PY3IES-Interventions for Emerging Mental Health Difficulties in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Summer & Autumn Terms
Non-modular pre-requisites:
Modules excluded:
Current from: 2018/9

Module Convenor: Dr Hannah Whitney


Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) will 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.


Key intervention skills will be taught in this module:

  • Consultation skills:  EMHPs 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. Process consultation skills will provide a framework for the EMHP to offer consultation to staff in relation to specific children or young people, or in relation to vulnerable groups of children. EMHPs will need to demonstrate competency in this area.

  • Intervention skills: EHMWs will be taught to deliver training and psychological support to groups (of children and young people and to parents and/or teachers).   Key principles of working with groups will be addressed so that the EMHP can prepare appropriate materials, manage group processes, deliver training and/or support confidently, work in partnership with other professionals, critically evaluate their own performance and assess outcomes.   EMHPs will need to evidence competency in one of these two intervention areas i.e. group work with children or young people OR/ group work with parents.

This module will therefore equip EMHPs with a good understanding of the process of consultation and group work in schools and colleges.  They will acquire a framework of key skills and knowledge through classroom teaching, experiential learning, role play, observation and supervised practice.

Assessable learning outcomes:

Students must demonstrate

  1. Knowledge and awareness of emerging mental health difficulties in education settings.

  2. An understanding of the role of consultation to education staff in relation to common problems that children and young people experience.

  3. Awareness of formal models of consultation.

  4. Knowledge of how to engage CYP and parents in different settings and contexts and an ability to work with social and cultural diversity and difference.

  5. Knowledge of specialist skills required for working with children and young people in groups.

  6. Knowledge of specialist skills required for delivering and facilitating parenting groups in education settings.

  7. A focus on clear, collaborative working with good communication skills with YP, parents and families, and education staff.

  8. Use of developmentally appropriate and engaging materials and language to support client motivation, engagement understanding of assessment and intervention process.

  9. Awareness of self-help and peer support potential in education settings.

  10. An understanding of the importance of measuring outcomes of group interventions and consultation. An ability to use PREMs and PROMs collaboratively and effectively, and as a core part of the supervision process.

  11. Knowledge of risk assessment and risk management delivery including working with risk and safeguarding within service based context and the local systems.

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 work has been completed the supervisor will be asked to complete a pro-forma assessment form and indicate whether or not a student has reached a satisfactory level of clinical practice.


The teaching will be supplemented by an equivalent number of hours of clinical practice in the workplace under supervision of an experienced practitioner and supervisor.


Global context:

The content follows a national curriculum.

Brief description of teaching and learning methods:

The aims of this module will be achieved through a series of lectures, seminars, discussion groups, guided reading, self-practice/self-reflection activities, problem-based learning tasks, and independent study. Unless otherwise stated, all teaching days comprise of 50% clinical skills practice. Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback. In addition, they will be supplemented by e-learning material and experience of assessment and treatment of clients within the workplace under close supervision in the workplace). Teaching will be provided by course tutors, with some national and international experts where appropriate. 

Contact hours

To include approximately 10 days in total to be split between in class teaching and theoretical teaching and clinical simulation, and days to be spent in the workplace undertaking practice-based learning and e-learning activities. These will last from 9.30 to 4.30 p.m. Unless otherwise stated, all teaching days comprise of 50% clinical skills practice. In addition, they will be supplemented by experience of assessment and treatment of clients within the workplace (supervised in the workplace).

Teaching contact hours:

The total minimum teaching contact hours (including clinical skills workshops) for the EMHP course is 368 hours (64 University days; including workplace-based learning days).

Contact hours:
  Autumn Spring Summer
Lectures 40.25 17.25
Guided independent study: 99.75 42.75
Total hours by term 140.1 60.1
Total hours for module 200

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There are two parts to this assessment.

  1. A written assignment on a piece of group intervention work to include reflection on their clinical skills in the intervention.

  2. Successful completion of the following practice outcomes by the end of the programme, to be assessed by means of a practice outcomes portfolio and signed off as satisfactory (P16, P17 and P18).

Formative assessment methods:

Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late:

  • where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day[1] (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at:
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Assessment requirements for a pass:

    A mark of at least 40% in the academic based assessment (assessment number 1).

    A mark of ‘Pass’ on the practice outcomes (assessment number 2).

    For EMHPs (graduate and postgraduate diploma), a minimum of 80% attendance is required. Note that certain teaching is mandatory (highlighted on timetable) for all students. Any student that misses a mandatory teaching session must attend a termly top-up meeting as scheduled in the timetable.


    If, for any reason, a student does not complete the required attendance for their programme or requires further study in a particular area then they will be expected to attend the relevant top-up days.  The exact nature of the top-up days will be flexible in response to the needs of the individual students whereby they catch up on missed teaching, or assessments.  The top-up days require attendance in person.  Additional learning and self-study will take place remotely.  Students must ensure they are available to attend the University in person for all the top-up days, and not make any other arrangements during that time (e.g. book annual leave).  In practice, full attendance for all the top-up days may not be required.  If attendance falls below 80% for any module it will not be possible to use top-up days to compensate for missed sessions; this will need to be attended with another cohort.

    Reassessment arrangements:

    Students who do not obtain the required pass mark in the assessed work will be given the opportunity to resubmit, on one further occasion, any individual assessment that has been failed. The resit grade cannot exceed 40% for the academic assessment and 50% for the practice skills assessment.

    Completion of studies is dependent on employment within a CAMHS partnership of the Central and South CYP IAPT Collaborative and ongoing access to a CYP IAPT appropriate clinical caseload. Students must successfully pass all modules of the training programme. Therefore, a student’s studies may be terminated if they are no longer employed by a partnership service, no longer have access to an ongoing CYP IAPT appropriate caseload, or fail coursework at second attempt.




    Additional Costs (specified where applicable):

    Last updated: 6 August 2019


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