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92381 Perinatal Mental Health

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2019 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject is based on a population health approach to enable mental health promotion activities and the early recognition of protective and risk factors that impact on women and their families' mental health during pregnancy and the first year after birth. Students explore best practice approaches for the management of perinatal mental health and illness. Importantly, students gain the skills to critically discuss community perceptions about perinatal mental health.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Discuss the relevance of a population health model (promotion, prevention, and early intervention) for perinatal mental health
B. Explore the pathophysiology of mental health, and the key variables that increase the risk of perinatal mental health illness
C. Develop a comprehensive care plan, including community resources, for women with mental illness to ensure maternal wellness
D. Critically explore and discuss depression and related mental illnesses during the perinatal period

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Practise woman-centred care (1.0)
  • Demonstrate woman-centred care, acknowledging the physiological, psychological, cultural and spiritual needs of women, their babies and family members (1.1)
  • Are professionally competent midwives who provide safe and effective midwifery care using intelligent kindness (2.0)
  • Demonstrate critical thinking and sound clinical judgment that is based on evidence and reflects appropriate reasoning within the relevant professional codes and guidelines (2.2)
  • Demonstrate competence in all clinical skills at the level of a new graduate midwife and be eligible to apply to the Nursing and Midwifery Board of Australia for registration as a midwife (2.5)
  • Work collaboratively in order to provide excellence in maternity care (3.0)
  • Are socially responsible citizens who value the diversity of people (5.0)
  • Practise midwifery within a primary health care philosophy (5.1)
  • Communicate and provide effective care for women from diverse backgrounds and needs (5.4)

Teaching and learning strategies

In this subject, students participate in a range of teaching and learning strategies.

ONLINE LEARNING ACTIVITIES
Prior to attending each face-to-face session, students will complete a module of the evidence-based online course, 'Basic Skills in Perinatal Health' presented by the Centre of Perinatal Excellence (COPE). Understanding of course content is assessed via online quizzes and feedback will be received during class discussion.

STORIES AND SCENARIOS
This subject uses stories and case studies to help students explore health and wellbeing-related scenarios. Cases depict women/consumers and their families experiencing challenges in relation to mental health especially depression and anxiety. Students use these scenarios to learn concepts, interpret information, support families and develop creative solutions. The subject takes a strengths-based approach with women experiencing perinatal mental health challenges. Students use empathy as they develop their critical thinking skills through analysis, interpretation of and reflection on issues or situations.

LECTURES
Face-to-face lectures are interactive, enabling students to receive feedback on their growing understanding of key subject concepts. Invited guests who are experts in the field share their experiences and expertise and encourage discussion. Students are also introduced to skills in mindfulness and encouraged to start using these in their day to day life.

COLLABORATIVE LEARNING ACTIVITIES
A significant portion of the face-to-face time in this subject involves collaborative group activities that support skills in how to apply learning in clinical practice. These collaborative learning activities build effective communication skills when working with sensitive issues, and confidence using screening and assessment tools, through role play and peer feedback.

PERSONAL, PROFESSIONAL AND EXPERT NARRATIVES
Guest lecturers provide students with personal and professional stories in relation to the subject content. Hearing stories from both a professional and personal perspective supports students to relate learning to real world situations.

ACADEMIC WRITING
Demonstrating information literacy and technology skills, students search and synthesise the professional literature to complete a case study assignment. Students comply with academic writing practices and use information ethically, legally and respectfully. Assessment plans are workshopped in class so that students may receive formative peer and tutor feedback. Summative feedback on assignments will be given from the subject coordinator/teaching staff within three weeks of submission.

Content (topics)

Mental health during the perinatal period – wellness and illness
• Prevention and early intervention
• Cultural understandings of mental illness
• Concepts of resilience, risk and protective factors
• The importance of continuity of care in addressing social and emotional wellbeing
• Common challenges – depression and anxiety

Assessing the need for monitoring or further assessment
• Psychosocial assessment (risk) and Edinburgh Postnatal Depression Scale
• Psychosocial support during the perinatal period
• Why partners are important - the perinatal mental health of fathers/partners
• Understanding of previous trauma experiences and the impact on women during pregnancy

Management of perinatal emotional distress/mental illness
• Interventions for women and/or their partners at risk of depression, anxiety and related disorders
• Interventions for parents experiencing a mental illness

Managing ‘at risk’ situations requiring immediate intervention
• Assessment of ‘at risk’ situations for mother, child and others
• Use of the NSW Mental Health Act and the guardianship regulations
• Partnership with public and private mental health services including liaison psychiatry, acute community teams, case managers and private therapists to promote early intervention and ensure continuity of care

Strengthening the parent-infant relationship when parent is mentally ill
• Exploration of community resources

Communication skills
• Active listening
• Strengths-based approaches to working with women and families
• Asking difficult questions and listening to difficult answers
• Looking after yourself – being mindful and asking for support when needed

Assessment

Assessment task 1: Referral flow chart

Intent:

This assessment piece provides an opportunity for students to gain knowledge of the perinatal mental health services available within the health service and surrounding community.

Objective(s):

This assessment task addresses subject learning objective(s):

C

This assessment task contributes to the development of graduate attribute(s):

1.0, 3.0 and 5.1

Type: Design/drawing/plan/sketch
Groupwork: Individual
Weight: 20%
Length:

Description: 300 words.

Pathway: one A4 page.

Assessment task 2: Overview of a community resource

Intent:

This assessment piece encourages students to empathise with women with mental illness and their use of a community resource. This demonstrates woman-centred care.

Objective(s):

This assessment task addresses subject learning objective(s):

C

This assessment task contributes to the development of graduate attribute(s):

1.0

Type: Report
Groupwork: Individual
Weight: 20%
Length:

800 words

Assessment task 3: Case study

Intent:

This assessment enables students to identify risk factors for women with mental illness and critique the clinical responses. This case study enables students to reflect upon the care given to a woman and describe how midwifery care, as well as care from the interdisciplinary team, impacts upon her recovery.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C and D

This assessment task contributes to the development of graduate attribute(s):

2.0, 2.2, 3.0 and 5.0

Type: Case study
Groupwork: Individual
Weight: 40%
Length:

2000 words

Assessment task 4: Completion of COPE Basic Skills in Perinatal Mental Health online course

Intent:

This assessment task provides students the opportunity to complete an accredited online course (Centre of Perinatal Excellence 2017), acquiring basic skills in caring for women and families in the context of perinatal mental health in the Australian context.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B and D

This assessment task contributes to the development of graduate attribute(s):

1.1, 2.0, 2.5 and 5.4

Type: Quiz/test
Groupwork: Individual
Weight: 20%

References

Austin, M-P., Highet, N. and the Expert Working Group 2017, Mental Health Care in the Perinatal Period: Australian Clinical Practice Guideline, Centre of Perinatal Excellence (COPE), Melbourne.

Byrom, S. and Downe, S. (eds) 2015, The roar behind the silence: Why kindness, compassion and respect matter in maternity care, Pinter and Martin, London.

Catling, C., Cummins, A. and Hogan, R. 2016, Stories in midwifery: reflection, inquiry, action, Elsevier, Sydney

Kabat-Zinn, J. 2013, Full catastrophe living: How to cope with stress, pain and illness using mindfulness meditation, revised edition, Little Brown Book Group, London.

Knox, C., O’Reilly, B., Smith, S. 2014, Beyond the Baby Blues; The complete handbook for emotional wellbeing during pregnancy and early parenthood.

NSW Department of Health. 2010, The Safe Start Guidelines, NSW Department of Health, Sydney. Accessed 12 December 2016 from: SAFE START Guidelines: Improving Mental Health Outcomes for Parents & Infants.

Other resources

UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733

Please see www.uts.edu.au for additional information on other resources provided to students by UTS.