy with children and young people. Routledge
Verduyn, C., Rogers, J., & Wood, A. (2009). Depression: Cognitive behaviour therapy with children and young people. Routledge
Webster-Stratton, C. (2004). How to promote children’s social and emotional competence (7th edition). Sage Publications
Williams, C. (2012). Overcoming anxiety: A five areas approach. Arnold

Working with families and systems:

Fonagy, P. and Target, M. (2005). What works for whom: a critical review for children and adolescents. London: Routledge
Dallos, R. and Draper, R. (2010) An introduction to family therapy and systemic practice. Buckingham: OUP.
Day, R. (2010) Introduction to family processes. New York: Routledge
Rivett, M. and Street, E. (2009) Family therapy: 100 key ideas and techniques. London: Routledge
Rivett, M and Street, E. (2003) Family therapy in focus. London: Sage
Smith-Acuna, S. (2011) Systemic theory in action. New Jersey: Wiley and Sons
Sprenkle, D. and Piercy, F. (2005) Research methods in family therapy. New York: Guilford
Gehart, D. (2010) Mastering competencies in family therapy. Belmont CA; Brooks/Cole, Cengage Learning
Patterson, J.; Williams, L.; Edwards, T.; Chamow, L and Grauf-Grounds, C. (2009) Essential skills in family therapy. New York: Guilford
Pilling, S.; Roth, A. and Stratton, P. (2010) The competencies required to deliver effective systemic therapies http://www.ucl.ac.uk/clinical-psychology/CORE/systemic_framework.htm
Stanton, M. and Welsh, R. (2011) Speciality competencies in couple and family psychology. New York: Oxford University Press
Williams, L.; Edwards, T.; Patterson, J. and Chamow, L. (2011) Essential assessment skills for couple and family therapy. New York; Guilford

Working with eating disorders:

Eisler I, Lock J and Le Grange D (2010) Family-based treatments for adolescent anorexia nervosa. In Grilo C and Mitchell J (Eds) The Treatment of Eating Disorders New York, Guilford Press
Simic M and Eisler I (2012) Family and Multifamily Therapy. In Fox J and Goss K (eds) Eating and its Disorders. Oxford, Willey-Blackwell
Eisler, Simic and colleagues (2012) Maudsley Child and Adolescents Eating Disorders Service model and treatment manual for single and multi-family therapy for adolescent anorexia nervosa. Unpublished treatment manual. South London and Maudsley NHS Foundation Trust
NICE (2004) Eating Disorders: Core Interventions in the Treatment and Management of Anorexia Nervosa, Bulimia Nervosa and Related Eating Disorders. A National Clinical Practice Guideline. London: National Institute for Clinical Excellence

Working with conduct disorder, self-harm and adolescent depression:

Henggeler, S.; Schoenwald, S.; Borduin, C.; Rowland, M. and Cuningham, P. (2009) Multisystemic therapy for antisocial behaviour in children and adolescents. New York: Guilford
Sexton, T. (2011) Functional family therapy in clinical practice. New York: Routledge

Diversity:

Beck, A., Naz, S., Brooks, M., & Jankowska, M., (2019). IAPT BAME Service User Positive Practice Guide, Retrieved from BABCP website: https://www.babcp.com/files/About/BAME/IAPT-BAME-PPG-2019.pdf
Bernal, G. and Domenech Rodriguez, M. (2015). Cultural Adaptations. Washington: American Psychological Association

Beck, A. (2016). Transcultural Cognitive Behavioural Therapy for Anxiety and Depression: A Practical Guide. London: Routledge/Taylor & Francis Group
Thornicroft, G. (2006). Shunned: Discrimination Against People with Mental Illness. Oxford: Oxford University Press

Indicative learning resources - Web based and electronic resources

pntal health by the deadline. ectronic copy et on the timetable and write your name in the comments to mark your attendance. MindEd sessions

Reach Out– Low Intensity Manual

National Programme Student Materials to Support the Delivery of Training for Psychological Wellbeing Practitioners Delivering Low Intensity Interventions

https://cedar.exeter.ac.uk/media/universityofexeter/schoolofpsychology/cedar/documents/Reach_Out_3rd_edition.pdf

Low Intensity Workbooks

Behavioural experiments workbook with children and young people: https://swcypiapt.com/resources/publications/

PWP workbooks

https://cedar.exeter.ac.uk/iapt/iaptinterventions/

NICE Guidelines

CG113

National Institute for Health and Clinical Excellence (2011). Generalised anxiety disorder and panic disorder in adults: management https://www.nice.org.uk/guidance/cg113

NG134

National Institute for Health and Clinical Excellence. (2005). Depression in children and young people: Identification and management https://www.nice.org.uk/guidance/ng134

CG31

National Institute for Health and Clinical Excellence. (2005). Obsessive-compulsive disorder and body dysmorphic disorder: treatment https://www.nice.org.uk/guidance/cg31

TA102

National Institute for Health and Clinical Excellence. (2006). Parent-training/education programmes in the management of children with conduct disorders.

https://www.nice.org.uk/sharedlearning/solihull-approach-parenting-group

PH20

National Institute for Health and Clinical Excellence. (2009). Social and emotional wellbeing in secondary education https://www.nice.org.uk/guidance/ph20

Websites

http://www.camhsnetwork.co.uk

http://www.cypiapt.org/children-and-young-peoples-project.php?accesscheck=%2Findex.php

https://swcypiapt.com/about/

https://www.minded.org.uk

http://www.ucl.ac.uk/CORE

No Health without Mental Health:

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_123766

Roth & Pilling (2007) & Roth, Calder & Pilling (NHS Education for Scotland Competence Framework for Workers in CAMHS Settings, 2011):

http://www.ucl.ac.uk/clinical-psychology/CORE/competence_frameworks.htm

Indicative learning resources - Other resources

Referencing: Please follow APA guidelines for referencing (7^th Edition). For more information, see: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

Key words search

Youth Intensive Psychological Practitioners, YIPP, Low Intensity, Young People Common Mental Health Problems, Inpatient, Evidence Based Psychological Therapies, Clinical Competency

Credit value	20
Module ECTS	10
Module pre-requisites	Children & Young People’s Mental Health Settings: Context and Values Working with Young people and their Families with severe and complex mental health needs: Assessment, Engagement and Formulation
Module co-requisites	None
NQF level (module)	7
Available as distance learning?	No
Origin date	21/02/2022
Last revision date	14/03/2023