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Homelessness Wellbeing Practitioners facilitate clinical improvement by offering information and support for evidence-based low-intensity psychological treatments. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. Foundational to effective engagement are basic counselling skills, essential for building strong therapeutic relationships.

Homelessness Wellbeing Practitioners facilitate clinical improvement by offering information and support for evidence-based low-intensity psychological treatments. Low-intensity psychological treatments place a greater emphasis on patient self-management and are designed to be less burdensome to people undertaking them than traditional psychological treatments. Foundational to effective engagement are basic counselling skills, essential for building strong therapeutic relationships.

The EMHP's 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, compared to 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, as well as supporting physical exercise and healthy eating habits.

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, remote delivery, 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.

The EMHP's 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, compared to 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, as well as supporting physical exercise and healthy eating habits.

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, remote delivery, 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.

The EMHP's 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, compared to 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, as well as supporting physical exercise and healthy eating habits.

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, remote delivery, 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.

The EMHP's 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, compared to 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, as well as supporting physical exercise and healthy eating habits.

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, remote delivery, 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.

This module will build on your knowledge and skills from the Research Methods module in year 2. Your project proposal assessment feedback will be used to strengthen your original proposal to submit for further review dependant on whether you have chosen a service evaluation, education project, clinical audit, evidence based project or empirical research study. To ensure time for completion of the project, this module will commence in semester 2 of year two with the assessment in year 3.

You will develop skills in analysis and synthesising the findings from an inquiry in order to inform best practice. You will also develop your skills of critical appraisal and gain knowledge from a wide range of relevant literature. You will apply this to the design, execution, critique/reflection and recommendations in the reporting of the project.

There will be no formal taught sessions as part of the module. You will be supported through a series of supervision seminars and directed and self-directed learning.

As Educational psychologists we have a key role in ensuring that the interventions we recommend have a strong evidence base. This module will focus on developing your understanding of what
‘evidence based practice’ (EBP) is and is not; and your ability to evaluate evidence to inform your practice. It will also highlight some of the difficulties of integrating evidence based interventions into practice and the role of the scientist practitioner

As Educational psychologists we have a key role in ensuring that the interventions we recommend have a strong evidence base. This module will focus on developing your understanding of what
‘evidence based practice’ (EBP) is and is not; and your ability to evaluate evidence to inform your practice. It will also highlight some of the difficulties of integrating evidence based interventions into practice and the role of the scientist practitioner

As Educational psychologists we have a key role in ensuring that the interventions we recommend have a strong evidence base. This module will focus on developing your understanding of what
‘evidence based practice’ (EBP) is and is not; and your ability to evaluate evidence to inform your practice. It will also highlight some of the difficulties of integrating evidence based interventions into practice and the role of the scientist practitioner