PYMICS-Interventions for Emerging Mental Health Difficulties in Community and Primary Health Care Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Summer & Autumn Terms
Pre-requisites:
Non-modular pre-requisites: co-requisites must be passed
Co-requisites: PYMFPC Fundamental Principles for Working with Children and Young People PYMEAC Engagement and Assessment of Common Mental Health Problems in Children and Young People PYMLIC Evidence-Based Low Intensity Interventions for Children and Young People presenting with Common Mental Health Problems PYMWCS Working, Assessing and Engaging in Community and Primary Care Settings and PYMPCS Mental Health Prevention in Community and Primary Care Settings
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Katherine Hindley
Email: k.l.hindley@reading.ac.uk

Type of module:

Summary module description:

CWPs will need to develop an awareness of emerging mental health difficulties in community and health care settings and be able to intervene with parents / carer and staff in these settings. Two key intervention skills will be taught in this module: The first core skill will be psychoeducation. CWPs will be able to provide evidence-based information and psychoeducation to children and young people, parents / carers and health care staff. Psychoeducation and other preventative measures when working with communities in localities should be responsive to local and potentially diverse views of distress and activity limitations and their relation to mental health problems. The second core skill will be group intervention. CWPs will be taught intervention skills in the delivery of training and psychological support to groups both face-to-face and digitally. Key principles of working with groups will be addressed so that the CWP is able to prepare appropriate materials, manage group processes, deliver training and/or support confidently, work in partnership with other professionals, and critically evaluate their own performance. 

Aims:

This module will equip CWPs with a good understanding of the process of psychoeducation and group work in community and primary health care settings in face-to-face and virtual settings. They will acquire a framework of key skills and knowledge through teaching, experiential learning, role play, observation and supervised practice. This will enable the provision of interventions to support CYP and parents/carers to anticipate and manage common problems, with a particular focus on how equality, diversity and inclusion and community considerations / adaptations apply to workshops and group work.

Assessable learning outcomes:

Students must demonstrate

1. Application of knowledge of understanding and co-working with local communities from Modules PYMWCS and PYMPCS to further co-work with local communities, local community organization leaders and local children, families and young people to provide an offer – that is likely to be acceptable and accessible – of assessment and possible treatment for children and young people who may have emerging mental health difficulties.


2. Ability to provide evidence-based information and psychoeducation to large numbers of children and young people, parents / carers and staff.


3. Acquisition of specialist skills required for working with children and young people in groups. Key principles of working with groups will be addressed so that the CWP is able to prepare appropriate materials, manage group processes, deliver training and/or support confidently and critically evaluate their own performance andthe intervention outcomes.


4. Ability to lead parenting groups in community settings and work alongside other staff and parents e.g. transition parenting groups, parenting groups that are universally available for working with behavioural difficulties.

Additional outcomes:

Outline content:

The module will comprise of in-class and online 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. 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 cl ients 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 9 days in total to be split between in-class and online teaching, clinical simulation, and university-directed learning days to be spent undertaking practice-based learning and e-learning activities. These will last from 9.30 to 4.30 pm unless otherwise stated. Teaching days comprise of 50% clinical skills practice on average. In addition, teaching 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) across all modules for the CWP course is 368 hours (64 taught days; inclu ding university-directed learning days). 

Contact hours:

	Autumn	Spring	Summer
Lectures	28.75		23
Guided independent study:
Other	82.25		66
Total hours by term	111	0	89
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:

A mark of at least 50% onThere is only one assessment in this module.

1. Written case report on the development, delivery and evaluation of a group intervention or psychoeducation workshop.

Formative assessment methods:

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy “Penalties for late submission for Postgraduate Flexible programmes”, which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres 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 (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: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
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 50% onA mark of at least 50% on the assessment. 

Level 7 students will be expected to evidence in-depth understanding of the topic and critical analytic skills in academic assessments.

100% attendance on taught days is expected. The minimum requirement is for 80% live attendance of teaching in each module in order to pass the programme. 

If, for any reason, a trainee misses a teaching session, they will be expected to access a video of the missed teaching followed by either a tutorial or a 500 word reflection (as determined by the course team). Topping-up missed teaching in this way is evidenced in the Portfolio assessment which sits within PYMLIC. If attendance falls below 80% for any module it will not be possible to use top-up alone to compensate for missed sessions.

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 50% for the assessments.

Completion of studies is dependent on employment within a CYPMH service partnered with University of Reading and ongoing access to a CYP MH 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 MH appropriate caseload, or fail coursework at second attempt.

Additional Costs (specified where applicable):

1) Required text books: 

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 30 March 2023