PY3WCS-Working, Assessing and Engaging in Community and Primary Care Settings
Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites: co-requisites must be passed.
Co-requisites: PY3FPC Fundamental Principles for Working with Children and Young People PY3EAC Engagement and Assessment of Common Mental Health Problems in Children and Young People PY3LIC Brief Evidence-Based Interventions for Children and Young People with Common Mental Health Problems PY3PCS Mental Health Prevention in Community and Primary Care Settings and PY3ICS Interventions for Emerging Mental Health Difficulties in Community and Primary Health Care Settings
Modules excluded:
Current from: 2023/4
Module Convenor: Ms Fisayo Adunola
Email: f.adunola@reading.ac.uk
Summary module description:
CWPs provide support and evidence-based interventions in community-based and primary care mental health service settings. Successful implementation of this requires the CWP to be fully cognisant of the health care systems and mental health practice within these settings. CWPs will understand the community and primary health care settings, and the context in which they will be working, including legislative and policy frameworks, how services are organised and challenges working with mental health issues in these settings. CWPs will then learn assessment and engagement skills particular to these settings, including an emphasis on supporting co-production and expert by experience involvement. This includes engagement skills with Children and Young People, families and health care staff, assessment, diagnosis and signposting skills and neurological development. In addition, while based in and working with statutory and third sector community-based and primary care mental health services, CWPs will establish links and wellbeing-related knowledge exchange with community organizations and civic institutions used by children, young people and families, outside of educational settings.
CWPs will operate at all times from an inclusive values base which promotes recovery, and recognises and respects diversity. Diversity represents the range of cultural norms including personal, family, social and spiritual values held by the diverse communities served by the service within which the practitioner is operating. Practitioners must respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture. They must be able to respond to children and young people’s needs sensitively with regard to all aspects of diversity. This module will, therefore, expose them to the concept of diversity, inclusion and multi-culturalism and equip them with the necessary knowledge, attitudes and competences to operate in inclusive values-driven services and settings.
Aims:
The module will equip students with the necessary knowledge, attitude and competence to operate effectively in an inclusive value driven CYP mental health and community context: to assesses and engage mental health difficulties in the context of community MH and primary care environments in collaboration with CYP, their families and voluntary sector, primary care and social care staff; to better understand the nature of the priorities of community groups, networks, faith groups, self-help organisations etc and to recognise and work with existing expertise in these settings, using the framework of community psychology and systems theory; to use routine outcome measures and standardised assessment tools effectively in community and primary care settings. In addition, the module will equip students with knowledge and awareness of social epidemiology, social determinants of health and health inequalities as it relates to child and adolescent mental health; of associations between ethnicity, socio-economic factors, and health disparities; and of patterns of access to CAMHS by populations with diverse heritage. The module aims to develop an ability to work from a position that assumes that the difficulties experienced and expressed by children/young people can usually be understood in the context of their life experiences, values and background, and to hold in mind the whole person, their context, their aspirations and values, and their individual cultural and spiritual preferences (not just focusing on their immediate presentation).
Assessable learning outcomes:
Students must demonstrate
- Understanding of community, voluntary sector, primary care and social care contexts:, professional practice and boundaries specific to these settings, and the how the role of CWPs matches these variations.
- Understanding of relevant operating environment, organisation, and principles of practice of GP surgeries, local authority children’s services, voluntary sector settings, community-based religious and social groups, and also schools/colleges.
- Working as part of wider team and multi-disciplinary and multiagency working, and understanding specialist CYP MH roles and interventions.
- Education and introduction to roles and responsibilities of key individuals and relevant policies, procedures and ethos associated with community-based services (local councils, social services. charities, shared interest, self-help and support groups, etc.).
- Specific issues working with CYP, families and staff within community and primary care settings.
- Engagement of young people and engagement of community organisations to establish mental wellbeing programmes including working with diversity and special interest, and support access to CYPMH community and voluntary services in a way that minimises disadvantage and discrimination.
- Risk assessment, safeguarding & management of risk specific to community settings.
- Awareness or developmental issues including language and speech, typical and atypical neurological development as these manifest in community settings.
- Understanding of and competence in using measures, goal-setting & goal based outcomes in community settings
- Understanding how to scope protective and risk factors for child and adolescent mental health in a locality and ability to incorporate health promotion principles into all clinical activities.
- Understanding how LA public health departments construct models of local community health and health inequalities, especially application to child and adolescent mental health, and understanding how to scope local statutory and voluntary sector provisions relevant to child and adolescent mental health.
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 10 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 l
ast 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; including universi
ty-directed learning days).
Summative Assessment Methods:
| Method |
Percentage |
| Written assignment including essay |
100 |
Summative assessment- Examinations:
Summative assessment- Coursework and in-class tests:
There is only one assessment in this module.
- Written report of engagement / focus group work and recommendations in relation to mental health access and provision in a community setting.
Penalties for late submission:
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 40% in the assessment.
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 PY3LIC. 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 40%.
Completion of studies is dependent on employment within a MHST 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: 26 July 2023
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.