AC6730 - Understanding Common Presentations in Child and Adolescent Mental Health

You will learn through a blended learning approach which will incorporate the use of the University’s interactive Online Support Learning Packages (OSL) as well as through accessing the Modules e-Learning Platform (eLP) Blackboard Ultra, lectures, discussions and workshops. A range of lecturers and clinicians from current practice will create the opportunity to explore theoretical concepts and their application of theory into work based settings. Technology enabled learning will be enhanced through your interaction with the OSL which will give you the flexibility to access the module materials and aids remotely, this will inform lectures and seminars to maximise learning.
Many of the exercises will ensure you co-construct knowledge collaboratively with your module peers during the module working to create a community of learning / practice. You will be required to actively engage in research rich learning through an enquiry based approach to ensure authentic learning. Suporting this will be learning logs which will be utilised to develop and adult learning style for the 5 self directed study days creating the opportunity to explore concepts not covered during the module to meet your own identified learning needs.

During your time in university, you will work with and learn from your peers and also be provided with the opportunity to link with other health professions to facilitate inter-professional learning. This is a unique aspect of the module facilitating teamwork, collaboration and reflecting the realities of delivering care in practice.

Throughout this module, you will be engaged in a variety of learning and teaching approaches. The module will be delivered using a blend of web-based resources, and face-to-face in-class sessions underpinned by the ‘flipped classroom’ approach (Bergman & Sams, 2012). This approach will enable you to engage with OSL, with the provision of links to the web-based resources. Flipping the classroom enables you to engage in both directed and self-directed study outside of formal teaching sessions as preparatory work for facilitated seminars. Engagement with this activity is essential for your active participation in the facilitated sessions. These sessions will include individual work, group discussion and debate, where you will be encouraged to consider competing perspectives, share opinions, and develop a greater understanding of the complexity of CAMH care provision. You will also be engaged in enquiry based learning and guided engagement in exploring personal narratives to examine the assumptions and values related to caring experiences.

Bergmann, J. & Sams, A. (2012) Flip your Classroom. Reach Every Student in Every Class Every Day. ASCD and ISTE. USA.

Support will include feedback from tutors during workshops and tutorials. In addition tutors will respond to questions via the module’s discussion board at the University’s e-Learning Portal (eLP) Blackboard Ultra so that the whole group may benefit. Tutors will guide you through exercises during the timetabled sessions. The University’s OLS offers remote access to materials and aids for reinforcing your learning. Further academic support is available through a one-to-one tutorial with the module tutor who will be responsible for marking your summative assessment.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Knowledge & Understanding:

1. Critically analyse the factors that influence health and wellbeing and contribute to mental health difficulties in children, young people and families.

2. Identify and critically explore core and common presentations within the specialism of CAMH.


Intellectual / Professional Skills & Abilities:

3. Formulate and critically understand core and common presentations from a range of differing theoretical positions/perspectives.

4. Hold critical discussions with their peers during workshops and in their written summative assessment.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

5 Develop the characteristics of a Northumbria student as they work collaboratively with children / families within a range of emotional/behavioural issues.

Formative Assessment:
The formative assessment for this module requires the student to engage in the completion of 5 learning logs. These are aligned to the students own individual learning requirements. They are also encouraged to reflect and discuss with a peer in their clinical practice to assist the learning process (MLO’s 1, 2, 3, 4 & 5).

Summative Assessment:
The summative assessment for this module requires the student to write a 3000 word critical case study that demonstrates an awareness of Presentations within a CAMH setting (MLO’s 1, 2, 3, 4 & 5).

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This module aims to provide practitioners with a critical understanding of the common emotional, behavioural and mental health issues experienced by children, young people and their families. teaching and learning is aligned to a developmental time line providing awareness and understanding of the factors that may inform the development of mental ill health from birth to adolescence. This module aims to raise awareness and understanding whilst challenging our constructs of Child and Adolescent Mental Health (CAMH). Reviewing the concepts of diagnosis and providing the opportunity to investigate and critically analyse contentious issues such as personality disorder and its impications within practice. You will be consider themes of self harm, eating disorders and drugs and alcohol and consider the normality and challenges of these presentations. This will provide the opportunity to critically reflect on your values and judgements and how these may differ from children and young peoples choices and how this may inform our practice.