PYMPES-Common Problems and Processes in Education Settings

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Semester 1 / 2
Pre-requisites:
Non-modular pre-requisites: Co-requisites: PYMFPC, PYMEAC, PYMLIC, PYMWES and PYMIES must be passed.
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Mrs Kerry Cawte
Email: kerry.cawte@reading.ac.uk

Type of module:

Summary module description:

Education Mental Health Practitioners (EMHPs) will 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 wellbeing.Ìý These will include common adverse experiences, traumatic events and common problems occurring in education settings. EHMPs will work within a model of the child and young person that recognises both the effects of adversity on children and the limits of their autonomy. They will promote the wellbeing of children and young people by supporting their cognitive, emotional, social and physical development in the context of their family, school and other systems.ÌýÌý

Aims:

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.Ìý 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.Ìý

The EHMP will be able to understand common problems and experiences (including common areas of adversity and disadvantage) and support education staff through training, implementing peer mentoring approaches and supporting classroom management in education settings. Underpinning the EMHPs’ ability to understand and support these common problems and experiences are key common processes that underpin therapeutic and organizational work.

EMHPs will need an understanding of the complexity of children’s, young peoples and families’ health, educational, social needs and the services available to support young people’s mental health. It is important for workers’ to be aware of the limitations of their professional role, to recognise when and where it is appropriate to seek further advice or signpost clients to other services or specialist CAMHS. Furthermore, they will need to demonstrate an understanding of what constitutes high-intensity Specialist CAMHS psychological treatment and how this differs from ‘low-intensity’ Universal work within education settings and hold and have access to knowledge of a wide range of social and health resources available through statutory and community agencies.

This module will help students to develop an understanding of common areas of adversity and disadvantage and the cumulative impact of these and associated risk factors which will include children and young people with Special Educational Needs (SEND) and Vulnerable groups includingÌý Looked After Children (LAC); help them 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 wellbeing which includes (but are not limited to) bullying, challenges in peer relationships, examination stress, bereavement and loss, family conflict and breakdown, relocation, trauma and abuse. ÌýStudents will also have the opportunity to develop skills in identifying children and young people who are at risk of or are experiencing these common problems, 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 such as interventions to support and manage common problems in schools/colleges include peer support, CBT informed anxiety/exam stress management, transitions; and help to understand and develop competency in common process that underpin therapeutic and organizational processes in education settings.

Assessable learning outcomes:

Students must demonstrate

1. Knowledge of development stages, and the impact of advers