Clinical Assessment and Treatment for Children and Adolescents

This course focuses on clinical issues specific to working with children and

adolescents.

This course will explore the clinical assessment and treatment for children

and adolescents with common mental illness and severe/enduring mental

illness both in primary and secondary mental health sectors, and for those

with learning difficulties. Common mental illnesses include depression,

anxiety, bereavement, etc., whilst severe and enduring mental illnesses

include obsessive-compulsive disorder, symptoms of personality disorders

and psychosis.

Although this course is not theory drive and emphasises on how to work

with children and adolescents, basic psychodynamic and cognitivebehavioural

theoretical knowledge in working with the above clinical

population will be introduced in order to provide a base understanding of

the therapeutic process.

Theoretical knowledge is integrated with clinical examples to

demonstrate how theories are implemented in therapy, together with

issues such as risk management, conducting initial assessment, record

keeping, formulation, referral and inter-service communication.

This course will also explore the impacts on the clinician from working

with children and young people and promote adequate self-care.

Class 1: Assessment, risk assessment and risk management

Article:

 Sommers-Flanagan, J., & Shaw, S. L. (2017). Suicide risk

assessment: What psychologists should know.

Professional Psychology: Research and Practice, 48(2), 98.

Files:

 A toolkit will be left at the printing room for students to

copy.

 Assessment form

 Safe-guarding form

 Routine outcome measure form

Class 2: Theory, Formulation and Treatment Plan

Web link:

 https://www.studyblue.com/notes/note/n/the-five-p-sand-their-definitions/deck/17473069

Articles:

 Cratsley, K. (2016). Revisiting Freud and Kohut on

narcissism. Theory & Psychology, 26(3), 333-359.

 Mace, C., & Binyon, S. (2005). Teaching psychodynamic

formulation to psychiatric trainees: Part 1: Basics of

formulation. Advances in Psychiatric Treatment, 11(6),

416-423.

Book Chapters:

 Simmons, J., & Griffiths, R. (2017). CBT for Beginners.

sage.

Part two: CBT – How do you do it?

7. CBT Assessment

8. CBT Formulation

Files:

 Narrative formulation using the Cabannis et al. (2013)

model

 CBT formulation template

Class 3: Working with common mental illnesses

Articles:

 Larun, L., Nordheim, L. V., Ekeland, E., Hagen, K. B., &

Heian, F. (2006). Exercise in prevention and treatment of

anxiety and depression among children and young

people. The Cochrane Library.

Files:

 Play Therapy - Practice, Issues, and Trends

 Questionnaire: Common emotional themes in the life of a

teenager

 Self-harm

 The teenager well-being profile

Web links:

 https://www.candi.nhs.uk/sites/default/files/Documents/

what-is-mbt-pdf-a4-version-jan-2015.pdf

Class 4: Working with severe and enduring mental illnesses

Web link:

 http://www.melanie-klein-trust.org.uk/projectiveidentification

 https://psychologenie.com/explanation-of-projectiveidentification-with-examples

Class 5: Attachment related mental illnesses – Long and Short-term

intervention and ending in Therapy

Books:

 Cassidy, J., & Shaver, P. R. (Eds.). (2002). Handbook of

attachment: Theory, research, and clinical applications.

Rough Guides. (Chapter 1, 2 and 5)

 Fragkiadaki, E. & Strauss, S. M. (2011). Termination of

psychotherapy: The journey of ten psychoanalytic and

psychodynamic therapists. Psychology and

Psychotherapy: Theory, Research and Practice, 85(3).

335-350

Class 6: Multi-discipline team, supervision and self-care

Articles:

 Sabin-Farrell, R., & Turpin, G. (2003). Vicarious

traumatization: implications for the mental health of

health workers?. Clinical psychology review, 23(3), 449-

480.

 Adams, S. A., & Riggs, S. A. (2008). An exploratory study

of vicarious trauma among therapist trainees. Training

and Education in Professional Psychology, 2(1), 26.

 Grim, K., Rosenberg, D., Svedberg, P., & Schön, U. K.

(2016). Shared decision-making in mental health care—A

user perspective on decisional needs in community-based

services. International journal of qualitative studies on

health and well-being, 11(1), 30563.

This reading list will offer students a basic theoretical understanding in

working with children and adolescents. Although this module focuses on

the in-session interactions with the child/adolescent, such theoretical

knowledge will assist students in understanding why certain actions are

taken

Upon the completion of this course, student will have gained an

introductory knowledge in:

 Different approaches in working with children and adolescents

 How to conduct the initial assessment and formulate with different

therapeutic approaches

 What is safe guarding and how to manage risks

 How to conduct a risk assessment

 Different clinical settings for children and adolescents in primary and

secondary care sectors

 Impact of working with children and adolescents on the clinician and

how to cope with it.

2000 words critical reflection on one identified issue in working with:

 children and adolescent with common mental illnesses

OR

 children and adolescent with severe and enduring mental

illnesses

Passing grade is 50%

Instructions on critical writing:

Generic Criteria

90-100%

An excellent critical and complete demonstration of understanding in all

key areas of knowledge relevant to the work and demonstrating an

innovative and creative approach. Evidence throughout the work of a

sustained ability to synthesise and interpret complex concepts, to make

inferences and to provide an original and/or compelling argument and

discussion. Excellent structure and immaculate presentation, with cogent

use of academic language and grounded in a pertinent and substantial

selection of source materials. Excellent use of appropriate analytical and

research methods and addresses ethical considerations in an informed

and perceptive manner. Exceptional ability to link and critically analyse

theory and practice where appropriate.

80-89%

An excellent, critical and systematic demonstration of understanding in all

key areas of knowledge relevant to the work. Evidence throughout of the

ability to synthesise and interpret complex concepts to provide a

compelling argument and discussion. Very good structure and

presentation, with confident use of academic language and grounded in a

relevant and extensive selection of source materials. Excellent use of

appropriate analytical and research methods and fully addresses ethical

considerations. Excellent ability to link and critically analyse theory and

practice where appropriate.

70-79%

An excellent, critical and organised demonstration of understanding in all

key areas of knowledge relevant to the work. Evidence throughout of the

ability to synthesise and interpret diverse concepts to provide a sound

argument and discussion. Good structure and presentation, with fluent

use of academic language and grounded in an appropriate and

comprehensive selection of source materials. Very effective use of

appropriate analytical and research methods and consideration of ethical

implications. Very good ability to link and critically analyse theory and

practice where appropriate.

60-69%

A proficient, clearly stated and analytical demonstration of understanding

in all key areas of knowledge relevant to the work. Evidence of the ability

to integrate and analyse diverse concepts in a rational and logical

argument and discussion. Well-structured and clearly presented work,

with fluent use of academic language and utilising a relevant and

extensive range of source materials. Effective use of appropriate

analytical and research methods and consideration of ethical issues.

Good ability to link and critically analyse theory and practice where

appropriate.

50-59%

An acceptable and substantiated demonstration of understanding in all

key areas of knowledge relevant to the work. Evidence of the ability to

integrate and analyse diverse concepts in a reasoned and valid argument

and discussion. Adequately structured and presented work, with clear use

of academic language and reference to a sufficient range of relevant

source materials. Adequate use of appropriate analytical and research

methods and does address ethical considerations. Effective linking of

theory and practice where appropriate.

40-49%

A limited, insufficient and/or inaccurate understanding in key areas of

knowledge relevant to the work. Insufficient evidence of ability to

integrate and analyse concepts to provide a valid discussion.

Unacceptably structured and presented work, with insufficient use of

academic language and conventions. A limited range of source materials

is used. Limited or ineffective use of analytical and research methods and

limited coverage of ethical considerations. Inadequate linking of theory

and practice where applicable.

30-39%

A descriptive and/or narrative account, with little critical and/or flawed

understanding of key areas of knowledge relevant to the work.

Insufficient evidence of ability to discuss fundamental concepts. Unclear

and and/or un-evidenced argument and discussion. Poorly structured and

presented work, with little use of academic language and conventions. A

narrow and/or inappropriate range of source materials and analytical and

research methods is used. Failure to identify ethical considerations and to

link theory and practice where applicable.

20-29%

A weakly descriptive and/or narrative account, with no analytical content

and/or significant inaccuracies in understanding of key areas of

knowledge relevant to the work. Little or no evidence of research and the

ability to discuss fundamental concepts. No awareness of ethical issues.

Unclear and un-sourced arguments and discussion. Flawed structure and

presentation, with negligible attention to academic language or

conventions. Some or all source materials are unreferenced and/or

irrelevant. Failure to link theory and practice where applicable. To obtain

a mark of 20% the work must show evidence of a genuine attempt to

demonstrate some knowledge of the subject.

0-19%

The work is almost entirely derivative and therefore lacks analysis or

reflection, and shows little or no knowledge or understanding of key areas

relevant to the work. No evidence of research and the ability to discuss

fundamental concepts. The presentation and referencing does not

conform to the standards required.

Attendance rules

Only 1 unexcused absence is allowed. Further absences are only

permitted in case of formal excuse and result in extra academic work. No

more than three absences are permitted irrespective of reason of

absence.