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The University of Southampton
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EMHP6004 Common problems and processes in education settings

Module Overview

EMHPs provide support and interventions in schools and colleges that acknowledge the broad range of difficulties experienced by many children and young people and which have adverse effects on their well-being. These will include common adverse experiences, traumatic events and common problems occurring in education settings. EHMWs will work within a model of the child and young person that recognizes both the effects of adversity on children and the limits of their autonomy. They will promote the well-being of children and young people by supporting their cognitive, emotional, social and physical development in the context of their family, school and other systems. The EMHP will draw on theory and research evidence about development and child and adolescent mental health to understand and to help children and young people to develop and increase support from their community of teachers, peers and family members. They will use psychological theories and models and psychoeducation to help children and young people understand and tolerate negative emotions (e.g. worry, sadness, anger, frustration). To help children and young people adapt to their unwanted or distressing behaviours and emotions, EMHPs will draw on psychological theories and research about principles of behaviour change.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Develop critical understanding of child and adolescent development and the impact of adverse life events on psychological well-being and mental health
  • Critically evaluate the impact of risk and protective factors on the well-being and mental health of children and young people
  • Critically reflect on indicators of distress or impaired well-being in in children and young people and demonstrate awareness of the distinction between transient distress and symptoms of mental ill-health
  • Demonstrate the abilty to use Supervision effectively and evidence critical reflective practice in education settings
  • Develop critical understanding and demonstrate promotion of whole school / college approaches
  • Critically reflect on and demonstrate understanding of emotional health promotion in education settings
  • Critically reflect on and demonstrate ability to use outcomes informed practice in education settings
  • Critically reflect on and demonstrate ability to audit and assess mental health need in education settings
  • Develop critical awareness of and demonstrate the ability to provide and support multi agency co-ordination and working including signposting and stepping up / down

Syllabus

1. To understand common areas of adversity and disadvantage and the cumulative impact of these and associated risk factors. To include children and young people with Special Educational Needs (SEND) and Vulnerable groups including Looked After Children (LAC) 2. To acquire knowledge and skills in supporting school / college staff, parents / carers and children and young people to identify common problems experienced by children and young people in schools and colleges and which have adverse effects of well-being. These include (but are not limited to) bullying, challenges in peer relationships, examination stress, bereavement and loss, family conflict and breakdown, relocation, trauma and abuse. 3. To develop skills in identifying children and young people who are at risk of or are experiencing these common problems 4. To develop skills and knowledge to help schools/ colleges, parents / carers and children and young people anticipate and manage common problems and support those who are experiencing them. Interventions to support and manage common problems in schools / colleges include peer support, CBT informed anxiety / exam stress management, transitions 5. To understand and develop competency in common process that underpin therapeutic and organizational processes in education settings

Learning and Teaching

Teaching and learning methods

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

TypeHours
Teaching77
Independent Study173
Total study time250

Assessment

Formative

Individual Presentation

Summative

MethodPercentage contribution
Assignment 100%

Referral

MethodPercentage contribution
Assessment 100%

Repeat Information

Repeat type: Internal & External

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