Module XAC-2040:
Iechyd Meddwl Mewn Plentyndod
Module Facts
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1
Organiser: Dr Nia Williams
Overall aims and purpose
Mae'r modiwl hwn yn egluro'r materion iechyd meddwl y gall plant eu hwynebu, gyda ffocws penodol ar eu datblygiad a'r effaith. Bydd y modiwl yn ystyried achosion posibl a datblygiad ystod o faterion iechyd meddwl mewn plant. Bydd materion sy'n ymwneud ag adnabod anawsterau iechyd meddwl yn cael sylw, a chanolbwyntir yn benodol ar effaith y rhain ar blant a'u teuluoedd. Bydd hefyd yn ystyried pryderon iechyd meddwl sy'n arwain plant i ymddwyn mewn ffyrdd sy'n ddistrywiol ac i droseddu. Bydd y modiwl yn trafod pa asiantaethau sydd ar gael i gefnogi plant sy'n profi'r cyfryw faterion a sut y gall ymarferwyr weithio gyda phlant mewn ffyrdd cefnogol ac empathig. Bydd y modiwl hefyd yn trafod materion cymdeithasol ehangach, sy'n ymwneud ag iechyd meddwl mewn plentyndod, a bydd yn ystyried sut y mae'r rhain yn effeithio ar brofiadau plant.
Course content
Bydd y modiwl hwn yn rhoi cyfle i ymchwilio i amrywiaeth o anawsterau iechyd meddwl y mae plant a phobl ifanc yn eu profi, a thrafod y rheiny, a'u heffaith ar y plentyn, yn cynnwys: - Anhwylderau bwyta - Anhwylder Personoliaeth - Iselder a phryder - Anhwylderau emosiynol ac ymddygiadol Sgitsoffrenia mewn plentyndod Bydd y modiwl hefyd yn ystyried sut y gallwn weithio gyda phlant i fynd i'r afael â'r problemau hyn a rhoi cefnogaeth werth iddynt fynd drwy eu plentyndod.
Assessment Criteria
good
Da (C-, C, C+): Dealltwriaeth dda o theorïau cyfredol iechyd meddwl mewn plentyndod. Dangos gallu i drafod y canlyniadau tebygol, yn y tymor byr a’r tymor hir, ar blant sy’n byw gydag anawsterau iechyd meddwl mewn manylder ac ar sail ymchwil cefndirol dibynadwy. Ymwybyddiaeth gadarn o effaith syniadau cymdeithas ynghylch iechyd meddwl ar blant. Gallu da i adnabod gweithwyr proffesiynol sy’n ymwneud â hyn, ac awgrymu'r strategaethau mwyaf priodol a ddefnyddir i helpu plant y mae ystod o broblemau iechyd meddwl yn effeithio arnynt.
excellent
Rhagorol (A-, A, A+, A*): Dealltwriaeth gynhwysfawr o theorïau cyfredol iechyd meddwl mewn plentyndod. Dangos gallu i drafod yn dreiddgar ac yn fanwl y canlyniadau, yn y tymor byr a’r tymor hir, ar blant sy’n byw gydag anawsterau iechyd meddwl ar sail ymchwil cefndirol estynedig. Ymwybyddiaeth drwyadl o effaith syniadau cymdeithas ynghylch iechyd meddwl ar blant. Gallu ardderchog i adnabod y gweithwyr proffesiynol sy’n ymwneud â hyn ac awgrymu amrywiaeth o strategaethau a ddefnyddir i helpu plant y mae ystod o broblemau iechyd meddwl yn effeithio arnynt a thrafod eu heffeithiolrwydd.
threshold
Trothwy (D-, D, D+): Dealltwriaeth foddhaol o theorïau cyfredol iechyd meddwl mewn plentyndod. Dangos gallu i drafod y canlyniadau tebygol, yn y tymor byr a’r tymor hir, ar blant sy’n byw gydag anawsterau iechyd meddwl ar sail ymchwil boddhaol. Ymwybyddiaeth sylfaenol o effaith syniadau cymdeithas ynghylch iechyd meddwl ar blant. Gallu i adnabod y gweithwyr proffesiynol sy’n ymwneud â hyn, a’r strategaethau a ddefnyddir i helpu plant y mae ystod o broblemau iechyd meddwl yn effeithio arnynt.
Learning outcomes
-
Dangos hyfedredd mewn o leiaf dau faes fel rhan o dîm gwneud ffilmiau, yn cynnwys: cynhyrchu, rheoli, ysgrifennu i'r sgrîn, cyfarwyddo, golygu, sain, effeithiau arbennig ac ymchwil.
-
Dangos dealltwriaeth drylwyr o'r canlyniadau hirdymor tebygol, sy'n seiliedig ar ymchwil, i blant sy'n dioddef o amrywiol afiechydon meddwl a gwerthuso'n feirniadol y triniaethau sydd ar gael iddynt.
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Cydweithio â thîm neu yn unigol i gynhyrchu rhaglen ddogfen yn seiliedig ar ffeil achos go iawn.
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Disgrifiwch nodweddion a phrif feini prawf diagnostig amrywiol afiechydon meddwl plant a phobl ifanc
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Gallu adnabod yr asiantaethau a'r gweithwyr proffesiynol a all roi cymorth i blant sy'n dioddef o anawsterau iechyd meddwl a'u teuluoedd.
-
Disgrifio a gwerthuso'r prif ddamcaniaethau biolegol a gwybyddol sy'n gysylltiedig â gwahanol fathau o salwch meddwl yn ystod plentyndod a llencyndod.
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Dangos dealltwriaeth o gyd-destun cymdeithasol ehangach iechyd meddwl yn ystod plentyndod ac ystyried effaith agweddau cymdeithasol ar iechyd meddwl plant.
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Dangos dealltwriaeth drylwyr o salwch meddwl penodol ar blant a phobl ifanc
Assessment Methods
| Type | Name | Description | Weight |
|---|---|---|---|
| Prawf yn y Ddarlith | 50.00 | ||
| Rhaglen ddogfen/ffilm fer | 50.00 |
Teaching and Learning Strategy
| Hours | ||
|---|---|---|
| Supervised time in studio/workshop | Sesiynau cymorth galw heibio gyda'r rhaglen ddogfen |
4 |
| Practical classes and workshops | Gweithdy IT sut i greu ffilm |
2 |
| Private study | 166 | |
| Individual Project | 3x2 awr |
6 |
| Lecture | 2 awr 8 wythnos |
16 |
| Tutorial | 3X2 awr yr wythnos |
6 |
Transferable skills
- 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
- 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
- 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
Subject specific skills
- reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
- constructively critique theories practice and research in the area of child development
- demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
- critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
- plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
- lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
Resources
Reading list
Testunau allweddol: Davey, (2014) Psychopathology, Research, Assessment and Treatment in Clinical Psychology.
The Filmmaker’s Handbook, 3rd Edition by Steven Ascher & Edward Pincus
Testunau a argymhellir:
Anderson, T. (Ed.) (2014) Understanding Deviance: Connecting Classical and Contemporary Perspectives. Abingdon: Routledge.
Burton, M., Pavord, E. & Williams, B. (2014) An Introduction to Child and Adolescent Mental Health. London: SAGE
Cairns, K. (2002) Attachment, Trauma and Resilience: Therapeutic Caring for Children. London: BAAF Essex, M. J., Klein, M. H., Slattery, M. J., Goldsmith, H. H. & Kalin, N. H. (2010) ‘Early risk factors and developmental pathways to chronic high inhibition and social anxiety disorder in adolescence.’ The American Journal of Psychiatry vol. 167, no. 1, pp. 40-46.
Giordano, S. (2013) Children with Gender Identity Disorder: A Clinical, Ethical and Legal Analysis. London: Routledge.
Holliday, R. E. & Marche, T. A. (2013) Child Forensic Psychology. Basingstoke: Palgrave Macmillan.
Hooper, C. (2012) Child and Adolescent Mental Health: Theory and Practice. Hoboken: CRC Press.
Jaffa, T. (2006) Eating Disorders in Children and Adolescents. Cambridge: Cambridge University Press.
Johnson, J. G., Cohen, P., Kasen, S. & Brook, J. S. (2002) ‘Childhood adversities associated with risk for eating disorders of weight problems during adolescence or early adulthood.’ The American Journal of Psychiatry, vol. 159, no. 3, pp. 394-400
Kring, A. (2010) Abnormal Psychology. Hoboken: John Wiley & Sons.
Liabo, K. (2007) Conduct Disorder and Offending Behaviour in Young People: Findings From Research. London: Jessica Kingsley Publishers.
McDougall, T., Armstrong, M. & Trainor, G. (2010) Helping Children and Young People who Self-Harm: An Introduction to Self-Harming and Suicidal Behaviours for Health Professionals. Abingdon: Routledge.
Weis, R. (2014) Introduction to Abnormal Child and Adolescent Psychology. London: SAGE.
Webb, N. B. (2015) Play Therapy with Children and Adolescents in Crisis. 4th Ed. New York: Guilford Press.
Courses including this module
Optional in courses:
- X314: BA Astudiaethau Plentyndod ac Ieuenctid year 2 (BA/API)
- X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 2 (BA/APIC)
- X318: BA Astudiaeth Plentyndod ac Ieuenctid a Pholisi Cymdeithasol year 2 (BA/APIPC)
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 2 (BA/APIS)
- X319: BA Childhood and Youth Studies and Psychology year 2 (BA/CYP)
- X313: BA Childhood and Youth Studies year 2 (BA/CYS)
- X317: BA Childhood and Youth Studies and Social Policy year 2 (BA/CYSP)
- X315: BA Childhood and Youth Studies and Sociology year 2 (BA/CYSS)
- X321: BA Astudiaethau Plentyndod ac Ieuenctid a Chymraeg year 2 (BA/PIC)