Module overview
PWPs assess and support people with common mental health problems in the self-management of their recovery. To do so they must be able to undertake a range of patient-centred assessments and be able to identify the main areas of concern relevant to the assessment undertaken. They need to have knowledge and competence to be able to apply these in a range of different assessment formats and settings. These different elements or types of assessment include screening/triage assessment; risk assessment; provisional diagnostic assessment; mental health clustering assessment; psychometric assessment (using the IAPT standardised symptoms measures); problem focused assessment; and intervention planning assessment. In all these assessments they need to be able to engage patients and establish an appropriate relationship whilst gathering information in a collaborative manner.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate knowledge of, and competence in applying the principles, purposes and different types of assessment undertaken with people with common mental health disorders
- Demonstrate knowledge of, and competence in accurate risk assessment to patient or others.
- Demonstrate competence in understanding the patient’s attitude to a range of mental health treatments including prescribed medication and evidence-based psychological treatments.
- Demonstrate competence in accurate recording of interviews and questionnaire assessments using paper and electronic record keeping systems.
- Demonstrate knowledge of, and competence in ‘patient-centred’ information gathering to arrive at a succinct and collaborative definition of the person’s main mental health difficulties and the impact this has on their daily living.
- Demonstrate knowledge of, and competence in giving evidence-based information about treatment choices and in making shared decisions with patients.
- Demonstrate knowledge of, and competence in using ‘common factors’ to engage patients, gather information, build a therapeutic alliance with people with common mental health problems, manage the emotional content of sessions and grasp the client’s perspective or “world view”.
- Demonstrate knowledge, understanding and critical awareness of concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models.
- Demonstrate knowledge of, and competence in the use of standardised assessment tools including symptom and other psychometric instruments to aid problem recognition and definition and subsequent decision making.
- Demonstrate knowledge of, and competence in recognising patterns of symptoms consistent with diagnostic categories of mental disorder from a patient centred interview.
- Demonstrate knowledge, understanding and competence in using behaviour change models in identifying intervention goals and choice of appropriate interventions.
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- Demonstrates competency in undertaking and recording a range of assessment formats. This should include both triage within an IAPT service and problem focused assessments.
- Demonstrates the common factor competencies necessary to engage patients across the range of assessment formats.
- Demonstrates experience and competence in the assessment of presenting problems across a range of problem descriptor including depression and two or more anxiety disorders.
Syllabus
- Concepts and categories of mental health.
- A range of assessment strategies; including triage, risk and symptom assessment.
- Common factor skills and engaging the patient.
- Patient centred information gathering.
- Use of standardised assessment tools.
- Developing skills in behaviour change models to identify goals and interventions.
- Assessing attitudes to treatments including medication and psychological interventions.
- Accurate recording of information.
Learning and Teaching
Teaching and learning methods
Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback and supervised practice through supervised direct contact with patients in the workplace. Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading and independent study.
| Type | Hours |
|---|---|
| Tutorial | 10 |
| Preparation for scheduled sessions | 35 |
| Lecture | 25 |
| Wider reading or practice | 100 |
| Supervised time in studio/workshop | 35 |
| Total study time | 205 |
Resources & Reading list
Journal Articles
Mead, N. & Bower, P. (2000). Patient-centredness: a conceptual framework and review of the empirical litterature. Social Science and Medicine, 51, pp. 1087-1110.
Kroenke, K., Spitzer, R. & Williams, J. (2001). The PHQ–9: validity of a brief depression severity measure. Journal of General Internal Medicine, 16, pp. 606–613.
A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of Internal Medicine, 166, pp. 1092-1097.
Pullen, I. & Loudon, J. (2006). Improving standards in clinical record-keeping. Advances in Psychiatric Treatment, 12, pp. 280–286.
Mead, N. & Bower, P (2002). Patient-centred consultations and outcomes in primary care: a review of the literature. Patient Education and Counseling, 48, pp. 51-61.
Textbooks
Heron, J (2000). Helping the client: a creative practical guide. London: Sage.
Care Services Improvement Partnership (2006). Primary care services for depression – a guide to best practice, appendix 4: asking about risk. Hyde: Care Services Improvement Partnership.
Westbrook, D., Kennerley, H. & Kirk, J., (2007). An introduction to cognitive behaviour therapy: skills and applications. Michigan: Sage.
World Health Organization (1992). ICD-10 Classification of mental and behavioural disorders: clinical descriptions and diagnostic guidelines. Geneva: World Health Organization.
Lovell, K. & Richards, D. (2008). A recovery programme for depression. London: Rethink.
BMA & RPS (2008). British National Formulary.. London: British Medical Association and Royal Pharmaceutical Society of Great Britain..
Newell, R. & Gournay, K (2000). Mental health nursing: an evidence-based approach. Oxford: Elsevier Health Services.
Gray, P. & Mellor-Clark, J. (eds.) (2007). CORE: A Decade of Development. Rugby: CORE IMS.
Depression in Adults (update). Depression: the treatment and management of depression in adults. London: National Institute for Clinical Excellence.
Myles, P. & Rushforth, D. (2007). A complete guide to primary care mental health. London: Robinson.
Williams, C.J. (2006). Overcoming Depression and low mood: A Five Areas Approach. London: Hodder Arnold.
Bazire, S. (2003). Psychotropic drug directory 2003/2004: the professionals’ pocket handbook and aide memoire. Salisbury: Fivepin Publishing.
National Institute for Clinical Excellence (2009). Generalised anxiety disorder and panic disorder (with or without agoraphobia) in adults Management in primary, secondary and community care. London: National Institute for Clinical Excellence.
Goldberg, D. & Huxley, P., (1992). Common mental disorders: a biosocial model. London: Routledge.
Department of Health (2000). The NHS Plan: A plan for investment, a plan for reform. London: Department of Health.
Silverman, J., Kurtz, S. & Draper, J. (2005). Skills for communicating with patients. Oxford: Radcliffe Publishing.
Raistrick, H. & Richards, D. (2006). Designing primary care mental health services. Hyde: Care Services Improvement Partnership..
Layard, R. (2006). The depression report. London: London School of Economics.
Pilgrim, D. & Rogers, A. (2005). Sociology of mental health. Maidenhead: Maidenhead.
American Psychiatric Association (1994). The diagnostic and statistical manual of mental disorders (DSM) IV. Washington DC: American Psychiatric Association.
Department of Health (1999). National service framework for mental health: modern standards and service models.. London: Department of Health.
Williams, C (2003). Overcoming anxiety: a five areas approach. London: Arnold.
Appleby, L (2004). The national service framework for mental health – five years on. London: Department of Health Publications.
Egan, G., (2001). The skilled helper: a systematic approach to effective helping. California: Brooks / Cole.
Bennett-Levy, J., Richards, D.A. & Farrand, P., et al., eds (2010). The Oxford Guide to Low Intensity CBT Interventions. Oxford: Oxford University Press.
Kennerley, H. (1997). Overcoming anxiety.. London: Constable Robinson.
Assessment
Assessment strategy
Method of repeat year: 2x failure of assessment 1 ( Audio or video recording) leads to immediate withdraw from programme as specified in national curriculum.
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Triage assessment
- Assessment Type: Formative
- Feedback: Written feedback from course tutors.
- Final Assessment: Yes
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Reflective essay | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Reflective essay | 100% |
Repeat Information
Repeat type: Internal & External