CYP4083 - Supporting Children’s Mental Health in Education

Objectives:

On successful completion of the module, students will be able to:
Identify and evaluate key theories that support contemporary understanding of mental health
Determine key factors that influence and impact children’s positive mental health
Consider the professional approaches used to support positive mental health and enabling environment

Content:

This module will equip you with the awareness and understanding of the prevalence and spectrum of children’s and young people’s mental health conditions. You will be guided through the exploration of a range of inter-disciplinary contemporary theories that shape current understanding of mental health and influence the practice of preventing poor health and promoting positive well-being within an educational context. This will include exploring the trajectories of mental health from early childhood to adolescence and beyond through a variety of disciplines. Within this module you will explore the potential influences on mental health and contemporary approaches to treatment. Insights into your own personal philosophy and how this will impact upon practice will be reflected upon throughout.

Learning and Teaching Information:

The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with you, the student, how we connect you and our learning and teaching with the outside world and societal issues. Through this approach we support you on a personalised, values-based and career-led journey through your studies. You will be taught in a variety of methods including problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material will be supplemented using a variety of media and resources, ranging from videos and selected textbooks and articles. The teaching will be face to face and online tutorials may be used to support student progression. Guest speakers will be used to develop an understanding of current educational practice. The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook.

Flipped classrooms;
Traditional lectures;
Participatory workshops; and
Utilise co-creative exercises/culture that will also influence learning and teaching methods
Hours: 50
Intended Group Size: 40

Guided independent study
Hours: 250

Further details relating to assessment
Students will negotiate tasks and complete the portfolio thought the module, marked synoptically as a whole.
Eachparticipant will choose a topiclinked to anaspect of the module covered which links to theory, policy, research and practice,and investigate and critique the chosen area. There will be a high level of personalisation in terms of negotiated tasks within the portfolio.
The Integrated Assessment can be negotiated and may include one of the following: Professional Case Conference, short video or documentary, portfolio exhibition, use of media with accompanying narrative / blog. This will focus supporting the development of practitioner's knowledge in supporting SEND and mental health.

Assessment:

001 Portfolio; 2,000 word equivalent; end of semester 2 80%
002 Integrated assessment (negotiated); 500 word equivalent; AI period 20%

Fact File

Module Coordinator - Amanda Jefferson
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4YL

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