You will gain an insight into how to use CBT creatively and collaboratively with clients and how to assess, formulate, provide interventions and evaluate your work with clients. This course focuses on interventions with clients who have anxiety and depression right through to people with addictions, personality disorder and schizophrenia as well as other complex needs. There are opportunities to study new developments in CBT, family interventions and how CBT is used with people who have physical health issues.
This course runs part-time for half a day per week over three years, or full-time for two half days per week.
Depending on your level of experience and professional interests you can choose to study a variety of modules.
Learning is delivered via blended learning methods including seminars and master classes, critical analysis of case studies, relevant literature and research and reflection on practical applications. Use of video/audio, role play and skills assessment are essential to this course in years one and two to ensure competency of the student in practising CBT. The use of Blackboard as a learning resource is also an important element in all of the modules on the course. It is anticipated that a generous part of this work will be focused on enhancing self-awareness and using CBT tools and techniques on the self using self-help texts and interactive activities. It is anticipated that if the students can use some CBT tools on themselves that this increases self-awareness of their own interpersonal issues and also assists in practicing methods on themselves prior to using these with clients.
Find out more about certain aspects of counselling with our short two minute psychotherapy lectures from Dr Mark Widdowson, lecturer in counselling and psychotherapy at the University of Salford.
This Masters has been designed to meet the growing need for people to have the skill set to work with clients with complex needs or mild to moderate mental health issues.
Many of our students already have jobs, but inform us that this course enhances their level of employment, or offers a new career pathway. Examples of job titles in the NHS are CBT lead for mental health trust and cognitive behavioural psychotherapist/therapist.
This course has been created after request from the North West Strategic Health Authority. Some students will be able to use the Service Level Agreement to fund these modules. Other students will self-fund or request funding from their employer.
If you are an education or allied health professional who works with children and young people, this course may be of interest. It will equip you to support children or young people with additional support needs/ special educational needs to access the curriculum and participate in school life through enhanced collaborative working. On this course, you will:
In the context of this course, ‘pupil/s’ are defined as children or young people who are attending school (this can be within early years, primary or secondary school, in mainstream or special school settings). These pupils have additional support needs, which are currently, or could be in the future, supported by the direct or indirect assistance of education and therapy staff working collaboratively. Additional support needs or special educational needs could include challenges in the areas of:
Critical evaluation of collaborative practice issues in relation to inclusive learning are central to the course. You will also have the opportunity to identify and advance practice in collaborative working and inclusive learning in schools though development of a proposal for a work-based project.
This course supports continuing professional development of education and health professionals working with children and young people, through gaining postgraduate credit.
Teaching is comprised of a combination of lectures, group exercises, projects and online discussion. A fully online (distance) option is also available. Methods of formative assessment include evaluation of critical incidents, case studies, work based projects, self appraisal and/or reflective reports, and online discussions and postings. Summative assessments comprise written assignments submitted at the end of each module. Normally, there are less than 20 students on this course. This ensures that individuals receive excellent support and benefit from sharing their experiences with like-minded professionals.
The usual timescale for completion is two years. Class contact at QMU or online (distance) learning options are available. If you choose to study with class contact, course content will be delivered through two to three Saturdays and occasional Wednesday evening sessions with additional online activities. For online (distance) learners there is no class contact and modules are accessed using Queen Margaret University’s virtual learning environment comprising self directed study and online activities. Online (distance) learners and classroom learners will collaborate together using the same virtual learning environment.
Evidence Informed Inclusive Learning (15 credits)/ Enabling Effective Collaborative working (15 credits)/ Working Together in Action (30 credits)
This course is particularly beneficial to teaching staff as part of their Professional Update. The course supports Allied Health Professional career development in line with Health and Care Professions Council (HCPC) standards, professional body standards and the NHS Knowledge and Skills Framework. This programme meets the needs of staff who want to enhance their knowledge, understanding and practice, and to develop their understanding of contemporary theories at a masters level, meeting requirements for career progression. This course aims to recruit those who wish to develop expertise and skills in their personal practice and/or those who are working in, or wish to progress towards, positions of expertise with responsibility for leading innovation in collaborative working with partner agencies.