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Courses / Modules / PSYC6153 Evidence Based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills)

Evidence Based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills)

When you'll study it
Non-Standard
CATS points
20
ECTS points
10
Level
Level 7
Module lead
Sarah Monk
Academic year
2025-26
Module overview Aims and Objectives Syllabus Learning and Teaching Assessment
Module overview Aims and Objectives Syllabus Learning and Teaching Assessment

Module overview

The EMHP's aid clinical improvement through the provision of information and support for evidence-based, low-intensity psychological treatments. Psychological treatments place a greater emphasis on self-management and are designed to be less burdensome to CYP undertaking them, compared to traditional psychological treatments.

The overall delivery of these interventions is informed by behaviour change models and strategies. Examples of interventions include providing support for a range of low-intensity self-help interventions (often with the use of written self-help materials) informed by cognitive-behavioural and social learning principles, such as behavioural activation, exposure, cognitive restructuring, problem solving, CBT-informed sleep management, parent training, as well as supporting physical exercise and healthy eating habits.

Support is specifically designed to enable children and young people and parents/carers to optimise their/their child’s use of self-management recovery information and may be delivered individually to children and young people or to their parents / carers through face-to-face work, remote delivery, telephone, email or other contact methods. EMHPs must also be able to manage any change in risk status.

This module will equip EMHPs with a good understanding of the process of therapeutic support and the management of individual children and young people and parents / carers experiencing anxiety, low mood or behavioural difficulties. Skills teaching will develop general and disorder-defined ‘specific factor’ competencies in the delivery of low intensity treatments informed by cognitive-behavioural and social learning principles.