Working with children and young people with mental health needs
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)]. 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 frameworks including child protection. A key component of this module will be the range of therapeutic interventions used with children, adolescents and their family/carer(s).
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 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.
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) 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-occuring substance misuse (LO 1-7) Reflection on practice: evaluation, supervision, consultation (LO 4)
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)
Reflexive, evaluated, collaborative, clear journey and pathway of care including assessment; formulation; treatment aims; treatment approaches (methods & models) & evaluation of treatment/care.
Self-Reflexive, ethically & critically evaluated, collaborative, coherent & defined journey and pathway of care including assessment; comprehensive formulation; treatment aims; treatment approaches (methods & models) & evaluation of treatment/care, illustrated with reference to clinical supervision. Provide evaluation of the students learning from the experience. Delivered with relevant and up to date literature to support treatment approach.
Demonstrate the ability to accurately identify and assess the mental health problems and disorders in children and young people that may require further therapeutic intervention. Demonstrate the ability to develop psychological & sociological, ecological and systemic formulations as means of understanding and creating treatment approaches for children and young people's psychological and mental wellbeing.
Discuss legal frameworks relating to the care of children and young people with mental health problems and disorders (e.g. child protection; mental health measure; mental health act, etc)
Discuss theories of child development relating to the understanding and care of children and young people with mental health problems and disorders.
Evaluate through reflection on practice the ability to deliver a programme of care within their own clinical area for a child, young person and their family. Illustrate the reflective processes which contribute to collaborative care.
Evaluate & critique therapeutic approaches experienced & taught during the module and the role that clinical supervision plays
Effectively deliver a programme of therapeutic care utilising a broad range of knowledge and skills, illustrating the journey for the child & young person.
Practice in a safe and effective manner with children and young people with mental health needs in the context of their own environment.
Work with children and young people with mental health needs within the context of interagency working and the multi disciplinary team.
|CASE STUDY||Critical case study||
Using a case study from your own practice and maintaining confidentially, critically analyse and evaluate the care provided with reference to the module learning outcomes.
|CLINICAL PRACTICAL ASSESSMENT||Clinical Capabilities||0.00|
Teaching and Learning Strategy
Private reading time
Lectures/ blended learning
one to one or group tutorials
- 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
- 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 be required to access the course online so access to a computer or laptop and internet access
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-3131.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