Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description In this option module, students will critically review contemporary and emerging trends in acute and community-based health and wellbeing care for children and adolescents with mental health issues. The module will enhance and develop student’s theoretical knowledge and will develop students' understanding of the skills necessary in the assessment and interdisciplinary care support for children and adolescents with a range of mental health issues across a variety of settings. Students will critically evaluate approaches to compassionate mental health care and consider innovative ways of developing ethical, culturally sensitive and age appropriate practice. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Critically analyse contemporary and emerging trends in the organisation and delivery of mental health services provision in children and adolescent in acute and community settings. 2. Critically examine developmental stages in childhood including the conceptualisation and assessment of positive aspects of development and their role in the promotion of child and adolescent mental health and wellbeing. 3. Appraise and enhance knowledge of the skills required to work with children and adolescents using evidenced based psychotherapeutic techniques. 4. Critically review approaches/models of health and social care including the application of legislative guidelines and clinical governance frameworks in mental health. 5. Examine risk assessment and management strategies for working safely with young people with a range of mental health conditions in the acute and community setting. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Content and Learning Activities
Child and Adolescent Developmental Psychology • Child and Adolescent developmental theories. • Risky behaviour. • Health promotion in adolescence and its role in promoting positive MH (e .g. technology, peer pressure, diet, exercise, drugs, safe sex, and self-esteem) and psycho-social health and wellbeing Acute care for the child/adolescent with mental health conditions • Explore a range of common and less common identified MD conditions effecting children and adolescents including Depression, Anxiety Disorders, Self-Harming Behaviour, Suicidal ideation and Eating disorders and Behavioural disorders/ADHD. • Explore less common mental health disorders effecting children and adolescents including, Suicide, Psychosis and Bipolar Disorder. • Safety and risk management. • Crisis management • The role of medication in the treatment of childhood mental health problems. Approaches to community based mental health for the child, adolescent and family • Critically appraise evolving models of health and social care for a child and adolescent with MH difficulties including the principles of evaluation, models of best practice, centres of excellence, holistic care and whole child perspectives. • Clinical governance in relation to community based mental health services. • The Role of CAMHS • Problems Faced by Child and Adolescent Mental Health Services • Service Transformations: Future Directions in Service Provision • The Role of Education in Supporting Children and Young People Mental Health. • Appraisal of health and social care policy and research that influences how support and care is provided and delivered to children, adolescents and their families. Family based approaches • Infant mental health (child’s social and emotional development from birth to age three years, their capacity to express and regulate their emotions, begin to form relationships and explore their environment). • Evidence based family interventions/therapy to include a review of the evidence/research, approaches and treatment modalities including Cognitive Based Family Therapy (CBFT), Attachment Based Family Therapy (ABFT) and their role across a range of MH conditions. • The translation of family therapies to “real world” practice. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books:
Articles:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||