EARLY INTERVENTION: PROMOTING MENTAL HEALTH AND MAXIMISING OUTCOMES FOR CHILDREN AND FAMILIES - 2025/6
Module code: NUR3352
Module Overview
This module will provide an overview of early intervention as a means of improving the life chances of children, with particular reference to addressing the impact of ACES, including building knowledge and skills relating to supporting and assessing mental health and wellbeing. Through development of skills and understanding of evidence base, the module will enable the student to engage in early intervention work that will support the social and emotional development of infant, children and young people.
In addition to interprofessional learning, there will be opportunities for students from different disciplines to develop professional identity through facilitated sessions focusing on their healthcare background.
Module provider
School of Health Sciences
Module Leader
JONES Felicity (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 105
Lecture Hours: 24
Seminar Hours: 3
Tutorial Hours: 3
Guided Learning: 3
Captured Content: 12
Module Availability
Semester 1
Prerequisites / Co-requisites
Working in healthcare with children, young people and families
Module content
Consideration of the impact of attitudes, values, beliefs, expectations, faiths and cultures on parenting and families.
Knowledge of parental, infant, child and adolescent mental health and treatment/referral pathways.
Impact of mental health on family dynamics, child development and long term outcomes.
Contemporaneous evidence based early intervention strategies that are holistic, inclusive and responsive to the needs infant, children, young people and families
Theories of Attachment and bonding
Understanding of neuroscience and it¿s impact on development
Explore the theory of the development of identity
The impact of intergenerational dependency and adversity factors on children and young people
Knowledge of the theory of resilience and how this can be applied for children and families in practice
Current policy, practice and provision in relation to early interventions
Understanding interprofessional roles and partnership working across agencies and communities in early intervention work
Working in partnership with parents and carers, using strength based approaches, to empower and facilitate support to access early intervention services for children and family.
Explore parenting behaviours to support positive, nurturing child and family relationships
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Oral exam or presentation | Scenario based viva | 100 |
Alternative Assessment
N/A
Assessment Strategy
The assessment strategy is designed to: provide the students with an opportunity to analyse and evaluate a seen early intervention scenario that is relevant to their area of professional practice. They will demonstrate application of knowledge and understanding of the theories and policy that relate to early intervention, considering adversity and resilience factors that impact of infant, children and young people¿s social and emotional development. They will an awareness of mental health issues, treatment and referral pathways. The assessment will enable them to reflect on the skills required to work in partnership parents and also with multidisciplinary agencies to support children and young people to reach their full potential.
Thus, the summative assessment for this module consists of: A viva based on a seen scenario related to the students area of practice. The student will be required to deliver a 15 minute presentation to a panel made up of the module team. (addresses learning outcomes 1 to 8)
In line with Professional and Regulatory body, Codes of Practice/Standards of Proficiency, if there is evidence of unsafe practice or any breach of confidentiality, the assessment will not meet the criteria to achieve a pass.
Formative assessment Scenario based, profession specific workshops will be used during the module to enable students to reflect on the evidence based knowledge they have gained and assist them in developing a clear rationale on how this may be applied in practice. Reflective discussions will be used to link theory to practice.
Feedback: Continuous feedback from lecturers within module, Peer feedback within module (group work and theory) , Online feedback, Tutorials.
Module aims
- To develop the student's understanding in relation to supporting children, their families and carers to maximise the life chances of infant, children and young people and improve outcomes.
- Students will develop an awareness of the theories that impact on infant, child and adolescent development, including neuroscience and attachment, with particular reference to impact on social and emotional development.
- To increase the student¿s awareness, knowledge and skills around factors relating to infant, child, adolescent and family mental health, specifically in relation to the impact on children¿s development and long term health outcomes.
- To building knowledge of working with other agencies to maximise access to improve outcomes for children and families.
- To demonstrate an understanding of early intervention theories to their professional area of practice, to promote positive relationships within families.
Learning outcomes
| Attributes Developed | ||
| 001 | Lead and evaluate evidence-based interventions that are holistic, inclusive and responsive to the needs of infants, children, young people and families | CKPT |
| 002 | Demonstrate an awareness of relevant policies and how these impact on the delivery of services both in public and voluntary services. | CKT |
| 003 | Apply an understanding of a range of mental health issues that effect infants, children, young people and families in order to promote and maintain optimal mental health utilizing appropriate treatment and referral pathways. | CKPT |
| 004 | Identify and analyse the risk and resilient factors that will impact on the infant, child and young person¿s development. | CKT |
| 005 | Demonstrate an awareness and understanding of the role of agencies that support early intervention strategies that impact on the health gain of infants, children, young people and others. | CKT |
| 006 | To explore the concepts of partnership working with families that promote, educate and support sensitive, responsive relationships and parenting behaviours between parents and their children and there impact of positive and enduring parental-child relationships | CKPT |
| 007 | To demonstrate knowledge and understanding of infant, children and young people¿s emotional literacy, cognitive ability, wellbeing and resilience skills when observing, assessing and making decisions on the appropriate intervention. | CKPT |
| 008 | To demonstrate an understanding of theories that impact on infant, child and adolescent development, including neuroscience and attachment, with particular reference to impact on social and emotional development. | CKPT |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to: Apply the current theoretical and methodological approaches to build a sound knowledge base. Utilise interprofessional learning within a non-threatening environment to support the development of individual professional attributes and abilities within the context of shared experiential learning. This allows students to develop skills required for successful collaborative working. Prepare students to have an inquiring attitude and empower them with an ongoing curiosity regarding new and emerging research and policy that informs their practice. Challenge values, beliefs and assumptions in relation to working with children and families. Develop skills and knowledge that enable students to engage in early intervention work that will promote mental health and support the social and emotional development of children and young people.
The learning and teaching methods include: Lectures, Seminars, Online learning materials / discussion boards, Classroom discussions, Student-led seminars, Problem based learning, Profession led case studies / scenarios, Simulation, Reflective discussions linking theory to practice.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NUR3352
Other information
The school/department of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: Employability: Students are healthcare professionals and will be developing skills and knowledge that can be applied to their role and will enhance their future employability. Global and cultural capabilities: Module content incorporates perspectives and practices from a range of cultures; through conversations around culture, faith and religion, students are encouraged to diversify their knowledge and reflect on different experiences. This will support the development of cultural competence to support the diverse range of communities engaging with services. Students will reflect on cultural practices and the impact of judgements in relation to this when working with children, families and carers. Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to working with children and families throughout the module and in the practice environment. This pillar is fundamental to the development of effective and safe health professionals. Scenario based examples are used to develop students¿ ability to respond effectively to situations within their professional field. Digital Capabilities: Students will develop their digital capabilities by the production of a digital poster which will develop a good understanding of key technologies and digital tools which can be used in the context of their professional role.
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.