AC6729 - Early Intervention & Prevention in Child and Adolescent Mental Health

What will I learn on this module?

This module will allow you the opportunity to critically reflect on current children’s agenda and the impact and role of policy in developing Child and Adolescent Mental Health Services. You will gain an appreciation of the challenges in applying a model of Early Intervention from a political / financial and moral position. Exploring Early Intervention and Prevention following a development time line from conception to adolescence. The following themes will inform the module content and development.

• Promotion of mental health, early identification and early intervention for children and families in infancy, early childhood and adolescence.
• Understanding risk and fostering resilience and its role in the development / prevention of mental health issues in children and young people.
• Awareness of parenting programmes specifically utilising social learning theory models.
• Early Intervention within psychosis.
• Understanding and working with pre and peri natal mental health difficulties.
• Using a harm minimisation approach with drug and alcohol with cyp.
• Evidence based early intervention strategies/programmes in the prevention and treatment of mental health, emotional and behavioural issues.
• Preventing anxiety and depression in children and young people using FRIENDS programme

How will I learn on this module?

You will learn through a blended learning approach which will incorporate the use of the University’s interactive Online Support Learning Support 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 practice. 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 future teamwork 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 Child and Adolescent Mental Health 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.

How will I be supported academically on this module?

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 eLearning Portal (eLP) Blackboard Ultra so that the whole group may benefit. Tutors will guide you through exercises during the timetabled sessions. The University’s OLS 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 be responsible for marking your summative assessment.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at:
(Reading List service online guide for academic staff this containing contact details for the Reading List team –

What will I be expected to achieve?

Upon completion of this module you will be able to:

Knowledge & Understanding:

1. Understand the theories and concepts that underpin the provision of early intervention and prevention within a CAMH setting.

Intellectual / Professional skills & abilities:

2. Critically analyse evidence that informs early intervention / prevention and draw conclusions about its relevance in CAMH.
3. Hold critical discussions with their peers during workshops and in their written summative assessment in relation to theoretical concepts of Early Intervention and prevention.
4. Identify individual learning needs and utilise learning logs to reflect on individual learning.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. Develop the characteristics of a Northumbria student as they reflect on service user’s / organisational issues in applying Early Intervention and prevention theories into practice.

How will I be assessed?

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

The summative assessment for this module requires the student to write a 3000 word critical case study that demonstrates their understanding of the central components of Early Intervention strategies and approaches within a CAMH context (MLO’s 1, 2, 3, 4 & 5).

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 encouraged to reflect and discuss with a peer in their clinical practice to assist the learning process (MLO’s 1, 2, 3, 4 & 5).





Module abstract

Contemporary Child and Adolescent Mental Health Services Policy recognises the important role played by prevention and early intervention in improving the mental health of children and young people. It is estimated between 50 and 75% of adult mental health difficulties manifested in childhood and 1:8 young people will experience a diagnosable mental health disorder. You will consider the current government policies, how these aim to address these issues within an preventative paradigm of care creating the opportunity to influence and inform your practice. This CPD module offers you the opportunity to explore and critically analyse the concepts of mental health promotion, prevention and early intervention within your own practice and the wider context. A range of techniques, approaches and the theoretical underpinning them will be explored and connection to their application to practice will be explored. This will provide a wider range of knowledge to draw from when working with children young people and families.

Course info

Credits 20

Level of Study Postgraduate

Mode of Study 1 Year Part Time

Department Nursing, Midwifery & Health

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2024 or January 2025

Fee Information

Module Information

All information is accurate at the time of sharing. 

Full time Courses are primarily delivered via on-campus face to face learning but could include elements of online learning. Most courses run as planned and as promoted on our website and via our marketing materials, but if there are any substantial changes (as determined by the Competition and Markets Authority) to a course or there is the potential that course may be withdrawn, we will notify all affected applicants as soon as possible with advice and guidance regarding their options. It is also important to be aware that optional modules listed on course pages may be subject to change depending on uptake numbers each year.  

Contact time is subject to increase or decrease in line with possible restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors if this is deemed necessary in future.


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