child and adolescent mental health: key theories and ... · child and adolescent mental health: key...
TRANSCRIPT
1
Child and Adolescent Mental Health: Key
Theories and Research 7KNIM744 Level: 7
Credits: 15
Module leader: Dr Annmarie Grealish
Tel: 020 7836 3521
Email: [email protected]
Module deputy: Dr Gemma Trainor Tel: 020 7848 3639 Email: [email protected] Academic support: Dr Annmarie Grealish and Dr Gemma Trainor
____________________________________________________________________
This handbook must be read in conjunction with module information provided on KEATS, the King’s E-Learning And Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the Postgraduate Programme Handbook, available on KEATS and via the Student Services Centre. This handbook can also be provided in alternative formats (such as large print) upon request to [email protected].
2
Contents
Module overview .......................................................................................................... 3
Submitting coursework ............................................................................................ 4
Assessment criteria ................................................................................................... 4
Formative assessment .............................................................................................. 4
Summative assessment............................................................................................. 4
Results and resubmissions for coursework .............................................................. 5
Learning resources ....................................................................................................... 6
Session 1 – Introduction to the module, CAMHS and Policies ................................ 6
Session 2 – Child Development, Attachment and Resilience .................................. 7
Session 3 – Autism Spectrum Disorders .................................................................. 8
Session 4 – Self Harm .............................................................................................. 9
Session 5 – Engagement & Assessment of Children, Families, Adolescents and Young People and Subsequent Care Planning ......................................................... 10
Session 6 – Families Parenting and Parenting interventions .................................. 12
Module evaluation ........................................................................................................ 13
Action from previous evaluations ................................................................................ 13
Timetable...................................................................................................................... 14
3
Module overview This module can form part of the BSc or PG Programmes. The module contributes to your programme of study by focusing on the key theories and research that underpins child and adolescent mental health practice.
Choose an item.
Module aim The module will enable practitioners to have an advanced understanding of key theories and research in the field of child and adolescent mental health. The module aims to help practitioners develop knowledge, understanding and aesthetic frameworks required to manage care for children and adolescents with mental health problems/illness in paediatric, school, adolescent ot CAMHS settings.
The relationship between the theory and practice of assessment and treatment of mental health needs will be explored. The use of practice experiences will encourage the development of a personal model of assessment and treatment that is appropriate to the work context and grounded in evidence based practice.Participants will be encouraged to apply the principles learned in the classroom to their specific clinical contexts.
Learning outcome On completion of this module you (students) will be able to:
Demonstrate an advanced understanding of theories of child development within the context of child and adolescent mental health
Demonstrate expert knowledge of theories and concepts within child and adolescent mental health
Exhibit advanced knowledge of clinical guidelines, protocols and policies and how they underpin clinical practice
Demonstrate expert skills in appraising/assessing the quality of evidence and research to clinical practice
Critically explore the type of emergencies that children and adolescents with mental health problems are at risk of experiencing.
Analyse and improve how we work with children and adolescents with mental health problems in Tiers 1-4.
Understand the ways in which children and adolescents with mental health problems may express physical and psychological pain and distress, and to consider how this may be assessed in the practitioner’s specific clinical context.
Teaching arrangements The module will be taught using a combination of lectures, workshops and seminars, utilising a scenario approach and supported by e-learning materials and guided independent study. Each session is prefaced with preparatory reading, which you are expected to undertake. This will help to ensure that you are well prepared for each session and that you make the most of the learning available through the session. In addition to such reading, lecturers will provide additional materials and references to support their individual sessions. Guest practitioners will also be involved in teaching delivery from NHS Trust partners. Other module content, including directed activities and discussion board, are available through KEATS, the College e-learning service.
4
Submitting coursework For this module you are assessed by separate formative and summative assignments. Detailed assignment guidelines will also be available on the KEATS module page.
Assessment criteria Taught Postgraduate Marking Criteria (L6) with Florence Nightingale Faculty of Nursing & Midwifery (discipline specific) criteria will be used in the assessment of your work. In addition a module specific marking rubric will be used. Both will be accessible on the KEATS module page.
Formative assessment The formative assessment is a Multiple Choice Questionnaire which is completed online on the KEATS module site.
Summative assessment For this module you are assessed by the module team through a 2,000 words Child Development and Mental Health Case Study. You will be required to:
Analyse a case study with reference to the literature on child development and child and adolescent mental health.
Choose one aspect of development as the main focus for the essay – e.g. cognitive, emotional, social development.
The case study should be taken from your clinical area. Briefly describe your work area and your role within it.
It is essential that you address the issue of confidentiality, and that the child and work area cannot be identified from your work.
Give only a brief background to the case, before moving on to discuss the case study in relation to your chosen aspect of child development.
The assignment will be marked for evidence that you have met the learning outcomes for the module, including application of theory to practice.
Coursework submission are provided on the modules KEATS site. It is essential that you use your candidate number on all assignments/examinations. Your candidate number, which will begin with W for the academic year 2016/17, will be available via Student Records on the King’s Intranet approximately one month after you enrol. If you are unable to submit your work by the deadline please refer to the information in your programme handbook on “mitigating circumstances”. If you require further support in these circumstances you are advised to contact KCLSU. Submission date for coursework: Tuesday 10 Jan 2017 Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. If your assignment is submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS module sites under assessment information. Please label the file with your candidate number and double-check you have submitted the correct file.
5
The external examiner for this module is Ian Hamilton, University of York. Students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments. The College and its Examination Boards in the ten Faculties (Institutes/Schools, King's Learning Institute and the Association of King's College (AKC), work with over 500 external examiners to ensure the quality and standard of our taught awards. Find the latest report on the External Examiners Report page, navigate to the Faculty of Nursing and Midwifery section.
Results and resubmissions for coursework Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission. According to the method of submission as detailed on your KEATS site, if your work was submitted online you will be able to download marked coursework from KEATS. Feedback will include the award of a numerical grade which remains provisional until ratified by the examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be viewed via Student Records on the King’s Intranet, the Monday following the relevant examination board. The marking criteria by which your work is judged are provided in full in your programme handbook. Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader, your group leader or a member of library staff for guidance or please use King’s Libguides site. The feedback you receive on your assignment will guide you towards how to do better next time or how to maintain your existing high standard! If you do not understand your mark or the feedback you receive please contact the Module Leader Dr Annmarie Grealish.
If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to resubmit your work. Resubmission date: Tuesday 11 April 2017
6
Learning resources
Session 1 – Introduction to the module, CAMHS and Policies This session will introduce the module content including the overall aims of the module, teaching and learning strategies as well as how the module will be assessed. By the end of the session students will have knowledge of the national and local policies in relation to CAMHS, children and adolescents. References: Dogra N. & Leighton S. (2009) Nursing in Child and Adolescents Mental Health. Open University Press, Maidenhead.
Dogra N., Parkin A., Gale F. & Frake C. (2009) A Multidisciplinary Handbook of Child and Adolescent Mental Health for Front-line Professionals. 2nd ed. Jessica Kingsley, London.
Green H., McGinnity A. & Meltzer H, et al (2006) Mental Health of Children and Young People in Great Britain 2004. Palgrave, London.
Kelvin R., Layard R. & York A. (2009). Improving Tier 2-3 CAMHS, LSE mimeo.
Kessler R.C., Amminger G.P., Aguilar-Gaxiola S., Alonso J., Lee S. & Ustun T.B. (2007) Age of onset of mental disorders: A review of recent literature. Curr Opinion Psychiatry. 2007 July; 20(4), 359-364.doi: 10.1097/YCO.0b013e32816ebc8c
McDougall T. (2006). Child and Adolescent Mental Health Nursing. Blackwell Publishing Ltd.
New Economics Foundation and Action for Children (2009) Backing the future: why investing in children is good for all of us http://neweconimics.org/sites/neweconomics.org/files/Backing_the_Future_1.pdf
Surhcke M., Pillas D. & Selai C. (2008) Economic Aspects of mental health in children and adults in: Social cohesion for mental wellbeing amongst adolescents. World Health Organisation Regional Office for Europe.
Unicef Innocenti Research Centre (2007) Report card 7: Child poverty in perspective: an overview of child wellbeing in rich countries. New York, UN.
7
Session 2 – Child Development, Attachment and Resilience By the end of the session students will be able to:
Have an understanding of the physical, cognitive, social, psychosocial and moral development to children and adolescents
Understand the specific developmental theorists (Freud, Erikson, Piaget, Kohlberg and Vygotsky) and demonstrate an understanding of infancy, childhood and adolescence
Describe the concept of attachment emotional development and its relevance for the mental health of children
Enhance your understanding of attachment theory and influences that impact on emotional and behavioural development
Appraise the professional’s role in working with children and adolescents with behavioural disorders.
References: Allen J.P. & Land D. (1999). Attachment in adolescence. In J. Cassidy & P. R. Shaver (Eds.), Handbook of Attachment: Theory, Research and Clinical Applications (pp. 319-335). New York: Guilford.
Bee H. & Boyd D. (2010) The Developing Child. 12th ed. Boston, Mass.: Allyn and Bacon.
Bowlby J. (1969) Attachment and Loss, volume 1: attachment Vol. 1. Holgarth Press, London.
Bowlby J. (1973) Attachment and Loss, Volume II. Separation: Anxiety and Anger. Vol.11. Holgarth Press, London.
Bowlby J. (1988). A Secure Base: Clinical Applications of Attachment Theory. Routledge, London.
Carr A. (2006) The Handbook of Child and Adolescent Clinical Psychology: A Contextual Approach. 2nd ed. Routledge, London.
Ford T., Goodman R. & Meltzer H. (2004). The relative importance of child, family, school and neighbourhood correlates of childhood psychiatric disorder. Social Psychiatry and Psychiatric Epidemiology 39, 487-496.
Holmes J. (1993). John Bowlby and Attachment Theory. Routledge, London.
Jackson S. & Goosens L. (2008). Handbook of Adolescent Development. 2nd ed. Psychology Press, UK.
Kaplan P. (1991) A Child’s Odyssey: Child and Adolescent Development. 2nd ed. United States of America.
Keenan T. & Evans S. (2002) An Introduction to Child Development. 2nd ed. Sage, London.
Parry-Langdon N. (ed) (2007) Three years on: Survey of the development and emotional wellbeing of children and young people. Office for National Statistics.
Rubin K.H., Bukowski W.M. & Parker J.G. (2006) Peer interactions, relationships and groups. In W. Damon & R.M. Lerner (Editors-in-chief) & N. Eisenberg (Vol Ed.) Handbook of Child Psychology (6th ed) Vol 3. Social, emotional, and personality development (pp.571-645). Wiley, New York.
Rutter M. et al (eds) (2008) Rutter’s Child and Adolescent Psychiatry. 5th ed. Blackwell, Oxford.
Smith P.K., Cowie H. & Blades M. (2011) Understanding Children’s Development. 5th ed. Blackwell, Oxford.
8
Session 3 – Autism Spectrum Disorders By the end of the session students will be able to:
Have a theoretical understanding of Autism Spectrum Disorders, the background of the understanding of such disorders and be able to recognise key areas of concern in your clinical area
Enhance your ability to communicate with and effectively support young people with ASD in your clinical area
Recognise the differences in mental health presentations in the context of ASD and understand the relevance of considering the wider mental health needs and associated risks of these young people
References: Attwood T. (2007) The Complete Guide to Asperger’s Syndrome. Jessica Kingsley Publishers, London.
Jackson L. (2002) Freaks, Geeks & Asperger Syndrome: A User Guide to Adolescence. Jessica Kingsley Publishers, London.
Ghaziuddin M. (2005) Mental Health Aspects of Autism and Asperger Syndrome. Jessica Kingsley, London.
Gillott A., Furniss F. & Walter A. (2001) Anxiety in High-Functioning Children with Autism. Autism. 5(3), 277-86.
Gunasekaran S. (2012) Assessment and management of risk in autism. Advances in Mental Health and Intellectual Disabilities. 6, 314-20.
Roth I. (2010) The Autism Spectrum in the 21st Century: Exploring Psychology, Biology and Practice. Jessica Kingsley, London.
Simonoff E., Pickles A., Carman T., Chandler S., Loucas,T. & Baird G. (2008) Psychiatric disorders in children with autism spectrum disorders: prevalence, co-morbidity and associated factors in a population-derived sample. Journal of the American Academy of Child and Adolescent Psychiatry. 17, 921-9.
Sims P. (2011) Mental Health and Autism: A Guide for Child and Adolescent Mental Health Practitioners. The National Autistic Society, London.
The National Autistic Society (2010) You Need To Know. London: The National Autistic Society
Wing L. (1996) The Autistic Spectrum: A Guide for Parents and Professionals. Constable, London.
9
Session 4 – Self Harm By the end of the session students will be able to:
Understand the complexities around the definition of “self-harm”
Appreciate the scale of the problem in young people
Gain knowledge of the risk and protective factors
Enhance skills in the assessment and management of self harm
Be aware of good practice and promising treatments in the management of self harm
Understand key research evidence
Acquire confidence in talking to young people, their families and their carers about self harm
References Department of Health (2015) Future in mind: promoting, protecting and improving our children and young people’s mental health and wellbeing. London: Department of Health.
Hawton K., Saunders K.E.A. & O’Connor R.C. (2012) Self-harm and suicide in adolescents. Lancet, 379, 2373-2382.
HM Government (2015) Preventing suicide in England: Two years on Second annual report on the cross-government outcomes strategy to save lives. Department of Health, London.
McDougal T., Armstrong M. & Trainor G. (2010) “Helping Children and Young People who Self Harm -An introduction to self-harming and suicidal behaviours for health professionals” Taylor and Francis. Especially the chapters on “What do we mean by self harm?”, “Why is self-harm common among young people?” and “What works for young people who self-harm?”
National Institute of Clinical and Health Excellence (2004) Self-Harm in over 8s: short-term management and prevention of recurrence. London: NICE.
Ougrin D., Tranah T., Leigh E., Taylor L. & Asarnow J.R. (2012) Practitioner Review: Self-harm in adolescents. Journal of Child Psychology and Psychiatry, 53(4), 337-350.
Pryjmachuk S. & Trainor G. (2015).”Supporting children and young people who self harm” Nursing in Practice 85, 55-58.
Royal College of Psychiatrists (2014) CR192 Managing self-harm in young people. Royal College of Psychiatrists: London.
10
Session 5 – Engagement & Assessment of Children, Families, Adolescents and Young People and Subsequent Care Planning By the end of the session students will be able to:
Critically evaluate the key areas of assessment, risk assessment and outcome measures in CAMHS
Enhance your understanding of the young person’s willingness to contribute to the assessment, planning and implementation of the assessment process
Build on your key skills that are required to establish a rapport with children and adolescents who are experiencing mental health problems
Build on your key assessment skills with children, young people and their families to undertake effective assessments and to elicit vital information such as; Interviewing, Questioning, Observation, Listening, Summarising, Accurate empathy and reflective listening, Giving constructive feedback, Dealing with Conflict and, Working for change with children, young people and their families
Identify the key engagement skills to build the therapeutic relationship with children, young people and their families
Understand the nature and process of goal setting (e.g. SMART and SMARTER), what it is, what it entails and how goal setting can help children and young people improve wellbeing and better health outcomes.
Enhance your skills on how to reassure and advise parents and professionals on the care management of children and adolescents.
References: Adcock M. (2000). The Core Assessment: How to synthesise information and make judgements. In Horwath J (ed) (2000) The Child’s World: Assessing Children in Need. The Reader. The NSPCC, London.
American Academy of Child and Adolescent Psychiatry. (1997a). Practice parameters for the assessment and treatment of children and adolescent with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 36 (suppl.), 69S-84S.
American Academy of Child and Adolescent Psychiatry. (1997b). Practice parameters for the assessment and treatment of children and adolescents with substance use disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 36 (suppl.), 140-156.
American Academy of Child and Adolescent Psychiatry. (1998). Practice parameters for the assessment and treatment of children and adolescents with language and learning disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 37 (suppl.), 46S-62S.
American Academy of Child and Adolescent Psychiatry. (1998a). Practice parameters for the assessment and treatment of children and adolescent with depressive disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 37 (suppl.), 63S-83S.
American Academy of Child and Adolescent Psychiatry. (1998b). Practice parameters for the assessment and treatment of children and adolescents with obsessive-compulsive disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 37 (suppl.), 27S-45S.
American Academy of Child and Adolescent Psychiatry. (1999). Practice parameters for the assessment of children, adolescents and adults with autism and other pervasive developmental disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 32S-54S.
Child and Adolescent Mental Health Services: Everybody’s Business. (2001). National Assembly for Wales.
Goodman, R., Meltzer, H., and Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry. 7, 125–130.
11
Hersh D., Worrall L., Howe T., Sherratt S., & Davidson B. (2012). SMARTER goal setting in aphasia rehabilitation. Aphasiology, 26(2), 220-233. doi: 10.1080/02687038.2011.640392
Kelvin R., Layard R. & York A. (2009). Improving Tier 2-3 CAMHS, LSE mimeo.
Micali N. & House J. (2011). Assessment measures for child and adolescent eating disorders: a review. Child and Adolescent Mental Health 16; doi:10.1111/j.1475- 3588.2010.00579.
The NSPCC and the University of Sheffield. (2000). The Child’s World: Assessing Children in Need. Training and Development Pack. The NSPCC, London.
Sayal K., Letch N., & El Abd S. (2008). Evaluation of screening in children referred for an ADHD assessment. Child and Adolescent Mental Health, 13, 41–46.
Tomlinson D., Wilkinson H., & Wilkinson P. (2009). Diet and mental health in children. Child and Adolescent Mental Health, 14, 148–155.
Warnick E.M., Bracken M.B. & Kasl S. (2008). Screening efficiency of the child behavior checklist and strengths and difficulties questionnaire: a systematic review. Child and Adolescent Mental Health, 13, 140-147.
12
Session 6 – Families Parenting and Parenting interventions By the end of the session students will be able:
To understand the impact of families and parenting styles on children’s development
To have an understanding of the issue of boundaries within families
To develop some observation skills in relation to working with families
To have a basic understanding around working with families in CAMHS
Understand key research evidence pertaining to parenting interventions
References:
Burnham J., (1986) Family Therapy, Routledge. [Good for explaining theory]
Carr A., (2000) Family Therapy: Concepts, Process and Practice Wiley Series in Clinical Psychology.
Carr A. (2000). Evidence-Based Practice in Family Therapy and Systemic Consultation I: Child focused problems. Journal of Family Therapy. 22, 29-60.
Dallos R. & Draper R. (2000) An Introduction to Family Therapy: Systemic Theory and Practice. Open University Press: Buckingham. [The most recommended introductory text amongst family therapists on the AFT discussion forum].
Cottrell D. & Boston P. (2002) Practitioner Review: The Effectiveness of Systemic Family Therapy for Children and Adolescents. Journal of Child Psychology and Psychiatry. 43(5), 573-586.
Diamond G.S., Reis B.F., Diamond G.M., Siqueland L. & Isaacs L. (2002). Attachment-Based Family Therapy for adolescents: a treatment development study. Journal of The American Academy of Child and Adolescent Psychiatry, 41, 1190-1196.
Eisler I., Simic M., Russell G. & Dare, C. (2007). A randomised controlled treatment trial of two forms of family therapy in adolescent anorexia nervosa: a five-year follow-up. Journal of Child Psychology and Psychiatry. 48(6), 552-560.
Larner G. (2004) Family therapy and the politics of evidence. Journal of Family Therapy, 26, 17-39.
Stratton P (2005). Report On The Evidence Base Of Systemic Family Therapy. Association for Family Therapy. Available at: http://www.aft.org.uk/docs/Reportontheevidencebaseofsystemicfamilytherapy2005.doc
Street E. & Downey J., (1996) Brief Therapeutic Consultations: An Approach to Systemic Counselling. John Wiley and Sons. [Excellent on putting theory into practice].
13
Module evaluation At the end of the module you are requested to complete the short online evaluation which will be available on your module KEATS site. Student evaluations are very important to us and are required by Health Education England and the regional London Local Education and Training Boards.
Action from previous evaluations Session content has been revised in light of student comments which is reflected in the timetable.
14
Timetable
Child and Adolescent Mental Health: Key Theories and Research (Level 7)
Timetable 2016-2017
Date Start time Session Room Lecturer
4 Oct
2016
11.00-16.00 1. Introduction to course, CAMHS and Policies
FWB1.67 Dr Annmarie Grealish 2. Child Development, Attachment and Resilience
18 Oct 2016
11.00-16.00 3. Autism Spectrum Disorders FWB1.67 Melissa Beaumont
1 Nov 2016
10.00-14.00 4. Self-harm – assessment and management FWB1.67 Dr Gemma Trainor
15 Nov 2016
11.00-16.00 5. Engagement & Assessment of children, families,
adolescents and young people and subsequent care
planning
FWB1.67 Dr Annmarie Grealish
29 Nov 2016
11.00-16.00 6. Families, Parenting and Parenting interventions FWB1.67 Melissa Beaumont
Location key:
FWB – Franklin-Wilkins building, Waterloo campus