PYMWES1-Working, Assessing and Engaging in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PYMFPC1, PYMEAC, PYMLIC1, PYMPES1 and PYMIES1 must be passed.
Co-requisites: PYMFPC1 Fundamental Principles for Working with Children and Young People and PYMEAC Engagement and Assessment of Common Mental Health Problems in Children and Young People and PYMLIC1 Evidence-Based Low Intensity Interventions for Children and Young People and PYMLIC1 Evidence-Based Low Intensity Interventions for Children and Young People and PYMIES1 Interventions for Emerging Mental Health Difficulties in Education Settings
Modules excluded:
Current from: 2021/2

Module Convenor: Mrs Charlene Wattley
Email: c.z.wattley@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) provide support and evidence-based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. An EMHP worker will need to have a good understanding of their working context and how their role sits within both their local and national system. This module consists of two main areas: the educational context and assessment and engagement of children, young people, and their families specific to the educational setting. First, students will understand the education setting, and the context in which they will be working, including legislative and policy frameworks, how schools/colleges are organised and challenges working with mental health issues in an educational setting. Students will then learn assessment and engagement skills particular to educational settings. This includes engagement skills with Children and Young People (CYP), families and education staff, assessment, diagnosis and signposting skills and awareness of neurological development.

Aims:

The module will equip students with the necessary knowledge, attitude and competence to operate effectively in an inclusive value driven education context: support them in gaining the relevant knowledge and ability to assesses and engage mental health difficulties in the context of education environments in collaboration with CYP, their families and education staff; help them to recognise and work with existing expertise in education settings; develop the ability to assess and identify areas of difficulty (including risk) and establish main areas for change; encourage them to establish and maintain a working therapeutic alliance and engage the child/young person/family and education staff to support them in self-management of recovery; equip them to identify and differentiate between common mental health problems in CYP and to identify and differentiate learning problems in CYP: including dyslexia, dyspraxia and dyscalculia; help them develop an awareness of SEND and role of SENCO in education settings and how to navigate and signpost to appropriate interventions; and equip them to confidently use Routine Outcome Measures and standardised assessment tools effectively in education settings.

Assessable learning outcomes:

Students must demonstrate

1. Understanding of the education context: education structure, professional practice and boundaries specific to education settings, and the individual nature of schools and colleges and how the role of EMHPs matches these variations.


2. Understanding of the role of EMHPs in education; the notion that EMHPs are part of a wider team, multiagency working. The roles of MHSTs in education and new mental health leads in schools/c olleges.


3. Professional practice and boundaries in education settings


4. Knowledge and understanding of relevant initiatives and polices to mental health within schools, including polices related to diversity and inclusion.


5. Knowledge and understanding of the organisation of schools and colleges including introduction to roles and responsibilities of key individuals and relevant policies, procedures and ethos associated with school. Schools and colleges mission, aims and values and how these are maintained and the wider context in which schools/colleges operate (SATS, GCSEs etc.)


6. Knowledge of and competence in responding to specific issues working with CYP, families and staff within education settings, such as understanding specific periods of stress in CYP’s educational journey