Module XAC-2040:
Seicopatholeg Ymhlith Plant

Module Facts

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

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

  1. 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.

  2. 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.

  3. Cydweithio â thîm neu yn unigol i gynhyrchu rhaglen ddogfen yn seiliedig ar ffeil achos go iawn.

  4. Disgrifiwch nodweddion a phrif feini prawf diagnostig amrywiol afiechydon meddwl plant a phobl ifanc

  5. Gallu adnabod yr asiantaethau a'r gweithwyr proffesiynol a all roi cymorth i blant sy'n dioddef o anawsterau iechyd meddwl a'u teuluoedd.

  6. Disgrifio a gwerthuso'r prif ddamcaniaethau biolegol a gwybyddol sy'n gysylltiedig â gwahanol fathau o salwch meddwl yn ystod plentyndod a llencyndod.

  7. Dangos dealltwriaeth o gyd-destun cymdeithasol ehangach iechyd meddwl yn ystod plentyndod ac ystyried effaith agweddau cymdeithasol ar iechyd meddwl plant.

  8. Dangos dealltwriaeth drylwyr o salwch meddwl penodol ar blant a phobl ifanc

Assessment Methods

Type Name Description Weight
CLASS TEST Prawf yn y Ddarlith

Bydd y prawf dosbarth atebion byr canol tymor hwn yn cynnwys tua 6 chwestiwn ateb byr yn seiliedig ar wybodaeth a gafwyd o'r 6 darlith gyntaf. Bydd myfyrwyr yn cael 1.5 awr i gwblhau'r prawf.

50
ORAL Rhaglen ddogfen/ffilm fer

Bydd y rhaglen ddogfen 20 munud hon yn gofyn i fyfyrwyr naill ai weithio'n annibynnol neu mewn grŵp i greu rhaglen ddogfen ar anhwylder meddwl. Dylai'r rhaglen ddogfen gael ei threfnu'n ofalus a dylid rhoi ystyriaeth ofalus i'r gynulleidfa. Bydd gofyn i fyfyrwyr gofnodi gwybodaeth ffeithiol am ystadegau iechyd meddwl cyfredol plant a phobl ifanc cyn canolbwyntio ar un anhwylder penodol. Bydd gofyn i fyfyrwyr ddisgrifio'r anhwylder, cynnig dadansoddiad manwl yn seiliedig ar ddamcaniaethau seicolegol ynglŷn â pham gallai plentyn ddatblygu'r anhwylder hwn, trafod yn fanwl pa effaith y gallai'r anhwylder hwn ei gael ar fywyd plentyn yn ogystal â thrafod yn feirniadol ymyriadau cyfredol i helpu trin yr anhwylder trwy ddefnyddio erthyglau o gyfnodolion a adolygir gan gymheiriaid. Caiff y gwaith ei farcio ar sail cynnwys, dadansoddiad, defnydd o erthyglau o gyfnodolion a adolygir gan gymheiriaid yn ogystal â chreadigrwydd a chyflwyniad y rhaglen ddogfen yn ei chyfanrwydd. Os ydych yn gweithio mewn grŵp, rhoddir un marc i'r grŵp cyfan am y rhaglen ddogfen, yn hytrach na marc i bob unigolyn. Serch hynny, gofynnir i bob myfyriwr gyflwyno tystiolaeth o'u cyfraniad eu hunain.

50

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
Seminar

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