Module XAE-2040:
Psychopathology in Children

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Nia Williams

Overall aims and purpose

This module explains various 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. The module will also address various evidence-based treatment available for each mental illness. 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.

Course content

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: - Eating disorders - Personality Disorders - Childhood Depression & anxiety - Emotional and Behavioural Disorders - Childhood schizophrenia

The module will also consider how we can work with children to address these issues and provide support as they navigate childhood.

Assessment Criteria

threshold

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

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

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.

Learning outcomes

  1. Work collaboratively with a team or individually to produce a documentary based on a real life case file.

    1. Describe and evaluate main biological and cognitive theories linked to various mental illnesses in children and adolescents.

  3. 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.

  4. Describe the characteristics and main diagnostic criteria of various mental illnesses in children and adolescence

  5. Show proficiency in at least two disciplinary areas as part of a film making team, including: producing/production, management, screenwriting, directing, editing, audio, special effects and research.

  6. Demonstrate a thorough understanding of the research based, likely, long term outcomes for children who are experiencing various mental illnesses and critically evaluate treatments available for them.

  7. Describe the characteristics and main diagnostic criteria of various mental illnesses in children and adolescents

  8. Be able to identify the agencies and professionals that can provide support for children experiencing mental health difficulties and their families.

Assessment Methods

Type Name Description Weight
CLASS TEST Mid Term Short Answers Class Test

This mid-term short answer class test will contain approximately 6 short answer questions based on information gained from the first 6 lectures. Students will be allowed 1.5 hours to complete the test.

 50
ORAL Documentary Based on one particular Mental Illness

This 20 minute documentary will require students to either work independently or in a group to create a documentary on a mental disorder. The documentary should be carefully structured and careful consideration should be made towards the audience. Students will be required to document factual information about children and youth’s current mental health statistics before focusing on one particular disorder. Students will be required to describe the disorder provide a detailed analysis based on psychological theories as to why a child might develop this disorder, thoroughly discuss what impact this disorder might have on the child’s life as well as critically discuss current interventions to help treat this disorder by using peer reviewed journal articles. The work will be marked based on content, analysis, the use of peer-reviewed journal articles as well as creativity and presentation of the documentary as a whole. If working within a group the documentary will be graded as one grade for the whole group and not individually. Although, each student will be asked to submit evidence of their own contribution.

 50

Teaching and Learning Strategy

Hours
Workshop

Students will be given specific workshop on how to put together a documentary

 4
Lecture

2 hour 10 weeks

 20
Tutorial

3 @ 2 hours/week

 4
Seminar

3 @ 2 hours/week

 6
Private study 166

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
  • 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

Resources

Reading list

Key Texts:

Davey, (2014) Psychopathology, Research, Assessment and Treatment in Clinical Psychology.

The Filmmaker’s Handbook, 3rd Edition by Steven Ascher & Edward Pincus

Recommended Texts:

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.

Courses including this module