Child and Adolescence

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• 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.
• Demonstrate an ability to reflect upon issues relating to equality, diversity and inclusion through careful consideration of the Social GRRAACCES (Burnham, 2012).
• Critically evaluate systematic knowledge of the application of developmental psychology to emotional and behavioural difficulties in children and adolescents.
• Evaluate key ethical issues to make informed judgements about the complex clinical needs of children and families with safeguarding issues.
• Critically appraise the evidence base for psychological interventions in childhood and adolescence, including parenting.

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.

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.

Resources & Reading list

General Resources

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.

Internet Resources

The Handbook of Child and Adolescent Clinical Psychology: A Contextual Approach.

Safeguarding and promoting the welfare of children: Position paper.

What Good Looks Like in Psychological Services for Children, Young People and their Families..

Textbooks

McLeod, B.D., Jensen-Doss, A & Ollendick T.H. (2013). Diagnostic and behavioural assessment in children and adolescents: a clinical guide..

Finch, A.J (2012). Specialty competences in clinical child and adolescent psychology.

Assessment strategy

In the event of a trainee failing any assessed piece of work, the trainee is required to liaise with the Module Coordinator. If the trainee receives a mark of 48% or above they can re-submit a substantially revised version of the original piece of work. If the trainee receives a score of under 48% they must submit a completely new piece of work.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

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

Repeat Information

Repeat type: Internal