LEARNING DISABILITY AND CHILD AND ADOLESCENT MENTAL HEALTH

SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB724846
Module Leader Chris Darbyshire
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • B (January start)
  • A (September start)

Pre-Requisite Knowledge

Completion of progression point 2 in LD and Child or completion of progression point 3 in LD, MH or Child

Summary of Content

This module aims to provide students with opportunities to develop their knowledge using the principles and theories of nursing children and adolescents with learning disabilities. Students will explore the development of constructional approaches and positive methods of intervention evidence-based psychosocial interventions such as cognitive-behavioural therapy, behavioural activation, wellness planning and psychosocial interventions and how these may be applied for people with learning disabilities. This module will review typical child development and the effects on the mental health of children and adolescents with learning disabilities. It will also look at common problems in children and adolescents, the effect on the individual, families and others. The legal issues pertaining to children and adolescents; examining the mental health and child protection legislation currently in force and its impact on practice. The module provides students with the opportunity to consolidate professional skills for nursing practice within the four NMC domains. Opportunity to develop these skills will be provided within the Interprofessional Simulation Centre (ISC) and involvement in the delivery of care in a range of inpatient and community care settings. This module incorporates theory over one trimester to facilitate students' development of professional skills for nursing practice.

Syllabus

Development of constructional approaches and positive methods of intervention evidence-based psychosocial interventions such as cognitive-behavioural therapy, behavioural activation, wellness planning and psychosocial interventions and how these may be applied for children and adolescents with learning disabilities and mental health problems Needs of children and adolescents with learning disabilities and mental health problems requiring support and protection and the systems and processes that protect people from neglect, danger, harm and abuse Factors that result in neglect, harm, abuse or failure to protect, including early identification and prevention Nature and prevalence of behaviour that is harmful to self and others Reasons for violence, aggression and abuse of an emotional, sexual and physical nature in childhood Measures for the recognition, prevention and reduction of violence, aggression and abuse of an emotional, sexual and physical nature Empowerment - service user participation, value base and attitudinal perspectives Psychological literacy and positive behavioural support skills Promotion of mental health and prevention of problems in children and adolescents with learning disabilities and mental health problems Developmental models in child and adolescent mental health Classification of child and adolescent disorders and the common problems Engaging with children and adolescents with learning disabilities and mental health problems Assessment and Treatment of children and adolescents with learning disabilities and mental health problems Outcome based care in children and adolescents with learning disabilities and mental health problems Systematic practice - working with families and social networks Nursing practice in children and adolescents with learning disabilities and mental health problems Multidisciplinary/agency/integration perspectives Legal issues in child and adolescent psychiatry Research audit in children and adolescents with learning disabilities and mental health problems NMC Competencies All Domains listed in the Scottish OAR for entry to the register. Essential skills clusters are mapped to the NMC Domain competencies within the OAR

Learning Outcomes

On successful completion of this module the student should be able to:1. Critically analyse the developmental perspectives of children and adolescents with learning disabilities and mental health problems 2. Critically explore the manifestation and impact of abuse and trauma on the well-being and mental health of children and adolescents with learning disabilities 3. Demonstrate a critical understanding of working with families and the principles of crisis intervention 4. Demonstrate the ability to apply psycho-social knowledge and psychological models, such as positive behavioural support, cognitive-behavioural support and behaviour family therapy (BFT) to underpin the delivery of safe and effective person centred care.5. Critically explore methods of engagement, assessment and therapeutic intervention with children and adolescents with learning disabilities 6. Critically analyse a range of sources of evidence within child and adolescent mental health to demonstrate consolidation of safe and effective person centred care.7. Demonstrate a critical understanding of the implications of legal issues pertaining to protection of children and adolescents8. Critically examine the principles of risk assessment of children and adolescents with learning disabilities with behaviours that challenge and/or offending behaviours.

Teaching / Learning Strategy

The module will be delivered using blended learning approaches to improve the student experience. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience. Formative assessment will replicate OSCE and allow students to practice Assessment of numeracy skills will be incorporated in the summative assessment-OSCE

Indicative Reading

Atherton and Crickmore, Ed. (2011), Learning Disabilities, Toward Inclusion 6th Ed., Churchill Livingstone Elsevier. Burton, M., Pavord, E. and Williams, B.(2014) An Introduction to Child and Adolescent Mental Health, Sage, London Carter, B., Bray, L., Dickinson, A., Edwards, M., Ford, K. 2014, Child-Centred Nursing: Promoting Critical Thinking, Sage Publishing Ltd, London Carter, B. & Simons, J. 2014, Stories of Children's Pain: Linking Evidence to Practice, Sage Publishing Ltd, London Dobe, M. & Boris, Z. 2013, Practical Treatment Options for Chronic Pain in Children and Adolescents: An Interprofessional Therapy Manual, Springer, New York. (e-book) DOH. 2010 Health Inequalities and people with learning disabilities in the UK: 2010 Department of Health, London Dorgra, N. 2009, A multidisciplinary handbook of child and adolescent mental health for front-line professionals. 2nd ed, Jessica Kingsley, London. Eddy, L. Ed (2013), Caring for Children with Special Health Care Needs and Their Families, Wiley-Blackwell, Oxford Emerson E, Baines A (2010) Health Inequalities and People with Learning Disabilities in the UK: 2010. Improving Health and Lives Learning Disabilities Observatory, Lancaster. Hackett, A. (2013) The role of the school nurse in child protection, Community Practitioner, vol. 86, no. 12, pp. 26-9. Health Equalities Framework (2013) The Health Equalities Framework (HEF) An outcomes framework based on the determinants of health inequalities. UK learning Disability Nurse Consultant Network. Hill, M, Lockyer, A, Stone, F, Dawsonera. (2007) . Youth justice and child protection:. [electronic resource] . Philadelphia: J. Kingsley Gates, B. 2006 Care planning and delivery in intellectual disability nursing, Blackwell, Edinburgh Goldman, A., Hain, R., Liben, S. 2012, Oxford Textbook of Palliative Care for Children. Oxford Press, London. Grant, G., Ramcharan, P., Flynn, M., Richardson, M., 2010, Learning disability: A life cycle approach OU Press, Milton Keynes Jukes, M. (2009), Learning Disability Nursing Practice: origins, perspectives and practice, Quay books, London. Kaakinen, J.R., Gedaley-Duff V., Coehlo D.P. & Hanson S.M.H. eds. 2009, Family Health Care Nursing: theory, practice, and research, 4 th edn, F.A. Davis, Philadelphia. (e-book) RCN. 2011 Learning from the past - Setting out the future: Developing Learning Disability Nursing in the UK, RCN, London The Scottish Government (2012) Strengthening the Commitment The report of the UK Modernising Learning Disabilities Nursing Review. Edinburgh, APS Group Scotland. The Scottish Government (2012a) The same as you? 2000-2012: Consultation Report Edinburgh, APS Group Scotland The Scottish Government (2013) 'The keys for life, improving quality of life for people with learning disabilities'. Edinburgh, APS Group Scotland Schuster McHugh, P. 2008, Concept Mapping: A Critical Thinking Approach to Care Planning. 2nd ed, F.A.Davis, Philadelphia. Wright, L.M. & Leahey, M 2009, Nurses and Families, 5 th edn, F.A. Davis, Philadelphia. Weekly Loan (e-book) Useful web links Children's Hospice Association Robin House Hospice Children in Scotland <http://www.childreninscotland.org.uk/> Children's Services - Children and Young People's Services Managed Knowledge Network <http://www.knowledge.scot.nhs.uk/child-services.aspx> Cystic Fibrosis Trust <http://www.cftrust.org.uk/> <http://www.chas.org.uk/how_we_help_families/our_hospices/robin_house> International Society of Nurses in Genetics <http://www.isong.org/> Modernising Nursing in the Community www.mnic.nes.scot.nhs.uk <http://www.mnic.nes.scot.nhs.uk> National Children's Bureau - Working with Children, for Children <http://www.ncb.org.uk/> The National Genetic Education and Development Centre <http://www.geneticseducation.nhs.uk/> National Society for the Prevention of Cruelty to Children <http://www.nspcc.org.uk/preventing-abuse/child-protection-system/scotland/legislation-policy-guidance/> Scottish Intercollegiate Guidelines Network <http://www.sign.ac.uk/> Scottish Government: Child Protection Publication Home Page (access to PDF guidelines on Child Protection for Health Care Practitioners, Children with learning disabilities and Child Protection) <http://www.gov.scot/Topics/People/Young-People/protecting/child-protection/publications>

Transferrable Skills

Communication (verbal and non-verbal) Understanding of holistic person-centred care Assessment and decision making skills Independent and team working skills Simulated practice skills Literature searching and integration Reflection Enhance patient safety and recognise risk Digital and health literacy skills

Module Structure

Activity Total Hours
Assessment (FT) 20.00
Lectures (FT) 18.00
Practicals (FT) 24.00
Independent Learning (FT) 138.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 1.00 100.00 40% OSCE Pass mark is 70% prior to normalisation.