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EMHP3002 Evidence Based interventions for common mental health problems with children and young people (theory and skills)

Module Overview

EMHPs aid clinical improvement through the provision of information and support for evidence-based low-intensity psychological treatments psychological treatments place a greater emphasis on self-management and are designed to be less burdensome to CYP undertaking them than traditional psychological treatments. The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural and social learning principles, such as behavioural activation, exposure, cognitive restructuring, problem solving, CBT-informed sleep management, parent training and computerised cognitive behavioural therapy (cCBT) packages as well as supporting physical exercise. Support is specifically designed to enable children and young people and parents/carers to optimise their/their child’s use of self-management recovery information and may be delivered individually to children and young people or to their parents / carers through face-to-face work, telephone, email or other contact methods. EMHPs must also be able to manage any change in risk status. This module will equip EMHPs with a good understanding of the process of therapeutic support and the management of individual children and young people and parents / carers experiencing anxiety, low mood or behavioural difficulties. Skills teaching will develop general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural and social learning principles.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Evaluate a range of evidence-based interventions and strategies to assist CYP and their parents manage their / their child’s emotional distress and disturbance.
  • Demonstrate knowledge of, and competence in developing and maintaining a therapeutic alliance with CYP and their parents / carers during their treatment programme, including dealing with issues and events that threaten the alliance.
  • Demonstrate competence in planning a collaborative low-intensity psychological treatment programme for common mental health problems, including managing the ending of contact.
  • Demonstrate in-depth understanding of, and competence in the use of, a range of low-intensity, evidence-based psychological interventions for common mental health problems with cyp and their parents / carers
  • Demonstrate knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.
  • Evaluate the role of case management and stepped care approaches to managing common mental health problems including ongoing risk management appropriate to protocols.
  • Demonstrate competency in delivering low-intensity interventions using a range of methods including face-to-face, telephone and electronic communication in education settings.

Syllabus

- Behaviour change: Theories and models - Critical evaluation of the evidence base - Functional analysis & formulation of presenting difficulties - Goal setting and monitoring - Collaborative working - Guided self-help – content and suitability. Sign-posting: when & how - Problem solving - Pharmacology – monitor impact / awareness of medication that may be prescribed for CYP for common mental health problems - Health promotion - Behavioural activation –theoretical principles & application in practice - Exposure – theoretical principles & application in practice. - Working with parents / carers : to include 1:1 supported self help with parents / carers in the context of behavioural difficulties / parent led CBT for anxiety - To be able to assist with Parenting training for conduct problems – social learning theory & application in practice. - Therapeutic endings - Delivery of interventions for anxiety, depression, behavioural difficulties and low level regulatory issues via a range of communication methods.

Learning and Teaching

Teaching and learning methods

Lectures Small group tutorials Experiential activities Role Play Guided reading Directed activities in NHS services

TypeHours
Independent Study131
Teaching119
Total study time250

Resources & Reading list

O'Hagan, K. (2001).  Cultural Competence in the caring professions. 

Low intensity cognitive behavioural therapy: A practitioners guide. 

Williams, C.J. (2006). Overcoming depression and low mood :A five areas approach. 

Richards, D. & Whyte, M. (2008). Stepped care for common mentla health problems: A handbook for low intensity workers. 

McMahon, R. & Forehand, R. (2003). Helping the noncompliant child. 

A Breif Behavioural Activation treatment for Depression: Treatment Manual. Lejuez, C.W., Hopko, D.R. & Hopko, S.D. (2001) Behaviour Modifiaction 25, 255-286

Williams, C (2003). Overcoming anxiety: A five areas ap proach. 

Reynolds, S. & Parkinson, M. (2015a). Teenage Depression - a CBT guide for parents. 

Whitcomb, S. & Merrell, K. W (2013). Behavioral, social, and emotional assessment of children and adolescents. 

Thorncroft, G (2006). Shunned: Discrimination against people with mental illness: A handbook for low intensity workers. 

Norcross, J. (2002). Psycho9therapy realtionships that work: therapist contributions and responsiveness to patients. 

Westbrook, D., Kennerley, H. & Kirk, J (2007). An Introduction to cognitive behavour therapy: Skills and applications. 

Assessment

Formative

Video

Summative

MethodPercentage contribution
Assessment  (1000 words) 100%
Audio or Video Recording  (35 minutes)

Referral

MethodPercentage contribution
Assessment 100%

Repeat Information

Repeat type: External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Other

There are no cost implications for this module outside of normal student costs, such as paper, pens etc.

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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