Seicopatholeg ymhlith Plant
Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Dr Nia Williams
Overall aims and purpose
This module explains the mental health issues that children can face, with a particular focus on their development and impact. The module will consider the possible causes and development of a range of mental health issues in children. Issues of recognising mental health difficulties will be addressed and a specific focus on the impact of these on children and their families will be included. It will also consider mental health concerns that lead children to engage in destructive and criminal behaviours. The module will discuss what agencies are available to support children experiencing such issues and how practitioners can work with children in supportive and empathic ways. The module will also discuss wider, social issues concerning mental health in childhood and will consider how these affect the experiences of children.
This module will provide an opportunity to investigate and discuss a range of mental health difficulties that children and young people experience and their impact on the child, including: - Body dysmorphia and eating disorders - Gender identity - Forensic child psychology - Emotional and Behavioural Disorders - Trauma & Bereavement The module will also consider how we can work with children to address these issues and provide support as they navigate childhood.
Threshold (D-, D, D+): A satisfactory understanding of current theories of mental health in childhood. Demonstrate an ability to discuss the short and long-term outcomes for children living with mental health difficulties based on satisfactory research evidence. Show a basic awareness of the impact of societal ideas about mental health on children. Be able to identify the professionals that work with these issues and of the strategies used to help children affected by a range of mental health issues.
Excellent (A-, A, A+, A*): A comprehensive understanding of current theories of mental health in childhood. Demonstrate an ability to thoroughly discuss the short and long-term outcomes for children living with mental health difficulties in detail. Show a thorough awareness of the impact of societal ideas about mental health on children. Show an excellent ability to identify the professionals that work with these issues and recommend a range of strategies used to help children affected by a range of mental health issues and discuss their efficacy.
Good (C-, C, C+): A good understanding of current theories of mental health in childhood. Demonstrate a good ability to discuss the short and long-term outcomes for children living with mental health difficulties on the basis of reliable research evidence. Show a sound awareness of the impact of societal ideas about mental health on children. Show a considered ability to identify the professionals that work with these issues and suggest the most appropriate strategies used to help children affected by a range of mental health issues.
- Demonstrate an understanding of the research based, likely, long term outcomes for children who are experiencing mental health difficulties and evaluate the support available for them and their families.
- Be able to reflect on their own understanding of mental health in childhood and relate this to future practice and development.
- Be able to identify the agencies and professionals that can provide support for children experiencing mental health difficulties and their families.
- Demonstrate an understanding of current theories of mental health in childhood, their development and their identification.
- Demonstrate an understanding of the wider, social context of mental health in childhood and consider the impact of societal attitudes on children’s mental health.
- Demonstrate a thorough understanding of the impact of a range of mental health difficulties on children and their behaviour.
Teaching and Learning Strategy
16 @ 2 hours/week
3 @ 2 hours/week
3 @ 2 hours/week
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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
- 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
- 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
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.
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.
Courses including this module
Compulsory in courses:
Optional in courses:
- XQ35: BA Astudiaethau Plentyndod a Chymrae year 2 (BA/APC)
- XL33: BA Astudiaethau Plentyndod/Cymdei year 2 (BA/APCYM)
- XL34: BA Astud. Plentyndod/Polisi Cymde year 2 (BA/APPCYM)
- XC38: BA Astud. Plentyndod/Seicoleg year 2 (BA/APS)
- CXV3: BA Childhood Studies/Psychology year 2 (BA/CSP)
- LXH3: BA Childhood Studies/Sociology year 2 (BA/CSS)
- LXL3: BA Childhood Studies/Social Plcy year 2 (BA/CSSP)