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In a world of fast-paced medical advances and with survival rates on the increase, special educational needs and disabilities(SEND)are becoming increasingly complex to address. Read more
In a world of fast-paced medical advances and with survival rates on the increase, special educational needs and disabilities(SEND)are becoming increasingly complex to address. Our course will equip you with the knowledge, skills and understanding for improving provision and engaging constructively and confidently with professionals and families of children and young people with SEND, 0-25 years.

See the website http://www.anglia.ac.uk/study/postgraduate/special-educational-needs

Studying with colleagues and experts from various professional disciplines, you’ll work closely with those who recognise the importance of ensuring quality of life and fulfilment of families’ aspirations for children and young people with SEND.

From exploring professionals’ duties and procedures within the wider societal and familial context, to the enhancement of intervention, communication and inter-personal skills, our course aims to strengthen and enrich your professional repertoire, and tackle the assumptions that it’s clear how to collaborate and maximise one another’s skills.

We believe that the full participation and empowerment of all stakeholders is key in shaping the direction of the lives of children and young people with SEND. Alongside gaining insights and a deeper understanding of perspectives and frameworks, you’ll work with verbal and non-verbal strategies to support collaboration and the intervention process for children and young people with SEND.

Specialist tutors from our respected professional training courses will bring knowledge and experiences from various disciplines. In addition to this, a week-long summer school will develop your inter-professional approaches and enhance your range of strategies while you enjoy the beautiful city of Cambridge.

Careers

Although our course is primarily aimed at those working with children and young people with SEN, it also addresses the urgent need to strengthen collaborative working. For newly-qualified professionals, our Masters degree will enhance your employability as a potential specialist for children with SEN and their families.

Where you go with our course is entirely up to you. SENCOs may wish to enhance their training and so gain a higher degree; likewise, other serving teachers and allied professionals could use it for personal and professional career advancement or perhaps a move to a related field. If you’re an international student, you may wish to use our approaches to strengthen and influence policy and provision within your home country, or possibly develop new structures and career opportunities.

Whatever your background and personal or professional agenda, and however far you wish to take your study, our course will prepare you with transferable knowledge, skills and understanding for engaging collaboratively to make a difference to the lives of our most vulnerable citizens and their families.

Modules & Assessment

Send and Disability in Context
Intervention for SEN and Disabilities
Exploring Boundaries and Practices for SEN and Disabilities
Investigating Education through Research
Postgraduate Major Project (double module)

Please note that you will need to complete all of the above core modules. This course does not have any optional modules. Modules are subject to change.

Assessment

Our course uses an imaginative range of approaches for you to demonstrate not only your developing knowledge and understanding of theoretical module content, but also your expanding skills from across disciplines for engaging and empowering professionals, families and children and young people with SEN themselves.

You’ll engage in collaborative assessments such as group presentations, alongside other methods like individual critical reflections and an extended evaluation of issues applied to your own unique context.

Our assignments have been designed to progress your learning, assessing your ability to communicate with clariyy both verbally and in written reports for a range of audiences. You’ll be expected to demonstrate an appropriate ability to meet academic conventions for Masters level study, with fluent and accurate Standard English and referencing.

Notes on modules for part-time students -

If you're studying our course part-time, you'll study the following modules in your first year:

• either The Interprofessional Context for SEN or Intervention for SEN
• Investigating Education through Research
• Exploring Boundaries and Practices for SEN.

In your second year you'll study:

• either Intervention for SEN or The Interprofessional Context for SEN
• Postgraduate Major Project.

Where you'll study

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Cambridge - Our campus is close to the centre of Cambridge, often described as the perfect student city.
http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

Additional study information -

Throughout your time on our course, you’ll be encouraged to work in study groups from diverse backgrounds. This will not only aid opportunities for making informal professional visits but also will deepen your understanding of different perspectives.

The way our course is taught has been designed for you. If you need to study at a distance, you can make use of our Virtual Learning Environment (VLE).

At the end of your first year of study, we offer a week-long summer school. You’ll be expected to attend this, and should plan accordingly when applying. If you’re an international student, we may be able to help with some of your logistical arrangements. For further advice, please speak with our International Admissions team on .

Our teaching sessions use specialist facilities and tutors from across a range of disciplines.

If you’re not in a regular work setting with access to children with SEN, you’ll be supported to find a voluntary placement, for example in a special school. This will require enhanced DBS clearance, which all students have to secure before starting this course.

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Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. Read more
Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. As an occupational therapist you will work with clients to improve function and enable them to fulfil the demands of their daily lives with greater satisfaction. You will work with people of all ages from all walks of life, in hospital, in the community, in their place of employment or in their home, and have the opportunity to work in a very wide variety of professional practice areas.

The fundamental aim of the MSc Occupational Therapy (pre-registration) programme is to enable you to graduate with a master’s degree in occupational therapy and be eligible to apply for registration as an occupational therapist with the Health and Care Professions Council (HCPC) in the UK. The Degree does not provide eligibility to practice in any other country although the degree is WFOT recognised.

HCPC approved and COT/WFOT accredited

See the website http://www.brookes.ac.uk/courses/postgraduate/occupational-therapy-pre-registration/

Why choose this course?

- Graduates from this programme will be fit for purpose, practice, and award in the UK. We enable you to develop a profound understanding of the potential for occupational therapy to promote the health and wellbeing of the population. Skills acquired will be evidenced based, innovative and give you the capacity to make a significant contribution to the profession, specifically contribute to excellence in client care and the professional knowledge base. On successful completion of the degree and 1000 hours of clinical practice education you will be eligible to apply for registration with the Health and Care Professions Council as a registered Occupational Therapist in the UK.

- Many of our graduates go on to further educational development at PhD/DPhil and professional doctorate level. We are mindful of the anticipated transformation of practice over the next 20 years as well as the changes to demographics and the political innovation resulting in the widening participation agenda. We therefore aim to attract graduate students, who are academically able, demonstrate appropriate values of self-determination, motivation and critical awareness of learning needs and show potential for leading leadership, innovation and research.

- Based in Oxford, the environment for learning is rich with diversity, culture, specialist health and social care resources, academic resources as well as close commuting links to London.

- Our programme is staffed by occupational therapists expert in diverse clinical specialities, and supported by occupational therapy practice educators from all areas of mainstream and specialist practice. Our lecturers are experienced in their specialist practice areas and have reputations for excellence with established links with colleagues, organisations and institutions at national and international level.

- This course benefits from shared and inter-professional education opportunities, in addition to profession specific ones, to develop the professional qualities and attributes for current and future health and social care practice.

- Our ongoing investment in a new technology infrastructure is enabling the teaching team to exploit successful technology-enriched learning throughout the programme. We have a large and dedicated building in Oxford (Marston Road) equipped with state-of-the-art classroom and clinical skills and communication suites and resources. We run a weekly Hand Therapy clinic and a monthly Community Occupational Therapy Assessment Clinic for the public. Students are invited to observe other qualified OT's working in these clinics.

- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, inter-professional education and collaborative practice.

- Established in 1938, we are the oldest School of Occupational Therapy in England, and have one of the best occupational therapy library collections in the country.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Teaching and learning

MSc in Occupational Therapy is taught alongside the well-established and highly-regarded BSc (Hons) Occupational Therapy.

Pre-registration Masters students will be taught alongside the undergraduate students in all occupational therapy specific modules. These will be identified with different module numbers and names to those of the undergraduate programme. This dual level teaching in classroom will provide you with the opportunity to learn the core skills and specific attributes of occupational therapy alongside the BSc (Hons) Occupational Therapy students.

However, the pre-registration Masters students are provided with an enhanced level 7 learning experience with module specific tutorials to explore a more critical and evidence based approach to the subject matter and thus develop professional competence in academic, research and digital literacy, critical thinking and personal self-awareness.

Our approach will require you to actively engage in these Masters level tutorials and become self-directed, innovative, creative and critical learners. Teaching will assist you to construct knowledge through the analysis, synthesis and conceptualisation of your learning experiences, thus developing a lifelong approach to learning. This supports employability in a marketplace that demands adaptability, continuous development and leadership.

You will have the opportunity for face-to-face and virtual learning activities. Our inter-professional module is taken alongside other health and social care pre-registration master's level students, enabling you to prepare for the interdisciplinary work you will encounter in the health and social care environment.

Working at master’s level, you will focus on developing your knowledge in occupational therapy, which is evidence-based and strongly underpinned by research.

This master's degree will:
- Enable you to be a reflective, proactive, innovative and adaptable occupational therapy practitioner, with the ability to critique research and evaluate the effectiveness of evidence in a wide variety of practice settings.

- Develop a critical understanding of the theory of occupation and teach you to challenge existing models and approaches used in occupational therapy from an informed perspective.

- Provide opportunities to develop your ability to work both independently and as part of a team in the context of social, technological, administrative and policy changes.

How this course helps you develop

This course is mapped against the University's postgraduate attributes so that all occupational therapy graduates are equipped with the skills of academic literacy, digital and information literacy, global citizenship, research literacy, critical self awareness and personal literacy. These attributes are in addition to the NHS core values of respect and dignity, commitment to quality of care, compassion, and aspiring to improve the lives of others where everyone counts and we work together for patients.

Careers

The majority of graduates from the occupational therapy degrees work as qualified and registered occupational therapists, but there are increasing opportunities to work in non-specified professional roles in mental health and community settings. There are also increasing numbers of employment roles that are not explicitly described or advertised as an ‘occupational therapist’ but match the skills specification of an occupational therapist. This is due to the changing nature of health and social care practice and the new and emerging roles and opportunities for occupational therapy.

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.

Research highlights

The Centre for Rehabilitation within the Department of Sport and Health Sciences has strong leadership in the director, Professor Helen Dawes. The Centre brings together research, education and care. It is underpinned by a strong, well-published research group, the Movement Science Group, along with clinical expertise, rehabilitation, knowledge and care of adults and children with neurological conditions. Within the Centre, staff, students and alumni across the Faculty of Health and Life Sciences are engaged in a number of research projects.

Examples of ongoing research projects within the faculty:
- Driving rehabilitation - cognitive mechanisms of driving and performance implications for clinical populations

- Fatigue management – Central and peripheral fatigue and mechanisms in clinical populations

- Dual task control in Stroke - influence on community mobility

- Efficacy of Intensive motor learning programmes – Themed (Magic) camps for children with hemiplegia

- Arts in Health Research – collaboration with Breathe Arts Health Research with research opportunities across many arts related activities

- Virtual Reality (VR) technologies – development and implementation of VR technologies in rehabilitation

- Early identification of motor and sensory processing impairments in children

- Sensory processing disorders and impact on function and behaviour in children with autism

- Measurement and monitoring of rehabilitation participation- Traumatic Brain Injury (TBI), Systematic Review of Vocational Rehabilitation for people with TBI

- Therapy for hand writing in people with Parkinson’s disease (PD)

- Monitoring movement in people with neurological conditions – mechanisms and impact e.g. head drop in Parkinson Disorder

- Physical activity impact on sleep, behaviour cognition, health and wellbeing in children with neurodisability

- Falls in people with learning disabilities – an understanding of the impact of anxiety

- A Functional Electrical Stimulation Plantar flexion System for Bone Health Maintenance in Spinal Cord Injury Patients

- Professional development Perspectives of Occupational Therapists working in the NHS and concepts of Occupational Balance, Cultural perspectives and attitude change in professional identity acquisition.

Research areas and clusters

Our staff are involved in research both independently and collaboratively.

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This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. Read more
This Special Educational Needs and Disabilities (SEND) fulltime, campus- based programme is designed for educational and health practitioners that work with, or have an interest in working with, children identified as having special educational needs and disabilities. It provides opportunities for participants to reflect on their practice, to critique the conceptualisation of disability within culture and society, and to be analytical as to SEND practices and policies.

This course is internationally focused, and examines SEND practices around the world. Students will, however, be given opportunities to experience UK schools and to engage in research at both the UK and international level.

Awards available on the SEND programme
PG Cert – 3 modules (60 credits at M Level)
PGDip – 6 modules (120 credits at M Level)
MA – 6 modules plus a 15,000 word dissertation (180 credits at M Level)

The Special Educational Needs and Disabilities (SEND) programme will enable you to deepen and extend your knowledge and understanding of educational and social theories which are related to working with children and young people with a range of special educational and individual learning needs.

The programme utilises lectures, seminars, tutorials, school visits, practical tasks, and discussions. Lectures and seminars are facilitatedby academics who are leaders in research in the field of SEND.

The programme has been designed to allow opportunities for individualisation of content to ensure that it is relevant to your professional and personal needs. As a student on the programme, you will be expected to be self-directed in your learning, and propose projects that can be practical, theoretical, or both. If you choose to pursue the MA award, you will have the opportunity to design and implement research that will allow you to gain skills in research design and methodology.

This programme is designed to supplement professionals already working in the field, or those seeking a general introduction to topics within special educational needs and disabilities. In general, this includes educators already working with students with special educational needs and disabilities, support workers in places such as a university or workplace disability service unit, a social worker or nurse providing care for persons with disabilities, someone working for a non-governmental organization dealing with disabilities issues, or a staff member of a Ministry of Education or Ministry of Health, amongst other things. This programme is not intended to be a training programme for Special Educational Needs Coordinators (SENCOs), nor will it provide specific teacher training to directly work with students with disabilities in education or health settings.

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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Working in this sector is very rewarding. Social workers help some of the most vulnerable people in society. The role provides support and assistance to a host of individuals, families and groups, from the homeless to people with learning and physical disabilities. Read more
Working in this sector is very rewarding. Social workers help some of the most vulnerable people in society. The role provides support and assistance to a host of individuals, families and groups, from the homeless to people with learning and physical disabilities. Social workers often spend their time with people – be it at hospitals, care homes or at people's homes, assessing their circumstances and building relationships.

This is both an academic and a professional qualification with all successful graduates are eligible for registration as professional social workers with the Health and Care Professions Council (HCPC). The aim of the programme is to develop practitioners who can meet the needs of the service users, carers and communities in the context of a complex and changing welfare environment. Founded on holistic, service user-centred model of care, the course produces creative, innovative and reflective social work professionals committed to working in partnership to promote well-being and make a real difference.

On MA Social Work practice-based learning complements university-based lectures, seminars and workshops, drawing on established, contemporary and innovative approaches to work with a diverse range of service users. The course is underpinned by a commitment to inter-professionalism, service-user and carer empowerment and involvement, anti-oppressive and anti-discriminatory values and evidence based practice. The course adopts a systematic approach to the development and assessment of your social work skills and includes a specific programme of social work development.

There are five core areas of knowledge and understanding relevant to social work:
- Social work services and the needs of service users
- The service delivery context
- Values and ethics
- Social work theory
- The nature of social work practice.

These areas are systematically explored throughout the course in relation to the key roles of social work, which include:
- Assessment
- Intervention
- Support
- Managing risk
- Managing your own practice
- Demonstrating professional competence.

Employment based route

It is also possible to study the MA Social Care on an employment based route (EBR). Candidates need to be sponsored and supported by their employing agency to undertake this. It is taught alongside the existing MA Social Work and the structure is the same, but students have the option of doing the dissertation in a third year and completing their qualification over a three year period.

See the website http://www.lsbu.ac.uk/courses/course-finder/social-work-ma

Modules

Year 1:
- Readiness for direct practice
This module develops practice relevant skills and awareness of the social work role and responsibilities. It will ensure that you are ready for your initial period of direct practice and to provide you with a foundation for skills development throughout the programme. Service users, carers and practitioners will be involved in the development, delivery and assessments of the module.

- Human growth and development
This module critically explores a range of human growth and development theories across the life course in order to facilitate understanding of ordinary development and the impact of life events, disability, abuse, mental health issues, drug and alcohol use on development throughout life. You will complete a series of child observations over the period of the module which provide a key opportunity to integrate theoretical knowledge with practice, and to develop reflective skills.

- Practice placement 1
70 days practice learning in practice placement.

- Social work Law
This module introduces legal context and statutory responsibilities of social workers in England and Wales. You will be familiarised with the basic principles of English Law and the systems through which the legal process operates. You will be enabled to develop a sound understanding of the key legislation relevant to professional practice. There is a strong focus on the key major current legislation Children Act (1989), the NHS and Community Care Act (1990), the Mental Health Acts (1983 and 2007) and the Mental Capacity Act (2005). The module aims to ensure that you not only understand relevant law but are also able to apply it to specific areas of practice. The module familiarises you with the powers and duties of social workers and others in relation to children and families, and vulnerable adults. It also examines the implications for social work practice of the UK legislation on discrimination and the implications of the incorporation into UK law of the European Convention on Human Rights.

- Methods and theories for practice
This module introduces the core body of knowledge clustered around the major social work theories, processes and methods. A major emphasis will be on anti-discriminatory practice, evidence based practice and critical reflection. You will learn about a range of theoretical perspectives and methods of intervention and their application in practice.

Year 2:
- Society and ethics
This module brings together selected key areas of social policy and ethics relevant to social work. There will be a strong emphasis on the use of social policy to illuminate the challenges facing and social work in contemporary British society. Using a critical analysis of the impact of neo-liberalism and globalisation the module will be a focus on the ethical dimensions of decision making and practice delivery of policy. You will be encouraged to engage with contemporary debates and controversies associated with social work and to relate your work in class, with your reading and developing practice.

- Professional capabilities in social work practice settings
This module covers the four settings of social work; disability, adults at risk, mental health and child and family. It is focused on gaining familiarity with the process and delivery of social work services, with particular regard to safe-guarding and empowering service-users.

- Communication and collaborative working

- Practice learning placement 2
100 days practice learning in practice placement.

- Limited systematic review dissertation
This module provides the opportunity to undertake a limited systematic review into a contemporary and novel topic of choice with reference to the specific profession of social work. The findings would add to the professional evidence base. Dissemination of findings by publication is encouraged and expected.

Employability

- Social work as a career
You will normally specialise in a certain group of society, such as children. Much of the work is around helping decide the level of support or protection required, responding to requests for help and working with other agencies and professionals for the best outcomes. Most opportunities are with local authorities, where salaries can vary substantially between regions - you are likely to earn more working in London. However there are also opportunities available at private care homes, charities and NHS Trusts.

A patient, non-judgemental mind-set is needed, with the ability to communicate effectively with a host of different people and gain their trust. The work demands a level of resilience and a genuine desire to help people, as some cases may be disturbing, and some people won't want your help.

- Career progression
On graduation you will be eligible to register as a Social Worker, with starting salaries ranging from £19,500-£25,000, with this possibly rising to £40,000 with experience and further responsibilities. (National Careers Service)

After qualifying as a social worker there are a variety of postgraduate professional development courses you could undertake. To find out more about what's on offer visit our online CPPD prospectus.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

This course has been developed in partnership with local authority and voluntary sector partners, with input from a wide range of service users and carers. We work in partnership with a number of London local authorities, and other organisations on both the public and private sector, who contribute to planning the programme, to learning and teaching, and to the provision of practice learning opportunities. The MA Social Work is both an academic and professional qualification.

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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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The term 'learning disabilities' is used interchangeably with 'intellectual disability' to describe those who have significant problems with learning and who need support with many aspects of life. Read more

Why take this course?

The term 'learning disabilities' is used interchangeably with 'intellectual disability' to describe those who have significant problems with learning and who need support with many aspects of life.

This distance learning course enhances knowledge and skills of graduates and experienced practitioners wishing to develop their understanding of people with learning disabilities.

What will I experience?

On this course you can:

Be taught by academics who are active researchers in learning disability
Participate in live web-based chat forums, e-conferencing, and individual tutorials, to discuss your work with lecturers and with other students
Tap into the Library’s vast selection of electronic resources or access library facilities and borrow books locally via the SCOLNUL scheme

What opportunities might it lead to?

This course provides an opportunity for those supporting children and adults with intellectual disabilities and their families to enhance their knowledge and skills, and gain an academic qualification.

Module Details

Full-time students will study all 180 Level M credits (i.e. six units) in one full year. Part-time students will normally study three units each year, and will begin to explore potential research ideas and research methodologies in the first year. All units are Level 7, 30 credits, and are core units.

Here are the units you will study (part-time students will study these in the first year):

Critical Disability Studies and Intellectual Disability: The perspective of Critical Disability Studies (CDS) is about how society and its agents respond to the labelled person's circumstances rather than how intellectual disability inhabits the person. This unit will address the relationship between workers and disabled people that CDS might call for. Here disability and intellectual disability in particular will be a standpoint or position from which to view society, in contrast to disability as a categorisation of people.

Autistic Spectrum Conditions: A Critical Approach: this unit aims to provide knowledge about autistic spectrum conditions and promote understanding of the key issues in providing support to people with autistic spectrum conditions and their families.

Quantitative and Qualitative Research Methods: This unit provides an introduction to experimental and survey-based research methods, and quantitative data analysis techniques. It covers qualitative methods for data collection and analysis, as well as to how to write research reports in both traditions.

The following units will be studied in the first year by full-time students and in the second year by part-time students:

Families and Systemic Therapy: This unit aims to provide you with an understanding of families including an appreciation of experiences of families with an intellectually disabled member. It aims to enhance your abilities to support families via theoretically informed, partnership-based empowering practices.

Research Project: The research project requires you to initiate, conduct and report upon an original piece of research. The work is conducted to deadlines agreed with a project supervisor and project must include empirical quantitative or qualitative research – data collection and relevant analysis must be included. Any statistical analysis must be both descriptive (e.g. means, standard deviations and graphs etc.) and inferential (i.e. statistical tests).

Communication and Investigative Interviewing of People with Intellectual Disabilities: This unit aims to promote communication skills and opportunities for people with intellectual disabilities and outline the status of the law concerning vulnerable adults as witnesses/victims. It aims to provide you with the opportunity to examine issues that arise when people with intellectual disabilities are interviewed as witnesses/victims of crime.

Programme Assessment

Despite its distance learning mode, this course is still extremely student focused. You will be given resources, materials, help and guidance to complete your studies to your full ability. Using our virtual learning environment you can participate in group discussions with other students in a friendly yet challenging online class environment. Plus real-time text based 'chat sessions' with lecturers will ensure you receive all the support you need for the topics you study.

You are assessed in a variety of ways to reflect the individual topics, however there are no examinations and all assessment is coursework based. Here’s how we assess your work:

Practice files
Essays
Wikis
Statistical analysis and reports
Literature reviews
A research project

Student Destinations

When embarking on this course, you may benefit from having completed paid or voluntary work with children or adults with intellectual disabilities.

Previous graduates of the course frequently make significant progress in their careers. Some are just in the beginning stages while others move on to senior manager positions and upwards. Past students have also progressed to advanced academic qualifications such as PhDs or professional doctorates.

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Looking beyond the accepted views and protocols on giftedness. For a long time we believed that smart children would make it on their own. Read more
Looking beyond the accepted views and protocols on giftedness.
For a long time we believed that smart children would make it on their own. But that’s a misconception. They can rapidly adapt to expectations and their peers, covering up their giftedness. And as a result, their talent is lost and a learning or behavioural disability could even arise. Therefore, there’s plenty for remedial educationalists to do!
Giftedness is more than IQ. Physical, musical, social and creative abilities are also involved. You will study how personal characteristics – like motivation and performance anxiety – abilities, and surroundings influence each other. You will learn how to identify the needs of a gifted pupil. You will test your gut feeling with research results. You will be critical of both your field and your own talents and talent development. You will investigate the conflict between stimulating talent and being fearful of doing so. Do we want people to excel? Do we dare to want it?
This programme will challenge you to look beyond the accepted views on giftedness. To look beyond protocols. And beyond the Netherlands. This international Master’s specialisation will train you to be a scientist practitioner. After completion you will be able say that you’re an expert in gifted education. With your knowledge and skills, you will able to work as a remedial educationalist, educational advisor, policy maker, or researcher at schools, school advisory services, (governmental) organisations and research centres.

See website http://www.ru.nl/masters/giftededucation

Why study Gifted Education at Radboud University?

- The Master’s specialisation in Gifted Education at Radboud University is the only Master’s specialisation in the Netherlands that focuses on giftedness.
- The programme works closely with the Centre for the Study of Giftedness (CBO), the only academic research institute that focuses on giftedness. Lianne Hoogeveen, head of the institute and developmental psychologist, is one of the lecturers within this specialisation. She regularly has contact with clients and uses real-life experiences as examples in her lectures.
- The expertise of the research group ensures there is a good relationship with schools, organisations and, for example, the Ministry of Education, Culture and Science. For you, this offers interesting internships, real-life case studies, relevant thesis subjects and invaluable contacts in and outside the Netherlands.
- This programme is partially or completely (depending on the choosen track) in English. Giftedness affects a relatively small group of children and it’s therefore important to see what’s happening outside of the Netherlands. An international programme as this one is ideally suited for this. Incidently, you will proof that you have a thorough command of English.

Change perspective

Do you accept excellence? From both yourself and others? What is giftedness in all its facets? After completing this specialisation you will look at talent and talent development differently. You will not only have gained new knowledge but also new insights. You will dare to view things differently. And to be different.

Career prospects

Fitting educational programmes is the new standard: there are less special needs programmes and mainstream schools must accommodate students with learning disabilities themselves. This also includes gifted pupils. This means that schools are judged on what they do with these kids. Schools need help from experts. Upon completion of your studies, you will be that expert!
Awareness is growing that we need to deal with giftedness differently. Smart children will not simply make it on their own. They need special support. Just as remedial educationalists are needed for dyslexic children, they are also needed for gifted children, to make sure these pupils get the help and support they need in the classroom. And to make sure that their talents aren’t wasted.

Job positions

With this Master’s specialisation you’ll be able to work as an remedial educationalist, educational advisor, policy maker, researcher or teacher. You can use your expertise for school consultancy at a particular school or a group of schools such as schools for gifted pupils, Leonard Schools but also regular schools that pay attention to gifted pupils. You will also be able to work for research centres, like the Center for the Study of Giftedness (CBO), the SLO, Netherlands Institute for Curriculum Development, KPC Groep and the Centre for Creative Learning.

Career orientation programme

The expertise of the research group ensures there is a good relationship with schools, organisations and the Ministry of Education, Culture and Science. When, for example, the ministry wants to know more about giftedness, they ask the Center for the Study of Giftedness (CBO) in Nijmegen. Practical questions often lead to research proposals for theses or interesting internships. That way, you’ll be able to get invaluable contacts and make a name for yourself in this field.

Our approach to this field

Excellence is a topical issue. International studies (like the PISA Studies) have shown that the Netherlands deals well with lower scoring students: the country is in the top five. But in comparison, the country does not deal well with children that score above average. Gifted children do not get the education they need and that means that a lot of talent is wasted. The government is encouraging schools to offer gifted children a fitting programme. To be able to do this, schools need help from experts. Upon completion of your studies, you will be that expert!

When you complete this Master’s specialisation, you’ll be able to analyse and investigate problems regarding giftedness and come up with suitable solutions. You will gain the following skills and knowledge during this programme:
- You will gain insight into the characteristics and problems of pupils and students in general and of gifted children, teenagers and young adults in particular.
- You will study research on gifted education and will work with case studies about gifted pupils.
- You will improve your research skills and will learn about the diagnostic and treatment of problems regarding giftedness.
- You will learn how to apply the theoretical knowledge in specific educational situations with gifted children or adolescents.

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

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This distance learning degree is designed especially for graduate students or professionals already working with children caught up in the legal system. Read more

Why take this course?

This distance learning degree is designed especially for graduate students or professionals already working with children caught up in the legal system.

Supported by academics who have research interests and expertise in child witnessing and children as suspects/offenders, this course provides a chance for you to study relevant specialist topics.

What will I experience?

On this course you can:

Be taught by actively researching academics at the cutting edge of child forensic psychology research
Participate in live web-based chat forums to discuss your work with lecturers and other students
Tap in to our Library’s vast selection of electronic resources or access library facilities and borrow books locally via the SCONUL scheme

What opportunities might it lead to?

This course provides an opportunity for those supporting or working with child victims, witnesses or suspects to enhance their knowledge and skills, and gain an academic qualification.

Module Details

Year One

Full time students will study all units in one full year.

Part time students - Year One:

You will normally study three units each year, and will begin to explore potential research ideas and research methodologies in your first year.

Here are the units you will study:

Child Development and Young Offenders: This unit discusses child development theories including cognitive, emotional, social, and sexual development and in the second half of the unit, it critically discusses the factors, prevention, and intervention strategies for children as perpratators. A summary of research on adolescent violent offenders and adolescent sex offenders is followed by a section on child suspects, criminal responsibility, and false confessions and suggestibility.

Law and Procedures Relating to Children: This unit provides an historical overview of what influenced the changes to the law that have provided the special measures to help children have greater access to the criminal justice process. It also outlines current laws and procedures in England and Wales.

Quantitative and Qualitative Research Methods: This unit introduces experimental and survey-based research methods, as well as quantitative data analysis techniques. It also covers qualitative methods for data collection and analysis, as well as to how to write research reports in both traditions.

Year Two

Part time students - Year Two

In your second year you will cover several other applied topics and carry out an independent research project relevant to children caught up in the legal system.

Here are the units you will study:

Interviewing Child Witnesses and the Detection of Deception: This unit introduces the issue of suggestibility and outlines the current advocated interview protocols for the investigative interviewing of child witnesses. It discusses Statement Validity Assessment, a technique for assessing the truthfulness of statements based solely on what is spoken by the child. The second part of this unit includes discussion of risk factors, prevention and intervention strategies for children as perpetrators.

Research Project: The research project requires you to initiate, conduct and report upon an original piece of research. The work is conducted to deadlines agreed with a project supervisor and must include empirical quantitative or qualitative research – data collection and relevant analysis must be included. Any statistical analysis must be both descriptive (e.g. means, standard deviations and graphs and so on) and inferential (i.e. statistical tests).

An option unit – the current choices are one unit from these two options:

Communication and Investigative Interviewing of People with Intellectual Disabilities: This unit aims to promote communication skills and opportunities for people with intellectual disabilities and outline the status of the law concerning vulnerable adults as witnesses/victims. It aims to provide you with the opportunity to examine issues that arise when people with intellectual disabilities are interviewed as witnesses/victims of crime.

Cognitive Behavioural Therapy: This unit outlines and discusses the efficacy of cognitive behavioural therapy. You are strongly encouraged to view this course as an introduction to the academic literature on this subject, rather than as training to be a therapist.

Programme Assessment

Despite its distance learning mode, this course is still extremely student focused. You will be given resources, materials, help and guidance to complete your studies to your full ability. Using our virtual learning environment you can participate in group discussions with other students in a friendly yet challenging online class environment. Plus real-time text based 'chat sessions' with lecturers will ensure you receive all the support you need for the topics you study.

You are assessed in a variety of ways to reflect the individual topics, however there are no examinations and all assessment is coursework based. Here’s how we assess your work:

Essays
Critical reviews
Information leaflets
Wikis
Presentation slides
A research project

Student Destinations

Many of our students are already employed or involved with children caught up in the legal system. Others, however, are new graduates and have yet to work in this environment. Whatever your experience, this course aims to enable you to have a greater understanding of many aspects concerning children as victims, witnesses or suspected offenders.

Previous graduates of the course frequently make significant progress in their careers. Some are just in the beginning stages while others move on to senior manager positions and upwards. Those yet to embark on a career have gone on to find work in related professions, such as the police. Others have chosen to complete more studies such as a social work qualification to be able to work directly with children. More recently, students have gone on to study for advanced academic qualifications.

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The PG Dip in Habilitation and Disabilities of Sight (Children and Young People) trains students to support, plan, carry out, supervise and evaluate children’s and young people’s (from birth to 25 years) habilitation skills at home, in public settings, and in educational transitions. Read more
The PG Dip in Habilitation and Disabilities of Sight (Children and Young People) trains students to support, plan, carry out, supervise and evaluate children’s and young people’s (from birth to 25 years) habilitation skills at home, in public settings, and in educational transitions.

Degree information

The programme provides students with the opportunity to benefit from our links with Habilitation VIUK (formerly MISE UK), obtaining a qualification that matches the initial quality standards-based registration requirements for habilitation practitioners in the UK. Students work with eminent practitioners in the field of visual impairment, gaining experience of working in a variety of habilitation settings and environments.

Students undertake modules to the value of 180 credits. The programme consists of four core modules (45 credits).

Students are able to exit with a Graduate Certificate on successful completion of modules one and two (taken in this order and worth 90 credits) and all other first-year assessment elements. No optional modules are available.

Core modules - passes in all four core modules, taken in order, and successful completion of all the various assessment elements of the programme are required for an overall pass for the programme.
-Policy and Practice in Habilitation Studies
-Habilitation in Educational Contexts and the Extended Curriculum
-Habilitation at Home, In Public Contexts and During Transitions
-Habilitation, Professional Practices and the Service Setting: The Extended Assessed Placement

Teaching and learning
Both face-to-face and virtual learning environment elements will inform the pattern of teaching on the programme. It is assessed by written assessments, coursework assignments, practical skill assessments, skill observations, self-videoed practical assessment activities, presentations, placements, and a portfolio which is matched against the Quality Standards for Habilitation Work with Children and Young People (2011).

Placement
Modules three and four involve an extended training/teaching placement.

Careers

Graduates of this programme are currently working as habilitation specialists and assistants in local authorities for sensory services, consortia or sensory impairment services for national and local visual and sensory impairment-related charities.

Employability
Graduates of this programme work across agencies such as local authorities, schools, and charities to support and develop the habilitation (mobility and independence) of children and young people who are blind or partially sighted.

Why study this degree at UCL?

This programme has been matched against the National Occupational Standards for Sensory Services of the CWDC (2009) and has been developed with the support of the DfE, RNIB and Habilitation VIUK. It takes trainees from the basics of habilitation up to the standard needed for registration as an Habilitation Specilaisit with HabilitationVIUK.

Successful completion of the Graduate Diploma, followed by a probationary year, is a registration requirement of the UK Habilitation Professional Body, Habilitation VI UK.

Introductory Braille sessions are available for those not already qualified.

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The MSW in Social Work is a 2-year, full-time, postgraduate degree course. The qualification is recognised throughout the UK and it’s expected that in due course it will meet the criteria for recognition in the EU and elsewhere overseas. Read more

Why this course?

The MSW in Social Work is a 2-year, full-time, postgraduate degree course.

The qualification is recognised throughout the UK and it’s expected that in due course it will meet the criteria for recognition in the EU and elsewhere overseas. The course is based on the Standards in Social Work Education (SiSWE) and is to be validated by social work's professional body in Scotland, the Scottish Social Services Council (SSSC).

The course provides a stimulating blend of university-based teaching and agency-based learning opportunities across both years.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/socialwork/

You’ll study

You'll undertake a range of taught modules, a dissertation and assessed placements in a range of social work service settings.

Work towards the Masters dissertation is mostly scheduled for the period beyond Year 2 of the programme. You’ll be told of the arrangements during year 1.

Teaching staff

The School of Social Policy and Social Work has a long and rich tradition of education, research and consultancy in social work. It brings together a staff group with extensive experience in the varied areas of social work practice i.e. children and families, criminal justice social work and community care.

Facilities

The Centre for Excellence for Looked After Children in Scotland (a multi-million pound development funded by the Scottish Government to support research and training in residential child care), the Centre for the Child and Society, and Community Care Works are all based within the School and contribute to teaching in the course as well as to research and consultancy.

Relevant work experience

We normally expect you to have had at least six months full-time work experience, or its equivalent in part-time work, at the point of the application.

We’re more concerned with the quality of experience than whether or not it’s paid. It’s useful to think about experience in three dimensions - duration, range and depth. While longer and more diverse experience is of great value, depth (or quality) is perhaps more important since this is what allows learning and professional development. Often experience is "deeper" in contexts where supervision is offered regularly, allowing for in-depth discussion in practice issues and dilemmas. Undertaking relevant reading and training while working often helps people to "deepen" the quality of their work experience.

- Criteria for work experience
The following indicate the kinds of criteria we look at in considering the relevance and suitability of your work experience:
- does it involve direct contact with people either as service users e.g. individuals, families or groups where the focus is on helping them live with or manage major difficulties in their lives, or in stimulating collaborative ventures to seek social change?

- does it develop critical awareness of the range, depth and complexity of social and personal problems and the variety of individual and agency responses which can address these?

- does it develop basic knowledge of the functions of social work, social care and/or community development agencies?

- does it develop skills in helping other people in difficulty e.g. skills in identifying and assessing problems, jointly planning and supporting a response to them or coping with stress?

- does it provide opportunities to reflect on, and take action to combat, discrimination and oppression in people's lives?

- does it generate an awareness, and an ability to act in the light of the value dilemmas involved in both helping activities and social change activities e.g. reflecting on the tensions between individual rights and freedoms and collective social obligations?

- Relevant work settings:
- work may be undertaken in a wide variety of settings e.g. community-based offices, residential provision, day care services, community organisations.
- work may be carried out with a range of client groups. These will commonly be people who experience various forms of disadvantage.
- it should be supervised by a member of staff of the status and experience to provide a reference indicating suitability for entry to social work education.

Personal qualities

The kinds of personal qualities which we look for in an applicant include:
- the ability to convey genuine warmth and interest in people
- an ability to see strengths and potential in even the most difficult circumstances and people
- a genuine interest in difference and diversity and an obvious ability to adapt and change
- a willingness to question conformity and risk discomfort in challenging attitudes which encourage discrimination and complacency
- the ability to support people who live with difficult, sometimes worsening circumstances
- an ability to help people set and follow their own agendas while being capable of asserting your authority where their welfare requires it
- being level-headed and helpful in the face of people's distress, pain and anger, even when it's turned on you
- a quiet confidence in your own ability and the capacity to argue and defend your views in a constructive way
- satisfaction in helping manage and, where possible, resolve conflict, but never at the expense of sacrificing the interests of vulnerable people
- taking enjoyment from both using your own initiatives as well as working accountably as part of team
- the ability to accept constructive criticism and learn from your mistakes
- a passion to fight for the rights of disadvantaged people

Communication skills

The communication skills which we would expect all applicants to demonstrate would include the capacity to:
- engage appropriately with a wide range of people
- communicate expressively, fluently and convincingly in verbal and written form
- understand, calculate and present accurately, basic numerical and financial information
- possess at least a basic understanding of information and communication technology and be able to acquire sufficient competence by the end of year 1/level 1 of the course

Age

There are no specific age restrictions for undertaking the course although funding bodies may impose an upper limit. Employability on course completion is a factor in selection.

Professional suitability

All entrants must register with the Scottish Social Services Council (SSSC) and meet suitability criteria regarding offending history, employment record etc.

Overseas students

As with home students, overseas applicants should be able to demonstrate their motivation, aptitude and preparedness for social work training. You must have substantial relevant paid or voluntary work experience. In addition, you must have a recognised degree or an equivalent qualification.

Application for entry to the course must be made through UCAS. The subsequent selection process is broadly the same as for UK and EC applicants. However, in order to ensure that applications from out-with the UK are given full consideration it is advisable that in addition to applying to UCAS you should send additional information directly to us. This should include:
- detailed information about degrees held and the awarding institution(s)
- where English is a second language please provide information about your levels of proficiency in English
- details of work experience, with particular reference to the aspects referred to in the guidelines on work experience
- a statement about reasons for wanting to study in the UK
- financial arrangements for meeting the cost of tuition fees and living expenses during the two year course
- an indication that you would be available to come to the UK for interview. Applicants who are not able to come for interview may be asked to supply additional written material and/or references.

Learning & teaching

The teaching and learning approach is student-centred and aims to promote reflective learning. Our key approach is problem-based learning which is universally recognised as an effective way of developing the critical thinking and problem-solving skills needed by busy professionals.

The course is taught through lectures, seminar groups, simulations and individual skills rehearsal with a commitment to use interactive e-learning wherever relevant. At the heart of the course is practice learning in social work service agencies with formally assessed placements being undertaken in both years.

Assessment

Our assessment methods consist of regular feedback on specific tasks related to teaching and learning as you work through a module.

Modules are formally assessed in a range of different ways, including essay, report, presentations and peer group assessments.

Careers

Qualified social workers are increasingly valued. Promotion and career development opportunities are excellent. Social workers can be found in:
- Local authorities - from main-grade workers to directorate level. Social workers will be providing, managing, purchasing and organising services to people with very diverse needs across the life span in different settings

- Voluntary organisations - at all levels, usually working in relatively specialist ways with children and young people with particularly challenging needs, as well as vulnerable adults, especially those with learning disabilities and those affected by mental health issues. Settings and contexts vary as widely as in local authorities.

- Private sector - often at senior practitioner and management level with services focusing on home-based support to vulnerable adults and residential services to older people as well as foster care support and services to people with offending histories.

- Central government - experienced social work managers advise and support ministers in monitoring and developing social work services.

- Social work regulation - a range of independent bodies, like the Care Inspectorate and Scottish Social Services Council employ social workers at a senior level to lead and manage registration and inspection of social work services to ensure they meet appropriate standards.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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Mental health nurses care for people suffering from various mental health conditions and their family and carers to offer help and support in dealing with the condition. Read more
Mental health nurses care for people suffering from various mental health conditions and their family and carers to offer help and support in dealing with the condition. Although it can be demanding and intense work, it can also be exceptionally rewarding.

Mental health nursing is a constantly evolving field, with as many as one in four people believed to experience some mental health condition each year. The Mental Health Nursing programme at LSBU is designed to equip you with the skills and competencies to meet the challenges of providing effective mental health care.

Throughout the course, you will gain practice experience in a wide range of in-patient and community settings, reflecting the diversity of mental health specialties. This could include acute psychiatry, child and adolescent mental health, forensic psychiatry, eating disorders, addictions and rehabilitation.

This course equips you with the skills to work in a diverse range of mental health nursing roles across a range of settings, including the NHS and the private health care sector.

You will be compassionate with lots of patience and the ability to remain calm under pressure, with reserves of mental stamina. Exceptional people skills, communicating clearly with people from different backgrounds is essential. The main resource mental health nurses have to draw upon is themselves and how they engage effectively with service.

You can choose to study Mental Health Nursing at our Southwark campus based in the heart of London or at our Havering campus in Harold Wood, Essex.

See the website http://www.lsbu.ac.uk/courses/course-finder/mental-health-nursing-pre-registration-pgdip

Modules

You will be taught separately from the three-year undergraduate students and will study the following:

Year 1:
- Applied biological and pharmacological sciences for nursing
This module introduces biological and pharmacological sciences and applies this to the chosen field of nursing.

- Frameworks and concepts for mental health nursing
This Module introduces mental health service provision. An exploration of the frameworks for care and underpinning philosophies will enable you to appreciate and develop your knowledge and skills in holistic and inclusive assessment and care planning across the service users' personal recovery journey.

- Public health and well-being
This module explores national and international health policies and examines the broader social, economic, environmental and political factors that impact health and well-being. It allows you to investigate issues that have an impact on the health of individuals and communities, recognising the importance of supportive social, physical and cultural environments to promote health and well-being. The experience of mental health, physical illness and learning disabilities will be explored within the context of children's and adults lives and the impact these may have on physical and mental well-being

Year 2:
- Best practice in mental health nursing
Practice to service development and change. It also aims to enable course members to make the transition from students to registered mental health nurses.

- Working with complex presentations
This module builds on Year 1 of the programme. Having established an in-depth knowledge of common mental health presentations, assessment, intervention and evaluation You are now required to consider more complex presentations. The focus will be on the student developing the required knowledge and skills to manage effectively the varied and sometimes conflicting demands which arise out of complex situations across the life span and differing services. The emphasis will be on effective assessment and management of risk, where a critical understanding will develop of the complexities inherent in service user need, service provision and the emerging process for decision-making.

- Politics and leadership
Exploration of the process of health care policy making and realising leadership potential. Studying this module should help you to appreciate not only what is involved in leadership, but also how each individual nurse can make a contribution to the leadership within their area of practice.

- Dissertation (optional)
This module provides you with the opportunity to undertake original enquiry in a chosen area of professional practice. Through the preparatory learning set you will be able to consolidate and extend your knowledge and understanding of research and evaluation design and associated methods of enquiry. You will be supported to develop the practical skills necessary to plan and carry out your chosen project. The preparatory learning set will address ethical and governance issues and processes relevant to your project.

Employability

This course will equip you with the skills to work in a diverse range of mental health nursing roles across a range of settings, including the NHS and the private health care sector. Successful completion of the course fulfils the requirements for graduates to be able to register with the Nursing and Midwifery Council (NMC) as a Registered Nurse - Mental Health. Recent graduates from this course have gone onto a range of nurse practitioner roles within mental health nursing.

Role and responsibilities

Day-to-day, the work broadly involves working in the community and hospitals taking on a variety of tasks – from giving patients medication, to assessing and supporting a patient's needs.

With experience, there are multiple opportunities for specialisation as your career progresses – such as: alcohol or substance misuse, forensic psychology, psychotherapeutic interventions or working with offenders.

Working hours and salary

Hours can be demanding for Mental Health nurses. Long shifts, unsocial hours and possibly being called to work at the last minute are all common. Salaries start around £21,000. However, with career progression and developed experience this can extend to well over £50,000. (Prospects)

Career progression

As a graduate from this course, you will be able to apply for further study at postgraduate level. Once you gain a significant level of professional practice experience, you will be able to consider our part-time MSc Cognitive Behaviour Therapy and MSc Mental Health Practice (Older People). Find out more about these courses through our online CPPD prospectus.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Placements

- Time spent on placement
During the course you will spend 50% of your time involved in academic study and 50% in clinical practice within a broad variety of healthcare settings. A clinical practice placement allows you to put theory into practice by working with a range of health professionals in clinical situations to develop the skills, knowledge and experience required to become a competent nurse. Although sometimes initially challenging, practice learning is one of the most interesting and exciting aspects of learning to be a nurse.

Clinical settings

At LSBU you will experience a variety of clinical settings such as NHS acute Trusts, community placements, independent sector and voluntary sector organisations.

Examples of current placement areas:
- Camden and Islington NHS Foundation Trust for students based at our Southwark campus
- South London and Maudsley NHS Foundation Trust for students based at our Southwark campus
- We are proud to be the only provider for the North East London Foundation Trust (NELFT). Havering students are placed at this Trust

Structure of placements

Placements are spread over the two years:

Your first clinical placements are designed to introduce you to working in a professional setting and to develop essential care and basic assessment skills, infection control and learn about safeguarding vulnerable people.

You will then build on this experience and take on more responsibility, progressing your clinical reasoning skills and begin to look after small groups of patients making confident, proactive decisions for their health and management with less supervision.

You will also be able to choose a speciality (e.g. working with Clinical Nurse Specialists, specialist services or independent and 3rd sector providers), or a different context of care (e.g. prison, private health care facility, social care, charity, hospice etc.), or a lived experience of a certain condition (e.g. charity work, carer shadowing, etc.)

Supported by a mentor

Whilst in the clinical placement we ensure our nursing students receive continuous support and guidance from a dedicated mentor and practice learning teams made up of lecturers and practitioners.

Facilities

Counselling and Communication Suite:
Our counselling and communication suite is the ideal place for Mental Health students to role play realistic work-based scenarios. It contains two adjoining rooms with a one-way window and audio link, that allows students to practice one-to-one situations with 'clients' while they are monitored by teaching staff in the adjoining room.

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A letter of intent written by the applicant, discussing why you wish to develop your knowledge and skills in the field of special education, in addition to the personal attributes you possess that will help you meet the challenges of the graduate program. Read more
• A letter of intent written by the applicant, discussing why you wish to develop your knowledge and skills in the field of special education, in addition to the personal attributes you possess that will help you meet the challenges of the graduate program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.
• Submission of a teaching certificate, indicating preparation in general education curriculum at the level of the program for which application is being made.
• Certain coursework may be required as a component to individual admission, as determined at the time of application.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Special Education is recognized by the Council for Exceptional Children and accredited by NCATE. All programs are registered with the New York State Education Department and lead to initial certification in one of the following three areas: Early Childhood (Birth-Grade 2), Childhood (Grade 1-6), or Adolescent (Grade 7-12). Please note that students may also receive certification at both the Early Childhood and Childhood levels. Program start date: Fall.

Required Program Courses
Minimum of 36 credit hours

SPED 601, Characteristics of Learners with Mild/Moderate Disabilities
SPED 607, Educational Research: Critical Issues in Special Education
SPED 609, Field Experience I
SPED 612, Technology in Special Education
SPED 637, Diagnosis and Assessment of Educational Disabilities
SPED 638, Teaching Reading for Students with Special Needs
SPED 640, Behavior Management for the Special Educator
SPED 649, Field Experience II
SPED 650, Collaborative Consultation with Professionals and Parents
SPED 669, Practicum
SPED 670, Culminating Experience

Program Specific Course Requirements: 6 credit hours

Early Childhood (Birth – Grade 2):
SPED 648, Strategies for Early Childhood Special Education
Elective Course selected with advisor approval

Childhood (Grades 1–6):
SPED 646, Strategies for Teaching Elementary Students with Disabilities
Elective Course selected with advisor approval

Adolescent (Grades 7–12):
SPED 646, Strategies for Teaching Elementary Students with Learning / Behavioral Disabilities
SPED 647, Strategies for Teaching Secondary Students with Disabilities

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

Students enrolled in this selective program complete their course- work with the same peer cohort, affording them a unique opportunity to build relationships and collaborate with fellow students throughout the program. Small class sizes and a dedicated faculty fosters positive relationships. Students also have the opportunity to gain direct hands-on field experiences with students with disabilities under the mentorship of the classroom teacher and college supervisor. Part-time study is available.

Testimonials

“The thing I valued the most about the program was how the faculty treated us all like individuals. They knew us on a per- sonal level and worked to assist us all in gaining the knowledge and skills we need to work with the population of students we intended to teach. I felt that my opinions were respected. My personal experiences were valued and welcomed by the faculty to help our diverse group truly understand that we all had very different backgrounds and could learn so much from each other.”

“My favorite thing about the program was the small classes and the personal attention that I got in regards to my academics. Whenever I needed help, there was always someone there willing to help. I also really enjoyed how much technology is stressed in the program.”

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The MSc in Intellectual & Developmental Disabilities offers a contemporary programme of study for a range of professionals/practitioners/ carers working in the field of intellectual and developmental disabilities. Read more
The MSc in Intellectual & Developmental Disabilities offers a contemporary programme of study for a range of professionals/practitioners/ carers working in the field of intellectual and developmental disabilities. The MSc in Intellectual & Developmental Disabilities programme is a direct response to recent public interest and government agenda of reducing premature death, improving care & treatment and enhancing the health and wellbeing of people with intellectual and developmental disabilities.

The course is typically expected to take between 2 and 6 years to complete.

This MSc programme is part of an overarching Wellbeing Framework at the University of Hertfordshire. It includes 4 discipline specific programmes to suit those working in:
-Social Practice and Wellbeing
-Mental Health and Wellbeing
-Children and Young People’s Wellbeing
-Intellectual and Developmental Disabilities

The inclusion of MSc in Intellectual & Developmental Disabilities within the overarching MSc Wellbeing Framework addresses the need to offer postgraduate development that reflects contemporary workforce requirements in terms of integrated/transdisciplinary working arrangements. This is in line with changing workforce needs to provide a clear pathway for postgraduate development and It recognises our unique position in responding to emergent collaborative working practices across health, social care, private, voluntary and independent boundaries. This innovative framework has been co-produced with key stakeholders and service users with lived experience and reflects the emerging impetus for collaboration in both design and delivery of the programme.

Why choose this course?

-The MSc framework structure will provide opportunities for all course participants to undergo a collaborative/multi-professional/Integrated learning experience
-Listening to the voice of service users and their families will be a key feature of the programme. This will include the co-production and delivery of teaching and learning experiences with service users, families, professionals and carers
-The programme fully intends to promote wider participation of applicants irrespective of their age, gender, race, disability and professional background
-Co-production and service user voice are foundation principles of this programme. Education has an intrinsic part to play in wellbeing generally but education for those involved in services as recipients or providers has never been more important as the academic and practice discourse about achieving better outcomes recognises the need for truly integrated working and service user centred care at all levels of engagement

Careers

This programme is intended to enhance the knowledge, skills and attributes of course participants to embark on careers in the following areas of practice:
-Advanced nurse practitioner in integrated community learning disability teams
-Senior social work practitioner in integrated community learning disability teams
-Senior practitioner in transition teams for people with IDD and Children &Adolescent Mental health Services
-Managers in the NHS, social services and PVI organisations that provides a service to people with IDD
-Lead practitioners in public and private services
-Special needs education teachers
-Approved Mental Health PractitionersTrainer/Academic in education and training organisations
-Commissioning bodies

Teaching methods

In response to stakeholder feedback there is an emphasis on blended learning in the programme. Scheduled online learning will be incorporated into all the core framework modules. There will be extensive use of cross discipline action learning sets in class and outside of class. The flipped classroom approach will be key to preparation for many of the sessions in order to facilitate full and active classroom participation that deepens and expands learning.

Structure

Modules
-Applied Health and Social Care Law
-Autistic Spectrum Conditions
-Best Interests Assessor
-Concepts and Theories of Wellbeing
-Dissertation
-End of Life Care for Service Users with Learning Disabilities
-Integrated Working for Intellectual and Developmental Disabilities
-Integrating Research with Professional Practice
-Psychopharmacology and Medicines Management
-Safeguarding : Working with Risk and Opportunity

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Our PGCE Primary Education with QTS programme is a school-based partnership, combining on-campus study with training in placement schools and settings. Read more
Our PGCE Primary Education with QTS programme is a school-based partnership, combining on-campus study with training in placement schools and settings.

The PGCE will train you to teach across the 5-11 age range in Key Stages 1 and 2 and achieve the Teachers’ Standards. You will receive a high quality training experience and learn the latest approaches and strategies necessary to fully prepare you for your first year as a Newly Qualified Teacher (NQT).

During the programme you will study a breadth of subjects, including all of the National Curriculum subjects. Through a focus on evidence-based research, you will specialise in one of the following: Computing; English; Humanities and Creative Arts; Mathematics; Modern Languages; Physical Education; Science; Special Educational Needs/Disabilities. We strongly recommend an early application as there is high demand for places.

What will I study?

This PGCE consists of three main elements.

- Academic and Professional Development – gaining knowledge of how children learn and how their needs differ, you will develop the core skills of planning, assessment, teaching and classroom management. You will also gain an understanding of the education system, consider the wider professional role of a teacher, and learn how to reflect upon and take responsibility for your professional development;

- Curriculum Subject Knowledge – working with expert tutors, you will acquire essential subject knowledge for the Primary National Curriculum. Exploring a range of teaching methods, including the use of ‘new’ technologies, you will be guided in how to provide children with stimulating, imaginative and effective learning experiences;

- Specialism – you will identify a specific focus of personal interest relevant to current issues, initiatives and discussions within your chosen specialism. You will conduct a literature review and develop proposals for school improvement.

How will I study?

A combination of academic study, group discussion and reflection, together with practical, work-based learning in the classroom will give you the knowledge and skills you need to become an excellent teacher. A substantial amount of face-to-face contact time with specialist tutors will be facilitated across all Primary National Curriculum subjects. You will be supported by online and distance learning materials and encouraged to develop key skills, including the use of technology, to support your own learning.

You will also spend a significant amount of time in schools in a variety of Key Stage 1 and Key Stage 2 classes during the programme. Progressing from teaching small groups with a partner to teaching a full class on your own as you become more confident in the classroom, you will observe outstanding teachers in action and learn from high quality training in schools.

Undertaking a range of differentiated training experiences closely linked to your individual targets, you will develop your role as a classroom teacher, assuming greater responsibility for the class as you move through the programme.

How will I be assessed?

A balanced combination of coursework and observed classroom experience will be assessed against the Professional Standards for QTS.

You will also complete:

- Edge Hill subject knowledge audits in English and Mathematics;
- A Career Entry Development Profile (CEDP) which serves as a bridge between your PGCE programme and your Induction Year as a Newly Qualified Teacher.

Who will be teaching me?

You will be taught in University and on professional practice in schools by a range of highly qualified and experienced teachers and tutors who are dedicated to excellence in Primary education and who will model high quality practice to enable you to develop your own teaching style.

What are my career prospects?

Successful completion of this programme will allow you to gain a recommendation for QTS and progress onto employment as a Newly Qualified Teacher within a Primary school.

Our graduates obtain work in schools across the UK and abroad and we offer excellent support to help you gain your first teaching post. You will have an ability to teach in Key Stage 1 or Key Stage 2 in Primary schools, a strong knowledge of Primary education and excellent classroom skills, so that you meet and exceed the national standards for Qualified Teacher Status.

You will also have a thorough understanding of how to teach the Primary curriculum in creative ways that excite and stimulate children whilst ensuring that they make good progress. In addition, you will have comprehensive knowledge of your specialist subject and be well placed to take a leadership role in school. Skills in monitoring and managing your own development, together with an ability to reflect on alternative approaches to education, will help you to make your own informed choices and aid your career progression.

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The Master of Social Work (MSW) is a 21 month programme that prepares graduates for professional social work practice with children and families, and with adult service users. Read more
The Master of Social Work (MSW) is a 21 month programme that prepares graduates for professional social work practice with children and families, and with adult service users. It is run in partnership with local service providers in the statutory and voluntary sectors, and with service users and carers who contribute to all stages of the programme. Following successful completion of the MSW students are eligible to apply to the Health and Care Professions Council (HCPC) for registration as a social worker, a protected title in the UK.

The Durham MSW offers excellent learning experiences facilitated by leading social work researchers and educators, including academics and social work practitioners as well as children, young people and adults who have experience of accessing social work services. The first year of the programme includes opportunities for joint learning with students undertaking MAs in ‘International Social Work and Community Development’ and ‘Community and Youth Work’. We have strong partnerships with a wide range of practice agencies offering high quality placements. Durham MSW graduates have excellent employment prospects.

Course Structure

The MSW is structured around seven modules designed to meet the academic and practice learning requirements for a degree in social work.

Year 1

-Social Work in Practice (40 credits)
-Social Work in Context (40 credits)
-Professional and Personal Development (30 credits)
-Social Work in Practice 1(50 credits)

Year 2

-Research in Professional Practice (45 credits)
-Advanced Social Work (30 credits)
-Social Work Practice 2 (70 credits)

Learning and Teaching

The MSW is full time, starting in early October and continuing over 21 months. The programme does NOT run to university terms. There is approximately twelve weeks vacation including public holidays, during the course of the whole programme. In Year 1 the first four months are spent developing the necessary knowledge and skills to prepare you for your first practice placement of 70 days. In Year 2 you undertake a 100 day placement with a different service user group and in a contrasting setting where you will gain experience of statutory interventions in social work. Practice placements provide the opportunity to develop a range of skills set out in the Professional Capabilities Framework. You also extend your skills in linking theory, policy and practice with children and adults, and undertake a research dissertation.

Assessment
Modules are assessed through essays, observation studies, project reports, case studies, group and individual presentations. Knowledge and understanding of social work law and policy is assessed in a take away exercise. Before embarking on the first placement, all students undergo a practical assessment of their readiness for direct practice. Practice placements are assessed by a practice educator and through critically reflective accounts of case studies of work with individuals, groups or communities. Research in Professional Practice is assessed through a 10,000 word dissertation.

Practice Placements
Placements normally take place in the north east region and students are required to travel independently to these.

Other admission requirements

-GCSE Mathematics and GCSE English grade C or above, or equivalent, at the time of application.
-Applicants must have sufficient recent experience (in employment, as a volunteer, as a service user or carer) in a social care, health care or related voluntary setting to be able to demonstrate an understanding of the capabilities of a social worker as indicated at the entry level of the Professional Capabilities Framework. As a guideline, this period of experience is unlikely to be less than six months.
-Applicants for whom English is not a first language will be required to demonstrate evidence of English Language Competence equivalent to IELTS 7 with no element less than 6.5.

You will also be required to:
-Attend an interview*.
-Demonstrate fitness to undergo social work training.

A. At the interview stage you are asked to declare any health conditions or disabilities that may affect your ability to undertake a practice placement safely and effectively.
B. Upon acceptance of a firm offer on the course, you are asked to complete an occupational health screening in line with national guidelines agreed with relevant professional bodies.
C. Provide evidence that you do not have a criminal record that might restrict your opportunities to work with children or vulnerable adults. Candidates will be required as a condition of admission to undertake, or provide evidence of, a current DBS check.

*Candidates who are based overseas and cannot attend an interview in person may be interviewed remotely and should contact the admissions secretary if necessary to seek advice.

The Admissions Tutor gives equal consideration to all applications received before the UCAS January deadline, in accordance with UCAS regulations and University policy. However, we start assessing applications and interviewing from November onwards, in order to meet the required timescales. It is, therefore, advisable to make an early application.

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