Child and Adolescent Mental Health

Through theoretical seminars this course will examine both the evidence base and efficacy of contemporary psycho-therapeutic approaches. These include systemic, parenting, psychodynamic, cognitive and pharmacological modalities.

The theoretical seminars will be supported by critical analysis and evaluation of relevant reading within the journal group. A service-user perspective influences this course.

The importance of working collaboratively with difference, vulnerability and complex need will also be explored, and the professional relationship, its boundaries and limitations are also central to these seminars.

Who is it for?

This child and adolescent health course is aimed at any professional from health, education or social care for example, working with children and adolescents, wishing to understand more fully, therapeutic interventions and the up to date research and evidence supporting these.

Timetable

This course runs on a Tuesday afternoon for nine weeks from 4th May through to the 29th June. There are seven teaching sessions, one reading week and the final day of the course is dedicated to student presentations, which comprise the whole day.

Term 3

May: Tuesday 4, 11,18, 25 May 2021
June: Tuesday 1, 8, 15, 22 and 29 June 2021

Module Submission Date: 6 September 2021

Benefits

This course is worth 15 credits at level 7.

APM013 can be taken as a stand-alone course for professionals working in the field or as part of an MSc programme.

This short course module is designed to be flexible in allowing you to study and reach your goals at your own pace. Our health CPD courses are credit-bearing modules that contribute to a University degree or award.

Transfer course credits towards degree

As a health care professional, once you've completed this course you could offset 15 credits as part of a postgraduate programme, continuing your study with further modules to make up a Postgraduate Certificate (PGCert) 60 credits, Postgraduate Diploma (PGDip) 120 credits or Master of Science (MSc) 180 credits qualification (all credits must be awarded within five years of study commencing).

By the end of the course you will be able to:

• Analyse and critically evaluate theoretical concepts and the evidence base surrounding the course topic.
• Demonstrate enhanced levels of knowledge and conceptual ability in relation to psycho-therapeutic approaches with children, young people and their families.
• Identify and analyse the cultural, environmental and economic factors that promote mental health including service user perspectives.
• Increase your critical understanding of communication and collaborative practice
• Demonstrate a competent level of knowledge of the legal framework, and professional accountability to enhance safe and ethical practice.

Teaching:

The teaching consists of a weekly journal group and a theoretical and practice-based presentation. Students will be encouraged to critique a journal paper relevant to the presentation topic.

Assessment:

You will be assessed through a seminal presentation and a 1,000-word reflective account. This assessment provides you with an opportunity to demonstrate your knowledge of a therapeutic approach and share that information with your peers through a seminar-case presentation which will critically evaluate the evidence base and therapeutic efficacy.

The written supporting paper enables you to reflect upon the seminar, and to highlight strengths and areas for future development. The topic for the seminar presentation must be negotiated with the course Leader.

Credits

This course is worth 15 credits toward eligible programmes.

Non-EEA students can only apply as part of a programme, not as a stand-alone course. Course requirements include:

• a current professional registration with a relevant professional/statutory body or equivalent is desired
• at least one year's experience working in, for example: voluntary sector, social work, education, primary care, mental health nursing, psychology, psychiatry, criminal justice, residential workers and those who are currently working in an agency with responsibility for aspects of inter-professional practice relating to their own discipline
• a satisfactory academic reference and/or a satisfactory clinical reference
• first degree.

English requirements

If your first language is not English, one of the following is required:

• A first degree from a UK university
• A first degree from an overseas institution recognised by City, University of London as providing adequate evidence of proficiency in the English language, for example, from institutions from Australia, Canada or the United States of America.
• International English Language Test Service (IELTS) a score of 7.0 is required with no subtest below 7.0
• Pearson Test of English (Academic) score 72 required
• TOEFL 100 overall with 24 in Writing, 20 in Listening, 19 Reading and 20 Speaking
• Other evidence of proficiency in the English language, which satisfies the board of studies concerned, including registration with your professional regulator.

• Allen, G (2011a) Early Intervention: The Next Steps. An Independent Report to Her Majesty’s Government London: Crown Publications
• Allen, G. (2011b) Early Intervention: Smart Investment, Massive Savings. The Second Independent Report to Her Majesty’s Government London: Crown Publications
• Baker, C. (2018) Mental Health Statistics for England: prevalence, services and funding UK: House of Commons Library
• Department of Health (2010) Achieving Equity and Excellence for Children London: Crown Publications
• Department of Health (2010) Children and young people in mind: the final report of the National CAMHS Review London: Crown Publications
• Department of Health (2011) No Health without Mental Health: a cross-government mental health outcomes strategy for people of all ages London: Crown Publications
• Department of Health (2014) Future in Mind: Promoting, Protecting and Improving our Children and Young People’s Mental Health and Wellbeing NHS England
• DFES (2004) National Service Framework for Children, Young People and Maternity Services: The Mental Health and Psychological Wellbeing of Children and Young People London: Crown Publications
• Department of Education (2018). Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children
• Department of Health: (2009) Healthy Lives, Brighter Futures; the Strategy for children and young people
• Department of Health and Department for children Schools and Families (2009) Statutory Guidance on promoting the Health and Well-being of Looked After Children
• Department of Health and Department of Education and Skills (2007) Good practice guidance on working with parents with learning disability. London; Department of Health.
• Dogra, N. & Leighton, S. (2009) Nursing in Child and Adolescent Mental Health UK: Open University Press
• Fonagy, P., Target, M., Cottrell, D., Philips, J., Kurtz, Z. (2000) What Works for What Child: A systematic review of the literature on the effectiveness of intervention in child and adolescent mental health. New York: Guildford
• Hawkins, P. Shotet, R. (2007) Supervision in the Helping Professions Oxford: Open University Press
• Howe, D (2005) Child Abuse & Neglect, Attachment, Development and Intervention. Palgrave Basingstoke
• Hughes, D, (2009) Attachment-focused parenting : effective strategies to care for children New York, London : W. W. Norton
• Macleod. J. Hickman, Bowen, E., Alati, R., Tiling, K. and Davey Smith, G. (2008) ‘Parental drug use, early adversities, later childhood problems and children’s use of tobacco and alcohol at age 10: birth cohort study. Addiction 103. 17731-43
• Madge, M. (2001) Understanding Difference: The Meaning Of Ethnicity For Young Lives. London: National Children’s Bureau.
• Main, M. and Solomon, J. (1982) Discovery of an insecure disorganised attachment pattern in Parkes, C. M. and Stevenson-Hinde J. (Eds) The Place of Attachment in Human Behaviour, London: Routledge.
• Meltzer, H. (2003) The Mental Health of Looked After Children. London: Office of National Statistics.
• NHS (2019) Long Term Plan
• Prior, V. & Glaser, D. (2006) Understanding Attachment and Attachment Disorders: Theory, evidence and practice London: Jessica Kingsley
• Schmidt Neven, R. (2010) Core Principles of Assessment and Therapeutic Communication with Children, Parents and Families: Toward the promotion of child and family well-being UK: Routledge
• Sharman, W. (1997) Children and Adolescents with Mental Health Problems London: Bailliere Tindall
• St. John, T., Leon, L, & McCulloch, A (2004) Lifetime Impacts – Childhood and Adolescent Mental Health: Understanding the Lifetime Impacts London: Mental Health Foundation
• Wolpert, M., Fuggal, P. & Cottrell, D. (2006) Drawing on the Evidence: Advice for Mental Health Professionals working with Children and Adolescents London: CAMHS publications

Useful Websites

• mentalhealth.org.uk
• nice.org.uk
• nspcc.org.uk
• rcpsych.ac.uk
• youngminds.org.uk

Useful Journals

• British Journal of Social Work
• Child and Adolescent Mental Health Journal of Adolescence
• Journal of Child Health Care Journal of Inter-professional Care
• The Journal of Child Psychology & Psychiatry and Allied Disciplines
• Journal of Child Psychotherapy