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On successful completion of the module, students will be able to:
1 - Synthesise knowledge and practical abilities in implementing diverse interventions tailored for children and young people. This includes fostering positive mental health and crafting specialised strategies to support individuals with social, emotional, and mental health (SEMH) needs
2 - Critically evaluate theory and practice related to interventions with children and young people with SEMH needs
3 - Evaluate theory with practicewhen creating justified plans to assess, identify, intervene and critically reviewchildren and young people with SEMH needs
4 - Critically justify choices and working methods from a range of interventions when undertaking reflective practicein meeting the needs of children and young people with SEMH needs
This module will focus on developing your own practice with children and young people using evidence-based intervention strategies in SEMH. These will include using motivational interviewing, group workand mentoring techniques, cognitive behaviour strategies, stress management, anxiety reduction, mindfulness, art-based interventions and other therapeutic style practice.
In this module, students will develop their knowledge, skills and understanding of a range of interventionsincluding directwork with children and young people.Reflective practice skills will be developed in teaching sessions linked to the interventions being studied. A particular focus will be an examination of the evidence base for various types of programmes and the limitations of this in research studies.A second focus will be the limitations and facilitatorsof the implementation of such interventions. A key approach will be psychologically informed practice when working with vulnerable and at-risk children and young people.
In this module, students will develop their knowledge, skills and understanding of a range of therapeutic interventions including direct work with children and families including any issues linked to safeguarding.
Students will study a range of intervention strategies and associated theoretical approaches. They will have the opportunity to make clear links between theory and practice, with reference to research from national and international perspectives. Students will be expected to further develop and demonstrate effective communication skills and the ability to critically reflect on their own practice through the use of scenarios for group discussionand also from work-based examples. These strategies will prepare students for future employability and working in various fields which employ these strategies.
The CYP7013 module, titled "Individual Intervention Strategies in Practice," is an integral part of the curriculum that aligns with Leeds Trinity University's Learning, Teaching, and Academic Experience Strategy (LTAE 2022-2026). This module is specifically designed to equip students with the knowledge, skills, and understanding necessary to effectively support the mental health of children and young people, with a particular focus on those with Social, Emotional, and Mental Health (SEMH) needs. Students will be immersed in a comprehensive exploration of evidence-based interventions, aiming to foster positive mental health outcomes and address SEMH challenges through various therapeutic practices.
Throughout the module, students will delve into a diverse array of intervention strategies, such as motivational interviewing, group work, mentoring, cognitive behaviour strategies, stress management, anxiety reduction, mindfulness, art-based interventions, and other therapeutic practices. The course emphasizes the development of reflective practice skills, critical evaluation of intervention theories and practices, and the application of these interventions in real-world settings. A significant aspect of the module involves examining the evidence base for these intervention programs, their implementation challenges and facilitators, and the importance of a psychologically informed approach when working with vulnerable and at-risk populations.
By engaging with both theoretical frameworks and practical applications, students will learn to assess, identify, intervene, and review the SEMH needs of children and young people. They will critically justify their intervention choices and reflect on their practice, ensuring their methods are effective and tailored to individual needs. The module content encourages students to make connections between theory and practice, leveraging research from national and international contexts to inform their interventions. This holistic approach aims to prepare students for future employment in fields that value and employ these critical intervention strategies, enhancing their ability to make a positive impact in the lives of children and young people with SEMH needs.
Scheduled Learning and Teaching Activities
Hours: 44
Intended Group Size: Cohort
Guided independent study
Hours: 256
Further Details Relating to Assessment
Students are referred to Module Handbook for full details.
Case studies are used in practice-based modules to enable practice development in the form of carrying holistic forms of assessment, such as clinical formulation, but also develop critical and reflexive appraisal that will support professional practice and development.
This case study will take a narrative approach that takes the reader through identification, assessment, intervention and evaluation.
Learning outcomes within the case study can be demonstrated accordingly:
LO1 can be shown as the student develops a coherent case study that demonstrates evidence of evidence-based justification for tailored interventions used.
LO2 can be shown by applying theory to evidence in order to justify an intervention, the evaluation of which can be demonstrated through either continuous evaluation within the case study or within an evaluative section.
LO3 Can be shown as the student justifies their intervention plan.
LO4 can be shown by students reflexively explaining their choice of interventions, including the exclusion of others.
Throughout, students will adhere to academic convention and show evidence of reading and critical evaluation of sources and debates withinindividual intervention strategies in practice.The case study will be linked to the learning outcomes. For example, a student can produce a case study that enables critical discussion around the identification of issues, rigorous practice and evaluation of support of children experiencing SEMH needs. Within this assessment, students will be asked to carry out holistic formulation and demonstrate the use of universal mental health assessment tools. The use and interpretation of these tools will be assessed.
001 Case Study; 5,000 words equivalent; end of term 2 100%
Module Coordinator - Tracy Laverick
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7T2