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Child & Adolescent Mental Health - EDU00048H

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  • Department: Education
  • Module co-ordinator: Dr. Umar Toseeb
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2021-22

Module summary

The module is intended to introduce students to key psychological concepts, by exploring current debates in psychology.  Students will learn about the psychological underpinnings of early risk and protective factors for mental illness and wellbeing as well as how school, family, and peers can best support the mental health of children and adolescents.

Module will run

Occurrence Teaching period
A Autumn Term 2021-22

Module aims

The module is intended to introduce students to key psychological concepts, by exploring current debates in psychology concerning nature of mental illness in children and adolescents, how mental illness can be identified, and how schools, families, and peers can best support the mental health of children and adolescents. Attention will be given to critically examining relationships between academic research, policy and practice in various contexts such as at school, at home, and in the playground.

Module learning outcomes

Subject content:

  • Students will understand and be able to explain the key psychological concepts underpinning the aetiology of, and the factors that affect, mental illness and wellbeing in children and adolescents;
  • Students will explore and critically evaluate how theories and empirical research have informed our understanding of how best to support children’s mental health in various contexts such as at school, at home, and in the playground;
  • Students will apply theoretical knowledge and understanding gained in private reading to an issue relating to child and adolescent mental health that they have identified independently.

Academic and graduate skills:

  • Students will gain experience in assimilating information to develop an informed personal perspective on an important applied topic in psychology in education.
  • Students will be able to effectively communicate a reasoned argument, and the evidence underpinning it, in both written and oral forms.
  • Students will be able to identify and synthesise a range of sources e.g. academic articles, media and policy documents and critically evaluate their reliability, validity and relevance.
  • Students will be able to analyse ways in which theories and data from different disciplines can inform each other and can be applied in different contexts to enhance understanding.
  • Students will work proactively and autonomously to select and manage information and use this to engage effectively in debate.

Module content

The following is a list of indicative sessions for this module: Introduction:

Good Childhood Report – Students will be introduced to the concept of mental health.

Mental Health Continuum: Key terms – Students will learn about the key terms used when discussing mental health, distinguishing between mental wellbeing and mental illness.

Mental Health Risk factors – Students will learn about the underlying psychological theory related to risk factors for poor mental health in children and adolescents and how these manifest in schools, at home, and in the playground (e.g. bullying, poverty, attachment, etc.).

Mental Health Protective factors – In this session, students will be introduced to the concept of resilience and factors that protect children and adolescents from mental illness (e.g. good quality friendships, supportive home environment, etc.).

Developmental Disorders and Mental Health – This problem based learning session will introduce students to a number of developmental disorders. Students will be asked, in groups, to design and present to their peers an intervention to support children with a specific developmental disorder in a school, home, or playground setting (e.g. Autism Spectrum Disorder, Developmental Language Disorder, Developmental Dyslexia).

Self Harm – Students will learn about some of the risk factors for self-harm and learn about lived experiences of adolescents who have engaged in self harm.

Supporting Children and Adolescents – Students will learn about evidence based interventions that can be implemented in school, at home, or in the playground for children and adolescents to support their mental health.

Mental Health Literacy – In this problem based learning session students will be asked, in groups, to design and present a resource that can be used to improve mental health literacy in schools.

Sibling Bullying and Mental Health - Students will learn about the precursors of sibling bullying and the effects of sibling bullying on the mental health of children and adolescents.


Task Length % of module mark
Essay/Coursework (3000 words)
N/A 100

Special assessment rules


Additional assessment information

Students will receive in-session formative feedback after the problem based learning sessions.  Students will also receive formative feedback on essay plans.


Task Length % of module mark
Essay/Coursework (3000 words)
N/A 100

Module feedback

Students will receive written feedback on their summative assessments. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Blake, S., Bird, J., Gerlach, L. (2007). Promoting Emotional and Social Development in Schools: A Practical Guide.  London: Sage.

Centifanti, L.C. & Williams, D.M. (2017) The Wiley Handbook of Developmental Psychopathology.  London: Wiley Blackwell.

Dwivedi, K.N., & Harper, P. B. (2004). Promoting the Emotional Well Being of Children and Adolescents and Preventing Their Mental Ill Health: A Handbook.  London : Jessica Kingsley.

Hulme, C., & Snowling, M. J. (2009).  Developmental Disorders of Language Learning and Cognition. Hoboken : Wiley.

Howard, C., Burton, M., Levermore, D., & Barrell, R. (2017). Children's Mental Health and Emotional Well-Being in Primary Schools.  London: Sage.

Nash, P. (2006) The assessment & management of psychosocial aspects of reading and language impairments. In: M. Snowling & J.Stackhouse (Eds) Dyslexia, speech & language: A practitioner’s handbook. Chapter 13. 2nd ed. London: Whurr.

Bronfenbrenner, U. (1994) Ecological models of human development.  In International Encyclopedia of Education, Vol 3, 2nd Edition. Oxford: Elsevier.

van Harmelen A-L, Gibson JL, St Clair MC, Owens M, Brodbeck J, Dunn V, et al. (2016) Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS ONE 11(5): e0153715.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.