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Masters Degrees (Challenging Behaviour)

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This is a three module course that will give you an overview of individual and contextual factors which may influence children and young people's behaviour. Read more
This is a three module course that will give you an overview of individual and contextual factors which may influence children and young people's behaviour. You will explore challenging behaviour from a variety of perspectives.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-challenging-behaviour/

Why choose this course?

- This course has been specifically designed for those working with children and young people who exhibit challenging behaviour.

- The course will be particularly relevant to those wishing to explore a variety of alternative perspectives in relation to understanding challenging behaviour and associated social, emotional and mental health difficulties.

- The course is taught in collaboration with professionals working in a variety roles in settings within Oxfordshire Local Authority.

- You will be able to network with other practitioners and to have access to information about local jobs specialising in work with children and young people who exhibit challenging behaviour.

- The School of Education at Oxford Brookes combines high quality teaching and significant research and consultancy activity.

- The School is a focal point for lively, informed debate on education through close partnership with local schools and colleges and our open seminar and lecture programmes.

This course in detail

Module structure
- Challenging Behaviour
This module explores challenging behaviour from a variety of perspectives and provides you with an overview of individual and contextual factors which may influence children and young people's behaviour. During seminar workshops you will discuss theoretical perspectives in relation to problematising children and young people's social, emotional and mental health. Particular attention will be paid to 'causes' of challenging behaviour, individual and whole school approaches to managing behaviour and the importance of recognising pupil voice and increasing pupil participation. You will be encouraged to reflect on, and critique, alternative educational provisions.

- Action Research (double module)
You will determine the content of the sessions by focusing on the inquiries selected by both yourself and others, adopting a 'learning set' approach. Group seminars and workshops will provide a structured introduction to action research followed by the development of small working groups to support the stages of individual projects and provide peer group support. Your tutor will signpost you to relevant academic theory and research and support material from the MA in Education online resources.

Teaching and learning

The first module, 'Challenging Behaviour', requires regular evening attendance (seven evening sessions) in the Autumn and this is followed by a double action research module in which you will complete a research project in your own school based on work with children / young people with behaviour difficulties.

This research project will be supported by six workshops between January and June, and individual tutorial support based around your particular project.

Attendance pattern

Workshops take place on Wednesday evenings 5.00 - 8.00pm on the Harcourt Hill Campus.

How this course helps you develop

The PGCert aims to develop reflective practitioners at master's level.

Careers

Your learning on the course may lead to better prospects for career advancement and students may change role / direction as a function of developing new understandings and skills from their work on the course.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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This exciting and unique Masters degree in Behaviour Analysis and Therapy equips students with skills in behaviour analysis and therapy relevant to a range of educational and clinical settings. Read more
This exciting and unique Masters degree in Behaviour Analysis and Therapy equips students with skills in behaviour analysis and therapy relevant to a range of educational and clinical settings.

Behaviour analysts focus on understanding how a person’s interactions with the environment influence behaviour. They use this information to design effective interventions that will help people learn more appropriate behaviours, as well as reducing challenging behaviour.

This MSc Behaviour Analysis and Therapy course provides a solid understanding of the scientific principles that underpin behaviour analysis, and the therapeutic techniques derived from those principles. You will be taught by a team of Board Certified Behaviour Analysts who are internationally-recognised for their research and clinical work in the field.

Our MSc is approved by the Behaviour Analysis Certification Board (BACB), which is the international regulatory body for the practice of behaviour analysis. Students who successfully complete the course will meet the degree and module requirements for certification as a Board Certified Behaviour Analyst (BCBA). Certification also requires supervised practice and a passing score on the international certification exam.

See the website http://courses.southwales.ac.uk/courses/841-msc-behaviour-analysis-and-therapy

What you will study

You will study the following modules:
- Principles of Behaviour Analysis (20 credits)
- Research Methods in Behaviour Analysis (20 credits)
- Behavioural Assessment (20 credits)
- Behavioural Intervention (20 credits)
- Applications of Behaviour Analysis (20 credits)
- Ethical and Professional Issues in Behaviour Analysis (20 credits)
- Dissertation (60 credits)

The MSc Behaviour Analysis and Therapy has been designed to reflect certification standards and covers a full range of topics in Behaviour Analysis. However, it is possible for students to complete our Postgraduate Certificate programme which allows students to complete supervised practice in addition to this MSc. Students may either choose to start this qualification after completion of the MSc or may begin work towards their supervised practice alongside their MSc studies.

Learning and teaching methods

You will be taught through face-to-face delivery in the form of lectures, seminars and practical workshops. Additionally you will develop your research skills through the completion of a supervised dissertation component. The teaching delivery will be blocked into two days per week for full-time students.

The teaching team has well established links with schools, social care settings and healthcare providers, which provide ideal locations for dissertation research. You may also have opportunities to assist with ongoing research or clinical work in the field, as well as working in the University’s Psychology and Well-Being Clinic (PAWB Wales), which provides early intervention therapy to children with autism.

Work Experience and Employment Prospects

Professionals trained in behaviour analysis are in increasing demand in the UK, particularly those who are BACB-certified.

Behaviour analysts are employed in a variety of contexts, including service providers for people with autism and/or learning disabilities, the NHS, schools, and residential treatment facilities for people with challenging behaviour. Some behaviour analysts also work as independent consultants in their areas of expertise.

Assessment methods

Assessments include examinations, practical assignments, and essays. You will also complete a dissertation, which allows you to analyse behaviour systematically and evaluate the success of treatment under the close supervision of a Board Certified Behaviour Analyst.

Facilities

As a student in the School of Psychology, you’ll have access to the latest learning technologies, facilities and equipment, including excellent designated facilities.

These include observation and interview rooms equipped with two-way mirror, CCTV and audio and allow research and interview practice sessions to be conducted and recorded onto DVD. We also have a custom-built air-conditioned PC laboratory which provides access to specialist software for running psychology experiments and conducting careers guidance interviews. More specialist equipment is also available in our cognitive suite and more details about this are given below.

- The Cognitive Psychology Suite
The cognitive psychology suite houses specialist psychology equipment. This includes eye tracking equipment which is capable of studying the eye movements of individuals whilst they complete cognitive tasks. The suite includes EEG (electroencephalogram) and ECG (electrocardiogram) facilities for recording electrical activity in the heart and scalp. There is also a driving simulator which is currently being used by postgraduate students to complete a study which examines the effects of stressors on driving performance.

- Psychology clinic facility (PAWB Wales)
As well as our excellent dedicated teaching facilities, the School of Psychology offers a wide range of psychological services to the general public. These are offered through our new PAWB Wales clinic facility and include play therapy, behaviour analysis, health and sport psychology interventions. The clinic activities support our wide range of postgraduate opportunities and undergraduate students can also get involved in some of the clinic’s work.

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Liverpool John Moores University offers the opportunity to study the UK's only Masters degree focusing on cutting edge developments in the use of UAVs (aka drones) for primate behaviour and conservation research. Read more
Liverpool John Moores University offers the opportunity to study the UK's only Masters degree focusing on cutting edge developments in the use of UAVs (aka drones) for primate behaviour and conservation research. You will be taught by world-leading experts and have access to excellent facilities in the UK and research sites overseas.

-Complete this masters degree in one year (full time)
-Delivered by world experts in the field of primate behaviour, welfare and conservation
-Overseas field trip to practice and develop advanced skills in behavioural observation, non-invasive sampling of health and welfare indicators and conservation monitoring
-State-of-the-art teaching and laboratory facilities (including genetics, drone and GIS facilities)
-Opportunity to design and complete a primate field study abroad using the latest software packages, such as ArcGIS, R, Distance

This exciting new MSc course covers contemporary issues in primate behaviour, welfare and conservation and will equip you with the latest knowledge and skills required to succeed as a professional researcher.
You will learn about the latest primatology research from active researchers including:

Primate behaviour and social systems in the wild
Primate conservation issues and main threats to wildlife in-situ
Ex-situ conservation efforts in sanctuaries and zoos
Job opportunities for primatologists in the UK and abroad
You will also complete a hypotheses-driven research project in the second half of the programme, based on your knowledge of primate behaviour, welfare and conservation developed during the first half of the course.

Studying cutting-edge developments in the use of drones for primate conservation research, you will gain the skills to:

maintain and operate drones
obtain and analyse data
interpret results to identify primate distribution and density, threats to their habitat, and inform conservation priorities

You will learn how to convert an idea for a research study into a practical plan, including how to:

identify field sites and funding sources
write a grant proposal (from funding experts)
make a budget
think through the logistical issues of conducting research in challenging environments

Your lectures and seminars will be delivered by world experts in the field of primate behaviour and conservation. The quality of research and teaching during the course mean that you will graduate with cutting edge knowledge and access to a host of international professional networks.

Please see guidance below on core and option modules for further information on what you will study.
Primate Behaviour and Conservation
Field Skills (overseas field trip)
Drone Technology
Research methods
Dissertation
In the 2016-17 academic year, field trip travel, accommodation and site costs are covered by LJMU. You will be required to meet other potential costs, such as field clothing, visas and potential immunisations if required. In 2015-2016 the field trip was in Tanzania.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

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The MA Drama and Movement Therapy is an intensive course providing professional and vocational training in drama and movement therapy and the Sesame approach, and is approved by the Health and Care Professions Council (HCPC). Read more

ABOUT MA DRAMA AND MOVEMENT THERAPY (SESAME)

The MA Drama and Movement Therapy is an intensive course providing professional and vocational training in drama and movement therapy and the Sesame approach, and is approved by the Health and Care Professions Council (HCPC).

The course offers a particular pedagogic approach to learning the craft of dramatherapy, which is underpinned by Jungian psychology and the importance of practice-based learning. The combination of intensive movement-based studio practice, collaborative facilitations, seminars, and a shared research unit with other MA students creates a learning environment that encourages personal exploration, collaboration and critical reflection. Particularly in the first term, there is the opportunity for immersive practice in the key subject areas of Laban movement, myth, movement with touch and sound and drama. This is allied by study into key psychological concepts, which can inform the theories and practices of dramatherapy. The group process is central to the student experience and supported by a weekly session across the first three terms that explores interpersonal dynamics between members and draws from group analytic theory.

PLACEMENTS

The placements are at the heart of the training and begin in the second term with the hallmark apprenticeship model. This offers well-supported early clinical practice with a specialist and qualified supervisor working alongside groups of two or three Students in different placement settings. All apprenticeship placements are arranged by Central and will normally include working with adults with mental health problems, elderly clients with dementia, people with learning disabilities, children
with challenging behaviour and people on the autistic spectrum. The apprenticeship model is used for placements in the spring and summer terms. In the extended fourth term, students will work more autonomously and have the opportunity to specialise
their clinical practice. All placement work is closely supported throughout the course through group and individual supervision.

All graduates are eligible to apply to the Health and Care Professions Council for membership as an arts therapist (drama).

ASSESSMENT

By a range of methods which include viva voce exams, written assignments and assessment of clinical practice and ongoing group work. There is ongoing tutor, peer and self-assessment.

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This programme is an advanced professional development programme involving some or all of the following. distance learning; study workshops; service placement visits; and a clinical placement (which can be in your home area). Read more
This programme is an advanced professional development programme involving some or all of the following: distance learning; study workshops; service placement visits; and a clinical placement (which can be in your home area). Intellectual and Developmental Disabilities can be completed mainly by distance learning.

2016 Postgraduate Tizard programmes will close to applicants at 23:59 hrs on Thursday 21 April 2016. Applications received after this time will be held for consideration for 2017 entry. The final tranche of interviews for 2016 will be held during the week of 23 May 2016. Applicants unable to make themselves available this week (in person or via skype or telephone) will be considered for 2017 entry.

Visit the website https://www.kent.ac.uk/courses/postgraduate/101/intellectual-and-developmental-disabilities

About the Tizard Centre

The Tizard Centre is part of the School of Social Policy, Sociology and Social Research (SSPSSR) and has excellent links with health and social care organisations, and other relevant establishments.

The Centre is at the forefront of learning and research in autism, intellectual disability and community care, and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.

The Centre has excellent links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:

- to find out more about how to effectively support and work with people with learning disabilities

- to help carers, managers and professionals develop the values, knowledge and skills that enable better services

- to aid policymakers, planners, managers and practitioners to organise and provide enhanced services.

The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.

Course structure

Accreditation of Prior Learning and Prior Experiential Learning may be possible on this programme. You can transfer between this programme and other programmes offered by Tizard and also between levels, subject to meeting admission requirements.

Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

TZ830 - Research Methods (15 credits)
TZ861 - Social Psychology of Intellectual and Developmental Disabilities (10 credits)
TZ862 - Behaviour Analysis and Intervention (10 credits)
TZ863 - Service issues in Intellectual and Development Disabilities (10 credits)
TZ865 - Extended Essay (15 credits)
TZ995 - Extended Research Project in Intellectual andDevelopment Disabilities (120 credits)

Assessment

Each of the four taught modules is assessed by a one-hour, web-based, multiple-choice exam and an extended essay. In addition, the Research Methods module involves short assignments and a worked problem. Placements are assessed by two 2,000-word service reports and one 4,000-word case report, plus feedback by placement supervisors.

Programme aims

This programme aims to:

- provide you with detailed knowledge of intellectual and developmental disabilities and knowledge of how to conduct and interpret research in this field (PCert only)

- provide you with detailed knowledge of intellectual and developmental disabilities and knowledge of how to conduct research in this field (MA, PDip only).

Research areas

Current research areas include: social inequalities and community care; intellectual and developmental disabilities.

Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.

Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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2016 Postgraduate Tizard programmes will close to applicants at 23:59 hrs on Thursday 21 April 2016. Applications received after this time will be held for consideration for 2017 entry. Read more
2016 Postgraduate Tizard programmes will close to applicants at 23:59 hrs on Thursday 21 April 2016. Applications received after this time will be held for consideration for 2017 entry. The final tranche of interviews for 2016 will be held during the week of 23 May 2016. Applicants unable to make themselves available this week (in person or via skype or telephone) will be considered for 2017 entry.

This programme is an advanced professional development programme involving some or all of the following: distance learning; study workshops; service placement visits; and a clinical placement (which can be in your home area).

Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students.

You work in two different placements during the course of the programme: a service placement based at the Tizard Centre and an individual clinical placement based in a community learning disability team or social care service. You complete a dissertation which must be based on empirical research in services.

Visit the website https://www.kent.ac.uk/courses/postgraduate/94/analysis-and-intervention-in-intellectual-and-developmental-disabilities

About the Tizard Centre

The Tizard Centre is part of the School of Social Policy, Sociology and Social Research (SSPSSR) and has excellent links with health and social care organisations, and other relevant establishments.

The Centre is at the forefront of learning and research in autism, intellectual disability and community care, and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.

The Centre has excellent links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:

- to find out more about how to effectively support and work with people with learning disabilities

- to help carers, managers and professionals develop the values, knowledge and skills that enable better services

- to aid policymakers, planners, managers and practitioners to organise and provide enhanced services.

The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

TZ830 - Research Methods (15 credits)
TZ861 - Social Psychology of Intellectual and Developmental Disabilities (10 credits)
TZ862 - Behaviour Analysis and Intervention (10 credits)
TZ863 - Service issues in Intellectual and Development Disabilities (10 credits)
TZ864 - Practical Placements (60 credits)
TZ865 - Extended Essay (15 credits)
TZ994 - Research Project in Intellectual and Developmental Disabilities (60 credits)

Assessment

Each of the four taught modules is assessed by a one-hour, web-based, multiple-choice exam and an extended essay. In addition, the Research Methods module involves short assignments and a worked problem. Placements are assessed by two 2,000-word service reports and one 4,000-word case report, plus feedback by placement supervisors.

Programme aims

This programme aims to:

- enable psychology/social science graduates to undertake analysis and intervention with individuals and intellectual disability services.

Research areas

Current research areas include: social inequalities and community care; intellectual and developmental disabilities.

Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.

Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Career destinations include working as a consultant behaviour analyst, carer co-ordinator, service care manager, special needs teacher, quality officer, ABA tutor and research assistant in various health care organisations such as Dimensions UK Ltd, Care Management Group, Consensus Support Services, Mencap and Ambitious About Autism.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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The School of Psychology, University of St Andrews offers two Postgraduate Distance Learning Programmes. Certificate/Diploma/Master Programme in Adults with Learning Disabilities who have Significant and Complex Needs. Read more
The School of Psychology, University of St Andrews offers two Postgraduate Distance Learning Programmes:
• Certificate/Diploma/Master Programme in Adults with Learning Disabilities who have Significant and Complex Needs. http://www.st-andrews.ac.uk/psychology/teaching/dl_complex_needs.shtml
• International Certificate Programme in Adult Support, Protection and Safeguarding. http://www.st-andrews.ac.uk/psychology/teaching/dl_safeguarding.shtml
Key issues in current practice, research, evaluation and audit are covered (Challenging Behaviour, Mental Health, Profound and Multiple Disabilities, Offenders with Learning Disabilities, Older People, Vulnerability and Abuse).
Online delivery and assessment is through the Moodle System (Modular Object-Oriented Dynamic Learning Environment.)
This is a postgraduate/post qualified programme for staff who have a degree or a professional qualification.

Features

* The School of Psychology & Neuroscience has 42 full-time academic staff, 9 technical staff, 72 research postgraduates, 18 postdoctoral researchers and 54 taught postgraduate students.

* The School has an international reputation for the quality of its teaching and research and has some of the best psychological laboratory facilities in the UK. The School of Psychology & Neuroscience has consistently been ranked one of the best research departments in the UK.

* The breadth and variety of psychology and neuroscience taught in the School are particular strengths with significant opportunities to collaborate and benefit from a range of techniques applied to understanding the behaviour of humans and animals.

* Considerable contact time with researchers occurs via tutorials and research project supervision’.

Postgraduate community

The School’s size promotes a friendly atmosphere with a crossflow of ideas while providing the depth and breadth necessary to pursue major scientific programmes at an international level. We have active links with other Schools and Departments within the University, with other Scottish universities and with research institutions outside the UK.

We have a large and thriving community of research staff and postgraduate students. We believe that good teaching and good research go hand-in-hand and we take pride in our research-based culture of teaching.

Facilities

We are equipped with modern technology to perform virtually all aspects of psychological research. Facilities include laboratories in neurophysiology, psychopharmacology, psychophysics, animal learning and cognition, cognitive psychology, developmental psychology and social psychology. We have extensive computing facilities for both online control of experiments and offline analysis of data.

Careers

We see postgraduate study as part of your long-term career development. Alongside the University’s Careers Centre (see page 26), we offer advice and support in planning your career. The School provides opportunities to gain experience of working in an academic context, by being involved in tutorials, laboratory classes and other aspects of academic work.

The vast majority of our postgraduates have gained postdoctoral and lecturing positions in universities across the world while others have jobs in healthcare (as researchers and clinicians), wildlife conservation, information technology and management services.

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This distance learning programme in Social, Emotional and Behavioural Difficulties (SEBD) aims to develop professional practice in educational settings. Read more
This distance learning programme in Social, Emotional and Behavioural Difficulties (SEBD) aims to develop professional practice in educational settings. If you work with children and young people who exhibit challenging behaviour, disaffection and disengagement with schooling, then it will be relevant to you.

Awards:

Adcert/PGCert Modules 1-3
BPhil Modules 1 - 4
PGDip/MEd Modules 1 - 5

Professional Development is increasingly important in the career development of all professionals within Education and Children’s Services in general. This distance education course will provide you with an increased knowledge/and understanding of Social, Emotional and Behavioural Difficulties (SEBD) and it is particularly suited to teachers, care workers, mentors, youth workers and learning support assistants working in primary, secondary, further education and specialist settings.

The programme uses the National College for Teaching and Leadership competencies for core and expert standards for working with pupils experiencing social, emotional and behavioural difficulties (SEBD). From these standards the programme provides a wider context for knowledge and understanding of SEBD, the development of skills and expertise in meeting these pupils’ needs, and professional experience upon which to promote good practice.

SEBD Core Modules

SEBD Identification, Assessment and Provision
SEBD Strategies, Interventions and Approaches
Improving Classroom Achievement
Developmental Psychology for Childhood and Adolescence
Issues in the Education of Pupils Identified as having ADHD
Those completing the PGDip do a school based study in term 6, those completing a BPhil complete a dissertation and those following an MEd complete a research module in preparation for their dissertation.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This Behaviour Analysis course offers a unique opportunity to gain experience in behaviour analysis under the close supervision of a Board Certified Behaviour Analyst (BCBA). Read more
This Behaviour Analysis course offers a unique opportunity to gain experience in behaviour analysis under the close supervision of a Board Certified Behaviour Analyst (BCBA). This course is approved by the Behaviour Analysis Certification Board (BACB), which is the international regulatory body for the practice of behaviour analysis.

The course is designed to provide you with experience in the ethical application of behaviour analytic assessment and intervention strategies across a range of settings and populations.

Students who successfully complete this course will meet the supervised practice requirements for certification as a BCBA. Certification also requires an MSc in behaviour analysis or a related field, and a passing score on the international certification exam. Visit http://www.bacb.com for more information on becoming certified and the UK Society for Behaviour Analysis for general information.

You will be taught and supervised by a team of Board Certified Behaviour Analysts who are internationally recognised for their research and clinical work in the field. They also have a wealth of experience in teaching and supervising students.

See the website http://courses.southwales.ac.uk/courses/842-pgc-behaviour-analysis-supervised-practice

What you will study

Our Behaviour Analysis course is practice-based, giving you an opportunity to apply your behaviour analytic skills in a range of settings. You will study 20-25 hours per week (full-time) or 10-15 hours per week (part-time) in a placement arranged by the supervision team, as well as attending weekly supervision meetings.

Learning and teaching methods

You will rotate placements approximately every six months, which will allow you to support people with a range of challenging behaviours with behaviour analytic assessment and intervention strategies.

Clients may include individuals with various disorders or difficulties, including autism, learning disabilities, social and emotional difficulties, ADHD, and antisocial behaviour. Placements with children, adolescents, or adults are available.

Settings may include, but are not limited to, schools, the NHS Learning Disability Service, and residential treatment centres. You also will have the opportunity to work in the University’s Psychology and Well-Being Clinic Wales (PAWB Wales), where you will assist in providing early intervention therapy to young children with autism. We are the only University in the UK to have an on-campus behaviour analysis clinic.

Work Experience and Employment Prospects

Professionals trained in behaviour analysis are in increasing demand in the UK, particularly those who are BACB-certified.

Behaviour analysts are employed in a variety of contexts, including service providers for people with autism and/or learning disabilities, the NHS, schools, and residential treatment facilities for people with challenging behaviour. Some behaviour analysts also work as independent consultants in their areas of expertise.

Assessment methods

Assessments include coursework and examinations.

Facilities

As a student in the School of Psychology, you’ll have access to the latest learning technologies, facilities and equipment, including excellent designated facilities.

These include observation and interview rooms equipped with two-way mirror, CCTV and audio and allow research and interview practice sessions to be conducted and recorded onto DVD. We also have a custom-built air-conditioned PC laboratory which provides access to specialist software for running psychology experiments and conducting careers guidance interviews.

- Cognitive suite
The cognitive psychology suite houses specialist psychology equipment. This includes eye tracking equipment which is capable of studying the eye movements of individuals whilst they complete cognitive tasks. The suite includes EEG (electroencephalogram) and ECG (electrocardiogram) facilities for recording electrical activity in the heart and scalp. There is also a driving simulator which is currently being used by postgraduate students to complete a study which examines the effects of stressors on driving performance.

- Psychology clinic facility (PAWB Wales)
As well as our excellent dedicated teaching facilities, the School of Psychology offers a wide range of psychological services to the general public. These are offered through our new PAWB Wales clinic facility and include play therapy, behaviour analysis, health and sport psychology interventions. The clinic activities support our wide range of postgraduate opportunities and undergraduate students can also get involved in some of the clinic’s work.

Read less
Study autism in all aspects of theory, research and practice on this specialist postgraduate course. You reflect on how autism affects the way in which people experience the world and analyse these experiences in the context of wider disability debates. Read more
Study autism in all aspects of theory, research and practice on this specialist postgraduate course. You reflect on how autism affects the way in which people experience the world and analyse these experiences in the context of wider disability debates. The course helps you to identify and consider the barriers in society that hinder individuals with autism in terms of learning and achieving their goals.

If you are from a professional background the course supports you in developing a range of academic skills, a professional knowledge base and employability skills that link closely to your specialism and career goals. If you are interested in this course from a personal perspective as an individual with autism, a parent or carer, we support your developing understanding of the autism spectrum.

This course is ideal if you are:
-A graduate interested in a career in education or a related field with an autism specialism.
-Currently involved in working with people who are on the autism spectrum.
-If you are coming to this course from a personal perspective as an individual with autism, a parent or carer.

The course focuses on the UK education and education-related systems, but also places these in an international context.

You study:
-How the autism spectrum is conceptualised.
-The way that autism impacts on the individual's thinking and learning.
-How autism might affect how people experience the world around them.

Assessments can be linked to your own work so you can specialise in a particular age bracket or education or support role. For example, you can choose to focus your study and placement experience on:
-The early years.
-Primary education.
-Secondary education.
-Further education.
-Higher education sectors.

Or you can focus on professions linked to education such as:
-Learning mentor.
-Education welfare officer.
-Arts education officer.
-Education-related health roles.

The course provides a relevant qualification for anyone holding or intending to hold a management position in the field of autism. You reflect on current theory relating to the autism spectrum and evaluate how you might use new learning to develop your own practice.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mapgdippgcert-autism-spectrum

Course structure

Part time – typically 1 year to certificate, 2 years to diploma, 3 years to masters, maximum 6 years.
Each module is taught 5–7.30pm once a week typically over eight to ten weeks. For groups of 15 students or more, it may be possible to deliver the course at your organisation if it is in the local region. Starts September.

Modules
The modules you take depend on whether you are pursuing a PgCert, PgDip or MA.
-Critical reflections on the Autism and Asperger Syndrome
-Autism, policy and practice
-Autism, challenging behaviour and communication
-Reflecting on Professional Practice
-Educational Enquiry

Assessment: assessment varies between modules but includes a mixture of professional work-based tasks and academic and critical reflection. There are no examinations.

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This award is aimed specifically at professionals working with pupils who present challenging behaviour that constitutes a special educational need. Read more
This award is aimed specifically at professionals working with pupils who present challenging behaviour that constitutes a special educational need. Frequently these pupils will have been excluded from school for periods of time and may well be educated in a Pupil Referral Unit or Special School. Participants must have a minimum of two years experience working with pupils presenting SEBD.

From January 2012, you can enrol on a single unit of this programme which enables you to manage your learning flexibly and at a pace that suits you. See http://www.ioe.mmu.ac.uk/cpd for further details.

See http://www.ioe.mmu.ac.uk/cpd for full details of this award.

Special features

Flexible modes of study available
Close links with the University's Education and Social Research Institute
Opportunity to focus on individual interests and professional areas related to individual's work context

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This programme is an advanced professional development programme involving some or all of the following. distance learning; study workshops; service placement visits; and a clinical placement (which can be in your home area). Read more
This programme is an advanced professional development programme involving some or all of the following: distance learning; study workshops; service placement visits; and a clinical placement (which can be in your home area). Autism Studies can be completed mainly by distance learning.

2016 Postgraduate Tizard programmes will close to applicants at 23:59 hrs on Thursday 21 April 2016. Applications received after this time will be held for consideration for 2017 entry. The final tranche of interviews for 2016 will be held during the week of 23 May 2016. Applicants unable to make themselves available this week (in person or via skype or telephone) will be considered for 2017 entry.

Visit the website https://www.kent.ac.uk/courses/postgraduate/95/autism-studies

About the Tizard Centre

The Tizard Centre is part of the School of Social Policy, Sociology and Social Research (SSPSSR) and has excellent links with health and social care organisations, and other relevant establishments.

The Centre is at the forefront of learning and research in autism, intellectual disability and community care, and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.

The Centre has excellent links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:

- to find out more about how to effectively support and work with people with learning disabilities

- to help carers, managers and professionals develop the values, knowledge and skills that enable better services

- to aid policymakers, planners, managers and practitioners to organise and provide enhanced services.

The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.

Course structure

Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

TZ830 - Research Methods (15 credits)
TZ862 - Behaviour Analysis and Intervention (10 credits)
TZ863 - Service issues in Intellectual and Development Disabilities (10 credits)
TZ865 - Extended Essay (15 credits)
TZ866 - Social Psychology of Autism by Distance Learning (10 credits)
TZ867 - Case Study and Intervention Project (DistanceLearning) (60 credits)
TZ994 - Research Project in Intellectual and Developmental Disabilities (60 credits)
TZ995 - Extended Research Project in Intellectual andDevelopment Disabilities (120 credits)

Assessment

Each of the four taught modules is assessed by a one-hour, web-based, multiple-choice exam and an extended essay. In addition, the Research Methods module involves short assignments and a worked problem. Placements are assessed by two 2,000-word service reports and one 4,000-word case report, plus feedback by placement supervisors.

Programme aims

This programme aims to:

- provide you with a detailed knowledge of autism and other developmental disabilities

- provide you with experience of conducting research or intervention in the field of autism.

Research areas

Current research areas include: social inequalities and community care; intellectual and developmental disabilities.

Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.

Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Career destinations include working as a clinical specialist, special needs advisor, autism teacher and ABA tutor for various health and special needs organisations such as the Step by Step School, Special Help 4 Special Needs and WA Health.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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This programme seeks to develop a critical understanding of concepts and principles of applied behaviour analysis. 2016 Postgraduate Tizard programmes will close to applicants at 23:59 hrs on Thursday 21 April 2016. Read more
This programme seeks to develop a critical understanding of concepts and principles of applied behaviour analysis.

2016 Postgraduate Tizard programmes will close to applicants at 23:59 hrs on Thursday 21 April 2016. Applications received after this time will be held for consideration for 2017 entry. The final tranche of interviews for 2016 will be held during the week of 23 May 2016. Applicants unable to make themselves available this week (in person or via skype or telephone) will be considered for 2017 entry.

It provides you with a detailed knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field. The programme is for both recent graduates and experienced practitioners. Benefits include academic and professional support from some of the UK’s leading applied behaviour analysts and intellectual and developmental disability researchers. The programme also provides the necessary coursework to apply to sit the international examination for certification as a behaviour analyst.

Please note, the PCert cannot be studied on a part-time basis but the PDip and MSc can be studied either full-time or part-time.

Visit the website https://www.kent.ac.uk/courses/postgraduate/105/applied-behaviour-analysis

About the Tizard Centre

The Tizard Centre is part of the School of Social Policy, Sociology and Social Research (SSPSSR) and has excellent links with health and social care organisations, and other relevant establishments.

The Centre is at the forefront of learning and research in autism, intellectual disability and community care, and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.

The Centre has strong links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:

- to find out more about how to effectively support and work with people with learning disabilities
- to help carers, managers and professionals develop the values, knowledge and skills that enable better services
- to aid policymakers, planners, managers and practitioners to organise and provide enhanced services.

The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

TZ830 - Research Methods (15 credits)
TZ861 - Social Psychology of Intellectual and Developmental Disabilities (10 credits)
TZ862 - Behaviour Analysis and Intervention (10 credits)
TZ863 - Service issues in Intellectual and Development Disabilities (10 credits)
TZ868 - Values, Ethics and Professional Practice (15 credits)
TZ869 - Concepts of Applied Behaviour Analysis (15 credits)
TZ870 - Observation and Analysis of Behaviour (15 credits)
TZ871 - Developing and implementing interventions (15 credits)
TZ872 - Work-Based Learning in Applied Behaviour Analysis (60 credits)
TZ865 - Extended Essay (15 credits)

Assessment

Modules are assessed by examination, essay, practical assignment, video. Dissertation of 10,000 words or, for work-based learning option, 7,000-word case report and video.

Programme aims

This programme aims to:

- develop a critical understanding of the concepts and principles of applied behaviour analysis

- encourage values- and evidence-based, ethically stringent practice or research in applied behaviour analysis

- provide you with detailed knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field

- produce graduates equipped to play a leading role in public services for children and adults with intellectual and developmental disabilities.

Research areas

Current research areas include: social inequalities and community care; intellectual and developmental disabilities.

Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities. Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Our Applied Behaviour Analysis programme includes a course sequence approved by the Behavior Analyst Certification Board. Its completion, therefore, meets two of the requirements for certification as a Behaviour Analyst. Successful students will need to obtain appropriate supervised experience and pass the BACB exam. Many of our ABA students hope to take this career path, applying their skills either in work with children or adults with autism (ie early intervention programmes or in schools using an ABA approach) or with children/adults with learning disabilities whose behaviour is described as challenging. Every week we are asked to notify our students of opportunities in these fields. Our ABA programme is also suitable for parents of children/adults with autism or learning disability, who are looking to increase their own understanding of ABA.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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This programme is designed for anyone wishing to develop their knowledge and understanding of issues relating to special educational needs and inclusion at Master’s level, including practitioners working with children, young people and adults in a range of different contexts. Read more
This programme is designed for anyone wishing to develop their knowledge and understanding of issues relating to special educational needs and inclusion at Master’s level, including practitioners working with children, young people and adults in a range of different contexts. However, some modules may require people to be working in practice. We can also offer bespoke training packages for a variety of settings.

Course content

All the modules are 30 CATs points each, apart from the final Dissertation which is 60 CATs points and is a compulsory module for those aiming for a MA award.

Students can choose from a range of optional modules which provide an opportunity to critically reflect on debates and controversies surrounding the development of inclusive practice in a variety of settings and contexts, national and international and in relation to various individual needs.

Course modules (16/17)

-Promoting Inclusive Practice
-Understanding Dyslexia: Identification, Curriculum & Teaching
-Understanding Autism Spectrum Disorders
-Perspectives on Social, Emotional and Behavioural Difficulties
-Pupils with Severe, Profound and Multiple Learning Difficulties 1 and 2
-Key Concepts in Inclusion and Diversity
-Leadership and Management in BESD
-Understanding Multi-Sensory Impairment
-Physical Disabilities: Contexts and Interventions
-Physical Disabilities: Curriculum Issues
-Evaluating Approaches for Individuals on the Autism Spectrum
-Organisational based Project
-Research Methods
-Speech, Language and Communication needs
-Theoretical Perspectives on SpLD (Dyslexia) where are we now?
-The National Award for SEN Coordination 1 and 2
-Autism in the Early Years
-Using Standardised Assessments in Educational Settings: Theory and Practice
-Understanding Challenging Behaviour in People with Autism and/or Learning Disabilities
-Promoting EAL Practice (English Additional Learning and Bilingualism in Education)
-Research Thesis
-Dissertation

Students studying for a MA will have to complete a compulsory research project, either the Dissertation on its own, or a Research Thesis and the Research Methods module together.

Methods of Learning

Modules will be taught across three semesters per year through a combination of approaches such as lectures, seminars, group work, case studies, tutorials and independent enquiries. A key strength of our programme is our blended learning approach. This provides the opportunity to learn collaboratively both face to face and online.

Schedule

For this programme taught study would be a combination of lectures, seminars and online activities which is usually 3 hours per week, per module. We recommend students to spend 10 hours per week, per module in self-directed study time.

Students studying in India or Thailand will have block classes for 4-5 days with additional online support.

PG Certificate- one year full time or between one to two years part-time.
PG Diploma- one year full time or between two to three years part-time.
MA – one year full time or between two to four years part-time.

The programme has September and January in-takes for home students and September in-take only for international students.

Assessments

Assessment procedures are flexible and sensitive to either personal interests or existing professional workloads. Modules are assessed on the basis of essays, case studies, portfolios or reports and small-scale research projects.

Facilities and Special Features

Our integrated learning environment provides access to course materials and to a well-resourced library enabling students to access e-books and electronic journals from home.

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This course will enable you to develop your understanding of concepts, theories and approaches to school/college student behaviour identified as challenging in some respect, know how to assess and address such behaviour, and develop the skills to improve aspects of institutional provision in ways that will support improved behaviour and, hence, learning and achievement also. Read more
This course will enable you to develop your understanding of concepts, theories and approaches to school/college student behaviour identified as challenging in some respect, know how to assess and address such behaviour, and develop the skills to improve aspects of institutional provision in ways that will support improved behaviour and, hence, learning and achievement also.

You will be studying on a course specifically designed for education professionals, which is focused on:
• approaches to understanding problematic student behaviour in the context in which it occurs
• ways in which the learning environment influences behaviour and learning
• methods of assessing and addressing problematic behaviour and, thus, enhancing learning
• ways to audit school/college provision that relates in some way to young people’s behaviour, and highlight areas for development
• approaches to designing, implementing and evaluating plans to bring about such development.

This is an online version of the course. All the materials are available through the University’s website so you will be able to study the whole course at a distance. Support from course tutors is available through the web site, by email or by telephone.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/behavioural-issues-in-schools2#entry

Course detail

• Study on a course designed for education professionals, which will help equip you to meet a diverse range of learning needs within your teaching environment, and to support your colleagues
• Explore course content highly relevant to mainstream and special school practitioners alike, focusing on behavioural and learning needs of children and young people, and how potential barriers to learning can be removed
• Develop your understanding of concepts, theories and approaches to student behaviour, behaviour management and inclusion in schools and on your potential for influencing change
• Gain insight into challenging behaviours – causes and appropriate responses
• Benefit from a qualification that could lead you into more specialist roles in Education (such as SENCO) and/or further study (eg the National Award for SEN Co-ordinators), and may also be used as the basis for a Recognition of Prior Learning (RPL) claim into an MA Education course (Level 7).

Modules

• Understanding Pupil Behaviour in Schools
• Addressing Challenging Pupil Behaviour in Schools

Assessment

The course provides students with a carefully planned sequence of learning opportunities to facilitate individual development through six assessments.

This sequence includes academic essays focused on understanding challenging behaviour, assessments of individual student behaviour identified as problematic, the development and implementation of plans to address this, reflection on institutional behaviour policy and a piece of small-scale research in schools/colleges.

• Assessment one, Unit 1, requires reflection on understandings of behavioural problems, taking individual students’ contexts into account. The second and third involve assessing a learner whose behaviour is seen as challenging, and designing, developing, implementing and evaluating a plan designed to address this behaviour.

• Assessments in Unit 2 relate to analysis and reflection on current school/college policy on behaviour, and the design, development, implementation and critical evaluation of a small-scale research project focused on effecting change in the institution that will have a positive impact on student behaviour.

Careers

Typically graduates of this course either continue working in their own institutions or else are promoted to positions of greater responsibility.

Successful completion results in 60 Masters’ level credits that may be used towards an MA Education.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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