Childhood Development and Wellbeing in Practice

This module will focus on both theory and practice. During the module, you'll explore the development of key mental health and wellbeing constructs during childhood. Leading on from this, the contributions of environmental and genetic factors to childhood mental health development will be investigated. You'll learn about the inequalities in childhood mental health and wellbeing development. This will then lead to understanding the models of childhood trauma and neglect. You'll also learn about childhood focused early interventions for mental health and wellbeing.  As well as learning about preventative approaches, you'll cover childhood interventions and therapies for mental health and wellbeing. Underpinning all of the module will be a specific emphasis upon the benefits of early interventions and how universal interventions can benefit all children, specifically in educational and community settings. 

This module will focus on both theory and practice. You'll explore “typical” social and communication development in childhood. You'll gain insight into the key theoretical approaches used to understanding developmental challenges. You will explore the developmental trajectories of social and communication skills for children with a range of developmental challenges such as autism spectrum disorder. Following on from this, you will explore whether children with and without developmental challenges are quantitatively or qualitatively different from ‘typically’ developing children, for example in their ability to interact with their environment. The complex role of genetic and environmental risk factors in the development of psychosocial adversities that are associated with developmental challenges will be covered during this module. 

Teaching and practicing core and advanced clinical and therapeutic skills, attending to building therapeutic alliances, assessment, formulation, intervention planning, evaluation, reflection and supervision.   
 
Core Clinical Skills 
 
A number of therapeutic techniques will be drawn upon in order to explore how to undertake assessments, collaboratively formulate and support people with a variety of needs and strengths. 
 
The first part of this module will cover: 
 
1. The therapeutic alliance  
2. Assessment  
3. Formulation 
4. Designing interventions (individual and group) 
 
Advanced Clinical Skills  
Once the students have developed a secure-base of knowledge around core clinical skills and therapeutic techniques, a number of advanced clinical skills will be introduced. Students will start to develop their critical appraisal skills and knowledge as they evaluate and reflect upon their clinical work and the work of other practitioners. In order to facilitate this process, both psychological theory and clinical vignettes will be drawn upon. Finally, key supervision models will be introduced to the students so they can start to develop reflective thinking into their practice.  
 
The second part of the module will address:  
1. Audit and Evaluation  
2. Reflective Practice  
3. Supervision 
  
Formative assessment and feedback will take place through class discussions and presentations of ideas. 
 
Finally, in order to ensure that students are familiar with these processes in contemporary and relevant therapeutic models, these core and advanced skills will be taught in four main strands: Cognitive Behavioural Therapy, Solutions Focused Brief Therapy, narrative and cognitive analytic therapy.  

This module will focus on theory, research and practice in personal development and reflective practice. A number of psychological theories will underpin student learning and the practice of development and reflection. Core topics include boundaries and safe practices, motivations, core values and beliefs, training needs, record keeping, reflexivity and reflective practice, professional identity, privilege and social responsibility, supervision, self-care and resilience, working in teams and groups. 
 
Learning will take place through class discussion, group work and workshops.  You'll be required to keep a practitioner log and reflective diary throughout the module. 

This module will develop an understanding of research principles, both quantitative and qualitative, which will enable you to critically appraise and undertake their research project.   

This module will allow students to develop a philosophical understanding of different approaches and principles of conducting research in a clinical, health, and forensic context. Through completion of the module students will develop both quantitative and qualitative research skills and consider the appropriateness of methodological decisions in applied research.

This module will develop and apply independent relevant research skills. You’ll identify a discipline relevant research question, for which they will complete a research proposal and gain ethical approval prior to commencing collection of data.  You’ll design and carry out your research under the supervision of a member of staff. All projects should aim to involve the collection of empirical data.  Research may utilise whatever methods or methods most suitable to address the identified aims.  Depending on the design of the project, qualitative, quantitive or mixed methods approached could be used.   

Emphasis is given to the person-centred approach and the role of the therapeutic alliance, therapeutic approaches and the theoretical models on which they were developed. 
 
The module presents the basic principles of different therapeutic approaches (Freudian, Cognitive-Behavioural, Compassion-focused, etc.) and their theoretical underpinnings. Special emphasis is given to the Person-Centred / Humanistic Model (e.g. Carl Rogers’ views, self-actualisation, congruence, conditions of worth, etc.) and central elements of the Person-Centred therapeutic process (e.g. the role of empathy, genuineness, acceptance, positive regard, etc.). The module addresses the role of the therapeutic alliance and evaluates various other relevant issues, such as areas of diversity in therapy, boundaries and ethics. Using scenario- and observation-based learning, students will develop familiarity with core therapeutic skills (e.g. active listening, reflecting, paraphrasing, identifying internal / external frame of reference, Socratic questioning, etc.).