Enhanced Practice in Early Intervention

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• To acquire knowledge and skills in working with eating difficulties, tics and school refusal.
• To acquire knowledge and skills in psychoeducation and trauma informed practice/principles in relation to traumatic events.
• To understand and implement low intensity interventions for self harm
• Demonstrate knowledge and skills in effective brief (low-intensity) interventions for children, young people and families experiencing advanced anxiety presentations (e.g. OCD, Social Anxiety), based on the most up to date evidence.

The module will cover the following topics:

• Identification of anxiety presentations (e.g. traumatic events, OCD, social anxiety etc) and their impact.
• Low intensity interventions for traumatic events, including trauma-focused psychoeducation, trauma focused CBT for single-incident PTSD, delivery of evidence-based (group) intervention following large scale events
• Low intensity interventions for OCD and social anxiety (e.g. use of CBT methods including exposure and response prevention, behavioural experiments, relapse prevention etc)
• Nature and presentation of self-harm, implementation of low intensity interventions for treating self-harm and community/school support and signposting.
• Behavioural interventions for tics in children with Tourette Syndrome or Tic disorder, including parent coping strategies.
• Identifying the presentation of eating difficulties and implementation of low intensity interventions for treatment.
• Understand and treat (using LI CBT approach) school refusal.

Teaching and learning methods

Teaching and learning methods will include lectures, workshops, directed reading, and independent study. Clinical skills-based competencies will be taught through demonstrations, experiential learning, and simulated role plays.

Resources & Reading list

Internet Resources

Obsessive-compulsive disorder: care interventions in the treatment of obsessive-compulsive disorder and body dysmorphic disorder..

Journal Articles

Practitioner review: School refusal: Issues of conceptualisation, assessment, and treatment. The (1999). Practitioner review: School refusal: Issues of conceptualisation, assessment, and treatment. The. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(7), 1001-1012..

Elliott, J.G. and Place, M. (2019). 'Practitioner review: school refusal: developments in conceptualisation and treatment since 2000.'. Journal of child psychology and psychiatry., 60 (1). pp. 4-15.

Gellatly J, Pedley R, Molloy C, Butler J, Lovell K, Bee P.. Low intensity interventions for Obsessive-Compulsive Disorder (OCD): a qualitative study of mental health practitioner experiences.. BMC Psychiatry. 2017 Feb 22;17(1):77. doi: 10.1186/s12888-017-1238-x. PMID: 28222706; PMCID: PMC5320764..

Textbooks

Babcock LDP Educational Psychology Service (2016). Developing Effective Support Systems for Young People Experiencing Anxiety Based School Avoidance: An Exploratory Study and Good Practice Guidance for Schools..

Farrand, P. (Ed.). (2010). Low-intensity CBT Skills and Interventions: A Practitioner′ s Manual.. Sage.

Bennett-Levy, J., Richards, D. A., Farrand, P., Christensen, H., Griffiths, K. M., Kavanaugh, D. J., Klein, B., Lau, M. A., Proudfoot, J., Ritterband, L., White, J., & Williams, C. (2010). Oxford guide to low intensity CBT interventions.. Oxford University Press.

Chowdhury, U., & Murphy, T. (2016). Tic Disorders: A Guide for Parents and Professionals.. Jessica Kingsley Publishers..

Summative

This is how we’ll formally assess what you have learned in this module.

Repeat Information

Repeat type: Internal & External