Studying at York
Child & Adolescent Mental Health - EDU00048H
Module summary
In this module students will draw upon theory and research to learn about child and adolescent mental health.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
The module is intended to introduce students to key psychological concepts, by exploring current debates in psychology concerning the nature of mental illness and wellbeing in children and adolescents, how mental illness can be identified, and how schools, families, and peers can best support the mental health of children and adolescents. Attention will be given to critically examining relationships between academic research, policy and practice in various contexts.
Module learning outcomes
Subject content:
- Students will understand and be able to explain the key psychological concepts pertaining to mental illness and wellbeing in children and adolescents;
- Students will be able to critically evaluate theories and empirical research and apply them to explain mental illness and wellbeing in children and adolescents;
- Students will be able to apply theoretical knowledge and understanding gained in private reading to an issue relating to child and adolescent mental health that they have identified independently.
Academic and graduate skills:
- Students will gain experience in assimilating information to develop an informed personal perspective on an important applied topic in psychology in education.
- Students will be able to effectively communicate a reasoned argument, and the evidence underpinning it, in both written and oral forms.
- Students will be able to identify and synthesise a range of sources e.g. academic articles, media and policy documents and critically evaluate their reliability, validity and relevance.
- Students will be able to analyse ways in which theories and data from different disciplines can inform each other and can be applied in different contexts to enhance understanding.
- Students will work proactively and autonomously to select and manage information and use this to engage effectively in debate.
Module content
The following is a list of indicative topics for this module but these may change year to year.
- Mental health as a concept. Students will learn about the key terms used when discussing mental health, distinguishing between mental wellbeing and mental illness.
- Risk factors. Students will learn about the underlying psychological theory related to risk factors for poor mental health in children and adolescents and how these manifest (e.g. bullying, poverty, attachment, etc.)
- Social and emotional development. Students will learn about childhood social and emotional development and how it relates to mental health, wellbeing, and long term outcomes.
- Special educational needs and mental health. Students will be introduced to a number of neurodevelopmental conditions and asked, in groups, to design and present to their peers an intervention to support children with a specific educational need (e.g. autism, developmental language disorder, dyslexia etc.).
- Self harm and suicide. Students will learn about risk factors for self-harm, understand why adolescents self-harm and consider the link between self-harm and suicidal behaviour.
- Body image and disordered eating. Students will be introduced to different types of disordered eating and clinical eating disorders. They will learn about risk factors for disordered eating, focusing on body image, and consider how risk can be mitigated.
- Digital technology and mental health. Students will learn how and why digital technologies (e.g. social media, apps and wearables) contribute to mental health in both positive and negative ways. They will also consider the problems associated with researching this topic.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 70 |
| Essay/coursework | 30 |
Special assessment rules
None
Additional assessment information
Students will receive in-session formative feedback after the problem based learning sessions. Students will also receive formative feedback on essay plans.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 70 |
| Essay/coursework | 30 |
Module feedback
Individual written feedback reports with follow-up tutor discussion if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Blake, S., Bird, J., Gerlach, L. (2007). Promoting Emotional and Social Development in Schools: A Practical Guide. London: Sage.
Centifanti, L.C. & Williams, D.M. (2017) The Wiley Handbook of Developmental Psychopathology. London: Wiley Blackwell.
Dwivedi, K.N., & Harper, P. B. (2004). Promoting the Emotional Well Being of Children and Adolescents and Preventing Their Mental Ill Health: A Handbook. London : Jessica Kingsley.
Hulme, C., & Snowling, M. J. (2009). Developmental Disorders of Language Learning and Cognition. Hoboken : Wiley.
Howard, C., Burton, M., Levermore, D., & Barrell, R. (2017). Children's Mental Health and Emotional Well-Being in Primary Schools. London: Sage.
Nash, P. (2006) The assessment & management of psychosocial aspects of reading and language impairments. In: M. Snowling & J.Stackhouse (Eds) Dyslexia, speech & language: A practitioner’s handbook. Chapter 13. 2nd ed. London: Whurr.
Bronfenbrenner, U. (1994) Ecological models of human development. In International Encyclopedia of Education, Vol 3, 2nd Edition. Oxford: Elsevier.
van Harmelen A-L, Gibson JL, St Clair MC, Owens M, Brodbeck J, Dunn V, et al. (2016) Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS ONE 11(5): e0153715. https://doi.org/10.1371/journal.pone.0153715