MODULE SPECIFICATION TEMPLATE

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UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Child and Adolescent Mental Health (WL802)
2.
The Department which will be responsible for management of the module
The Division of Mental Health in the Centre for Professional Practice
3.
The Start Date of the Module
October 2009
4.
The cohort of students (onwards) to which the module will be applicable.
October 2009
5.
The number of students expected to take the module
15
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Departments and Faculties regarding the
withdrawal
None
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M Level (FHEQ Level: 7)
8.
The number of credits which the module represents
15 Credits
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Variable
10.
Prerequisite and co-requisite modules
Introduction to Mental Health
11.
The programmes of study to which the module contributes
MSc in Mental Health Studies
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
a. Gain an understanding of the developmental concepts that are applied to thinking about child and
adolescent mental health and wellbeing (LO’s A1, A6, A9, B13, B15, C24)
A1.Contemporary debates, theoretical frameworks, evidence based research and service user
perspectives relating to mental health and well being
A6. the contexts and influences that shape mental health over an individuals lifetime
A9 common and complex patterns of presenting the signs and symptoms of mental distress and ill
health
B13 Synthesise information from a wide range of perspectives and sources in order to inform
client care
B15 Critically articulate and utilise knowledge of therapeutic practice in client and family work
C24. Interpret and evaluate the impact and application of mental health legislation and policy on
practice
b. Gain knowledge of the range of factors that promote or hinder mentally healthy growth and
development in children and adolescents (LO’s A1, A2,A3,A4, A5, A6)
A1 Contemporary debates, theoretical frameworks, evidence based research and service user
perspectives relating to mental health and well being
A2 the principles and values that promote ethical practice such as equality of citizenship and the
right to self determination
A3. In depth understanding of the principles and values that promote and support inclusive practice
A4. A critical understanding of the many factors that contribute to health inequalities and the role
services play in challenging or supporting those inequalities
A5. the principles and values that enable services to engage with and promote the voice of the
service user in mental health
A6. the contexts and influences that shape mental health over an individuals lifetime
c. Critically examine the key concepts that shape policy and practice in the delivery of child and
adolescent mental health services (LO’s A1, A2, A3, A4,A5, A7, A10,B12,B13, B15, C20, C22, C24)
A1 Contemporary debates, theoretical frameworks, evidence based research and service user
perspectives relating to mental health and well being
A2 the principles and values that promote ethical practice such as equality of citizenship and the
right to self determination
A3. In depth understanding of the principles and values that promote and support inclusive practice
A4. A critical understanding of the many factors that contribute to health inequalities and the role
services play in challenging or supporting those inequalities
A5. the principles and values that enable services to engage with and promote the voice of the
service user in mental health
A7. the systemic factors that facilitate or hinder collaboration with service users, other
professionals, and service providers
A10. Contemporary evidence based interventions and the challenges of applying theory to practice
B12. Critically evaluate research in terms of its ability to inform and advance practice in diverse
settings
B13. Synthesise information from a wide range of perspectives and sources in order to inform
client care
B15.Critically articulate and utilise knowledge of therapeutic practice in client and family work
C20 . Demonstrate competence in the integration of evidence to practice and utilise reflective
practice during supervision
C22 Demonstrate enhanced ethical awareness of own values, beliefs and attitudes and their impact
on mental health service users and those that support them within culturally divers and changing
communities
C24 Interpret and evaluate the impact and application of mental health legislation and policy on
practice
d. Develop a comprehensive knowledge of the common and complex patterns of presenting signs and
symptoms of mental distress and ill health in children and adolescents (LO’s A6,A9, C19, C25,)
A6 the contexts and influences that shape mental health over an individuals lifetime
A9 common and complex patterns of presenting the signs and symptoms of mental distress
and ill health
C19 Assess the needs, strengths, abilities and skills of individuals and their families and carers using
a collaborative and inclusive approach
C25 able to critically analyse many positions of a complex issue or dilemma and resolve
informational conflicts
e. Develop a critical understanding of the systemic contexts within which children and adolescents
are likely to be exposed to factors that help or hinder their mental health (LO’s A2,A3,A4, A6,A7,
C19, C23)
A2 the principles and values that promote ethical practice such as equality of citizenship and the
right to self determination
A3. In depth understanding of the principles and values that promote and support inclusive practice
A4. A critical understanding of the many factors that contribute to health inequalities and the role
services play in challenging or supporting those inequalities
A6. the contexts and influences that shape mental health over an individuals lifetime
A7. the systemic factors that facilitate or hinder collaboration with service users, other
professionals, and service providers
C19 Assess the needs, strengths, abilities and skills of individuals and their families and carers using
a collaborative and inclusive approach
C23. Demonstrate enhanced capability and competence in order to communicate and work
effectively across professional, interagency boundaries and with service users and those that
support them
f.
Gain a critical understanding of family systems and the interplay between families, services and
networks of support. (LO’s A7, B12,B15,B16, C19, C21, C23)
A7. the systemic factors that facilitate or hinder collaboration with service users, other
professionals, and service providers
B12. Critically evaluate research in terms of its ability to inform and advance practice in diverse
settings
B15.Critically articulate and utilise knowledge of therapeutic practice in client and family work
C19 Assess the needs, strengths, abilities and skills of individuals and their families and carers
using a collaborative and inclusive approach
C21 expand the ability to deliver research and evidence based interventions in order to meet
the needs of service users with complex needs and in a variety of settings
C23. Demonstrate enhanced capability and competence in order to communicate and work
effectively across professional, interagency boundaries and with service users and those that
support them
g. Critically reflect on the influence of cultural, political and theoretical views of childhood in relation
to diagnostic categories (LO’s A1, A2, A3, A4, A6, A7, A8,B12, C22, C25)
A1 Contemporary debates, theoretical frameworks, evidence based research and service user
perspectives relating to mental health and well being
A2 the principles and values that promote ethical practice such as equality of citizenship and the
right to self determination
A3. In depth understanding of the principles and values that promote and support inclusive practice
A4. A critical understanding of the many factors that contribute to health inequalities and the role
services play in challenging or supporting those inequalities
A6. the contexts and influences that shape mental health over an individuals lifetime
A7. the systemic factors that facilitate or hinder collaboration with service users, other
professionals, and service providers
B12. Critically evaluate research in terms of its ability to inform and advance practice in diverse
settings
C22 Demonstrate enhanced ethical awareness of own values, beliefs and attitudes and their impact
on mental health service users and those that support them within culturally divers and changing
communities
C25. able to critically analyse many positions of a complex issue or dilemma and resolve
informational conflicts
h. Critically evaluate the evidence base for specific interventions within a CAMHS context (LO’s A10,
B12, C21)
A10. Contemporary evidence based interventions and the challenges of applying theory to
practice
B12. Critically evaluate research in terms of its ability to inform and advance practice in diverse
settings
C21.Expand the ability to deliver research and evidence based interventions in order to meet
the needs of service users with complex needs and in a variety of settings
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
a. Develop the ability to make use of a wide variety of information resources to inform your
observations and relate them to practice (LO’s B13, C27, D33, D34)
B13. Synthesise information from a wide range of perspectives and sources in order to inform
client care
C27. Develop and enhance skills in formulating client case notes, referral letters and case
summaries that recognise and respect the client’s concerns
D33. Ability to use and manage electronic information and resources in the management of
work-based clinical practice
D34. Ability to make use of a wide variety of resources in developing your clinical knowledge
base, including the independent use of professional journals and research publications
b. Ability to make appropriate use of sources of information, including IT, to support clinical learning
and effectiveness (LO’s C27, D32, D33)
C27. Develop and enhance skills in formulating client case notes, referral letters and case
summaries that recognise and respect the client’s concerns
D32. Ability to exercise authority and work autonomously with high levels of responsibility
making appropriate use of consultation and supervision
D33. Ability to use and manage electronic information and resources in the management of
work-based clinical practice
c. Ability to communicate your knowledge and understanding clearly in written form (LO D28)
D28. Ability to communicate effectively to others both orally and in written form, and to respond
effectively to others’ communications in the context of work-based clinical practice
14.
A synopsis of the curriculum
This module explores the key concepts that shape Child and Adolescent Mental Health services.
Students will be provided with a range of information about child development and the factors
most associated with promoting or hinder good mental health. Students will learn about the
common and complex ways in which children and adolescents express mental distress. The
evidence base for common interventions will be critically evaluated. Critical reflection on the
dynamics of systems will feature as children are most often part of a family, school or care system.
15.
Indicative Reading List
Common assessment framework for children and young people – practitioners guide (2007)
www.everychildmatters.gov.uk/caf
Every child matters (2003) – Home Office CM5860
http://www.everychildmatters.gov.uk/_files/EBE7EEAC90382663E0D5BBF24C99A7AC.pdf
CAMHS Standard, National Service Framework for Children,Young People and Maternity Services
– Department of Health 2004
Nath Dwivedi, K., and Brinley Harper, P. (2004) Promoting the emotional wellbeing of children and
adolescents and preventing their mental ill health – Jessica Kingsley Press
Fonagy, P., & Roth, A. (2005)- What works and for whom?- The Guilford Press
16.
Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
This module will comprise of 15 hours contact and 135 hours of private study. The module
will utilise a range of lecturing, discussion, seminars and group exercises. The students will be
required to reflect on their own attitudes and assumptions about the healthy development of
children.
12d
12e
12f
12g
12h
13a
13b
13c
Approximate
Number of
Hours
17.
o
o
x
15hrs
x
x
x
x
x
x
x
x
x
Application
into work
based
practice:
Written
Assessmen
t
x
x
x
x
x
x
x
x
Reflection:
12a
12b
12c
Guided
study:
Teaching
sessions
Learning Outcomes
CAMHS
Delivery Methods
x
x
x
x
x
x
x
x
x
x
x
x
50hrs 30hrs 15hrs
x
x
x
x
x
x
x
x
x
40hrs
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Learning will be assessed by:
A reflective log of 1500 words (40% of the final mark) describing either:
The student’s reappraisal of their views on ‘healthy’ childhoods following consideration of the key
concepts covered during the module
Or
The student’s reappraisal of their approach to working with children, adolescents and their families
following consideration of the key concepts covered during the module
A 3000 word critical appraisal of the key concepts used in CAMHS and their capacity to
encourage inclusive practice (60%)
Learning Outcomes
Method of Assessment
12a
12b
12c
12d
12e
Reflective log
of 15000
words
x
x
x
x
3000 word
essay
x
x
x
x
x
12f
12g
12h
13a
13b
13c
Credits And
% of Mark
x
x
x
60%
x
x
x
x
40%
18.
Implications for learning resources, including staff, library, IT and space
Seminars will take place within an existing teaching programme on the Medway campus or at
facilities provided by a training commissioner. Teaching will be provided by practicing clinicians
with appropriate skills, and experience in multi-professional settings. Students will have access to
learning resources through both NHS Post graduate centres and libraries, and the University’s
library and IT provision
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
All teaching provision will conform with University of Kent and NHS equal opportunities
statements, with no disadvantage anticipated.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of module
proposals"
................................................................
Director of Learning and Teaching
..............................................
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will be responsible
for its resourcing"
.................................................................
Head of Department
…………………………………………………….
Print Name
..............................................
Date
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