The purpose of this module is to provide an introduction to work with children, adolescents and their families in varied clinical settings (child mental health teams, hospital settings, multi-agency teams). The module content is informed by BPS guidelines, HCPC requirements and clinical guidelines (e.g. NICE guidelines).
Aims and Objectives
Having successfully completed this module you will be able to:
- Evaluate key ethical issues to make informed judgements about the complex clinical needs of children and families with safeguarding issues.
- Implement acquired knowledge of child neuropsychological assessments and measures.
- Demonstrate a systematic acquisition of the organisational structures of child mental health provision in the UK, including key documents and guidelines.
- Critically appraise the evidence base for psychological interventions in childhood and adolescence, including parenting.
- Critically evaluate systematic knowledge of the application of developmental psychology to emotional and behavioural difficulties in children and adolescents.
The child and adolescent teaching module begins with a two week teaching block which covers essential areas of clinical practice, including child development, Safeguarding issues, engaging young people and their families, and assessment and treatment planning. This is followed by a number of days of teaching looking at the application of attachment theory and CBT to presentations of anxiety, depression and anger, followed by teaching on working with children and adolescents who present with complex difficulties (e.g. trauma, Children Looked After, children in a hospital setting). Trainees will also be introduced to different treatment protocols including narrative therapy, Cognitive Remediation therapy, EMDR, IPT and DDP.
Learning and Teaching
Teaching and learning methods
Teaching will comprise a number of different methods including lectures, seminars, problem-based learning, directed reading and independent study. Skills-based competencies will be taught through demonstrations and simulated role plays. Formative feedback will be given to trainees after role-plays and presentations from Problem Based Learning tasks. Some teaching sessions will be attended by trainee Educational Psychologists in order to foster multi-agency professional relationship.
|Total study time||200|
Resources & Reading list
Reading List. A suggested reading list is updated every year, in order to incorporate new texts. Additionally, local practising psychologists are asked to provide the titles of books, or key journal articles, which have informed their practice during the year.
Finch, A.J (2012). Specialty competences in clinical child and adolescent psychology.
McLeod, B.D., Jensen-Doss, A & Ollendick T.H. (2013). Diagnostic and behavioural assessment in children and adolescents: a clinical guide..
This is how we’ll formally assess what you have learned in this module.
Repeat type: Internal