Child and Adolescence

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Critically appraise the evidence base for psychological interventions with children/young people, families and/or their wider support systems, and relevant developmentally appropriate adaptations for such work.
• Discuss and critically evaluate key organisational, professional and ethical issues relating to the complex clinical needs of children/young people, families and their wider support systems.
• Critically evaluate systematic knowledge of the application of developmental psychology to emotional and behavioural difficulties with children/young people, families and/or their wider support systems.
• Demonstrate the ability to reflect upon issues relating to equality, diversity and inclusion through careful consideration of the Social Graces (Burnham, 2012).
• Implement and analyse acquired knowledge of developmentally appropriate neuropsychological assessments and outcome measures (both qualitative and quantitative).

The child and adolescent teaching module begins with a two week teaching block which covers essential areas of clinical practice, including child development, safeguarding issues, engaging young people and their families, and assessment and treatment planning. This is followed by a number of days of teaching looking at the application of attachment theory and CBT to presentations of anxiety, depression and anger, followed by teaching on working with children and adolescents who present with complex difficulties (e.g. trauma, forensic settings, children in a hospital setting). Trainees will also be introduced to different treatment protocols and approaches, including narrative therapy, DNA-V and DDP/PACE.

Teaching and learning methods

Teaching will comprise of a number of different methods including lectures, seminars, problem-based learning (PBL) tasks, directed reading and independent study. Skills-based competencies will be taught through demonstrations and simulated role plays. Formative feedback will be given to trainees after role-plays and presentations from PBL tasks. Some teaching sessions will be attended by Trainee Educational Psychologists in order to share knowledge and foster multi-agency professional relationships. Experts by experience will be involved in the planning and facilitation of the module, teaching sessions and PBL tasks.

Resources & Reading list

General Resources

Reading List. A suggested reading list is updated every year, in order to incorporate new texts. Additionally, local practising psychologists are asked to provide the titles of books, or key journal articles, which have informed their practice during the year.

Internet Resources

What Good Looks Like in Psychological Services for Children, Young People and their Families..

The Handbook of Child and Adolescent Clinical Psychology: A Contextual Approach.

Safeguarding and promoting the welfare of children: Position paper.

Textbooks

Finch, A.J (2012). Specialty competences in clinical child and adolescent psychology.

Stallard, P. (2018). Think Good Feel Good: A CBT Workbook for Children and Young People. Wiley.

McLeod, B.D., Jensen-Doss, A & Ollendick T.H. (2013). Diagnostic and behavioural assessment in children and adolescents: a clinical guide..

Assessment strategy

In the event of a trainee failing any assessed piece of work, the trainee is required to liaise with the Module Coordinator and they will need to re-submit a substantially revised version of the original piece of work.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat Information

Repeat type: Internal