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Child and Adolescent Mental Health
Child and Adolescent Mental Health Level 3 100 Hours Certificate Course
Learn About Child and Adolescent Mental Health
Child and Adolescent Mental Health Course online: Learn to be aware of mental health signs, symptoms and treatments. Mental Health is a major issue for people living in developed countries.
It is difficult to estimate how many children and adolescents are affected by mental health conditions. It becomes important then, that people become educated about mental illness in children and adolescents, particularly because they may not be able to recognise that something isn't quite right. This Level 3 professionally accredited course is an excellent introduction into the nature and scope of mental health issues among children and adolescents. It highlights the signs and symptoms of some common mental health conditions, discusses their potential causes, and outlines possible treatment
This course has been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" and be entitled to use the post-nominal latters "MCMA" after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
This course has been endorsed by TQUK. Endorsement of our courses by TQUK sets them apart from other vocational learning programs and is an achievement to be proud of. It further demonstrates that we are an efficient academy with excellent courses and tutorial support. It also means that potential and existing students, employers and universities can be sure of the true value of the learning we provide.
The course is ideal for those working in, or wanting to work in:
Lesson Guide - Child and Adolescent Mental Health
There are 10 lessons:
1. Nature and scope of mental health – looking at difference between adult and child and adolescent mental health. What we mean by mental health? Mental wellness etc.
understanding normal childhood development
good mental health
understanding childhood mental illness
prevalence of mental health issues in children and adolescents
differences to adult mental health
an introduction to the mental health industry
2. Childhood depression also how this changes when reach adolescence. signs and symptoms and treatments.
types of depression in childhood
diagnosis of depression in children
causes of childhood depression
assessing risk of suicide
3. Anxiety disorders - separation, generalised etc. school phobias, social phobias etc. signs/symptoms/treatment
scope and nature of anxiety disorders
different types of anxiety disorders
childhood anxiety disorders
adolescent anxiety disorders
other anxiety related problems
4. Tic disorders - tourette's etc. signs/symptoms/treatment
introduction to tic disorders
types of tics
gilles de la tourette syndrome (tourette's disorder)
transient tic disorder
chronic tic disorder
tic disorder (nos)
5. Brain disorders (injury & disease) signs/symptoms/treatment
differences to adults
traumatic brain injury
6. Other disorders - motor disorders, elimination disorders, feeding & eating disorders; signs/symptoms/treatment
feeding and eating disorders of childhood
reactive attachment disorder
stereotypic movement disorder
7. Environmental problems - abuse and neglect, relationship problems signs/symptoms/treatment
definition of child abuse
factitious disorder by proxy
the effects of abuse
8. Problems of adolescence - anorexia, bulimia, substance use, family conflict signs/symptoms/treatment
significant disorders of adolescence
9. Holistic and alternative approaches to treatment - this should be a general approach to dealing with children & adolescents i.e. not directed at specific conditions
food and mental health
alternative therapies - homeopathy, art therapy, music therapy, counselling/psychotherapy, craniosacral/biodynamic osteopathy, kinesiology, aromatherapy, sensory integration, behavioural optometry, hearing and mental health, movement therapies.
10. Special project
Please note: each lesson culminates in an assignment which is submitted to the academy, marked by the academies tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals Child and Adolescent Mental Health BPS214:
- Explain the nature and scope of mental health in children and adolescents.
- Identify signs of childhood and adolescent depression and explain alternative responses to different forms of such depression.
- Identify signs of childhood and adolescent anxiety and explain alternative responses to different forms of such anxiety.
- Identify signs of childhood and adolescent tic disorders and explain alternative responses.
- Identify signs and symptoms of mental health issues associated with child and adolescent brain disorders and explain alternative responses.
- Identify signs of other disorders during childhood and adolescent and explain alternative responses to these different disorders.
- Identify signs of environmental problems, including abuse, neglect or relationship issues during childhood and adolescence and explain alternative responses to these different issues.
- Identify signs of adolescent problems and explain alternative responses.
- Determine clinically, culturally and ethically appropriate treatment options to mental health problems in children and adolescents, that may be considered by both/either family, carers, teachers or health practitioners.
- Develop an in depth report on the signs, symptoms and treatments for a specific mental Health condition occurring in children and adolescents.
Practical (Set Tasks)
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Exerpt from the Course
It is very difficult to distinguish between normal and abnormal anxiety in children and often
a child may have the full range of symptoms for more than one anxiety disorder.
Whilst the ICD lists separate entries for anxiety disorders with onset in childhood, the DSM
uses the same categories to describe childhood anxiety disorders as those for adult
anxiety disorders - the exceptions being separation anxiety disorder which is listed as a
childhood disorder in both classification systems. The DSM also lists sibling relationship
problems as a condition which may warrant clinical attention whereas in the ICD it is
classified as a childhood anxiety disorder.
For ease of explanation we have followed these classifications in order to describe those
anxiety disorders most usually occurring in childhood followed by those most usually
having onset during adolescence. It should be noted however that these are not clear
distinctions. Some children may exhibit the full range of symptoms associated with an
anxiety disorder more usually associated with adolescent or adult onset.
1) CHILDHOOD ANXIETY DISORDERS
There are six forms of anxiety disorder which may have childhood onset.
This is characterised by intense fear of being separated from key attachment figures, most
usually the parents. Although it is usual for infants and preschool children to experience
some level of anxiety when separated from attachment figures the anxiety displayed by
children with this condition is much more intense and persists after the preschool period.
Onset is before six years of age, lasts at least for four consecutive weeks, and causes
significant disturbances to social, school or other areas of functioning.
Children show excessive concerns that their attachment figures will come to harm if they
leave them or that the attachment figure will not come back and leave them for good. If
separated they often need to remain in touch through telephone calls, emails, etc. They
often cling to their attachment figures when they are present and may insist on sleeping in
the same bed or room as them. If they are forced to sleep in their own room they may
have disturbed sleep and nightmares. Often they will go to their parents’ bed or may sleep
on the floor outside the parent's room if the door is locked.
There are often associated physical symptoms such as headaches, stomach upsets, or
sickness and vomiting. Behavioural changes may reveal angry outbursts, temper
tantrums, excess crying, or the child may become more withdrawn socially. It is also a
strong indicator of refusing to attend school.
Prevalence and Course - it is thought to affect around 3-4% of children aged 7-11
upheavals to the child's life or usual routine e.g. moving to a new school, moving
house, death of a pet. Separation anxiety disorder can predispose the child to
panic disorder or agoraphobia in adolescence.
Causes - onset may be triggered by persistent frightening experiences e.g. living
through a war, emigrating, or ongoing parental conflict, or by brief frightening
experiences e.g. death of a relative, an illness. Occasionally it might occur in
children with overprotective parents. Also, some children seem to have an anxietyprone
temperament in that they overreact to everyday stressors rendering them
more susceptible. There is also a higher incidence amongst children who have a
mother with a history of panic disorder and amongst first degree biological
Treatment - this usually involves an assessment of all the contributing factors.
Children must be encouraged to discuss their concerns and the family should be
involved in treatment. Parents should be educated about how their own worries
and possible overprotection can contribute. Stressors need to be alleviated where
feasible. If specific situations where the anxiety occurs are found then these might
be addressed using behavioural therapy techniques. Rarely, anxiolytic medication
may be prescribed for a brief period.
Phobic Anxiety Disorder (Specific Phobia)
Many children experience minor symptoms of phobia and these often revolve around
insects such as spiders, animals such as snakes, darkness, death, and sometimes school
(which some authors refer to as school phobia). In some cases symptoms of anxiety
associated with situations or objects of fear become prolonged and exaggerated and the
child develops a specific phobia. The response to specific objects or situations can be in
the form of a panic attack. Unlike adolescents and adults, children who experience phobic
anxiety disorder do not recognise that their fear is unreasonable. Often phobic stimuli are
avoided but if not they may be endured with accompanying feelings of dread and
It is quite common for children to have fears associated with particular objects or situations
but these may not cause significant impairment in their level of functioning. A child might
express intense fear of snakes in the presence of a snake but if they do not encounter
them in daily life and their activities are not limited by a fear of snakes. Diagnosis is made
only if the fear associated with the stimuli, in encountering it, avoiding it, or through
thinking about it, causes significant disruption to the child's social life or other areas of
functioning. Diagnosis may also be made if the child is significantly distressed by having a
Specific phobias are often given a subtype e.g. animal type, natural environment type,
blood-injection-injury type, situational type, or other type where it does not fit into any of
the former types e.g. fear of contracting an illness.
Prevalence & Course - around 2% of children aged 11 years have a specific
phobia. Severe and persistent fears of animals and insects usually have onset
before the age of 6 years. Most childhood phobias alleviate with age so the rate
significantly declines during adolescence, however many specific phobias found in
adults had their onset in childhood. Often, the fear-arousing object or situation
caused some amount of distress before it became a specific phobia.
Causes - there seem to be several potential causes including observing others
expressing fear when confronted with a particular object or situation (especially a
role model e.g. parent or teacher), being continually warned about danger by
parents (e.g. don't pat dogs they might attack you), hearing constant bad news
about something (e.g. plane crashes), experiencing an unexpected panic attack in
a given fear-provoking situation, or having a traumatic experience (e.g. being
attacked by a dog, being locked in a classroom).
Treatment - whilst many childhood phobias alleviate with age, those that do not
may be treated using behavioural techniques. These involve hierarchical exposure
or systematic desensitisation. The child is encouraged to begin by thinking about
the feared object or situation and gradually over a number of weeks they
eventually confront the object or situation having conquered their fears to some
extent along the way. Parents may be involved to reassure the child and offer
eBook to Compliment this course:
Learn to appreciate and work with the growing mind of infants. This guide teaches and enlightens on the development of young minds, the effects of nature and nature and the changing problems that can develop. Written for parents, students and anyone working with children.
How Children Think
How Children Think eBook course online. Anyone who has ever tried to make a child do anything (clean up their mess, desist from throwing mud, stop drawing on the walls) knows that children think differently to adults. This book attempts to provide the skills and knowledge to develop a greater understanding of children.
This ebook attempts to provide the skills and knowledge to develop a greater understanding of children, and what is really going on for them. The first chapter discusses developmental stages in a child’s life, which is important for understanding what is to be expected and accepted at different points of a child’s development.
The next few chapters initiate the age-old discussion on the effects of nature and nurture on development. Chapter four provides insights into the importance of creating balance in a child’s life and chapter five discusses ways to change undesirable behaviour, providing practical solutions. Chapter six takes this a step further, going into problems and solutions of behaviour modification, as well as discussing issues such as abuse, bullying and deprivation.
The book concludes with a discussion on keeping up to date with constantly evolving research.
This book will provide valuable clues into the way children think, and useful keys to support development. We hope you enjoy it.
This course has been endorsed by TQUK. Endorsement of our courses by TQUK sets them apart from other vocational learning programmes and is an achievement to be proud of. It further demonstrates that we are an efficient academy with excellent courses and tutorial support. It also means that potential and existing students, employers and universities can be sure of the true value of the learning we provide.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- ADL Ebook where relevant
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice