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Child and Adolescent Mental Health:
Assessment & Treatment Module 7KNIM765
Level: 7
Credits: 30
Module leader: Dr Annmarie Grealish
Tel: 020 7836 3521
Email: [email protected]
Module deputy: Dr Gemma Trainor
Tel: 020 7848 3639
Email: [email protected]
This handbook must be read in conjunction with module information provided on KEATS, the King’s E-Learning And Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the Postgraduate Programme Handbook, available on KEATS and via the Student Services Centre.
This handbook can also be provided in alternative formats (such as large print) upon request to [email protected].
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Contents
Module overview ................................................................................................................................. 3
Module aim .................................................................................................................................. 3
Learning outcome ....................................................................................................................... 3
Teaching arrangements .............................................................................................................. 4
Submitting coursework............................................................................................................... 5
Assessment criteria ..................................................................................................................... 5
Formative assessment ................................................................................................................ 5
Summative assessment ............................................................................................................... 5
Results and resubmissions for coursework ............................................................................... 6
Learning resources .............................................................................................................................. 7
Session 1 – Assessment, Engagement and Formulation Healthcare ...................................... 7
Session 2 – Interpersonal Psychotherapy for Adolescents (IPT-A) ........................................ 8
Session 3 – Dialectical Behaviour Therapy (DBT) for Adolescents (Part 1) ........................... 8
Session 4 – Assessing Autism .................................................................................................... 9
Session 5 – Practical Skills on Dialectical Behavior Therapy (DBT) for Adolescents (Part 2) ...................................................................................................................................................... 9
Session 6 – Self-Harm in Young People .................................................................................. 10
Session 7 – Eating Disorders in Young People ........................................................................ 11
Session 8 – Introduction to Cognitive Behaviour Therapy (CBT) for Adolescents with Depression and Psychosis ........................................................................................................ 12
Websites: ................................................................................................................................... 13
Module evaluation ............................................................................................................................ 13
Action from previous evaluations .................................................................................................... 13
Timetable ........................................................................................................................................... 14
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Module overview This module can form part of the BSc or PG Programmes. The module contributes to your programme of study by developing your critical understanding of the assessment and treatment of common mental health problems in childhood and adolescence.
Module aim The module will enable practitioners to have a critical understanding of the assessment and treatment of common mental health problems in childhood and adolescence. The module aims to help practitioners develop knowledge, understanding and evidence-based interventions required to manage care for children and adolescents with mental health problems/illness in paediatric, school, adolescent or CAMHS settings. The relationship between assessment, treatment and evidence-based interventions for common mental health problems in children and adolescence will be explored. It is imperative that practitioners are able to carry out assessments and respond to the variety of service demands placed upon them within all contexts where children, young people and families experience mental health problems or access mental health services. The use of practice experiences will encourage the development of a personal model of assessment and treatment that is appropriate to the work context and grounded in evidence-based practice. Participants will be encouraged to apply the principles learned in the classroom to their specific clinical contexts. This module is underpinned by a belief that you, as a student, will bring knowledge, practice skills and expertise that can be further developed. This ensures that, as a practitioner, you become a credible focus for practice enhancement within your own specialist setting. This module is appropriate for a range of practitioners working relevant fields of practice or students preparing for these roles, for example: mental health nurses, children’s nurses, school nurses, health visitors, social workers, occupational therapists, teachers or counsellors.
Learning outcome On completion of this module you (students) will be able to:
Demonstrate advanced clinical skills and a comprehensive understanding of child and adolescent mental health assessment, including a comprehensive understanding of screening tools, assessment tools, risk assessment and the concept of their validity and reliability
Demonstrate a comprehensive understanding of case formulation and develop the skills in case formulation with a particular focus on psychological therapies such as CBT, IPT, DBT
Demonstrate a good understanding of evidence-based interventions for children and adolescents such as Cognitive Behavior Therapy (CBT), Interpersonal Psychotherapy for adolescents (IPT-A)
Demonstrate a comprehensive understanding and critical awareness of theory and research pertaining to the treatment of child and adolescent mental health including the ability to critique current practice and develop new hypotheses
Demonstrate the ability to critically explore the type of emergencies that children and adolescents with mental health problems are at risk of experiencing and how we work with children and adolescents with mental health problems in Tiers 1-4.
Demonstrate the ability to assess and treat common mental health difficulties such as anxiety, depression, self-harm/self-injury and eating disorder in children and adolescents and to consider how this may be assessed in the practitioner’s specific clinical context.
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Teaching arrangements The module will be taught using a combination of lectures, workshops and seminars, utilising a scenario approach and supported by e-learning materials and guided independent study. Each session is prefaced with preparatory reading, which you are expected to undertake. This will help to ensure that you are well prepared for each session and that you make the most of the learning available through the session. In addition to such reading, lecturers will provide additional materials and references to support their individual sessions. Guest practitioners will also be involved in teaching delivery from NHS Trust practice. Other module content, including directed activities and discussion board, are available through KEATS, the university e-learning service.
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Submitting coursework For this module you are assessed by separate formative and summative assignments. Detailed assignment guidelines will also be available on the KEATS module page.
Assessment criteria Taught Postgraduate Marking Criteria (L7) with Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care (discipline specific) criteria will be used in the assessment of your work. In addition, a module specific marking rubric will be used. Both will be accessible on the KEATS module page.
Formative assessment Formative assessment for this module takes the form of ongoing feedback in relation to the activities you will undertake in a small group during seminars and self-directed study periods.
Summative assessment For this module you are assessed by the module team through a 3,000-word Assessment Case Study. You will be required to:
The case study should be taken from your clinical area and briefly describe your work area and your role within it. It is essential that you address the issue of confidentiality, and that the child and work area cannot be identified from your work.
Choose a child or adolescent case that you have worked with, in which you have been personally involved in mental health assessment.
Provide a rationale for using a case formulation, choose one aspect of formulation e.g. the ‘4Ps’, CBT, IPT, etc) (500 words maximum).
Give a critical account of the assessment of this young person, including what you consider to be the strengths and limitations of the assessment.
Your critique and analysis should be with reference to relevant literature, such as empirical studies and national guidelines.
Briefly describe the treatment plan for the young person, making links between this plan, your assessment and the case formulation.
Provide a reflection on the process as a practitioner, considering what you might do differently in the future and why.
Coursework submission are provided on the modules KEATS site. It is essential that you use your candidate number on all assignments/examinations. Your candidate number, which will begin with Y for the academic year 2017/18, will be available via Student Records on the King’s Intranet approximately one month after you enroll. If you are unable to submit your work by the deadline please refer to the information in your programme handbook on “mitigating circumstances”. If you require further support in these circumstances you are advised to contact KCLSU.
Submission date for coursework: Tuesday 17 July 2018, 11.59am. Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. If your assignment is submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS module sites under assessment information. Please label the file with your candidate number and double-check you have submitted the correct file. The external examiner for this module is David Coyle, Bangor University. Students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments.
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The university and its Examination Boards in the ten Faculties (Institutes/Schools, King's Learning Institute and the Association of King's College (AKC), work with over 500 external examiners to ensure the quality and standard of our taught awards. Find the latest report on the External Examiners Report page, navigate to the Faculty;s section.
Results and resubmissions for coursework Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission. According to the method of submission as detailed on your KEATS site, if your work was submitted online you will be able to download marked coursework from KEATS. Feedback will include the award of a numerical grade which remains provisional until ratified by the examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be viewed via Student Records on the King’s Intranet, the Monday following the relevant examination board. The marking criteria by which your work is judged are provided in full in your programme handbook. Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader, your group leader or a member of library staff for guidance or please use King’s Libguides site. The feedback you receive on your assignment will guide you towards how to do better next time or how to maintain your existing high standard! If you do not understand your mark or the feedback you receive please contact the module leader Dr Annmarie Grealish.
If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to resubmit your work. Resubmission date: Tuesday 16 October 2018, 11:59am
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Learning resources Introduction to the module
This session will introduce the module content including the overall aims of the module, teaching and learning strategies as well as how the module will be assessed.
Session 1 – Assessment, Engagement and Formulation Healthcare
By the end of the session students will be able:
To have a good understanding of key theoretical and practice issues involved in conducting a generic CAMHS assessment.
To have a good understanding of the use of multi-axial diagnosis in CAMHS.
To have an understanding of the relationship between diagnosis and formulation in CAMHS.
To develop skills in case formulation.
To have an understanding of service user perspectives and empowerment on CAMHS treatment
To consider ways in which service user perspectives and empowerment can inform their practice.
References
Carr A. (2006) The Handbook of Child and Adolescent Clinical Psychology: A Contextual Approach. 2nd ed. Routledge, London.
David-Ferndon C. & Kaslow N.J. (2008). Evidence-based psychosocial treatments for child and adolescent depression. Journal of Clinical Child & Adolescent Psychology, 37, 62-104.
Diamond G.S., Wintersteen M.B., Brown G.K., Diamond G.M., Gallop R., Shelef K. & Levy S. (2010). Attachment-based family therapy for adolescents with suicidal ideation: a randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 49, 122-131.
Dogra N. & Leighton S. (Eds.) (2009) Nursing in Child and Adolescent Mental Health. Open University Press, Maidenhead.
Fonagy P. et al (2015) What Works for Whom?: A Critical Review of Treatments for Children and Adolescents. 2nd ed. Guilford Press, New York.
Grealish A., Tai S. Hunter A. & Morrison T. (2013) Qualitative Exploration of Empowerment from the Perspective Of Adolescents With Psychosis. Clinical Psychology and Psychotherapy 19(1).
Grealish A., Grealish, A., Tai, S., Hunter, A., Emsley, R; Murrels, T; & Morrison, A. P. (2016) Does empowerment mediate the effects of psychological factors on mental health, well-being, and recovery in young people? Psychology and Psychotherapy: Theory, Research and Practice. DOI:10.1111/papt.12111
Treatment for Adolescents with Depression Study (TADS) Team (2007). The Treatment for Adolescents with Depression Study (TADS): Long-term effectiveness and safety outcomes. Archives of General Psychiatry, 64, 1132-1144.
Weisz J.R. & Kazdin A.E. (Eds.). (2010). Evidence-based Psychotherapies for Children and Adolescents. Guilford, New York.
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Session 2 – Interpersonal Psychotherapy for Adolescents (IPT-A)
By the end of the session students will be able:
To have a good understanding of interpersonal psychotherapy for adolescents (IPT-A)
To have an understanding of the practical link between the young person’s mood (depression) and the 5 disturbing life events (which is either 1) bereavement, 2) role dispute, 3) role transition or 4) social isolation) 5) parenting that either trigger or follow from the onset of the mood disorder.
To develop some basic skills in IPT-A for depression. References
Gunlicks-Stoessel M., Mufson L., Jekal A. et al. (2010). The impact of perceived interpersonal functioning on treatment for adolescent depression: IPT-A versus treatment as usual in school-based health clinics. J Consult Clin Psychol 2010; 78:260-7.
Lipsitz J. & Markowitz J. (2013) Mechanisms of change in interpersonal psychotherapy (IPT). Clinical Psychology Review 33, 1134-1147.
Markowitz J.C. & Weissman M.M. (Eds) (2012) Casebook of Interpersonal Psychotherapy. OUP, New York, Pubs.
Mufson L., Dorata K.P., Wickramaratne P., Nomura Y., Olfson M. & Weissman M. (2004). A randomized effectiveness trial of Interpersonal Psychotherapy for Depressed Adolescents. Archives of General Psychiatry, 61, 577-584.
Mufson L., Weissman M.M., Moreau D. & Garfinkel R. (1999) Efficacy of Interpersonal Psychotherapy for Depressed Adolescents. Archives of General Psychiatry, 56, 573–579.
Mufson L. et al (2004) Interpersonal Psychotherapy for Depressed Adolescents. 2nd ed. (Guilford Press, New York, Pubs.
Rossello J., Bernal G. & Rivera-Medina C. (2008). Individual and group CBT and IPT for Puerto Rican adolescents with depressive symptoms. Culture Divers Ethnic Minor Psychol 14, 234-45.
Stuart S. & Robertson M.W. (2012). Interpersonal Psychotherapy: A Clinician’s Guide. 2nd ed. Arnold Press, London.
Session 3 – Dialectical Behaviour Therapy (DBT) for Adolescents (Part 1)
By the end of the session students will be able:
To have a good understanding of Dialectical Behavior Therapy (DBT) for adolescents
To have an understanding of the DBT biosocial theory, how to structure DBT and to be able to discuss the content of the four skills modules
To have a good a good understanding of the core treatment strategies for managing difficult behaviour and avoiding therapeutic impasses.
References
Dimeff L.A. & Koerner K. (2007). Dialectical Behavior Therapy in Clinical Practice: Applications across Disorders and Settings. Guilford, New York.
Fruzzetti A.E. (2006). The High Conflict Couple: A Dialectical Behavior Therapy Guide to Finding Peace, Intimacy, & Validation. New Harbinger.
Linehan M.M. (1993). Cognitive-Behavioral Treatment of Borderline Personality Disorder. Guilford, New York.
Linehan M.M. (1993). Skills Training Manual for Treating Borderline Personality Disorder. Guilford,
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New York.
Miller A.L., Rathus J.H. & Linehan M.M. (2007). Dialectical Behavior Therapy with Suicidal Adolescents. Guilford, New York.
Miller A.L., Rathus J.H., Dubose T., Dexter-Mazza E. & Goldklang, A. (2007). Adaptions and applications of DBT with adolescents. In Adaptations of Dialectical Behavior Therapy. Dimetf L.A., Koerner K., Sanderson C. & Byars M. (Eds.). Guilford Press.
Session 4 – Assessing Autism
By the end of the session students will be able:
To have an understanding of the identification and assessment of autism spectrum disorders (ASD) across the tiers of CAMHS, including within specialist clinic settings.
To have an understanding of common co-morbidities.
To consider how to enhance their assessment skills in relation to young people with autism
To have an understanding of relevant screening and assessment tools.
To have an understanding of the evidence base and NICE guidelines relevant to the assessment and treatment of autism
To gain an understanding of CAMHS treatment packages to support young people with autism. References:
Bernard, S.H. (2009). Mental health and behavioural problems in children and adolescents with learning disabilities, Psychiatry, 8 (10): 387-390, doi.org/10.1016/j.mppsy.2009.06.017.
Hill, J. and Maughan, B. (2001). Conduct Disorders in Childhood & Adolescence. Cambridge: University press.
Sayal, K., Letch, N., & El Abd, S. (2008). Evaluation of screening in children referred for an ADHD assessment. Child and Adolescent Mental Health, 13, 41–46.
Thapar, A., Cooper, M., Jefferies, R., Stergiakouli, E. (2012). What causes attention deficit hyperactivity disorder? Arch Dis Child 97:3 260-265 doi:10.1136/archdischild-2011-300482
Wilson, J. (2013). A social relational critique of the biomedical definition and treatment of ADHD; ethical practical and political implications. J. Fam. Ther., 35: 198–218. doi:10.1111/j.1467-6427.2012.00607.x
Session 5 – Practical Skills on Dialectical Behavior Therapy (DBT) for Adolescents (Part 2) By the end of the session students will be able:
To develop some basic skills in DBT for adolescents. References:
Miller A.L., Glinski J., Woodberry K., Mitchell A. & lndik J. (2002). Family therapy and dialectical Behavior Therapy with adolescents: Part 1, Proposing a clinical synthesis. American Journal of Psvchotherapy, 56(4) 568-584.
Miller A.L. & Hartstein J. (2002). Advances in dialectical Behavior Therapy for suicidal adolescents. Suicidoloqi (Non/veqian Suicide Journal), 7, 7-11.
Miller A.L. & Rathus J.H. (2000). Dialectical Behavior Therapy: Adaptations and new applications. Coqnitive & Behavioral Practice, T, 420-425.
Miller A.L., Wyman S.E., Glassman S.L., Huppert J.D. & Rathus J.H. (2000). Analysis of behavioral
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skills utilized by adolescents receiving Dialectical Behavior Therapy. Cognitive and Behavioral Practice, T, 183-187.
Rathus J.H. & Miller A.L. (2000). DBT for adolescents: Dialectical dilemmas and secondary treatment targets. Coqnitive & Behavioral Practice, 2, 425-434.
Rathus J.H. & Miller A.L. (2002). Dialectical Behavior Therapy adapted for suicidal adolescents. Suicide and Life-Threatening Behaviors, 32(2), 146-157.
Sunseri P.A. (2004). Preliminary outcomes on the use of DBT to reduce hospitalization among adolescents in residential care. Residential Treatment for Children & Youth.
Session 6 – Self-Harm in Young People
By the end of the session students will be able:
To increase their understanding of self-harm, and increase awareness of the implications of self-harm.
Critically appraise the use of risk assessment skills to identify adolescents at risk of suicidal behaviour.
Critically discuss the principles of therapeutic engagement with adolescents experiencing suicidal thoughts and behaviours.
Critically discuss therapeutic responses to self-harm. The clinical management of young people with self-harm in Tier 4.
References:
Anderson M. & Standen P. J. (2007) Attitudes towards suicide among nurses and doctors working with children and young people who self‐harm. Journal of Psychiatric and Mental Health Nursing, 14(5), 470-477.
Association for Young People’s Health (2013) Adolescent Self-harm. AYPH, London.
Hawton K. & Rodham K. (2006) By their own young hand: Deliberate Self-harm and Suicidal Ideas in Adolescents. Jessica Kingsley Publishers, London.
Hawton K., Bergen H., Casey D., Simkin S., Palmer B., Cooper J. & Noble R. (2007) Self-harm in England: a tale of three cities. Social Psychiatry and Psychiatric Epidemiology, 42(7), 513-521.
Hawton K., Rodham K., Evans E. & Harriss L. (2009) Adolescents Who Self Harm: A Comparison of Those Who Go to Hospital and Those Who Do Not. Child and Adolescent Mental Health, 14(1), 24-30.
Hawton K., Saunders K. E.A. & O’Connor R.C. (2012) Self-harm and suicide in adolescents. Lancet, 379, 2373-2382.
Hodgson K. (2016) Nurses attitudes towards patients hospitalised for self-harm. Nursing Standard, 30(31), 38-44.
Kool N., van Meijel B., Koekkoek B., van der Bijl J. & Kerkhof A. (2014) Improving communication and practical skills in working with inpatients who self-harm: a pre-test/post-test study of the effects of a training programme. BMC Psychiatry, 14(1), 64-69.
Long M., Manktelow R. & Tracey A. (2013) We are all in this together: working towards a holistic understanding of self‐harm. Journal of Psychiatric and Mental Health Nursing, 20(2), 105-113.
Ougrin D., Tranah T., Leigh E., Taylor L. & Asarnow J.R. (2012) Practitioner Review: Self-harm in adolescents. Journal of Child Psychology and Psychiatry, 53(4), 337-350.
Owens C., Hansford L., Sharkey S. & Ford T. (2016) Needs and fears of young people presenting at accident and emergency department following an act of self-harm: secondary analysis of qualitative data. The British Journal of Psychiatry, 208, 286-291.
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Session 7 – Eating Disorders in Young People
By the end of the session students will be able:
To have a good understanding of eating disorders, and increase awareness of the implications of eating disorders.
The key features of different types of eating disorders.
Risk factors and protective factors for eating disorders.
Critically discuss the principles of therapeutic engagement and therapeutic responses to adolescents with eating disorder
The clinical management of young people with eating disorders in Tier 4. References:
Brownley K.A., Berkman N.D. & Sedway J.A. (2007). Binge eating disorder treatment: a systematic review of randomized controlled trials. Int J Eat Disord. 40, 337-348.
Cooper Z. & Stewart A. (2008). CBT-E and the younger patient. In: Fairburn C.G., editor. Cognitive Behavior Therapy and Eating Disorders. Guilford Press; New York: pp. 221–230.
Fairburn C.G., Cooper Z. & Shafran R. (2003). Cognitive behaviour therapy for eating disorders: a “transdiagnostic” theory and treatment. Behav Res Ther. 509-528.
Federici A & Wisniewski L. (2011). Integrating Dialectical Behaviour Therapy and Family Based Treatment for Multidiagnostic Adolescent Patients. In J. Alexander & J. Treasure, (EDs). A Collaborative Approach to Eating Disorders. Routledge Press, London.
Mitchell J., Devlin M., de Zwaan M. (2008). Binge Eating Disorder. Clinical Foundations and Treatment. p65–9. Guilford; New York.
Wisniewski, L., Bhatnager, K., Warren, M. (2009). Using Dialectical Behavior Therapy in the treatment of eating disorders: a model for DBT enhanced CBT. In Fonari, V & Dancyer, I (Eds) Evidence Based Treatments for Eating Disorders: Children, Adolescents and Adults. Nova Science Publishers, New York.
Wisniewski L, & Kelly E. (2003). Can DBT be used to effectively treat eating disorders? Cognitive and Behavioral Practice, 10, 131-138.
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Session 8 – Introduction to Cognitive Behaviour Therapy (CBT) for Adolescents with Depression and Psychosis
By the end of the session students will be able:
To have a good understanding of the assessment of depression and psychosis in young people, including issues around diagnosis.
To have an understanding of screening tools used for depression and psychosis in young people including the concepts of validity and reliability as they apply to assessment/outcome measures.
To have an understanding of the formulation of depression and psychosis in young people, with a particular focus on cognitive behaviour therapy CBT).
To develop some basic skills in CBT and practical experience of using CBT techniques with young people with depression and psychosis
References:
Barrington J, Prior M, Richardson M, Allen K. (2005). Effectiveness of CBT versus standard treatment for childhood anxiety disorders in a community clinic setting. Behaviour Change, 22(1):29-43.
Beck A.T., Rector N.A., Stolar N. & Grant P. (2008). Schizophrenia: Cognitive Theory, Research, and Therapy. Guilford, New York. Press.
Bird V., Premkumar P., Kendall T., Whittington C., Mitchell J. & Kuipers E. (2010). Early intervention services, cognitive-behavioural therapy and family intervention in early psychosis: systematic review. The British Journal of Psychiatry. 197, 350-356.
Bora E., Lin A., Wood S.J. et al. (2014) Cognitive deficits in youth with familial and clinical high risk to psychosis: a systematic review and meta-analysis. Acta Psychiatrica Scandinavica 130, 1-15.
Byrne P. & Rosen A. (2014) Early Intervention in Psychiatry. EI of nearly everything for better mental health. John Wiley & Sons Ltd, Chichester.
Curry, J.F., & Wells, K.C. (2005). Striving for effectiveness in the treatment of adolescent depression: Cognitive behavior therapy for multi-site community intervention. Cognitive & Behavioral Practice, 12, 177-185.
David-Ferndon, C., Kaslow, N. J. (2008). Evidence-based psychosocial treatments for child and adolescent depression. Journal of Clinical Child and Adolescent Psychology, 37(1):62-104.
McGorry P., Johanessen J.O., Lewis S., Birchwood M., Malla A., Nordentoft M., Addington J. & Yung A. (2010) Early intervention in psychosis: keeping faith with evidence-based health care. Psychological Medicine, 40, 399-404.
McGorry P.D., Nelson B., Phillips L.J. et al. (2013) Randomized controlled trial of interventions for young people at ultra-high risk of psychosis: twelve-month outcome. Journal of Clinical Psychiatry 74, 349-56.
Morrison A.P., French P., Stewart S.L. et al. (2012) Early detection and intervention evaluation for people at risk of psychosis: multisite randomised controlled trial. BMJ 344, e2233.
Sin J., Moone N. & Wellman N. (2005). Developing services for the carers of young adults with early-onset psychosis – listening to their experiences and needs. Journal of Psychiatric and Mental Health Nursing, 12, 589-597.
Sin J., Moone N. & Newell J. (2007). Developing services for the carers of young adults with early-onset psychosis – implementing evidence-based practice on psycho-educational family intervention. Journal of Psychiatric Mental Health Nursing, 14, 282-290.
Weersing, V. R., Iyengar, S., Kolko, D. J., Birmaher, B., & Brent, D. A. (2006). Effectiveness of cognitive-behavioral therapy for adolescent depression: A benchmarking investigation. Behavior Therapy, 37, 36-48
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Further reading will be given on a weekly basis to students in preparation for the following week’s session. This reading will be available on the KEATS site for the module.
Websites:
Young Minds: http://www.youngminds.org.uk/ Every Child Matters: http://www.everychildmatters.gov.uk/ Sure Start: http://www.surestart.gov.uk National Service Framework: http://www.dh.gov.uk/ Society of Clinical Child and Adolescent Psychology: http://effectivechildtherapy.org/ National Alliance on Mental Illness: http://www.nami.org/
Module evaluation At the end of the module you are requested to complete the short online evaluation which will be
available on your module KEATS site. Student evaluations are very important to us and are required by Health Education England and the regional London Local Education and Training Boards.
Action from previous evaluations Session content has been revised in light of student comments which is reflected in the timetable.
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Timetable Teaching mode Date Session Start time Room Lecturer
University based study
17 January 2017 Introduction to the Module 1. Assessment, Engagement and Formulation
11.00-16.00 FWB1.68 Dr A Grealish
University based study
18 January 2017 2. Interpersonal Psychotherapy for Adolescents
(IPT-A) 11.00-16.00 FWB1.68 Dr A Grealish
University based study
31 January 2017 3. Introduction to Dialectical Behavior Therapy
(DBT) for Adolescents (Part 1) 11.00-16.00 FWB1.68 Melissa Beaumont
University based study
1 February 2017 4. Assessing Autism 11.00-16.00 FWB1.68 Sheryl Gettings
University based study
14 February 2017 5. Practical Skills on Dialectical Behavior
Therapy (DBT) for Adolescents (Part 2) 11.00-16.00 FWB1.68 Melissa Beaumont
University based study
15 February 2017
6. Self-Harm in Young People 11.00-16.00
FWB1.68
Dr Gemma Trainor
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University based study
28 February 2017 7. Eating Disorder in Young People 11.00-16.00 FWB1.68 Dr Gemma Trainor
University based study
1 March 2017
8. Cognitive Behaviour Therapy (CBT) for
Adolescents with depression and psychosis
11.00-16.00 FWB1.68 Dr A Grealish
Location key: FWB – Franklin-Wilkins building, Waterloo Campus
