PY3LIC-Brief Evidence-Based Interventions for Children and Young People with Common Mental Health Problems

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites: PY3FPC and PY3EAC. In addition, for EMHP students, PY3WES, PY3PES and PY3IES must be passed. For CWP students, PY3WCS, PY3PCS and PY3ICS must be passed.
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Alison Wheeler
Email: alison.wheeler@reading.ac.uk

Type of module:

Summary module description:

Children’s Wellbeing Practitioners (CWPs) and Education Mental Health Practitioners (EMHPs) aid clinical improvement through the provision of information and support for evidence-based low-intensity psychological treatments for common mental health problems experienced by CYP. Low-intensity psychological treatments are informed by behaviour change models and strategies, place a greater emphasis on self-management, and are designed to be less burdensome than traditional psychological treatments.

Aims:

This module provides training in the overall delivery of interventions for mild - moderate low mood, anxiety, and behavioural difficulties, informed by behaviour change models and strategies, and social learning theory. Interventions are based on the most up-to-date evidence available and include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural principles, such as behavioural activation, exposure, cognitive restructuring, panic management, problem solving, CBT-informed sleep management, parent training and computerised cognitive behavioural therapy (cCBT) packages, as well as supporting physical exercise and medication adherence where appropriate. Skills teaching will develop students’ general and disorder-defined ‘specific factor’ competencies in the delivery of low-intensity treatments informed by cognitive-behavioural principles. Support is specifically designed to enable clients to optimise their use of self-management recovery information and may be delivered through face-to-face, online platforms, telephone, or other contact methods. Students must also be able to appropriately respond to any change in risk status.

Assessable learning outcomes:

Students must demonstrate:

1. Ability to critically evaluate a range of evidence-based interventions and strategies to assist CYPs manage their emotional distress and disturbance.


2. Knowledge of, and competence in developing and maintaining a therapeutic alliance with CYPs (and parents) during their treatment programme, including dealing with issues and events that threaten the alliance.


3. Competence in planning a collaborative low-intensity psychological treatment programme for common mental health problems, including managing the ending of contact.


4. In-depth understanding of, and competence in the use of, a range of low-intensity, evidence-based psychological interventions for common mental health problems.


5. Knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.


6. Ability to critically evaluate the role of case management and stepped care approaches to managing common mental health problems including ongoing risk management appropriate to service protocols.


7. Knowledge of, and competence in supporting CYP with medication, to help them optimise their use of pharmacological treatment and minimise any adverse effects.


8. Competency in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication.

Additional outcomes:

Outline content:

The module will comprise of in-class teaching, clinical skills practice/supervised clinical practice, supervision in-service and independent study.

Clinical Supervision

• Each student will have clinical supervision weekly in a group of no more than 6.


• Recorded material from training cases should be included at some point during a significant majority of supervision sessions.

At the end of the course when clinical w