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Evidence-based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills)

Module description

A range of low intensity cognitive behavioural interventions are recommended by the National Institute for Health and Clinical Excellence (NICE) for the treatment of patients with mild-to-moderate common mental health problems, and are presented and used in a variety of methods used by different services and practitioners. The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive behaviour therapy (CBT) principles, such as behavioural activation, exposure, cognitive restructuring, panic management, problem solving, CBT-informed sleep management, and computerised cognitive behaviour therapy (cCBT) packages as well as supporting physical exercise and medication adherence.

In this module you will gain competency in adapting these interventions to working with children and young people (CYP) and their parents / carers. This will involve learning both the underpinning theory but also the practical skills and competences. You will be able to recognise appropriate interventions from those available, an appreciation of what makes a good self-help resource, develop key skills in motivating and supporting the use of self-help with CYP, their parents and carers and professionals. You will learn how to identify common problems arising and support the use of these interventions, and you will learn about motivational interviewing and continue your skills around the ‘COM-B’ model to aid this process. The module will also equip you with the knowledge and skills to deliver interventions individually through face-to-face, telephone, and remotely delivered contact methods, and also develop your skills in group delivery. You will learn how to end treatment with relapse prevention. A heavy focus upon clinical skills teaching will enhance your general and disorder-defined ‘specific factors’ competencies in support of these interventions. 

Module aims - intentions of the module

The aim of this module is to support you to acquire knowledge and skills in effective brief (low intensity) interventions for children, young people and family systems experiencing depression, anxiety, low mood and behavioural difficulties (including symptoms such as irritability or sleep difficulty), based on the most up to date evidence. To acquire knowledge of a range of interventions (including written and remotely delivered interventions) and services available to CYP and families across CYP agencies. 

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

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

• 1. Evaluate a range of evidence-based interventions and strategies to assist CYP from a diverse range of backgrounds and their parents manage their / their child’s emotional distress and disturbance.
• 2. Demonstrate knowledge of, and competence in developing and maintaining a therapeutic alliance with CYP from a diverse range of backgrounds and their parents / carers during their treatment programme, including dealing with issues and events that threaten the alliance.
• 3. Plan competently a collaborative low-intensity psychological treatment programme for common mental health problems, including managing the ending of contact
• 4. Describe in depth and use competently a range of low-intensity, evidence-based psychological interventions for common mental health problems
• 5. Use competently behaviour change models and strategies in the delivery of low-intensity interventions
• 6. Critically evaluate the role of case management and stepped care approaches to managing common mental health problems in primary care including ongoing risk management appropriate to service protocols
• 7. Support children and young people with medication for common mental disorders to help them optimise their use of pharmacological treatment and minimise any adverse effects
• 8. Deliver low-intensity interventions using a range of methods including face-to-face, and remote delivery methods such as telephone and electronic communication
• 9. Understanding of the benefits of remote working and the ability to adapt practice to support this in the delivery of low-intensity interventions

ILO: Discipline-specific skills

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

• 10. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge
• 11. 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...

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

Syllabus plan

The module content, module-specific learning objectives, style of delivery and assessment for this module are as informed by the curriculum for the training of Wellbeing Practitioners for Children and Young People (WPCYP) and Education Mental Health Practitioners (EMHP) to support the delivery of low intensity CBT / parent therapy associated with the Improving Access to Psychological Therapies (IAPT) programme. Teaching content will include:

Evidence-based interventions and strategies

• Developing and maintaining a therapeutic alliance
• Dealing with issues and events that disrupt the alliance – engaging patients
• Motivational interviewing
• Use of the COM-B model
• Supporting use of low intensity treatments
• Competence in introducing low intensity interventions (intervention specific and problem specific)
• Recognising common problems encountered by CYP and their families when using interventions
• Knowledge of the theory and various models:
  • Behavioural activation
  • Social learning theory
  • Problem solving
  • Exposure
  • Sleep management
  • Cognitive restructuring
  • Dealing with worry

Context of delivery

• Case management
• Risk management
• Supporting low intensity interventions (face-to-face, telephone, e-mail, group work)
• Remote working practice

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

Three summative assessments are required for this module. 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 referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 40%. (The pass mark for Clinical skills competency is 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

Core reading:

• Bennett-Levy, J., Richards, D., Farrand, P. et al (2010). Oxford guide to low intensity CBT interventions. Oxford University Press.
• Gallop, C., Fonagy, P., & Kidney, R. (2023). Low-intensity practice with children, young people and families. SAGE.
• Richards, D & Whyte, M (2011) Reach Out. (3^rd edition) Retrieved from: Reach_Out_3rd_edition.pdf (exeter.ac.uk)

Wider reading:

• Clark, D. A. (2013). Cognitive restructuring. The Wiley handbook of cognitive behavioral therapy, 1-22.
• Dugas, M. J., & Ladouceur, R. (2000). Treatment of GAD: Targeting intolerance of uncertainty in two types of worry. Behavior modification, 24(5), 635-657.
• Ekers, D., Webster, L., Van Straten, A., Cuijpers, P., Richards, D., & Gilbody, S. (2014). Behavioural activation for depression; an update of meta-analysis of effectiveness and sub group analysis. PloS one, 9(6), e100100.
• Farrand, P., & Woodford, J. (2013). Impact of support on the effectiveness of written cognitive behavioural self-help: A systematic review and meta-analysis of randomised controlled trials.Clinical Psychology Review, 33(1), 182-195
• Kendall, P. C., & Hedtke, K.A. (2006). Cognitive behavioural therapy for anxious children: Therapist manual.                   Workbook Publishing.
• Lovell, K., Bower, P., Gellatly, J., Byford, S., Bee, P., McMillan, D., ... & Roberts, C. (2017). Clinical effectiveness, cost-effectiveness and acceptability of low-intensity interventions in the management of obsessive–compulsive disorder: the Obsessive–Compulsive Treatment Efficacy randomised controlled Trial (OCTET). Health Technology Assessment, 21(37), 1-132.
• Papworth, M.A. (2020). How to Beat Fears and Phobias One Step at a Time. London: Little Brown Books.
• Reynolds, S. & Pass, L. (2020). Brief Behavioural Activation for Adolescent Depression: A Clinician’s Manual and Session-by-Session Guide. Jessica Kingsley Publishers

Indicative learning resources - Web based and electronic resources

• ELE page: https://vle.exeter.ac.uk/course/view.php?id=7741 and https://vle.exeter.ac.uk/course/view.php?id=7761

Key words search

Improving Access to Psychological Therapies, IAPT, CYP, children and young people, low intensity, cognitive behavioural therapy, common mental health problems, primary care, evidence based psychological therapies, clinical competency