Interventions for Emerging Mental Health Difficulties in Education Settings
| Module title | Interventions for Emerging Mental Health Difficulties in Education Settings |
|---|---|
| Module code | PYCM084 |
| Academic year | 2024/5 |
| Credits | 20 |
| Module staff | Dr Robert Kidney (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 5 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
Education Mental Health Practitioners (EHMP) will need to develop an awareness of emerging mental health difficulties in education settings and be able to intervene with parents / carers and school staff in these settings.
You will be taught intervention skills in the delivery of training and psychological support to groups both face to face and digitally (of Children and young people, parents and/or teachers). Key principles of working with groups (classes) will be addressed so that you are able to prepare appropriate materials, manage group processes, deliver training and/or support confidently, work in partnership with other professionals, and critically evaluation your own performance.
You will be expected to advise and support teachers and other school and college staff about the psychological effects of common problems in children and adolescents.
Module aims - intentions of the module
This module will equip EMHPs with a good understanding of the process of consultation and group work in schools and colleges in face to face and virtual settings. They will acquire a framework of key skills and knowledge through classroom teaching, experiential learning, role play, observation and supervised practice.
Specifically this module will aim:
- To develop competence in addressing early indicators of emerging mental health problems in an educational setting.
- To acquire skills of particular value in a school and college context working with large numbers of at risk children and young people.
- To learn to harness self-help and peer-support potential of children and young people (CYP) in educational settings.
- To acquire skills to train others in basic mental health intervention skills.
- To develop skills in co-ordinating with healthcare and other service providers.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand and apply invention approaches to support the role of an EMHP
- 2. Understand the skills in offering a model of consultation for use in schools in relation to common problems that children and young people experience
- 3. Develop competency in group work, (this may be with children or young people or parenting groups) in person or remotely.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Summarise basic and essential factual and conceptual knowledge of the subject, and demonstrate a critical understanding of this knowledge
- 5. Address systematically complex problems which may be framed within unpredictable contexts, think critically, creatively, and independently, and fully appreciate the complexities of the issues
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Evaluate your strengths and weaknesses, challenge received opinion and develop your own criteria and judgement, and to seek and make use of feedback
- 7. Manage your own learning using the full range of resources of the clinical discipline and with minimum guidance
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 EMHPs to support the use of consultation and group work.
You must develop an understanding of early intervention approaches, and develop competency in group work with children or young people and / or psychoeducation groups with parents. A focus will be placed upon supporting these different areas of intervention competency to be fully represented across individual Mental Health Support Teams (MHSTs).
Consultation to education staff: you must understand skills in offering consultation to school / college staff in relation to common problems that children and young people experience. Providing evidence based information on mental health issues.
Group work with children: specialist skills required for working with children and young people in groups will be covered.
Parenting groups: skills required to be able to lead parenting groups in education settings and work alongside other education staff and parents e.g. transition parenting groups, parenting groups that are universally available for working with behavioural difficulties.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 88 | 112 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 8 | Practical classes these will be used to develop and enhance clinical competencies through tutor supervised small group role-play |
| Scheduled learning and teaching | 78 | Lectures |
| Scheduled learning and teaching | 2 | Tutorials these will take the form of small group supervision sessions led by the tutor focussed upon completion of the portfolio |
| Guided independent study | 60 | Reading and preparation for seminars in flipped classroom delivery model |
| Guided independent study | 50 | Self-practice and self-reflection on role plays of interventions with fellow students undertaken outside of teaching sessions |
| Guided independent study | 2 | Undertaking structured reflective blogging of clinical practice in the workplace with patients |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Outine of group planning for mental health needs in an education setting | 500 words | 1, 3-7 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Clinical report (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) | 100 | 2500 words | 1, 3-7 | Written |
| Practice outcome document with portfolio assessment of service level applied competencies undertaken in clinical practice (this assessment is pass/fail only and must be passed; failure in this assessment will lead to failure in the module and the programme) | 0 | 800 words | 1-7 | 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 |
|---|---|---|---|
| Clinical report | Clinical report (100%) | 1, 3-7 | Three weeks from the date feedback was provided |
| Practice outcome document with portfolio assessment of service level applied competencies undertaken in clinical practice | Practice outcome document with portfolio assessment of service level applied competencies undertaken in clinical practice (0%) | 1-7 | Four weeks from the date feedback was provided |
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 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:
- Caplan, G., Caplan, R. B., & Erchul, W. P. (1994). Caplanian mental health consultation: Historical background and current status. Consulting Psychology Journal: Practice and Research, 46(4), 2.
- DeLucia-Waack, J. L. (2006). Leading psychoeducational groups for children and adolescents. Sage Publications.
- Erford, B. (2016). Group work in schools. Routledge.
- Lambert, N.M. (2004). Consultee-centered consultation: An international perspective on goals, process and theory. In N.M. Lambert, I. Hylander, & J.H. Sandoval (Eds.), Consultee-centered consultation: Improving the quality of professional services in schools and community organizations (pp.3-20). Lawrence Erlbaum Associates.
- Ringer, T. (2000). Group action. JKP
- Sandoval, J. H. (2013). An introduction to consultee-centered consultation in the schools: A step-by-step guide to the process and skills. Routledge.
Wider reading:
- Asen and Scholz (2009) Multi-family therapy. Routledge Department of health (2015). Future in mind: Promoting, protecting and improving our children and young people’s mental health and wellbeing. London: Department of Health.Kellett, S., Clarke, S., & Matthews, L., (2007). Delivering group psycho-educational CBT in primary care: Comparing outcomes with individual CBT and individual psychodynamic- interpersonal psychotherapy. British Journal of Clinical Psychology, 46, 211-222.
- Kellett, S., Newman, D.W., Matthews, L., & Swift, A., (2004). Increasing the effectiveness of large group format CBT via the application of practise-based evidence. Behavioural and Cognitive Psychotherapy, 32, 231-234.
- Kitchener, N.J., Edwards, D., & Wood, S., (2009). A randomised controlled trial comparing an adult education class using cognitive behavioural therapy (‘Stress Control’), anxiety management group treatment and a waiting list for anxiety disorders. Journal of Mental Health, 18, 307-314
- Norton, P. J., & Barrera, T. L.. (2012). Transdiagnostic versus diagnosis-specific CBT for anxiety disorders: A preliminary randomized controlled noninferiority trial. Depression and Anxiety, 10, 874-882.
- White, J. M. (2000). Treating anxiety and stress: A group psycho-educational approach using brief CBT. Wiley.
Indicative learning resources - Web based and electronic resources
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | None |
| Module co-requisites | PYCM079 Children and Young People’s Mental Health Settings: Context and Values, PYCM080 Fundamental Skills: Assessment and Engagement, PYCM081 Evidence-based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills), PYCM082 Working, Assessing and Engaging in Education Settings, and PYCM083 Common Problems and Processes in Education Settings |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 07/12/2018 |
| Last revision date | 08/12/2023 |
