Child/Adolescent Mental Health
Run by School of Medical and Health Sciences
40.000 Credits or 20.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Marjorie Ghisoni
Overall aims and purpose
This module has been developed in partnership with CAMHS managers from across North Wales who strongly support the development and have committed themselves to releasing staff to both attend and where appropriate contribute to its delivery. This module has evolved in line with Welsh Government commitment to improve Mental Health Services for Children, Young People and Families [Together for Children & Young People (2015) and concords with mental health policy thrust in the Principality; Together for Mental Health in North Wales (2017); A Framework for Mental Health Nursing in Wales 2018-2028; Together for Mental Health Delivery Plan 2019-2022]. A range of relevant topics will be covered to enable the practitioner to deliver safe and effective care to this group. These will include child development, mental health problems and disorders, management of care and structures of service delivery including issues of transition and legal and ethical frameworks including child protection and other safeguarding. A key component of this module is the range of therapeutic interventions that are used with to minimise distress in children, young people and their family/carer(s) that participants are exposed to. The interventions taught reflect the diverse and varied settings where practitioners work and enable the student to focus on these interventions being applied within a multiprofessional context.
Selection criteria: Targeted at any professional currently working with children and adolescents with mental health needs in a variety of environments inc. CAMHS; School Nurses; Social Workers; Health Visitors; Occupational Therapists; Adult mental Health Nurses; Paediatric Nurses; Learning Disability practitioners; Art Therapists and Dieticians. Students should be working with children and be able to guarantee access to opportunities to achieve clinical learning outcomes through prior arrangement with service managers. All prospective students will be required to provide evidence of CRB clearance before being offered a place.
Delivery: The module draws on the wealth and breadth of skilled practitioners from services involved in the support and care of children and young people in Wales. Seminars, lectures, group work, personal and group reflecitons form the learning approach to support students to critically evaluate their work and the context and priorities they encounter. The Univerisity's Virtual Learning Environment (VLE) is optimised to facilitate the learners progression with support from skilled and expereinced academics and senior practitioners. The module relies on a assessments of theory and of the practitioner's capabilities in practise. Support to achieve success in learning and practice is key to the student's success.
CHILD MENTAL HEALTH Understanding the principles relating to the development of mental health/problems in children/young people. LO 1, 6) Strategic context for care (LO 4) Working in an interprofessional context and co-production (LO 3,4) Resilience and risk (LO 1, 3, 4) Adverse Childhood Experiences and their impact for children and young people (LO 1,3,4) Attachment theory (LO 1, 3) Assessment (LO 1, 6) Assessment and formulation (LO 1, 6, 7) Working bilingually and active offer (1,2,3) Compassion focused approaches (LO 1,6,7) Working in trauma informed ways (LO 1,3,4)
MENTAL HEALTH PROBLEMS - DISORDERS IN A DEVELOPMENTAL CONTEXT
Work with young people who are sad - depressed or distress from low mood. (LO 1-7) Loss (LO 1, 3, 6) Understanding self-harming behaviours. (LO 1-7) Working with children and young people who are anxious and young people with PTSD (LO 1-7) Working with young people with obsessive compulsive disorder (LO 1-7) Understanding and working with children and young people with ADHD/conduct disorder.(LO 1-7) Understanding autism spectrum and the impact on the individual and their families (LO 1-7) Understanding eating disorders (LO 1-7) Working with young people who have psychosis (LO 1-7) Working with co-occurring substance misuse (LO 1-7) Reflection on practice: evaluation, supervision, consultation (LO 4) Critical evaluation of policy framework in practise (LO1,2)
MANAGING EMOTIONAL AND MENTAL HEALTH PROBLEMS IN CHILDREN, YOUNG PEOPLE AND FAMILIES Legal framework. (LO2) Ethical issues in children and young people services (LO2) Children’s rights (LO2) Risk assessment (LO6) Understanding the role clinical supervision and consultation (LO1-4) Early intervention and prevention (LO 1-7) Parenting programmes (LO 1-7) Working with families (LO 1-7) CBT approaches with children and families (LO 1-7) Interpersonal therapy (IPT) (LO 1-7) DBT (LO 1-7) Psych-social interventions (LO 1-7) Systems and family interventions (LO 1-7)
Basic understanding of the facts and principles specific to the topics covered in this module. Students will be required to achieve a minimum of C- grade in the assignment to in order to pass the theory component of the module.
Very good understanding of the facts and principles specific to the topics covered in this module. This equates to a minimum mark of Grade B- in the Grading Criteria.
An excellent understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Demonstrates a comprehensive understanding of pertinent mental health issues. This equates to a minimum mark of Grade A- in the Grading Criteria
Critically evaluate the central themes, principles and concepts in relation to child development including bio-psycho-social and ecological perspectives. Debate the relational aspects and recursivity between child development theory and practice.
Appraise, evaluate and critically evaluate aspects of work with children and young people within the context of interagency and multidisciplinary team work including co-production and working with families.
Critically evaluate and critically synthesise evidence based approaches available in child and adolescent mental health services to meet the emotional well-being needs of children, young people and families.
Critically examine the role of self/relational reflexivity in the functions, processes and outcomes in the context of the therapeutic relationship including the role of clinical supervision and or consultation in practice.
Critically synthesise and critique the processes relating to the care and treatment processes, options and roles designed within mental health policy frameworks and action plans, social policy and the role of inter-agency working, compassionate leadership and co-production plays in this regard.
Accurately assess mental health problems and disorders in children and young people including the utility of case formulation and risk assessment/management that may require further intervention and critically evaluate the processes which contribute to the delivery of prudent treatment objectives that promote governance.
Critically evaluate, compare and debate the divergences of interventions designed to enhance the psychological and emotional well-being and resilience of a young person and or their family.
Critically evaluate and critique underpinning values, principles and theory in which the legal and ethical frameworks provide for safeguarding children and young people in practice and within the wider system.
|ESSAY||approach to a child/young person/family incorporating assessment, planning, implementation and evaluation of care.||60.00|
|CLASS PARTICIPATION||either a specific topic area or be facilitated through presenting a clinical formulation.||20.00|
|CLINICAL PRACTICAL ASSESSMENT||CLINICAL COMPETENCIES||0.00|
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
Skills in working with young people by providing holistic person-centred care Formulating an understanding of the specific needs of young people Develop skills and knowledge in mental health recovery, ACEs, Mindfulness and other therapeutic approaches when working with children young people Develop an understanding of mental health law and policy when working with children and young people Develop skills and knowledge in risk management and positive risk management Provide a portfolio of evidence of clinical skills development Working within an interprofessional team and developing comprehensive care plans for C &YP Developing skills and knowledge in engagement and therapeutic relationship development with C & YP
Resource implications for students
Students will need access to laptop or computer and the internet
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-4377.html
Armstrong M, McDougall T, Trainor G (2010) Helping children and young people who self-harm: an introduction to self-harming and suicidal behaviours for health professionals. Routledge
Carr A (2012) Family therapy: concepts, process and practice. Wiley- Blackwell
Cooper C, Landry S (2014) Wellbeing in children and families. Wiley- Blackwell
Cooper, M., Hooper, C. and Thompson, M. (2005) Child and Adolescent Mental Health, Theory and Practice. Hodder Arnold Ltd.
Cotton,S,M (2017) Promoting young children's emotional health and wellbeing: a practical guide for professionals and parents. Jessica Kingsley Publishers.
Daniel B, Gilligan R, Wassell S (2010) Child development for child care and protection workers. Jessica Kingsley Publishers.
Fuggle, P. (2012) CBT with young people and families. Sage Publications.
Geldard, K., Geldard, D. & Yin Foo, R. (2014). Counselling Children 4nd Edition: A Practical Introduction. Sage Publications
Graham, P. J. (2005) Cognitive Behaviour Therapy for Children and Families (2nd ed) Cambridge University Press
Hawton, K., Rodham, K. and Evans, E. (2006) By Their Own Young Hand-Deliberate Self Harm and Suicidal Ideas in Adolescents. Jessica Kingsley.
McDougall, T. (2006) Child and Adolescent Mental Health Nursing. Blackwell.
McDougall, T (2016) Children and young people's mental health: essentials for nurses and other professionals. Routledge.
Mennuti,R. B., Freeman, A. and Christner, R.W. (2006) Cognitive Behavioural Interventions in Educational Settings-A handbook for Practice. Routledge
Morgan, N (2007) Blame my brain. Walker Books
Music, G. (2011) Nurturing Natures: Attachment and Children's Emotional, Sociocultural and Brain Development. Psychology Press:
Music, G. (2011) Nurturing Natures: Attachment and Children's Emotional, Sociocultural and Brain Development. Psychology Press.
O’Leary, C.J (2012) The Practice of Person Centred Couple and Family Therapy. Palgrave MacMillan. London.
Ougrin, Zundel, & Ng.Hodder (2010) Self Harm in Young People. Arnold Prever, M (2010) Counselling and Supporting Children and Young People – A Person Centred Approach. Sage.
Royal College of Psychiatrists (2006) Building and Sustaining Specialist CAMHS, RCPsych,
Royal College of Psychiatrists (2010) The Young Mind: an essential guide to mental health for young adults, parents and teachers. Transworld Publishers