AC6731 - Skills for Practice in Child and Adolescent Mental Health

You will learn through a blended learning approach which will incorporate the use of the University’s interactive Online Support Learning Packages (OSL) as well as through accessing the Modules e-Learning Platform (eLP) Blackboard Ultra, lectures, discussions and workshops. A range of lecturers and clinicians from current practice will create the opportunity to explore theoretical concepts and their application of theory into work based settings. Technology enabled learning will be enhanced through your interaction with the OSL which will give you the flexibility to access the module materials and aids remotely, this will inform lectures and seminars to maximise learning.
Many of the exercises will ensure you co-construct knowledge collaboratively with your module peers during the module working to create a community of learning / practice. You will be required to actively engage in research rich learning through an enquiry based approach to ensure authentic learning. Suporting this will be learning logs which will be utilised to develop and adult learning style for the 5 self directed study days creating the opportunity to explore concepts not covered during the module to meet your own identified learning needs.

During your time in university, you will work with and learn from your peers and also be provided with the opportunity to link with other health professions to facilitate inter-professional learning. This is a unique aspect of the module facilitating teamwork, collaboration and reflecting the realities of delivering care in practice.

Throughout this module, you will be engaged in a variety of learning and teaching approaches. The module will be delivered using a blend of web-based resources, and face-to-face in-class sessions underpinned by the ‘flipped classroom’ approach (Bergman & Sams, 2012). This approach will enable you to engage with OSL, with the provision of links to the web-based resources. Flipping the classroom enables you to engage in both directed and self-directed study outside of formal teaching sessions as preparatory work for facilitated seminars. Engagement with this activity is essential for your active participation in the facilitated sessions. These sessions will include individual work, group discussion and debate, where you will be encouraged to consider competing perspectives, share opinions, and develop a greater understanding of the complexity of CAMH care provision. You will also be engaged in enquiry based learning and guided engagement in exploring personal narratives to examine the assumptions and values related to caring experiences.

Bergmann, J. & Sams, A. (2012) Flip your Classroom. Reach Every Student in Every Class Every Day. ASCD and ISTE. USA.

Support will include feedback from tutors during workshops and tutorials. In addition tutors will respond to questions via the module’s discussion board at the University’s e-learning Portal (eLP) Blackboard Ultra so that the whole group may benefit. Tutors will guide you through exercises during the timetabled sessions. The University’s interactive Online Support Learning offers remote access to materials and aids for reinforcing your learning. Further academic support is available through a one-to-one tutorial with the module tutor who will also be responsible for marking your summative assessment.

All modules at Northumbria include a range of reading materials that students are expected to engage with. Online reading lists (provided after enrolment) give you access to your reading material for your modules. The Library works in partnership with your module tutors to ensure you have access to the material that you need.

Upon completion of this module you will be able to:

Knowledge & Understanding:

1. Critically analyse core evidenced based psychotherapeutic interventions with children, young people and their families.

2. Formulate and critically understand core and common presentations and the associated interventions from a range of differing theoretical positions/perspectives


Intellectual / Professional Skills & Abilities:

3. Devise and sustain arguments to justify, challenge and develop the evidence base of psychotherapeutic practice in the area of CAMH.

4. Consider the specialist therapeutic knowledge and skills derived from the module, to inform effective practice development in CAMH.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

5 Develop the characteristics of a
Northumbria student as they work
collaboratively with children/families
providing evidence informed
interventions.

MLO’s 1 – 5 will be addressed formatively and summatively.

Formative Assessment:
The formative assessment for this module requires the student to engage in the completion of 5 learning logs. These are aligned to the students own individual learning requirements. They are also encouraged to reflect and discuss with a peer in their clinical practice to assist the learning process (MLO’s 1, 2, 3, 4 & 5).


Summative Assessment:
The summative assessment for this module requires the student to write a 3000 word critical case study that demonstrates an awareness of the factors informing the application of psycotherpauetic intervention within CAMH (MLO’s 1, 2, 3, 4 & 5).

N/A

N/A

This module aims to provide learners and practitioners with a critical understanding of evidenced based psychotherapeutic interventions developed for working with children, young people and their families. You will reflect on what constitutes evidence based practice and how this has informed and challenged current Child and Adolescent Mental Health (CAMH) provision with a particular focus on the Children and Young Peoples Improving Access to Psychological Therapies (CYP- IAPT) model of service delivery. You will be taught by specialist practitioners and will be will be exposed to a range of different techniques and styles of questioning that may enhance and expand your current practice. The skill based context to the module is aimed providing practitioners with ideas and principles to inform their practice and work with children young people and families. The module will also create the opportunity to consider the role of the “expert” and how this fits alongside the development of collaborative approaches to therapeutic engagement and intervention.