The broad aim of the MSc Applied Behaviour Analysis is to give students the opportunity to develop their theoretical and conceptual knowledge in behaviour analysis, develop skills in behavioural assessment, and acquire the ability to work in partnership with clients where they plan and implement programmes that are aimed at establishing, strengthening and/or weakening targeted behaviours.
The course is designed for professionals who work (or intend to work) in the caring professions, for example with people with autism and other learning disabilities, in the area of general behaviour management, parent training, community development, and adult mental health.
The programme aims to provide a foundation that contributes to the preparation of candidates interested in applying for the internationally recognised examination leading to Board Certification in Behaviour Analysis (BCBA). It will normally be completed over two calendar years to allow time for students to obtain relevant work experience, which is a requirement for certification in Behaviour Analysis.
In Semesters 1 and 2 students will attend the campus on Fridays during the teaching period of 12 weeks. In semester 4 students will attend the campus on Thursdays for the teaching period of 12 weeks. In Semester 1, they will take Module 1 (3 hours class time) and Module 2 (3 hours). In Semester 2 they will take Module 3 (2 hours), Module 4 (3 hours) and Module 5 (3 hours. In Semester 3, they will commence work on the placement, which will continue through Semester 4 (the first semester in their second year of enrolment). In Semester 4, they will also take Module 6 (4 hours). The dissertation based on a research project in ABA will begin in Semester 5 of enrolment (i.e. the second semester of the second academic year) and continue through Semester 6, the summer period.
Students are responsible for sourcing their own suitable placement opportunities which will allow them to complete a minimum 250 hours of work based practice using the principles of behaviour analysis. We anticipate the use of a variety of types of placement. These will include those where the student is an employee of an organisation that regularly employs ABA, or is a full-time employee of an organisation that employs a range of approaches in working with clients (e.g. a learning disability service), or is a part-time employee involved in delivering a behavioural programme at the home of a child. Where none of these conditions are possible we will endeavour to help students identify a community-based activity which could form the basis of a suitable placement. In every case, there will be active negotiation with the agency to ensure that suitable opportunities for the placement student can be made available, that adequate health safety standards will be met, and that adequate supervision arrangements can be established.
Those students interested in carrying out a placement in the New England Center for Children (NECC) should be aware that the Ulster University cannot guarantee any student a placement position or the number of placements available. These decisions are at the discretion of NECC. Please also note that Ulster University cannot guarantee any student a work visa for the US, thus any student applying for a visa should not give up employment or book flights until the visa application has been successful.
Those students who have completed the course have gone on to have successful careers in a number of areas. For example numerous students have gone on to work for local health authorities and charities as behaviour specialists in both Northern Irland and the Republic of Ireland. Numerous students have gone on to work privately by providing home- and school-based behavioural interventions for families. A number of students who completed their placement year with the New England Center for Children (NECC) in Boston went on to work for NECC in London and Abu Dhabi.
As the BCBA qualification is internationally recognised a number of graduates have gone on to work as behaviour analysts in countries such as the US and Canada.
Those students who completed the course whilst in employment have gone on to bring their new skillset to such diverse backgrounds as education (Special Needs and mainstream), social work, and mental health nursing.
Our Implementation and Improvement Science MSc programme is a practical and innovative course for graduates with an interest in improving health services and a desire to do it efficiently. The Implementation and Improvement Science MSc programme is delivered by expert scientists working together under the auspices of the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) South London.
Implementation Science is the study of methods to support the application of evidence and research findings in healthcare policy and practice. As well as seeking to understand the behaviour of healthcare professionals, managers and policymakers together with service users and carers. The study also examines the impact of decisions on the sustainable uptake, adoption, and spread of evidence-based interventions.
Implementation and Improvement Science looks to determine which improvement strategies offer the greatest benefit in terms of safety, health outcomes and the experience of service users.
The course provides a thorough training that will enable you to develop research skills to support the design and delivery of effective health services. You will have the opportunity to develop, implement and evaluate health interventions working in partnership with health and social care providers to meet vital service needs.
This research programme offers you the flexibility to study either full or part-time and is made up of optional and required modules totalling 180 credits. If you are studying full-time, you will complete the course in one year, while the part-time study pathway will take two years to complete.
Initially, you will explore the Principles of Implementation and Improvement Science, Measurement and Evaluation for Healthcare Practice as well as issues in the conduct of healthcare research methods. You will then choose a range of optional modules to reflect your academic interests before completing a dissertation worth 60 credits. Your thesis will enable you to draw on your knowledge and research skills with a choice of three options: an analysis of an area of healthcare provision, an empirical study, or a systematic review.
If you are following the part-time study pathway, you will typically complete the required core study modules as well as the optional modules in the first year and the dissertation in the second and final year.
The majority of learning for this degree takes place across the four King’s College London campuses, including three Thames-side campuses (Waterloo, St Thomas’ and Guy’s) and the Denmark Hill Campus in South London. Please note that locations are determined by where each module is taught and may vary depending on the optional modules you select.
The course content is suitable for people at the start of their career as well as people who have been working in, or using health services for a longer period of time.
You will be assessed through a combination of coursework and examinations. This can include written assignments such as essays, portfolios and dissertations. In addition, some modules will require you to undertake a presentation as part of the module assessment. A small number of modules are assessed by an exam such as an unseen written examination or a computer based assessment.
King’s College is regulated by the Higher Education Funding Council for England.
What is Implementation Science?
Implementation Science is the study of methods to promote the translation of research findings and evidence into healthcare policy and practice. It seeks to understand the behaviour of healthcare professionals, managers and policy makers alongside those of service users and carers and how these behaviours impact the sustainable uptake, adoption, and spread of evidence-based interventions.
The methods investigate and address major blockages (eg social, behavioural, economic, management) that prevent effective implementation of practices that have already been shown to have the capacity to improve healthcare, and systematically measure the impact of these practices on patient outcomes, experience, safety and population health.
Implementation science is closely aligned to improvement science, which seeks to determine which improvement strategies offer most benefit in terms of safety, health outcomes and the experience of service users.
Physician associates first joined the NHS workforce nearly ten years ago and are now employed throughout the UK in increasing numbers.
Physician associates are permanent members of the medical team, responsible for performing physical examinations, ordering and interpreting diagnostic tests and recommending therapy. The role of physician associates is increasingly important within the healthcare workforce and individuals with this qualification are in demand.
Our PGDip in Physician Associate Studies aims to develop the skills required to become an effective practitioner through a combination of teaching and practical placements.
You will be trained according to the medical model and will work in collaboration with doctors and other healthcare professionals to diagnose and manage a wide range of common and complex diseases,
A range of benefits are provided by the University to support your career development:
On successful completion of the course and having passed the national examinations and fulfilled all required competencies, you will spend a further two years in clinical practice within the NHS by applying for a range of posts with primary and acute care providers.
You will develop:
Extensive clinical training
You will receive over 1,600 hours of clinical training, including placements across the full range of medical specialities at teaching hospitals and primary care providers.
You have the opportunity to develop your skills by working abroad in Year 2. Travel bursaries are available to support this.
This course has been developed as a stand-alone postgraduate taught programme with a graduate-entry ethos and a fully integrated course structure based on clinical presentations rather than body systems.
We use a combination of problem based learning (PBL) tutorials, small group teaching and lectures to deliver a course with very high levels of staff-student contact time and excellent student satisfaction. The curriculum is delivered through a mixed methods approach incorporating early clinical skills training, reflective practice, clinical immersion, a short elective, distance learning, and a dedicated 'preparation for practice' block.
We use a structured programme of formative and summative assessments to examine the knowledge and skills that you must develop. You will undertake written and OSCE examinations at the end of each year and will maintain a portfolio for personal and professional development (PPD).
The course is non-modular, providing you with an opportunity to develop and consolidate skills throughout each year of the course.
Taught content is delivered in blocks of study of increasing complexity alongside the two longitudinal themes of Personal and Professional Development (PPD) and Consultation Skills (CS), with assessment periods at the end of each year. Each taught block feeds seamlessly into the next and all components of the programme are compulsory.
You have the option of spending an elective period in a speciality of your choosing.
Course content for Year 1
The first year of the course begins with a four-month period of intensive study where you will develop your understanding of the essential basic and clinical sciences that facilitate safe and effective practice.
After this 16-week taught block, you will rotate through a series of medical and surgical placements, each incorporating a short period of university-based teaching.
The curriculum is built around a core content of common clinical situations that are then organised according to their relative complexity. The content of each taught block is delivered using a problem-based learning (PBL) approach through the study of clinical cases/scenarios.
Each case integrates elements of the taught content and you will learn about and reflect upon the related biomedical, behavioural and population sciences appropriate to the case.
PBL is supported by small group teaching, lectures and workshops to form a truly integrated curriculum with very high levels of contact time.
Course content for Year 2
The second year of the course provides more advanced specialist instruction in the core medical and clinical sciences alongside a comprehensive programme of clinical reasoning to prepare you to sit your national postgraduate examinations.
This course is part of a wider collaboration across the north-west. We work in partnership with Health Education England and the Universities of Liverpool and Central Lancashire to develop the physician associate role across the region.
The three universities collaborate in interviewing applicants and you apply directly to the HEE North West physician associate programme, indicating your preference of university on the application form.
You will have access to medical facilities at the University (similar to students studying the Medicine MBChB course) with a focus on clinical teaching and highly advanced clinical simulation.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]
Elements of the course will be available for CPD in 2018. Please contact us for further information.
The Master of Criminology programme is designed to provide students with an advanced understanding of crime, public response to crime and, specifically, criminal justice in Europe and beyond.
The programme is characterised by a strong link between education and research, an explicitly international orientation, and a comparative approach, with special attention to the cross-border character of criminality.
General subjects include criminological theories and models of law enforcement, psychology, law and criminal justice, youth criminology and juvenile justice, and research methods. The programme also offers cutting-edge courses on international police and judicial cooperation, political crimes and transitional justice, restorative justice, terrorism, and organised and corporate crime – research fields in which our Leuven Institute of Criminology (LINC) professors are internationally renowned experts.
LINC is the most recent institutional incarnation (2007) of the criminological tradition in Leuven, which began with the establishment of the School for Criminology in 1929. Excellence in criminology continues today, combining solid research with a deep commitment to society structured within ten research lines. LINC is composed of 11 professors and more than 70 assistants and fellows involved in criminological research and education.
Prospective students should possess:
Knowledge: The graduates need 1) to obtain specialized and more in-depth theoretical insights into the criminology; 2) to know facts concerning the developments and (the possible solutions for) problems in policy and practice of institutions that are involved in dealing with criminality. 3) to have specialized knowledge of recent developments in the field of methodology that allows to examine the problems from a point of legal and empirical-criminological view.
Skills: The graduates must be able to make an autonomous contribution in the development in the search to solutions for complex social and individual questions on the field of crime and the treatment of crime. More specifically: to be able to formulate relevant challenges for further criminological research; to observe, detect and analyze the large variables and indicators; to collect information independently; to comment and report in a methodically founded statement; can possibly function in (multidisciplinary) surroundings with eye for its own input and the guarantee of its quality.
Attitude: the graduates need to develop a discerning mind and recognize the importance of theoretical, methodological and moral reflection, both to guarantee the quality of policymaking as the quality of the own vocational practice. From an ethical notion the students develop further sensitivity for the tensions which occur at the treatment of crime and (in)security, at the individual, institutional and social level on the one hand and between these levels on the other hand.
The programme is intended to prepare students for research and professional employment in national and international policy and operational agencies in the fields of criminal justice and victim assistance.
Graduates find employment in the domains of:
The field of nutritional epidemiology and public health aims at elucidating the relationships between dietary intake, nutritional status and health outcomes.
We train future epidemiologists in observational and intervention studies, with the aim of finding novel ways to preventing disease and promoting health. This will be based on studying the aetiology of diet related diseases (from a biomedical perspective), the strategies for prevention in the community setting (from a behavioural and environmental perspective) and treatment in the curative setting (from a clinical perspective). In this way, epidemiology strengthens the understanding of maintaining good healthand disease aetiology, and helps quantify the impact of public health interventions on individual and environmental outcomes.
This online master's specialisation is designed as a part-time study. The approximate workload is 20 hours per week and gives the student the flexibility to combine work and study. The programme is therefore also suitable for employees who want to continue their education in the sense of life-long-learning.
The general structure is a 2 year part time course-programme followed by a tailor-made internship and master's thesis agreement of 1 or 2 years. Read more about this programme.
Graduates from the master's Nutrition and Health greatly value the research skills they acquired in the programme. After graduation, many of them begin working as researchers or PhD students. Another group becomes advisors, trainers or take up other jobs in the private sector.
The majority of graduates finds employment at universities (including university medical centres), research institutes (TNO Nutrition or RIVM), in the public sector (national, regional and local governments, Netherlands Nutrition Centre, District Health Authorities, World Food Programme, WHO, FAO) and some find employment in companies involved with nutrition and health. As graduates progress in their careers, they usually advance to a (more) managerial level. Graduates work in both developing and developed countries. Read more stories of graduates.
Related on-campus programmes: