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Masters Degrees (Behavioural Medicine)

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The curriculum is based on the specialist training curriculum developed by the Faculty of Sport and Exercise Medicine of the Royal College of Physicians. Read more

Sports & Exercise Medicine Courses

The curriculum is based on the specialist training curriculum developed by the Faculty of Sport and Exercise Medicine of the Royal College of Physicians. It therefore meets the highest standards for SEM education and would enhance national and international employability. This fact, in conjunction with our affordable prices, promises a truly accessible course of the highest standard.

The Sports & Exercise Medicine courses have been developed for health professionals who are interested in a leadership role within Sports Medicine including GP’s, doctors, nurses, physicians, surgeons, physiotherapists, dieticians, psychologists, and counsellors running clinics.

Both our Postgraduate Diploma and Masters course in Sports & Exercise Medicine can be completed online and are available 24/7, giving you the flexibility to learn at a time that suits your busy schedule.

Diploma in Sports & Exercise Medicine

The course is designed to be practical and clinically focused. On completion of the Postgraduate Diploma, students have:
- a systematic understanding of the basics of Sports medicine, exercise physiology including the behavioural and life science basis.
- a critical awareness of current issues affecting the care of patients with certain sports related injuries and the tailored benefits of exercise.
- an advanced knowledge of Sports and Exercise Medicine including physiology and anatomy of exercise.
- an ability to use knowledge to adapt professional practice to meet the changing demands of health care systems.

It is envisaged that most students will be in primary care or aspiring to such posts. The course is designed to be relevant to all health professionals who have exposure to people with sports related injuries and is particularly relevant to:

Physiotherapists, Sports Therapists, Chiropractors and Primary Care Physicians with a specialist interest in Sports and Exercise Medicine.

Course Structure

The Postgraduate Diploma course is based on the Royal College of Physicians Specialty Training curriculum. It therefore meets the highest standards for SEM education and would enhance national and international employability. The online course lasts one calendar year and is a part time distance learning course. It consists of 6 modules per year, each of 6 weeks duration.

Module 1 - Anatomy, Physiology and Psychology of Sport and Exercise
Module 2 - Exercise and Sport in Relation to Chronic Disease and Populations
Module 3 - Common Sports Injuries and Investigation
Module 4 - Management and Rehabilitation Planning of Sports and Exercise Related Injuries
Module 5 - Injury Prevention, Rehabilitation and Return to Exercise
Module 6 - The Multidisciplinary Team in Exercise and Sport
Assessment

The course puts assessment at the heart of learning by using clinical scenarios to facilitate problem-solving, critical analysis and evidence-based care. The scenarios act as both the focus for learning and assessment thus embedding assessment within the learning process.

Each of the 6 modules has the same assessment format. Due to the online nature of the course, students are expected to login and participate in the course regularly throughout the module (ideally on a daily basis).

Students are split into groups of 10-15 students and are assigned a dedicated expert tutor who:

Facilitates clinical case discussions with the group.
Monitors, assesses and marks each student throughout the module.
Students use the skills gained during the lectures to engage with the different activities (see below).
Clinical case scenarios with case based discussion - 40%
Individual learning portfolio - 10%
Group/individual activity - 20%
Case based examination - 30%

MSc in Sports & Exercise Medicine

The Sports and Exercise MSc course provides a progression route for the Postgraduate Diploma in Sports and Exercise Medicine course offered by the University.

The Masters in Sports and Exercise Medicine runs over 1 calendar year. Students undertake an initial 12 week online module to develop their skills in critical appraisal and knowledge of research methodologies. Thereafter they are able to select a 1,500 word proposal and 10,500 word professional project.

On completion of the MSc Sports and Exercise Medicine course, you will be able to demonstrate:

An applied understanding of how established techniques of research and enquiry are used to create and interpret knowledge in an appropriate clinical setting.
An in-depth knowledge and understanding of Sports and Exercise Medicine informed by current scholarship and research.
Course Structure

Module 1 - Research Methodologies in Sport and Exercise Medicine
Module 2 - Professional Project
Teaching Methods

Module 1 - Research Methodologies in Sport and Exercise Medicine

MSc teaching methods for this module of our Sports and Exercise Medicine MSc are similar to the PG Diploma course modules however it is run over 12 weeks.

Module 2 - Professional Project

To produce the professional project, students continue to use the online course however much of the work is self-directed.

Students are expected in the first 8 weeks to interact with their tutor on a weekly basis. Students select a specific project and submit a project summary/proposal (approximately 1500 words).

Once the proposal has been approved, the professional project (10,500 words) itself is then completed through online guidance and supervision offered by the tutor. The student and tutor will interact regularly (weekly) on the dedicated students/tutor discussion area or through any other means of communication deemed appropriate by both parties (telephone/SKYPE/email). Note of any verbal communication with the tutor is recorded on the student's journal by the student.

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Promoting the scientific study of health, illness and healthcare to improve health outcomes for patients and the public. Read more
Promoting the scientific study of health, illness and healthcare to improve health outcomes for patients and the public.

Who is it for?

The course is for highly motivated students who have intellectual curiosity to learn about complex problems of health and healthcare and the ambition to conduct research that may lead to a solution to these problems. The programme is especially suited to students who want to go on to do doctoral studies – either a DPsych Health Psychology (for practitioner training) or a PhD (for research training).

The Health Psychology course is also for those who have an undergraduate degree that is accredited by the British Psychological Society. If you are an international student and would like to undertake a Masters degree in this subject but do not have the BPS accreditation, we offer the MSc Psychology and Health as an alternative programme (with identical modules) for students who have not achieved the Graduate Basis for Registration with the British Psychological Society.

Objectives

Health psychology explores the psychological and behavioural processes that influence the development of illness, the promotion of health, and the delivery of healthcare through rigorous research that feeds into evidence-based practice.

Teaching at City promotes the scientist-practitioner model in which research influences how we practice, while allowing our experiences in practice to shape the research questions we ask.

We recognise that great research will not make a difference to people’s lives unless the insights feed into evidence-based practice. You will therefore learn how to make research evidence accessible to help maximise its impact. Taught by a team of leading research-active academics, who are members of the Centre for Health Services Research (CHSR), the MSc Health Psychology programme is designed to give you the foundations that will propel you to an exciting career in the discipline.

Here are some examples of the kinds of questions the course poses:
-How can we help people cope with a diagnosis?
-What are the main challenges facing individuals living with long-term conditions?
-What is psychological theory and how can this be used to understand health and illness behaviours?
-How can we make complex interventions more effective by using theory and empirical evidence?

Academic facilities

City University has recently opened the TECS Lab, a dedicated ‘smart home’, to showcase some of the exciting technologies that are being implemented around the UK to support patients with long-term conditions and complex health and social care needs.

This is a one-of-a-kind resource that is already being used for teaching and research purposes. You will visit the TECS Lab in the spring term and the resource will be available to conduct your own dissertation research on a related topic. As part of the University of London you can also become a member of Senate House Library for free with your student ID card.

Teaching and learning

The course uses a range of teaching methods including classroom teaching, seminars and workshops. You will be assessed through a varied combination of formats throughout the programme including coursework, examination, a diary component, online discussion forums and a significant piece of empirical research.

The assessment for the Doctorate includes:
-A reflective report (3,000 words) detailing how supervised practice has enabled you to fulfil the generic professional competence.
-A report (1,000 words) summarising the involvement of service users and/or carers in your training.
-Log of experiences that enabled you to gain competence in each component of all core units over the equivalent of two years’ full-time supervised practice (this should include a record of your attendance at core CPD workshops)
-A case study (3,000 words excluding appendices) with supporting evidence in appendices.
-A contract and working agreement conditions document (3,000 words, excluding appendices) with supporting evidence in appendices.
-Two teaching and training case studies (1 x 1,000 & 1 x 2,000 words, excluding appendices) with supporting evidence in appendices. One of the populations must be health care professionals and an observer’s report (500 words)
-A case study describing the process of conducting a psychological intervention that has been implemented through face-to-face work with an individual client (3000 words, excluding appendices) with supporting evidence in appendices.
-A case study (2,000 words, excluding appendices) describing the process of conducting a psychological intervention that has been delivered through a medium other than face-to-face with an individual client with a reflective report on delivering this intervention included in the appendices.
-A research thesis (approximately 15,000 words, excluding appendices) to be written to a standard acceptable for publication in peer-reviewed academic journals.
-A systematic review (6,000 words excluding appendices) to be written to a standard acceptable for publication in peer-reviewed academic journals.

You will also be able to learn from our on-site TECS lab. This is a dedicated smart home equipped with tele-health and tele-care applications and an adjacent monitoring system.

The purpose of the TECS lab is to enable researchers to monitor long-term conditions, and use technology to track an individual’s health in real time. For example seat and bed occupancy sensors enable health psychologists to monitor physical movement and intervene when routine behaviours are disrupted.

Modules

The programme consists of eight compulsory modules and all the teaching takes place in the first two terms. In term one you will be introduced to behavioural medicine, lifestyle, gender and culture, theoretical foundations of health psychology and research design and statistics. In the second term you study understanding and managing long term conditions, developing complex interventions, professional practice and contextual issues in health psychology and advanced research design and statistics. The third term is dedicated to the dissertation.

You may have the opportunity to interact directly with patients or healthcare professionals at the dissertation stage of this Masters degree. You will be conducting your own independent research and this may, for example, involve interviewing patients or professionals about a particular subject, or delivering behaviour change interventions.

To become a qualified researcher and practitioner, you will need to be able to understand and critique published research and to understand practitioner issues, so you can conduct your own research from scratch. At City we will encourage you to conduct research on the front line working on projects that require ethical approval, where you are engaging with real people so you can have a direct impact on their lives.

Core modules
-Theoretical foundations of health psychology (15 credits)
-Behavioural medicine (15 credits)
-Understanding and managing long-term conditions (15 credits)
-Lifespan, gender & culture (15 credits)
-Developing complex interventions (15 credits)
-Professional and contextual Issues in health psychology (15 credits)
-Introduction to research design & statistics (15 credits)
-Advanced research design & statistics (15 credits)
-Dissertation (60 credits)

Career prospects

Health psychologists work in academia as researchers and within the NHS and the wider healthcare sector. The nature of the work means you will be trying to influence public health policy in terms of the way that health care is practised. You will also be evaluating how health care professionals do their work while adhering to the best clinical standards.

As a UK student, because the Health Psychology MSc is accredited, it is known as Stage 1 of the standard training in healthcare psychology. By successfully completing this course you will be able to move on to Stage 2 training (a doctoral level qualification in health psychology). This leads to becoming a fully recognised health psychologist whereby you can apply for Chartered Membership of the British Psychological Society (BPS) and apply for registration with the Health and Care Professions Council (HCPC).

Full membership of the Division of Health Psychology means you will also be eligible to apply for registration with the Health and Care Professions Council (HCPC) as a Chartered Health Psychologist. You can only use the protected title ‘Health Psychologist’ by registering with the HCPC, the statutory regulator.

Graduates of the MSc in Health Psychology and MSc in Psychology & Health take a variety of career paths across the NHS and wider public sector. Here are some examples of the kinds of roles our graduates go on to do:
-A PhD student studying a Professional Doctorate in Health Psychology.
-A research assistant in higher education, NHS or the private sector.
-An assistant psychologist in an applied setting.
-An NHS or third sector healthcare professional, such as a smoking cessation officer, or a public health and health promotion practitioner.

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This part time postgraduate programme in Cognitive Behavioural Psychotherapy enables mental health professionals/practitioners develop specialist skills and competencies in CBP to provide effective psychological interventions for variety of clinical disorders. Read more
This part time postgraduate programme in Cognitive Behavioural Psychotherapy enables mental health professionals/practitioners develop specialist skills and competencies in CBP to provide effective psychological interventions for variety of clinical disorders.

The course was established in 1995 and alumni includes a wide range of professionals who have developed their knowledge and skills in CBT. In 2008 the programme was granted Level 1 and 2 accreditation by the British Association of Cognitive and Behavioural Psychotherapies (BABCP).

The programme will enable participants to teach basic CBP skills, supervise other practitioners, critically appraise research in CBP and conduct basic audit and clinical research.

Successful completion at the Cert and Dip levels of the programme allows participants to apply for personal accreditation by the lead organisation for CBT in the UK, the British Association for Behavioural and Cognitive Psychotherapies (BABCP).

Modules

◦Fundamental Principles and basis therapeutic competencies (cert yr)
◦Core Treatment Strategies (cert Yr)
◦CBP and specific disorders (dip year)
◦Critical Appraisal and Meaning from Data (dip year)

Content

The main focus of this programme is on common mental disorders in adults such as depression, anxiety,eating disorders and obsessive compulsive disorder but also considers CBP in more complex areas such as chronic depression.

Flexibility for career and study

The programme allows students to combine work and study : participants attend teaching in Dundee one day a week from September to May whilst remaining in practice a vital component in allowing them to develop and apply the knowledge and skills gained on the programme.

The programme is taught through a combination of lectures, workshops, clinical demonstrations and peer-learning through group discussion as well as the completion of case studies within the students’ own workplace.

A distinct benefit for students is the teaching of skills through structured role-playing exercises to develop clinical /counselling skills. In addition all students undertake supervised clinical practice with a range of different disorders.

Teaching Faculty

The programme is a collaborative venture between the University of Dundee and NHS Tayside. All staff teaching on the programme are experienced practicing CBP practitioners.The programme also draws on specialist clinical contributors from elsewhere in Scotland.

Dundee University has a broad portfolio of research activities in clinical and neurobiological research in the affective disorders, including the effectiveness of CBP with affective disorders and generalised anxiety disorders.

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This two-year part-time course offers experienced clinicians and practitioners from a range of professional backgrounds a unique opportunity to develop in-depth specialist knowledge and skills in Mindfulness-Based Cognitive Therapy (MBCT). Read more
This two-year part-time course offers experienced clinicians and practitioners from a range of professional backgrounds a unique opportunity to develop in-depth specialist knowledge and skills in Mindfulness-Based Cognitive Therapy (MBCT). Our aim is to foster a community of practitioners with the expertise to deliver high quality MBCT to patients, and to contribute to the development and dissemination of this innovative approach to mental and physical healthcare.

The course is offered by the Oxford Mindfulness Centre at the Oxford University Department of Psychiatry, in collaboration with the University of Oxford Department for Continuing Education. Successful completion of the course leads to an award of a Master of Studies by the University of Oxford.

Oxford has been internationally recognised as a centre of excellence in cognitive therapy (CT) research, treatment development and dissemination for nearly 20 years. It has an unusually rich concentration of acknowledged experts in CT and a first class reputation for providing high quality training courses and clinical supervision. A growing team of Oxford clinicians and researchers now specialise in MBCT, and have successfully developed and delivered a range of MBCT training events, including introductory workshops, masterclasses, residential training retreats, a foundational training course, and a Master of Studies degree course. The Masters programme was initiated by Professor Mark Williams, one of the founders of MBCT, and the team includes Professor William Kuyken, a leading figure in the development of MBCT and the current Director of the Oxford Mindfulness Centre.

Visit the website https://www.conted.ox.ac.uk/about/mst-in-mindfulness-based-cognitive-therapy

The Rationale for the Course

MBCT was developed by John Teasdale, Mark Williams and Zindel Segal as a manualised, class-based skills training programme for people with recurrent depression. It integrates elements of cognitive therapy with intensive practice of mindfulness meditation, with the aim of helping people to relate differently to pain and distress. Randomised clinical trials support its efficacy in preventing relapse in people who have experienced repeated episodes of depression, and it is now recommended in the guidelines of the National Institute of Clinical Excellence (NICE) as a cost-effective treatment of choice for this increasingly common problem.

Because its central principles are transdiagnostic, MBCT holds promise as a helpful intervention in a wide range of settings and with a broad range of problem areas, both physical and emotional. Preliminary research suggests that mindfulness-based approaches can be helpful to patients with problems as diverse as chronic pain, psoriasis, cancer, health anxiety, chronic fatigue syndrome, stress, generalised anxiety disorder, psychosis and bipolar disorder where there is a history of suicidal thoughts or behaviour.

MBCT has attracted a great deal of interest within the mental health and behavioural medicine communities. However opportunities to extend preliminary learning and to acquire the knowledge and skills necessary for becoming aneffective teacher are limited. This means that practitioners wishing to use the approach with their clients have great difficulty in accessing appropriate training and supervision. The Oxford course is designed to address this need. It offers an opportunity for in-depth learning, and aims to create a body of clinicians with the knowledge and skills they require in order to teach, develop and disseminate MBCT effectively.

Programme details

The course is taught, part-time, over two years, and is organised in nine three-day teaching blocks (held in Oxford) and three residential training retreats (four days and seven days in Year I and seven days in Year II). In addition to the taught component, students will need to set aside 6-7 hours per week for private study, personal practice of MBCT, completion of written assignments. Participants on courses with similar demands confirms that this time is crucial to completing the course successfully.

On successful completion of the taught components of the course and associated assignments, the award of the Master's degree is made by the University of Oxford, under the aegis of its Continuing Education Board.

Course Content

The course addresses the theoretical basis of MBCT, including relevant aspects of cognitive and clinical psychology, as well as aspects of Buddhist psychology and philosophy on which MBCT draws. It also provides opportunities for students to develop the practical skills they need in order to translate knowledge and understanding into competent MBCT practice, that is, students are expected to develop for themselves the understanding and skills they will be teaching to patients. (This is analogous to the requirement for experience of personal therapy in the education of psychodynamic psychotherapists).

The course covers four main topic areas:

- Theory, including: relevant cognitive science (e.g. attention, memory, judgement, metacognition, executive function); clinical theory (e.g. cognitive theories of the development and maintenance of emotional disorder and the principles underlying MBCT); relevant aspects of Buddhist psychology and philosophy and their contribution to MBCT

- Research related to the ongoing development of MBCT, and investigating the areas of theory outlined above

- Clinical applications in a range of problem areas, for example, depression, chronic fatigue, pain, psychosis and borderline personality disorder

- Practice including the development of personal experience of mindfulness meditation, the capacity to relate this experience to theory and research, and the skills needed to instruct patients/clients in MBCT, drawing on relevant theory, research and clinical literature

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This unique programme accredited by the British Psychological Society aims to equip students to apply the scientific and theoretical principles and ideas of health psychology using a scholarly and critical approach, and to develop the practical skills and knowledge required for employment or research in the field. Read more

This unique programme accredited by the British Psychological Society aims to equip students to apply the scientific and theoretical principles and ideas of health psychology using a scholarly and critical approach, and to develop the practical skills and knowledge required for employment or research in the field.

About this degree

The programme is regularly reviewed by an advisory board including world-renowned experts in health psychology. It provides a thorough grounding in theories, concepts and empirical findings central to current health psychology. Students are encouraged to develop their own area of specialisation, and are given formal training in quantitative and qualitative research methods.

Students undertake modules to the value of 180 credits.

The programme consists of eight core modules (120 credits) and a research dissertation (60 credits). Please see departmental website for more details.

Core modules

  • Effective Research Practice
  • Quantitative and Qualitative Research Methods 1
  • Quantitative and Qualitative Research Methods 2
  • Health-related Behaviours and Cognitions
  • Individual, Social and Cultural Perspectives in Health Psychology
  • Stress, Mental Health and Ageing
  • Chronic Illness from the Health Psychology Perspective
  • Health Care and Intervention Delivery

Optional modules

  • There are no optional modules for this programme.

Dissertation/report

All students undertake an independent research project which culminates in a dissertation written up as a mock paper submission to the British Journal of Health Psychology.

Teaching and learning

The programme is delivered through a combination of lectures, seminars, class exercises, project work, training workshops, journal clubs and hands-on computer-based teaching on statistical analysis techniques. Assessment is through coursework (including critical reviews and essays), one unseen examination and the research project. Students are also offered a short work placement.

Further information on modules and degree structure is available on the department website: Health Psychology MSc

Careers

Many graduates of the programme continue with PhD studies, or find work as researchers or other positions allied to psychology, health, illness and healthcare delivery.

Recent career destinations for this degree

  • Research Assistant, Queen Mary University of London (QML)
  • PhD in Behavioural Medicine, UCL
  • Community Psychologist, Ministry of Health
  • Doctorate in Counselling Psychology, City University London

Employability

Given the academic nature of the programme, our students tend to do exceptionally well securing funded PhD studentships or clinical doctorates. As the focus of the MSc is on improving health care and delivery, many students also take up positions within the public or private healthcare sector.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Health Psychology MSc is run within the UCL Institute of Epidemiology and Health Care, which houses 13 research groups, of which two – the Health Behaviour Research Centre (HBRC), and the Psychobiology Group – provide direct support to the MSc.

The HBRC is one of the largest health psychology research groups in the UK, and undertakes research aimed at advancing understanding of behaviours that have a major impact on health, and contributing to the development of interventions to promote healthy lifestyles. The Psychobiology Group is a multidisciplinary group concerned with the pathways through which sociodemographic and psychosocial factors influence physical disease processes.

This environment provides students with unique networking opportunities, being taught by specialists in their field, and completing relevant placements in clinical, academic or policy-related settings. In addition, students are also encouraged to integrate themselves into the research groups and networks closely associated with the programme which can provide invaluable real-world research experience and potential collaborations with national and international leaders in health psychology and related disciplines.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Institute of Epidemiology and Health Care

81% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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This programme offers students the opportunity to develop their CBT skills and knowledge to the level of a competent CBT practitioner. Read more

This programme offers students the opportunity to develop their CBT skills and knowledge to the level of a competent CBT practitioner. The modular structure allows students to specialise in the areas in which they are most interested and those that will meet the needs of their clinical practice. This programme is accredited by BABCP at Level 1.

Students are expected to develop a clear understanding of cognitive behavioural concepts, models and methods. They will gain skills in collaborative assessment, formulation and treatment, and develop sound clinical decision making through a critical appreciation of the theoretical and empirical literature. This is a highly flexible programme with most students working in clinical settings and attending the University at least one day a week.

Introducing your course

This is the course page for Postgraduate Diploma in CBT (Advanced level practice) at the University of Southampton. Find out everything about Diploma in CBT (Advanced level practice) and what studying here involves.

In this course page we explain a range of key information about the course. This includes typical entry requirements, modules you can take and how assessment works. We also suggest career opportunities open to you as a University of Southampton graduate of Postgraduate Diploma in CBT (Advanced level practice).

If you still have questions, please get in touch and we’ll be happy to answer any enquiries. Visit our contact us page for our telephone, email and address information.

Overview

  • To provide students with a clear understanding of cognitive-behavioural concepts, models and methods
  • To develop students’ critical appreciation of the relevant theoretical and empirical literature, on which sound clinical decision making can be based
  • To enable students to develop skills in collaborative assessment, formulation and treatment based on current cognitive behavioural models.

This course recognises that CBT is constantly developing. Recent advances are introduced and students are encouraged to balance evidence based practice with the need for practice based evidence.



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The Master of Public Health (MPH) programme is designed to prepare students for leadership in scientific and management roles in Public Health. Read more
The Master of Public Health (MPH) programme is designed to prepare students for leadership in scientific and management roles in Public Health. It attracts students from clinical and health related disciplines from all over the world.

Why study Public Health at Dundee?

This course provides high quality training in the application of epidemiological, statistical and behavioural techniques used in public health practice and research.

You will have the opportunity to improve generic and transferable skills and will be ideally placed to pursue a career in research or public health practice. The MPH also provides an ideal springboard for further postgraduate study at PhD level.

What's so good about studying Public Health at Dundee?

"My experience with the MPH course was positive in every respect. From the quality of the teaching to the academic support by members of the department, it was a highly rewarding experience. I would strongly recommend the MPH course at the University of Dundee"
Dr Thaofiq Olatunde Ijaiya (MPH, 2007)

"The MPH provides an invaluable experience of being taught by inspiring academics with excellent research experience in the field"
Tony Barr, Programme Manager - Nursing (MPH, 1996)

"The design and execution of the MPH programme was very good. However, I was most fulfilled during the research dissertation stage. It was a wonderful experience and I am prepared for the future research challenges."
Dr Ekwem Divine (MPH, 2010)

Teaching & Assessment

This course is taught predominantly by staff from the School of Medicine and guest lecturers from further afield.

The full time MPH course lasts for one year. The taught component takes nine months and is followed by research leading to a dissertation. All students initially enrol on a diploma programme (DipPubH) which includes the taught component only. To progress to the Masters programme and undertake the Masters dissertation students must obtain an overall pass of 60% in the taught component. Both programmes may be undertaken on a part-time basis.

This course has one start date - September

How you will be taught

The course is focussed on the academic needs of its students but also provides emotional and pastoral care as required. The inclusion of optional modules creates flexibility, which allows students to tailor the MPH to their specific requirements.

A variety of teaching and assessment methods are used to give students the best possible learning opportunity
Students are given formative assessment on all assignments

Students have a spacious teaching room with networked computers at their disposal

Lecturers operate an open door policy and students are encouraged to seek advice/help at any time

Students are given the opportunity to choose a dissertation topic which reflects their interest, then advised on the most appropriate supervisor

The rich research environment within the Division gives students the opportunity to work on a range of topics

The Division has weekly research seminars during term time, to which students are invited to attend
What you will study

The programme consists of the following modules

Core:
Public Health
Epidemiology
Introduction to Clinical Statistics
Research Methods
Behavioural & Social Science
Applied Epidemiology
Statistics for Clinical Trials
Applied Statistics with Routine Health Datasets
Introduction to Systematic Reviews
Data Visualization
Spatial Epidemiology

Optional:
Students studying for a Master of Public Health then undertake research and write a dissertation.

How you will be assessed

The student's performance is monitored by continuous assessment throughout the programme. Written and oral examinations are held in December, March and May. Examinations are graded passes (A to D) or fail.

Students must obtain grade D or above in all written and oral examinations in order to be awarded the Diploma.

To be eligible to progress from the Diploma onto the Masters, students must pass the examination of each subject and achieve a minimum overall pass at B or above (60%).

Careers

The MPH prepares students for research and management careers in public health and also a variety of medical and health related disciplines.

Previous students graduating with the MPH from Dundee have taken up management positions in public health practice, nursing, professions allied to medicine, education, government, WHO and NGOs; and research positions within academic public health, general practice, acute medicine, nursing, professions allied to medicine, veterinary medicine, dentistry and environmental health.

The MPH also provides an ideal springboard for further postgraduate study at PhD and MD level.

"I had a wonderful time during my stay at Dundee. Scotland as a whole and Dundee in particular have very friendly and hospitable people. This course is a well-balanced general MPH course. It will provide the prospective students with a good foundation and skill set to advance their career in research, management or academics.
Syed Asif Shah, MD. MPH. MBA. FACC. FACP, Assistant professor of Cardiology (MPH 1990)

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This course is most likely to be of interest to researchers and others wishing to develop their theoretical knowledge about CBT, without necessarily putting this into clinical practise. Read more

This course is most likely to be of interest to researchers and others wishing to develop their theoretical knowledge about CBT, without necessarily putting this into clinical practise. This course focuses on CBT knowledge and principles, and does not involve supervised practice. It may also be of value to those who wish to develop their skills but do not have current access to clients.

Introducing your course

This is the course page for Postgraduate Certificate in CBT Theory at the University of Southampton. Find out everything about in CBT Theory and what studying here involves.

In this course page we explain a range of key information about the course. This includes typical entry requirements, modules you can take and how assessment works. We also suggest career opportunities open to you as a University of Southampton graduate of Postgraduate Certificate in CBT Theory.

If you still have questions, please get in touch and we’ll be happy to answer any enquiries. Visit our contact us page for our telephone, email and address information.

Overview

  • To provide students with a clear understanding of cognitive-behavioural concepts, models and methods
  • To develop students’ critical appreciation of the relevant theoretical and empirical literature, on which sound clinical decision making can be based
  • To enable students to develop skills in collaborative assessment, formulation and treatment based on empirically validated models.


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If you wish to start using CBT in your practice, then this programme will provide you with a grounding in the application of CBT concepts and methods in therapeutic practice. Read more

If you wish to start using CBT in your practice, then this programme will provide you with a grounding in the application of CBT concepts and methods in therapeutic practice. It will enable you to reach advanced beginner level on the CTS-R, represented by a score of 30 out of 72 (Blackburn, James, Milne & Reichelt, 2000).

Introducing your course

This is the course page for Postgraduate Certificate in CBT (Introductory level practice) at the University of Southampton. Find out everything about in CBT (Introductory level practice) and what studying here involves.

In this course page we explain a range of key information about the course. This includes typical entry requirements, modules you can take and how assessment works. We also suggest career opportunities open to you as a University of Southampton graduate of Postgraduate Certificate in CBT (Introductory level practice).

If you still have questions, please get in touch and we’ll be happy to answer any enquiries. Visit our contact us page for our telephone, email and address information.

Overview

  • To provide students with a clear understanding of cognitive-behavioural concepts, models and methods
  • To develop students’ critical appreciation of the relevant theoretical and empirical literature, on which sound clinical decision making can be based
  • To enable students to develop skills in collaborative assessment, formulation and treatment based on empirically validated models.


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This course is ideal for people who have already completed a PG Diploma or have significant CBT experience. It enables practitioners who have specialised in working with one set of disorders (e.g. Read more

This course is ideal for people who have already completed a PG Diploma or have significant CBT experience. It enables practitioners who have specialised in working with one set of disorders (e.g. anxiety and depression) to develop their knowledge and skills in other areas (e.g. psychosis or personality disorder). As such, the advanced certificate offers an opportunity to broaden clinical expertise by developing new formulation and practice skills.

Introducing your course

This is the course page for Postgraduate Certificate in CBT (Advanced level practice) at the University of Southampton. Find out everything about in CBT (Advanced level practice) and what studying here involves.

In this course page we explain a range of key information about the course. This includes typical entry requirements, modules you can take and how assessment works. We also suggest career opportunities open to you as a University of Southampton graduate of Postgraduate Certificate in CBT (Advanced level practice).

If you still have questions, please get in touch and we’ll be happy to answer any enquiries. Visit our contact us page for our telephone, email and address information.

Overview

  • To provide students with a clear understanding of cognitive-behavioural concepts, models and methods
  • To develop students’ critical appreciation of the relevant theoretical and empirical literature, on which sound clinical decision making can be based
  • To enable students to develop skills in collaborative assessment, formulation and treatment based on empirically validated models.


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Cognitive therapy is a collaborative, structured approach to helping individuals with psychological difficulties. Prospective candidates pursue a two-year part-time Master of Science course in Cognitive Therapy. Read more
Cognitive therapy is a collaborative, structured approach to helping individuals with psychological difficulties. Prospective candidates pursue a two-year part-time Master of Science course in Cognitive Therapy. Emphasis will be on helping participants gain a high level of clinical competence in utilising this approach in hospital-based and community-based health care settings to a level that they will be able to apply for accreditation with appropriate accrediting bodies including the Proposed Registration Board for Psychological Therapists in Ireland. The course offers post-qualification training in the theory and practice of cognitive psychotherapy, as applied in a variety of mental health settings. Competence is developed through a combination of clinical supervision| lectures, workshops and written assignments. Assessment is based on the submission of case studies and theoretical reviews, oral presentations and standardised rating of therapy sessions. Students will complete a research project that is submitted as a dissertation in the Hilary term of the second year.

Admission Requirements

This course is offered as a specialised post-qualification course that builds on relevant knowledge and skills already possessed by prospective candidates.Suitable candidates for the course will:
- have achieved a recognised third level qualification in a health profession (e.g. psychology, nursing, social work, medicine) and
- hold a postgraduate diploma in a cognitive or behavioural psychotherapy or an equivalent training qualification in a cognitive or behavioural psychotherapy and
- have in addition conducted a further 40 hours of supervised cognitive or behavioural psychotherapy since completion of their diploma course or equivalent qualification.

Non EU applicants will be expected to hold equivalent qualifications The Master of Science curriculum emphasizes a deeper knowledge of cognitive behavioural models, concepts and methods; competence in developing cognitive case formulations; devising and implementing individual treatment programmes for a range of emotional disorders, and evaluating their effects; understanding the links between cognitive therapy and developmental and cognitive psychology; ethical issues in practising psychotherapy. The development of critical appraisal of research in this area and conducting a research project further deepen students' knowledge of the field. Students are supervised treating a minimum of 15 cases. Formal teaching takes place one full day per week (Thursday) during the full academic year. In addition during the first term students will attend a second full day of teaching (Friday) and will be assigned to a part-time clinical placement within a psychotherapy service for a full calendar year (January - December). Assessment is based on evaluation of the student's clinical performance using the Cognitive Therapy Scale-Revised (CTS-R) and four written assignments. Students will submit a research dissertation (circa 15,000 words) at the end of Hilary Term in their second year. Students who satisfy all the requirements of the Master of Science course will be awarded the Master of Science in Cognitive Psychotherapy.

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The main focus of this Research Master is to train students to become independent researchers. For this purpose, a large proportion of the programme is devoted to two research projects in which the students are embedded in successful research groups to conduct their own research. Read more
The main focus of this Research Master is to train students to become independent researchers. For this purpose, a large proportion of the programme is devoted to two research projects in which the students are embedded in successful research groups to conduct their own research.

The programme offers three tracks:
- Animal and Human Behaviour (B-track);
- Cognitive Neuroscience and Cognitive Modelling (C-track);
- Molecular and Clinical Neuroscience (N-track).

You will become an expert in one of these fields. However, because of the integrated courses and links between these tracks you will also get a unique and truly multi-disciplinary training. The BCN Research Master is one of the the best Neuroscience MSc programmes of the Netherlands (Keuzegids Masters 2015/Dutch Higher Education Guide 2015).

Admission to the programme is highly selective and based on the applicants academic credentials as well as motivation. Every application is screened by the Admissions Board.

Why in Groningen?

- Excellent research facilities including University Medical Center Groningen (UMCG), NeuroImaging Center and Centre for Life Sciences
- More than 75% enrolment in PhD projects after graduation
- Integrated teaching by top researchers from three faculties in small groups

Job perspectives

As a graduate of this programme, you can work as a researcher, both in the academic world and other fields. Because of their multi-disciplinary training, graduates of this degree positively distinguish themselves: you can easily grasp the bigger picture and are able to familiarize yourself with new fields and methodologies quickly.

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The MSc in Health Psychology is a one-year taught programme run in collaboration with NHS Fife and the School of Medicine and the School of Psychology and Neuroscience at St Andrews. Read more

The MSc in Health Psychology is a one-year taught programme run in collaboration with NHS Fife and the School of Medicine and the School of Psychology and Neuroscience at St Andrews. Upon successful completion, you will be equipped with the necessary skills to embark on your Stage 2 training or to facilitate research at MPhil or PhD level.

The programme is intended for graduate psychologists who wish to apply theoretical knowledge from their initial degree into a qualification that can launch them into a career of health psychology working for a health care provider or into health-related research.

Highlights

  • Completion of the course provides a Stage 1 Professional Training for Chartered Health Psychologist status with the British Psychological Society.
  • Students have the opportunity for placements in clinical settings, participating in at least 12 clinical placement visits (students will be required to meet travel costs of approximately £120).
  • Students can access numerous labs including the Prep and Consultation labs (used for behavioural health-related research) and the Simulation Lab at the School of Medicine (used for running experimental studies and conducting face-to-face or telephone interviews). 

Teaching format

The programme consists of two full-time semesters of taught modules followed by an independent research period culminating in the submission of a 5,000-word dissertation. On average, the Health Psychology cohort makes up around 10 to 12 students per year.

Students will take six compulsory modules. Teaching is delivered through:

  • tutorials
  • seminars
  • individual supervision
  • computer exercises
  • practical observation.

Assessment approaches include:

  • thesis
  • peer-assessment
  • written assignments
  • presentations.

Students will have access to a broad, well-qualified and experienced team of academic and health psychologists from both Schools of Medicine and Psychology. In addition, students will be assigned a supervisor who will provide advice and support on the research dissertation project.

Further particulars regarding curriculum development.

Modules

The modules in this programme have varying methods of delivery and assessment. For more details about each module, including weekly contact hours, teaching methods and assessment, please see the latest module catalogue, which is for the 2017–2018 academic year and therefore some elements may be subject to change for 2018 entry.



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Sign up to our. Postgraduate Open Evening. - 31 Jan 2018. New Master's Scholarships available. Find out more and apply. Read more

Sign up to our Postgraduate Open Evening - 31 Jan 2018

New Master's Scholarships available. Find out more and apply.

Our Genes, Environment & Development in Psychology & Psychiatry MSc course provides interdisciplinary training in a range of behavioural genetics topics and research methods relevant to psychology and psychiatry. You will study three required modules and undertake a research project on one of the broad range of subject areas that are considered fundamental to an understanding of behavioural genetics.

Key benefits

  • Offers specialised interdisciplinary graduate training in several subject areas and research methods.
  • Taught by the Social, Genetic and Developmental Psychiatry (SGDP) Centre, a department recognised as a world-leader in the field of interdisciplinary studies in psychology, psychiatry and behaviour.
  • Opportunity to attend the weekly SGDP Centre research seminars led by renowned researchers, such as Professor Francesca Happé, Professor Robert Plomin, Professor Terrie Moffitt and Professor Sir Michael Rutter.
  • Extensive collaborations within King’s as well as with other universities.
  • Study with students from from diverse and rich backgrounds.
  • Access to large sets of data for populations who have been studied and followed up over many years.
  • Located in a beautiful modern building designed to foster interaction.
  • Our state-of-the-art molecular genetics laboratory provides a complete suite of resources for research.

Description

The MSc Genes, Environment & Development in Psychology and Psychiatry (GED PP) programme takes a highly interdisciplinary approach to the study of how genetics and the environment ('nature and nurture') combine during human development to produce behaviour, diseases and psychiatric disorders. Students are taught by world leading experts and receive training across multiple research fields: molecular & behavioural genetics, twin modelling, statistical genetics, epigenetics, bioinformatics, social and cognitive psychology and developmental psychiatry. Topics are taught from an introductory to advance level through both theoretical and hands-on practical sessions (wet and computer labs), followed by a supervised research project in an area of the student's interest. Students come from a range of academic backgrounds (e.g. genetics, psychology, maths, computing, medicine) and on completion of the course will be exceptionally well equipped to pursue a PhD or work for a pharmaceutical or healthcare organisation. More than half of the students secure PhD studentships while completing the MSc

In addition to disorder characterisation and presentation of the genetic, social and otherenvironmental risk factors, our course also covers the molecular mechanisms and the specialised analysis methods relevant to interdisciplinary research in this field. By focusing on current research in this area, our course will enhance your understanding of research methods and enable you to critically appraise the relevant scientific literature.

Course format and assessment

You will be taught through a mix of lectures, seminars and tutorials.

Year 1

You will be assessed through a combination of coursework and examinations.

Examination (15%) | Coursework (70%) | Practical (15%)

Extra information

Regulating body

King’s College is regulated by the Higher Education Funding Council for England

Career prospects

Our graduates go on to further full-time study in an academic research environment or in a taught clinical programme, gain employment in an academic, clinical or pharmaceutical organisation. Some students may enter scientific publishing.



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Overview. Studying the cognitive and neural basis for diverse brain functions such as perception, action, language, attention and memory. Read more

Overview

Studying the cognitive and neural basis for diverse brain functions such as perception, action, language, attention and memory.

Thanks to advanced brain-imaging techniques, scientists are now able to observe the human brain in action. Cognitive neuroscientists therefore no longer have to rely solely on patients with brain damage to ascertain which parts of the brains are involved in which tasks and functions. They can now conduct targeted experiments on healthy persons. As a result, the discipline has gained tremendous momentum over the past twenty years.

This research Master’s programme is open to students with Bachelor’s degrees in Linguistics, Physics, Biology, Medicine, Mathematics, Behavioural Sciences, Artificial Intelligence or a related discipline. It offers an in-depth theoretical background by internationally renowned scientists in the first year. The second year is dedicated to elaborate practical training in setting up, conducting and reporting research in cognitive neuroscience. A large majority of our graduates gain a PhD position, while other graduates find jobs in the commercial sector or at research institutes.

Why study Cognitive Neuroscience at Radboud University?

- This Master’s programme is located within the world-renowned Donders Institute for Brain, Cognition and Behaviour, located on the campus of the Radboud University, with a research staff of over 500 scientists.

- Nijmegen is one of the foremost centres of cognitive neuroscience in the world. Hundreds of scientists from various faculties and top institutes have joined forces on the Radboud University campus. Besides the Donders Institute there is the Radboud university medical centre and the Max Planck Institute for Psycholinguistics. Their researchers work together very closely, exchange expertise and share state-of-the-art research equipment to unravel the workings of the human brain.

- This competitive programme provides a sound balance of theory and practice. Our selective approach guarantees excellence, especially during the research training period.

- The Radboud University campus holds a large array of state-of-the-art equipment, like labs with fMRI, MEG, EEG and eye-tracking equipment. Master’s students are free to use these, enabling you to do any type of research in this field you’d want to.

- The programme has its own, student-driven, scientific journal; based on the Stanford Exchange: Proceeding of the Master’s Programme Cognitive Neuroscience.

Specialisations

The research Master’s programme offers four specialisations that coincide with the research themes of the Donders Institute:

- Language and Communication

Studies the acquisition, understanding and production of language, and their biological underpinning.

- Perception, Action and Control

Studies basic sensorimotor aspects as well as the cognitive, contextual and social components of perception-action coupling.

- Plasticity and Memory

Studies the mechanistic underpinnings and behavioural consequences of long-term changes in neural structure and function.

- Brain Networks and Neuronal Communication

Studies the interaction between and within groups of neurons, and with the outside world

Our approach to this field

We have deliberately created a high admission threshold to ensure that all our students are highly motivated and have the ability to work at an advanced level. All applications are screened individually to make sure the new students meet our stringent entry criteria and help maintain the current standards of excellence.

- Multidisciplinary

Once admitted to the programme, you can expect to be trained as a multidisciplinary scientist. We offer a multi-disciplinary programme that closely involves scientists from various faculties and research institutes on campus, who come from all over the world. Their research has gained national and international recognition for its high quality. In the Master’s programme you’ll attend lectures by these top scientists. They will also supervise your practical training and the writing of a Master’s thesis in the second year.

The research you’ll become a part of addresses cross-disciplinary challenges. Besides studying the basic topics of your specialisation, you may also choose to help improve brain-computer interfaces, a hot topic with applications in medicine and information technology. Apart from being very exciting, it’s also logical that various disciplines are merging.

Our research in this field

A unique multi-disciplinary Master’s programme

Are you interested in the human brain? Would you like to conduct research into the workings of the brain and join an enthusiastic, international group of top researchers? Radboud University offers a multi-faculty Master’s programme in Cognitive Neuroscience. The programme takes two years and is of course of a scientific orientation. There is a strong emphasis on experimental research. After all, what counts is hands-on research experience. This Master’s programme is unique in Europe.

The Master’s programme in Cognitive Neuroscience is primarily focused on training you as a researcher and if possible, a top researcher, because research institutes and businesses around the world desperately need highly qualified and motivated young researchers. Moreover, since cognitive neuroscience is a rather young discipline, much in this field has not yet been explored. There are many challenging questions that need to be answered. So there is plenty of room for new discoveries!

This competitive programme provides a sound balance of theory and practice. We enroll about 50 students per year. Our selective approach guarantees excellence, especially during the research training period.

Career prospects

This Master's programme will give you the qualifications you need to go on to get a PhD position. About 80-90% of our graduates take on a PhD project in Nijmegen or in other parts of the world. Others find jobs in the commercial sector or in research institutes.

Each year there are, on average, about 12 PhD positions available at the graduate schools Donders Graduate School for Cognitive Neuroscience (DGCN) and the International Max Planck Research School (IMPRS).

See the website http://www.ru.nl/masters/cns

Radboud University Master's Open Day 10 March 2018



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