PYMEME: Enhanced Practice in Early Intervention

Module code: PYMEME

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 40

Level: 7

When you’ll be taught: Semester 2 / Summer

Module convenor: Miss Molly Trillow, email: m.trillow@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 19 February 2026

Overview

Module aims and purpose

As per the national curriculum for SWP training (2022); “The CYP LI specialist workforce is proving invaluable in working with mild to moderate mental health conditions. This module aims to expand the scope and breadth of the conditions that CYP LI practitioners can work with. Whilst there is an increase in the breadth of conditions, it is critical that the focus remains on the fidelity to mild/moderate, early intervention support.”

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Acquire knowledge and skills in effective brief (low-intensity) interventions for children, young people and families experiencing advanced anxiety presentations, based on the most up to date evidence.
2. Acquire knowledge and skills in assessment of, psychoeducation and trauma informed practice/principles in relation to traumatic events.
3. Understand and implement low-intensity support for self-harm.
4. Acquire knowledge and skills in working with school anxiety.
5. Acquire knowledge and skills in effective brief (low-intensity) interventions for children, young people and families experiencing advanced anxiety presentations (including Obsessions and Compulsions, and Tics/Tourette’s), based on the most up to date evidence.

Module content

As per the national curriculum for SWP training (2022); “This module will enhance competency across a range of early interventions and expand the breadth of low intensity support available for children, young people and families experiencing the impact of common mental health difficulties. Specifically, practitioners will develop an understanding of, advanced anxiety presentations (Tics/Tourette’s, Obsessions and/or Compulsions), trauma informed practice principles and approaches, difficulties relating to school anxiety and supporting CYP engaging in self-harming behaviour.��

Students�� will develop the knowledge and understanding of the key characteristics of these presentations before establishing and demonstrating clinical competency in delivering the appropriate, evidenced based early intervention support.”

Structure

Teaching and learning methods

The aims of this module will be achieved through a series of�� lectures, clinical supervision and skills practice, guided reading, self-practice/self-reflection activities, and independent study.

A maximum of 24 days of taught content will occur in this module including 6 university provided supervision days. Work-based learning includes clinical work and supervision in the workplace.

Skills-based competencies will be learnt through a combination of clinical skills practice in small groups and university supervision with both peer and tutor feedback.

In addition, they will be supplemented by e-learning material and experience of assessment and treatment of clients within the workplace (with clinical supervision in the workplace).

Teaching will be provided by course tutors, with some national and international experts where appropriate.

��

Study hours

At least 48 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 50% in all assessments with no auto-fails in clinical assessment.
2. A minimum of 80% live attendance.
3. An overall module mark of 50%.
4. A passing grade of the Clinical Practice Portfolio (graded Pass/Fail).

Trainees will be required to use two different clinical presentations in their assignments within this module. They will also need to evidence working with four completed enhanced practice cases in their portfolio.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Supervision and observation of recordings of practice.

Reassessment

Additional costs