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This course is designed to help nurses, social workers, teachers, counsellors and other health professionals develop their knowledge and increase the effectiveness of their work with families, couples and individuals. Read more
This course is designed to help nurses, social workers, teachers, counsellors and other health professionals develop their knowledge and increase the effectiveness of their work with families, couples and individuals.

It is built on the theoretical and practice frameworks established in the foundation year, and is both an intermediate year of training for systemic psychotherapy and end-stage training for the systemic practitioner.

This course is delivered in partnership with the Institute of Family Therapy in London.

Choose Intermediate Systemic Practice with Families and Couples PgCert and:

• Study professional contexts and the way in which they relate to work with clients, learn about ways of working which meet the needs of disadvantaged client groups, and investigate the legislative frameworks practitioners have to work with
• Explore issues of difference and the promotion and development of anti-oppressive practice which are central to the course’s philosophy and permeate all aspects of your learning
• Develop your familiarity with and confidence in employing approaches that are encompassed by systems theory
• Gain a wide range of critical skills through reading, discussion, student presentations and reviews of current research
• Benefit from a critical approach to theory and practice in the light of inequalities and your clients’ differences in relation to race, class and gender.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/intermediate-systemic-practice-with-families-and-couples

Course detail

This course equips participants with a systemic approach to working with individuals, couples and families at intermediate level. About one third of our students finish at this level and add the skills to their professional practice, as a systemic practitioner. About two thirds of our students continue to the MSc in Systemic Psychotherapy.

The inclusion of a wide range of systemic approaches has been considered an important characteristic of our courses across the two courses and the four years of the training. It is part of the philosophy of the course to encourage a critical approach to theory and practice in the light of inequalities and differences of race, class and gender, and to encourage an anti-oppressive approach to working with clients. Developing self-reflexivity, the awareness and utilisation of the person of the practitioner in action, is also a core aspect of the course.

Modules

• Intermediate Systemic Skills With Families And Couples (ASS049-6) Compulsory
• Intermediate Systemic Theory With Families And Couples (ASS048-6) Compulsory

Assessment

The course is composed of graded and pass/fail elements of assessment. The pass/fail assessments do not contribute towards your overall mark, but must be completed to a pass standard. There are two pass/fail elements: your log of 60 hours of systemic practice, and your reflective journal which charts your journey through the course.

Careers

On successful completion of the course you can use the title `Systemic Practitioner. This is a title recognised by the Association of Family Therapy and Systemic Practice and is highly regarded by employers in social care, education and the voluntary sector.

Funding

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

How to apply

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

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The masters in counselling award provides a framework for theoretical understanding and skills development in the application of a systemic approach to working with individual adults and children, couples and families as well as supervision of counselling practice. Read more
The masters in counselling award provides a framework for theoretical understanding and skills development in the application of a systemic approach to working with individual adults and children, couples and families as well as supervision of counselling practice. Alongside these frameworks, students can enjoy a detailed analysis of models and practices in supervision, including an understanding of wider systemic influences that impact practice.

Systemic approaches to psychotherapy and family therapy have been the cornerstone of the Family Institute’s clinical practice, teaching and research since 1967. The Institute was the first centre in the UK to develop these approaches to problems in living. Forty years on, progress in family therapy has occurred at a rapid pace. The application of systems thinking and practice in health and social care contexts has grown considerably. It has, therefore, become essential to ensure the highest standards of practice, training and qualification in applying systemic approaches effectively within these fields.

“The course allowed me to find my own way around the myriad of counselling and psychotherapy approaches, and to appreciate the theoretical support of such approaches.” Ann Jones, BSc Systemic Counselling

See the website http://courses.southwales.ac.uk/courses/751-msc-systemic-counselling

What you will study

You will study the following modules:
- Foundation in Family Therapy and Systemic Practice
- Using Systemic Practice in the Work Setting
- Research Methods
- Counselling Supervision and Consultation

The programme aims to offer students opportunity to:
- develop in-depth understanding of conceptual frameworks underpinning systemic theory and practice applied to counselling;

- understand and utilise methods of integration in order to develop their own personal epistemology in counselling practice;

- develop skills in responding to challenging or complex issues that may arise in counselling;

- develop and promote appropriate treatment responses and skills in working with areas new to their experience and knowledge (e.g. serious mental illness, couples, children, families, elders, refugees, forensic settings, new theoretical developments, methods and techniques);

- develop knowledge and practice of appropriate supervision in counselling;

- develop an understanding of organisational development and the interaction between relevant wider systems in the practice of supervision, for example, management and governance of services;

- promote high professional standards.

Learning and teaching methods

The award integrates practice-based evidence with evidence-based practice and offers excellent training in research methods. You will study through a mixture of lectures, group discussion via action learning and independent study. Assessment will involve directed study assignments, analysis of practice in supervision and video or audio review.

Practice based learning is a central component to this award and is embedded in the philosophy of the award. The award has been designed to develop the professional requirements of counsellors from a variety of professional backgrounds and takes into account current British Psychological Society criteria for Chartered Counselling Psychologists.

Staff delivering this award have extensive experience of designing and teaching Family Therapy and Systemic Practice programmes at postgraduate level (UKCP accredited) as well as Counselling programmes leading to a BSc Hons in Counselling (BACP accredited). The Institute is a member of the European Family Therapy Association and also the Universities Psychotherapy and Counselling Association.

Work Experience and Employment Prospects

There is an increase in the demand for counsellors and there is a corresponding need for supervision and continuing professional development. The demands on counsellors to practice to the highest ethical, theoretical and practical standards increase as we move towards statutory regulation (possibly by 2012). In the context of increasing focus on evidence-based practice, the practitioner’s relationship to the scientist’s practitioner model will influence how they locate their practice and thinking within wider networks of research and collegial exchange of good practice, not only as practitioners but also as supervisors.

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Infertility is a common problem with approximately 1 in 7 couples of reproductive age being diagnosed as infertile - equating to 72.5 million people globally - and there is an increasing demand for assisted reproductive technology (ART). Read more
Infertility is a common problem with approximately 1 in 7 couples of reproductive age being diagnosed as infertile - equating to 72.5 million people globally - and there is an increasing demand for assisted reproductive technology (ART). This course will provide a robust and wide ranging education in human clinical embryology and ART.

Professor Barratt, Programme Director of the new programme MSc Human Clinical Embryology and Assisted Conception has been confirmed as one of the lecturers at the forthcoming Campus Workshop "From gametes to blastocysts – a continuous dialogue" to be held in Apex City Quay Hotel, Dundee, 7-8th November 2014. This programme is organised by the ESHRE Special Interest Group Embryology.

Why study Human Clinical Embryology and Assisted Conception at Dundee?

The MSc in Human Clinical Embryology and Assisted Conception is a new taught master’s programme which has been designed to provide a robust and wide ranging education in human clinical embryology and ART (assisted reproductive technology). Students will gain a systematic understanding of clinical embryology and ART whilst developing high level laboratory skills in various aspects of clinical embryology, andrology and ART.

The emphasis of the course is on humans and clinical ART/embryology and offers practical experience in handling and preparing HUMAN gametes.

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The University of Dundee has excellent clinical links and a close working relationship with the NHS and students will benefit from a scientifically rigorous programme with teaching drawn from experienced embryologists, scientists and clinicians.

A key benefit of the programme is that it offers a unique opportunity to gain substantial exposure to an NHS IVF clinic (NHS Tayside). This will allow students to observe the practice and management of a working IVF clinic and benefit from teaching by staff involved in ART, and will be of considerable benefit for those wanting a clinical based career. The NHS Tayside IVF clinic has recently benefitted from a substantial investment in its facilities which has created a high quality clinical environment.

The blend of scientific, practical skills and the integration with an NHS facility giving students first hand experience and exposure to the workings of an NHS IVF clinic will provide students with an excellent base to enter a career in ART either in a clinical or research setting.

How you will be taught

The MSc is full time programme (September to August) and will consist of 5 taught modules and a research project. The course consists of a combination of lectures, seminars, tutorials, discussion and journal clubs as well as self-directed study. The research project will be carried out under either in the research laboratory or in the IVF clinic.

What you will study

The course is divided into 6 modules:

Module 1: Fundamental science (Semester1)
Module 2 Advanced Applied laboratory skills in ART (Semester 1 and 2)
Module 3: Statistics (Semester 1)
Module 4: Running a successful ART laboratory and clinical service (Semester 2).
Module 5: Clinical Issues and Controversies in ART (Semester 2)
Module 6: Research Project (Semester 3)

How you will be assessed

The programme is assessed using a variety of traditional and more innovative approaches. We use essays, portfolios, folders of evidence, research proposals, learning contracts, exams, OSCEs, and assessed online activities such as debates and team work.

Careers

Due to the increased demand for infertility treatment there has been a substantial growth in the demand for high quality laboratory and clinical staff in this area.

Approximately 1:7 couples are infertile and IVF is the predominant treatment for infertility contributing ~2% of the births in the UK and up to 5% in some EU countries. IVF is a rapidly growing field and as an example of this the number of cycles treated in the UK has increased by almost 30% in the last 4 years (http://www.hfea.gov.uk).

Following successful completion of the MSc students could apply for a training position in ART e.g. in embryology and/or andrology. Alternatively the MSc would be an ideal preparation for undertaking a PhD or applying for a research position. Clinically qualified graduates would gain valuable skills to enable them to specialise in reproductive medicine and assume responsibility within an ART clinic.

Skills that students will acquire include:

* In-depth understanding of basic reproductive physiology and a detailed knowledge of human ART;
* Sperm preparation and cryopreservation
* Recruitment of patients and donors for research
* Preparation of ethical approvals and appreciation for the ethical issues in ART
* Detailed work with human eggs and sperm (including assessment of gamete quality)
* Time lapse imaging of human embryos
* Business planning for running an ART laboratory and clinical service.
* QA and QC in the ART laboratory
* Troubleshooting in an ART lab
* The role of media and marketing in the development of an ART service.
* Detailed and practical knowledge of the HFEA and legislative and regulatory framework.
* Knowledge of basic IVF laboratory techniques e.g. preparation of dishes, witnessing
* Appreciation of the clinical diagnostic and pathways in ART

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If you’re committed to a career as a qualified systemic psychotherapist then this postgraduate certificate (PG Cert) is your first stepping stone. Read more
If you’re committed to a career as a qualified systemic psychotherapist then this postgraduate certificate (PG Cert) is your first stepping stone. Over two years you’ll study flexibly to fit around your work commitments. The course is also for any professional who wants to develop skills in working systemically with individuals, couples and families.

See the website http://www.anglia.ac.uk/study/part-time/family-therapy-and-systemic-practice

Our PG Cert is the first two years of a four-year qualification for Family and Systemic Psychotherapy. Made up of two modules, our course is accredited by the Association of Family Therapy (AFT), so you can be confident that you’re developing skills that are up-to-date and relevant for a career in family psychotherapy. Each module can be studied alone as part of your continued professional development, or they can be combined as you work towards your full training to become a qualified systemic (family) psychotherapist.

Our course is suitable whatever client groups you work with and will build on your knowledge, beliefs and experiences within your own work context. You’ll develop a deep understanding of systemic thinking and practice and how to put this into practice with clients and families, exploring a range of presenting problems and contexts spanning the lifecycle from birth to old age.

Teaching times: Year 1, Tuesdays 3-8pm. Year 2. Wednesdays 3-8pm. Seventeen weeks of the year during term-time.

See the website http://www.anglia.ac.uk/study/part-time/family-therapy-and-systemic-practice

Careers

By successfully completing your PG Cert you’ll be able to continue your studies to the completion of your MSc, which will then allow you to register as a family and systemic psychotherapist, on the basis that you fulfil AFT requirements. You’ll also be able to refer to yourself as a systemic practitioner, which will be a significant addition to your professional portfolio.

- Links with industry and professional recognition
Our course is carried out at a Child and Adolescent Mental Health Unit and we have strong links with the local mental health trust, allowing you to come into contact with a wide range of professionals already working in family psychotherapy.

Core modules

An Introduction to Working Systemically with Individuals, Couples and Families
Further Developments in Systemic Practice

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

You’ll be assessed in a range of ways to determine your expertise as an advanced reflective practitioner, including case and paper presentations to peers, a reflective portfolio, a case study and, at the end of the second module, a presentation to peers on a systemic concept of your choice and its application to practice. Assessment is on-going throughout the course and small group learning develops your skills with formative and informal feedback available on an ongoing basis.

Your faculty

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.

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Critical and reflective examination of systemic theory is at the heart of this course, and you will also focus on the application of a systemic framework to practice and research. Read more
Critical and reflective examination of systemic theory is at the heart of this course, and you will also focus on the application of a systemic framework to practice and research.

You study different approaches to therapeutic work across a range of subjects and client groups, including adult mental health, individuals, couples, children and families.

You will also sharpen your own critical responses to discourses relating to power, difference and diversity, and develop the skills needed to address issues of discrimination.

This course is delivered in partnership with the Institute of Family Therapy in London.

Intermediate qualifications available:

• Postgraduate diploma – 120 credits at Masters level

Choose Family and Systemic Psychotherapy MSc and:

• Study through a combination of lectures, group exercises and activities, and in addition to focusing on research and theory, benefit from the programme’s clinical practice component
• Explore a range of qualitative methods for conducting research, before designing and conducting a piece of work in an area of your own interest and practice that you will write up for your final dissertation
• Develop systemic practice skills through weekly attendance of a supervision group where you will work directly with clients assessing risk, safety and vulnerability, the therapeutic relationship, interventions, and theories of change
• Gain an opportunity to develop your professional interests and contribute to the development of knowledge within the systemic field
• Benefit from power and diversity group plenaries which will support you in the development of a deeper understanding of the issues surrounding power and discrimination.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/family-and-systemic-psychotherapy#about

Course description

The Research component of the course encourages independent learning, providing you with an opportunity to develop your own professional practice interests in initiating and taking responsibility for a research project and dissertation, contributing to the development of knowledge within the systemic field. The course aims to help you develop your work with families and couples, to increase and consolidate your theoretical and clinical skills and your understanding of the use of the self in practice. The inclusion of a wide range of approaches is an important characteristic. It is part of the course philosophy to encourage you in the development of a critical approach to theory and practice examining the inequalities and differences for example of race, class, gender, and to encourage an ethical and anti-discriminatory approach to clients. Use of self and self-reflexive practice is a core aspect of training,

A particular feature of the course are the Power and Diversity group plenaries, which support you in developing your understanding of issues of power and discrimination. These plenaries supplement and support the acquisition of these skills in your supervision group to apply this understanding in your therapeutic practice.

Subject to the agreement of your agency, you will be expected to bring your own case material for discussion and video or audio recordings of your work. Where appropriate signed, informed consent will be obtained from families for this purpose. For review of work during the course through DVD consultation, the consent forms for therapy include consent to record and review for the purposes of training. The academic and experiential learning provided encourages you to develop a broad critique and to apply a range of interventions in family and other related contexts in which you have a professional role. .

The course is the final stage of training leading to qualification as a family / systemic psychotherapist and eligibility to register with the UKCP.

The part time structure of the course enables you to continue in your employment while you study. The combination of evening and day time study and its central location make it accessible geographically to students from different parts of the UK. Tutors and supervisors are all registered systemic psychotherapists and systemic supervisors, many of whom have a PhD, combining academic rigour which is also grounded in clinical practice, contributing to a rich learning experience.

Modules

• Advanced Theory In Context (ASS044-6) Compulsory
• Clinical Practice: The Developing Therapist (ASS042-6) Compulsory
• Clinical Practice: The Maturing Therapist (ASS045-6) Compulsory
• Research Dissertation (ASS043-6) Compulsory
• Research Methods (ASS040-6) Compulsory
• Theory In Context (ASS041-6) Compulsory

Assessment

The spirit of the course is developmental learning and the promotion of connections between different aspects of the course and modes of learning. You will build on the skills and learning achieved in your Foundation and Intermediate level courses, taking them to a greater level of complexity.

The course employs a range of assessment strategies which respond to the learning outcomes of the course. The strategies include written assignments that give you the opportunity to show your systemic writing skills and critical use of the literature, particularly in the Research and Theory Units. In extending this assessment strategy, in different units on the course you will produce written analyses of your systemic work with clients showing the development of your application of theory to practice in both your course and agency-based places of work, as well as in vivo presentations. The strength of this strategy is that it draws on a range of strengths, and applies equally well to organisational dilemmas as well as case consultations and gives you the chance to extend your systemic thinking beyond the frame of direct work.

Career/Further study opportunities

This course qualifies you to practice as a family and systemic psychotherapist, and to apply for registration with the UKCP. Depending on your background and first professional qualification you may also have the possibility to apply for designated family therapist posts within the NHS. Following the Munro Report published in 2011 opportunities are beginning to open up for family therapy posts within the Social Care context, and a growing number of independent and third sector agencies are interested in having a qualified family / systemic psychotherapist on their staff, or providing consultation to their work. Other students go on to develop independent practice, often alongside posts within the statutory sector

Qualified practitioners with post-qualifying experience are eligible to apply for further study to become qualified systemic supervisors.

They may also apply for further study at Doctorate level, contributing to the development of knowledge within the field.

Students also use the increased confidence in their written and academic abilities to contribute written articles to journals within the field, for example the Journal of Family Therapy and to further develop their research interests.

Funding

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

How to apply

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

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This course provides an introduction to systemic ideas and their relevance in helping us gain a better understanding of individuals, families and the organisations in which we all function. Read more
This course provides an introduction to systemic ideas and their relevance in helping us gain a better understanding of individuals, families and the organisations in which we all function. In particular it will appeal to all those working in the caring professions who have an interest in developing their practice in terms of working with families. Moreover this type of training offers a broader perspective and understanding of how crucial family dynamics are in the development and maintenance of problems. At the same time it provides creative ways of involving the family in finding solutions to their difficulties.

Key benefits

- Work placement

- Fully accredited for Foundation Level Training with the Association for Family Therapy and Systemic Practice

Visit the website: https://www.ulster.ac.uk/course/pgc-family-therapy-and-systemic-practice-pt-me

Course detail

- Description -

Graduates of the course can go on to undertake the next stages in this training - that of Intermediate Level and Masters Level. In addition to this, students working in a variety of work contexts will also benefit from supplementing their own professional skills with the systemic theory and skills learned on the course. Given the broad appeal and applicability of systemic therapy principles, this course will inform and enhance students' understanding and approach to supporting individuals, couples and organisations, as well as families.

- Purpose -

The course aims to:

- Introduce the participants to the field of systemic theory, practice and research;
- Introduce the participants to the basic skills, applicable to their work settin;
- Increase participants’ awareness and acceptance of the need for professional practice to be characterised by respectfulness and reflexivity;
- Provide a basis from which the student may proceed towards intermediate level training.

- Teaching and learning assessment -

The programme is delivered through a combination of lectures, workshops, and student-led peer groups. The peer groups promote experiential learning on the programme via role-play and group tasks, designed to develop students' clinical skills and understanding.

Assessment takes the form of essays, reflective diaries, and presentations. There are no written examinations on the programme.

Career options

This course is fully accredited for Foundation Level Training with the Association for Family Therapy and Systemic Practice. It therefore forms the first step in training to become a fully qualified Family Therapist. Graduates of the course can go on to undertake the next stages in this training - that of Intermediate Level and Masters Level. In addition to this, students working in a variety of work contexts will also benefit from supplementing their own professional skills with the systemic theory and skills learned on the course. Given the broad appeal and applicability of systemic therapy principles, this course will inform and enhance students' understanding and approach to supporting individuals, couples and organisations, as well as families.

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

Why Choose Ulster University ?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We recruit international students from more than 100 different countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five* or ten* equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting https://www.ulster.ac.uk/apply/fees-and-finance/postgraduate

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

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Family systems perspectives on theory and practice have been rapidly developing across a wide range of professional disciplines and practice contexts. Read more
Family systems perspectives on theory and practice have been rapidly developing across a wide range of professional disciplines and practice contexts. If you work with adults, children, couples or within the family healthcare field, this is your opportunity to further your knowledge and develop the skills to practice therapeutically at a specialised and advanced level using systemic theoretical frameworks.

This award integrates taught clinical practice, theory, personal development and research. It forms Years Three to Four of The Family Institute’s psychotherapy training programme and builds on the Institute’s long experience of teaching psychotherapy. It is designed to meet UKCP, UK Association for Family Therapy and European training standards.

“I have had a good experience of studying other courses. I enjoyed the practical aspect of this course. I also enjoyed spending time at the Family Clinic within the University.” – Tracy Brain, MSc Systemic Psychotherapy, Health Visitor

See the website http://courses.southwales.ac.uk/courses/356-msc-systemic-psychotherapy

What you will study

Year One:
- Systemic Approaches to Clinical Practice
- Systemic Psychotherapy in Context
- Integrating Systemic Theory, Practice and Research

Year Two:
- Communication, Change and the Development of Therapeutic Practice
- Second-Order Cybernetics and Complex Systemic Organisation

Learning and teaching methods

Curriculum hours of study are designed to meet national Association for Family Therapy (AFT) and European Family Therapy Association (EFTA) standards. Live supervised practice is based at the Institute’s clinic. Years One and Two comprise 40 taught days in a pattern of fortnightly two-day blocks, with a full week to start each year.

Work Experience and Employment Prospects

Assessment methods:
You will be assessed through lecturer/supervisor assessment, self-assessment, summative and formative assignments. Emphasis is on reflective practice. You must pass both theory and practice components of each module.

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The main aim of this programme is to provide a training in research for psychological therapists, currently working with complex cases, relevant to their area and modality of clinical practice. Read more

Studies in Psychoanalytic Psychotherapy

The main aim of this programme is to provide a training in research for psychological therapists, currently working with complex cases, relevant to their area and modality of clinical practice. Currently we are able to provide this for people who have undertaken a substantial Psychoanalytic or a substantial Systemic, clinical training.

By the end of the programme we aim to have enabled members to have:
• Developed the capacity to critically review and reflect upon the underlying theoretical and clinical assumption underlying their practice.
• Develop a substantial, in-depth and systematic understanding of a substantial body of knowledge at the forefront of their discipline;
• Develop a capacity to critically evaluate that body of knowledge by reference to research developments in other related disciplines
• Demonstrate a comprehensive understanding of research methodologies applicable to their discipline;
• Independently evaluate research, advanced scholarship and methodologies and to argue alternative approaches;
• Synthesise new approaches in a manner that can contribute to the development of methodology or understanding in clinical research practice;
• Analyse and manage ethical dilemmas and to link rigorously objective empirical research with rigorous, subjective understandings drawn from your therapeutic modality;
• Act independently and with originality in problem solving, leading in planning and implementing tasks at a professional level;
• Conceptualise, design and implement a project for the generation of new knowledge at the forefront of psychotherapy practice
• Develop the capacity to work with a degree of fluency and rigour, that enables the practitioner to work in ways that may influence policy, effect positive change and lead at national and international levels commensurate with a senior professional role;
• Reflect on own and other’s functioning in order to improve practice, guide and support the learning of others and manage own continuing professional development;
• Communicate complex and contentious information clearly and effectively to specialists and non-specialists, understand any lack of understanding in others and act as a recognised and effective consultant.
• To make an original contribution to psychoanalytic or systemic psychotherapy practice;

This Research Doctorate provides a programme of teaching, academic assignments and supervised research training and usually takes three and a half years to complete. It may be undertaken as a free standing course by applicants who have successfully completed a substantial psychotherapeutic clinical training as a Psychodynamic/Psychoanalytic therapist or Analyst (British Psychoanalytic Council (BPC) registered or equivalent); as a Child psychotherapist (Association of Child Psychotherapists (ACP)(or equivalent) as a Family or Couples’ Therapist ( or equivalent)or as a Group Analyst (Institute of Group Analysis (IGA) member or equivalent). Alternatively it may be undertaken by trainees on one of the above trainings but not before the beginning of the third year of their clinical training.

In addition to a sound clinical grounding the programme also emphasises the development of evidence based practice and practice based evidence. With students we consider what constitutes evidence; the particular strengths and weaknesses of particular kinds of evidence including the traditional single case approach traditionally associated with psychoanalytic ideas. We also consider the clinician as researcher; the countertransferential evidence acquired in the clinical session; the formulation of hypotheses in the therapeutic encounter; their extrapolation in generalised hypotheses of human psychological functioning; the need to generalise from these and the problems in so doing; the uses of extra-analytic information and theory as something which illuminates clinical practice or alternatively intrudes upon the patient therapist interaction.

Exeter has an international reputation for research relevant to psychotherapeutic clinical practice. It is part of Clinical Education Development And Research (CEDAR) within the department of Psychology at Exeter (http://cedar.exeter.ac.uk/programmes). As well as senior and experienced analytically trained clinicians who are also working in various clinical setting, teaching on the programme, students also have access to senior, research active supervisors and teachers in a range of research methodologies, qualitative and quantitative, with a wide spectrum of research interests.

Programme structure

The programme is suitable for practising clinicians who are interested in exploring, understanding and critically examining the ideas and assumptions which underpin their clinical practise in a systematic manner from a variety of perspectives. The idea of ‘research’ is critically examined along with what may be considered as ‘evidence’, the contexts in which it is gathered and the ways in which it may be used. Participants in the programme acquire the capacity to understand and critically evaluate various kinds of research relevant to their clinical practice along with its uses and limitations. The programme is appropriate for practitioners working in Health & Social Services, in the Independent or third sector who work with people experiencing mental health difficulties.

Over the first twenty months of the programme there are four, five day intensive block events which take place, on campus at the University of Exeter on its Exeter site. In any year these take place shortly before Easter and at the beginning of September. These four block events are the only part of the programme which members have to attend in person. The remainder of the programme may be completed ‘at a distance’ by means of Skype, video conferencing or telephone.

The backbone of the intensive block events is a rolling programme of research teaching; over the twenty months programme members acquire an understanding of a range of research approaches and methods, qualitative and quantitative. They also have the chance to become familiar with and critically examine classic and seminal research papers relevant to their psychotherapeutic practise. There are also seminars led and facilitated by experienced psychoanalytic psychotherapists, analysts, systemic practitioners and academics examining different kinds of research approaches and ideas and matters such as ethics and writing for publication.
Over the twenty months a number of assignments need to be completed. Teaching is also provided during the events in support of these as well as through the learning sets/research groups and monthly tutorials. For more details of the programme structure please see the CEDAR website (http://cedar.exeter.ac.uk/programmes/clinprac/structure/)

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Systems biology is a rapidly emerging discipline within the life sciences offering a organicist view on biology. It is making us aware of the connectedness of living systems where interactions between molecules, genes, cells, species and the environment are responsible for the regulation of biological functions. Read more
Systems biology is a rapidly emerging discipline within the life sciences offering a organicist view on biology. It is making us aware of the connectedness of living systems where interactions between molecules, genes, cells, species and the environment are responsible for the regulation of biological functions. The emergence of biological function cannot be reduced to a linear summation of the functions of its individual parts but rather needs to be investigated in its natural context. This implies that decoding the individual parts of a biological system by using the bioinformatician's toolbox marks only the first step in the systems biology cycle for knowledge discovery. This cycle describes the process that connects and couples a biological system through an in-vivo or in-vitro experiment to a mathematical model that is based on acquired, quantitative data. The mathematical model itself can then generate quantifiable predication that in turn can be validated against the biological model system. If completion of this loop succeeds we have indeed gained a deeper insight into or understanding of the modelled biological process.

Systems biology therefore spans several disciplines and is by and large a team effort. Closing the communication gap between life science graduates and members of the other sciences (e.g. chemistry, physics, mathematics) and engineers (e.g. computer science) is therefore a particular challenge for a systems biology course. We have addressed this challenge by offering students a flexible, fully online provided course that makes use of modern teaching technologies guiding them through the interesting and challenging teaching material at their own pace.

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The MSc in Reproductive Medicine. Science and Ethics has been designed for students who wish to gain an advanced education and training within the context of a medical issue that affects 1 in 6 couples wishing to start a family. Read more
The MSc in Reproductive Medicine: Science and Ethics has been designed for students who wish to gain an advanced education and training within the context of a medical issue that affects 1 in 6 couples wishing to start a family.

*This course will be taught at the Canterbury campus*

Visit the website: https://www.kent.ac.uk/courses/postgraduate/228/reproductive-medicine-science-and-ethics

Course detail

As the average age of parents increases, the call for increasingly novel treatments to aid reproduction is similarly on the increase. In the UK around 1-2% of all babies are born through IVF. Reproductive medicine generally, and IVF in particular, is an area in which the UK is world-leading.

Purpose

This course will aim to answer fundamental questions such as:

• What is the scientific basis of development and infertility?
• What are the legal and ethical implications of the work that is done?

The course provides training in the modern practical, academic and research skills that are used in academia and the clinic. Through a combination of lectures, small-group seminars and practical classes, you will apply this training and learn how it is applied towards the development of new therapies. The programme culminates with an individual research project or dissertation on a specific aspect of reproductive medicine research that interests you most.

Format and assessment

The MSc in Reproductive Medicine involves studying for 125 credits of taught modules, as indicated below. The taught component takes place during the autumn and spring terms, while a 60-credit research project take place over the summer months.

In addition to traditional scientific laboratory reports, experience is gained in a range of scientific writing styles relevant to future employment, such as literature reviews, patent applications, regulatory documents, and patient information suitable for a non-scientific readership.

Assessment is by coursework and dissertation/project.

Careers

The MSc in Reproductive Medicine: Science and Ethics provides advanced research skills training within the context of diseases that affect significant proportions of the UK and global populations. With the UK being a world leader in infectious diseases research and pharmaceutical development, and Kent having a strong research focus in this area, there are significant opportunities for career progression for graduates of this programme in academia (PhD) and industry.

There are also opportunities for careers outside the laboratory in advocacy, media, public health and education.

How to apply: https://www.kent.ac.uk/courses/postgraduate/apply-online/228

Why study at The University of Kent?

- Shortlisted for University of the Year 2015
- Kent has been ranked fifth out of 120 UK universities in a mock Teaching Excellence Framework (TEF) exercise modelled by Times Higher Education (THE).
- In the Research Excellence Framework (REF) 2014, Kent was ranked 17th* for research output and research intensity, in the Times Higher Education, outperforming 11 of the 24 Russell Group universities
- Over 96% of our postgraduate students who graduated in 2014 found a job or further study opportunity within six months.
Find out more: https://www.kent.ac.uk/courses/postgraduate/why/

Postgraduate scholarships and funding

We have a scholarship fund of over £9 million to support our taught and research students with their tuition fees and living costs. Find out more: https://www.kent.ac.uk/scholarships/postgraduate/

English language learning

If you need to improve your English before and during your postgraduate studies, Kent offers a range of modules and programmes in English for Academic Purposes (EAP). Find out more here: https://www.kent.ac.uk/courses/postgraduate/international/english.html

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The Family Therapy Grad Cert course enables mental health professionals to develop useful theoretical knowledge and practise skills to enable them to work effectively with couples and families in the context of their own professional practice. Read more
The Family Therapy Grad Cert course enables mental health professionals to develop useful theoretical knowledge and practise skills to enable them to work effectively with couples and families in the context of their own professional practice.

The focus of the course is in working in mental health settings, and the teaching draws from a range of different approaches. This integrative approach ensures that students have a solid grounding which enables them to adapt their practice to different client groups. At the end of the course students will have gained confidence in working with more than one person in the room and be able to use a number of approaches to help people towards positive change. There is a focus on evidence-based practice and on the development of good therapeutic relationships.

Key benefits

- Introduces students to the field of systemic theory, practice and research.
- Introduces basic practice skills and their application to clinical practice.
- Enables students to begin to develop a stance of self-reflexivity and prepare for entry to qualifying level training.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/family-therapy-grad-cert.aspx

Course detail

- Description -

The Family Therapy course is designed for professionals working in a mental health setting, such as nurses, GPs, paediatricians, psychiatrists, psychologists, social workers and occupational therapists.

At the Graduate Certificate level the course provides an introduction to the field of systemic theory, practice and research and will begin to develop your clinical skills and practice. This is an ideal course for entry into qualifying-level training.

- Course purpose -

The focus of the course is in working in mental health settings, and the teaching draws from a range of different approaches. This integrative approach ensures that students have a solid grounding which enables them to adapt their practice to different client groups. At the end of the course students will have gained confidence in working with more than one person in the room and be able to use a number of approaches to help people towards positive change. There is a focus on evidence-based practice and on the development of good therapeutic relationships.

- Course format and assessment -

Study groups are small and there is a high level of personal attention. Teaching formats include academic seminars, small group reading seminars, application to practice seminars, individual and professional development groups, clinical practice groups and individual/clinical placements.

Assessment is through written assignments, examination and ongoing formative assessment of practice. Lectures and discussions form the core teaching for each module. They cover the main topics and key themes in the curriculum of each module, and ideas are developed further in small group work, case analyses and student presentations. You are expected to supplement class work and lecture notes with further reading. As well as recommended references, which are linked to each weeks' sessions, independent literature searches will extend your knowledge and understanding.

Career prospects

Students can go on to study the final part of the training (MSc in Family Therapy) or use their knowledge and skills to incorporate systemic work in existing clinical practice.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

About Postgraduate Study at King’s College London:

To study for a postgraduate degree at King’s College London is to study at the city’s most central university and at one of the top 20 universities worldwide (2015/16 QS World Rankings). Graduates will benefit from close connections with the UK’s professional, political, legal, commercial, scientific and cultural life, while the excellent reputation of our MA and MRes programmes ensures our postgraduate alumni are highly sought after by some of the world’s most prestigious employers. We provide graduates with skills that are highly valued in business, government, academia and the professions.

Scholarships & Funding:

All current PGT offer-holders and new PGT applicants are welcome to apply for the scholarships. For more information and to learn how to apply visit: http://www.kcl.ac.uk/ioppn/study/prospective-students/Masters-Scholarships.aspx

Free language tuition with the Modern Language Centre:

If you are studying for any postgraduate taught degree at King’s you can take a module from a choice of over 25 languages without any additional cost. Visit: http://www.kcl.ac.uk/mlc

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Take your skills as a counsellor to a higher level through our rigorous and challenging course. You will learn how to work with a wide range of client issues in a professional and reflective way, and explore the impact of research on the change process. Read more
Take your skills as a counsellor to a higher level through our rigorous and challenging course. You will learn how to work with a wide range of client issues in a professional and reflective way, and explore the impact of research on the change process. We offer a learning community that encourages growth and development, building your capacity for giving and receiving open and constructive feedback.

By exploring your own history, you'll learn how to be alongside clients as they work through their experiences and emotions. We will support you in developing a level of openness and emotional robustness that will help you provide a better level of care to your clients. You will be challenged personally, professional and academically, emerging as a professional therapist with all the right skills and knowledge for a successful career.

Please note: In September 2016, this course will be taught on a Monday each week, 09:30 - 17:45. Whilst the day of the week the course is taught on usually remains the same for the duration of the course, this cannot be absolutely guaranteed.

Course outline

We adopt a person-centred concept at the core of our course, but also provide opportunity to learn about and critically evaluate other approaches such as CBT, solution-focused and systemic ways of working. Though the focus is on adults, you will also be introduced to working with couples, children and families. Emphasis is placed on developing research skills and your understanding of evidence-based practice.

During the course you will need to do 150 supervised counselling practice hours, plus 50 hours of non-clinical work based learning to meet BACP training requirements. You will be expected to make arrangements for your own placement, but will be offered support from the counselling team. We maintain a database of counselling placement opportunities.

We make use of many assessment types which may include live peer/client session recordings and evaluations, portfolio, essay, oral presentation, poster presentation, chapter/article critique and dissertation. In the first semester you will attend a weekend residential which focuses on your personal and professional development, and you will also be expected to have 10 hours of your own personal therapy.

Graduate destinations

Your qualification will help gain work in a variety of settings including schools, the NHS and voluntary agencies. The skills you learn will be useful in a wide variety of work outside of therapy, with the research techniques you gain preparing you for a higher level course (e.g. PhD) should you be interested.

Other admission requirements

You will need to have already completed a minimum of 30 hours of counselling skills training and be deemed to have a level of counselling ability that would enable you to go out on placement in the first semester. You will need to undertake a satisfactory Disclosure and Barring Service (DBS) clearance through the University of Cumbria, and be accepted as a member of the BACP. Your application needs to be supported by a statement from your referee. This will need to reflect on both your academic and personal capacity to undertake this course. Ideally this would be from a tutor from a current or previous course; alternatively one from your manager would be sufficient.

To meet the requirement of the 30 hours of counselling skills training, you could consider the Introduction to Counselling Skills module.

You will be interviewed for selection for this programme by a member of the programme team.

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This Masters degree is delivered in partnership between Edge Hill University and Liverpool Women’s Hospital. It bridges the theory of fertility and assisted conception with practice related to the assessment, investigation and treatment of the infertile/sub fertile couple. Read more
This Masters degree is delivered in partnership between Edge Hill University and Liverpool Women’s Hospital. It bridges the theory of fertility and assisted conception with practice related to the assessment, investigation and treatment of the infertile/sub fertile couple.

The programme is designed to ensure you will be able to plan and implement a treatment pathway for infertile couples, whilst providing opportunities to focus on areas such as ultrasound scanning for reproductive medicine, embryo transfer, oocyte retrieval and clinical andrology. There are practice competencies to achieve that will allow you to develop and enhance your clinical skills, underpinned by exploration of the evidence base that supports fertility practice.

The overall aim is to ensure that on completion of the programme you will meet and exceed the standards of an advanced practitioner in fertility and assisted conception.

What will I study?

You will study the clinical assessment and diagnostics that relate to practice within assisted conception. Modules cover topics centred round the anatomy, physiology and pathology of the male and female reproductive systems, alongside the therapeutic and pharmacological interventions aimed at assisting conception and the medico-legal aspects of fertility practice.

You will be able to choose from a range of clinical practice modules which are designed to develop specific clinical skills relating to embryo transfer, oocyte retrieval and ultrasound scanning in reproductive medicine. In addition, you may choose to complete a non-medical prescribing module or undertake negotiated learning around a specific topic of interest within reproductive medicine.

An introduction to research methods and approaches will engage you with the evidence base that supports practice and prepare you for the final dissertation. This is an advanced practice project that allows you to make use of your newly developed skills and immerse yourself in a specific area of fertility practice.

How will I study?

The theoretical component of the course is delivered 50% online (via the virtual learning environment) and 50% through attendance at taught sessions at Liverpool Women’s Hospital and Edge Hill University.

The taught sessions typically run on Saturdays so that attendance can be incorporated with clinical work. Online delivery includes podcasts and lectures by consultants working with reproductive medicine and also incorporates interactive sessions relating to anatomy, physiology and pathology.

Several modules contain practice competencies that need to be met so a significant amount of time for learning is allocated to this work in practice supported by a clinical mentor.

How will I be assessed?

There are a range of practice competencies to be met in clinical practice. Case studies, reflections and presentations will also be assessed to allow you to demonstrate your engagement with the evidence base that supports practice and the application of best practice guidance to your clinical work.

Who will be teaching me?

The programme will be delivered by consultant gynaecologists, obstetricians and andrologists from the field of reproductive medicine, together with specialist nurses, councillors and sonographers.

What are my career prospects?

This programme will develop and enhance your skills and knowledge in reproductive medicine and is designed to provide a strong foundation to progress your career within this discipline.

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Are you considering a career in counselling? If you are passionate about helping people and want to make a positive difference in the lives of others, this is the course for you. Read more
Are you considering a career in counselling? If you are passionate about helping people and want to make a positive difference in the lives of others, this is the course for you.

The Master of Counselling at Monash provides a professional qualification and offers a combination of theory and professional experience, providing you with the knowledge and skills to begin a rewarding career as a counsellor.

The course is suited to people from a variety of professions, such as human resources, health, social welfare and education. It is taught by leading academics with extensive experience working as counsellors and psychologists.

The course draws on contemporary theories and approaches to counselling and psychotherapy and will develop your appreciation of the mental-health issues that arise across the lifespan.

You will examine the various forms of professional counselling, including online and distance counselling, child and adolescent counselling, and individual, couples and group counselling. You will also be introduced to the ethical and professional issues faced by counsellors. Creative approaches to counselling will be examined, including play therapy and art therapy. In addition, you will gain in-depth knowledge across a range of contemporary cognitive-behaviour therapies.

You will complete 300 hours of professional placement, where you have an opportunity to apply theory to practice under supervision in clinical settings. The placement includes 200 'contact' hours (e.g. face-to-face, telephone, group and online counselling) and 100 'non-contact' hours (e.g. observation, case notes, meetings, administration). You will also complete 50 hours of supervision (which are included in the non-contact hours) and participate in weekly online discussion groups and postings throughout the duration of the placement.

If you hold relevant qualifications from prior studies and/or relevant work experience, you may be eligible to receive up to one year of credit into this course, which reduces the duration.

Master of Counselling graduates work in a variety of fields, including careers counselling, education, child and family services, child-protection services, health policy, family counselling, health-services management and rehabilitation counselling.

This course is accredited in Australia by the Australian Counselling Association (ACA) and Psychotherapy and Counselling Federation of Australia (PACFA).
Please note: membership of PACFA requires a first degree in a relevant discipline.

Visit the website http://www.study.monash/courses/find-a-course/2016/counselling-d6003?domestic=true

Course Structure

The course is structured in three parts. Part A. Orientation to Counselling, Part B. Advanced foundations for counselling and Part C. Specialist counselling practice. All students complete Part C. Depending upon your prior qualifications, you may receive credit for Part A or Part A and Part B.

[Note that if you are eligible for credit for prior studies you may elect not to receive the credit.]

PART A. Orientation to Counselling
These studies will provide an orientation to the field of counselling at advanced undergraduate level. They examine the major lifespan theories and counselling approaches and familiarise students with the professional side of counselling including the many different ways in which counselling is offered. They are intended for students whose previous qualification is not in a cognate field.

PART B. Advanced foundations for counselling
These studies will extend your foundational knowledge for the field of counselling. They focus on counselling practice around mental health and in working with young people.

PART C. Specialist counselling practice
These studies will advance your knowledge and skill development for counselling. They cover major approaches to counselling, provide training in counselling practice and address the ethical and professional issues in undertaking counselling as a profession.

As part of this core study you will complete 300 hours of clinical placements, including a minimum of 200 hours of client contact.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Faculty of Education

The Faculty of Education is committed to researching, communicating and applying knowledge about teaching and learning in ways that foster quality in education.

The Faculty of Education develops and provides innovative research and teaching that takes seriously the global-to-local demands of an excellent Australian public university. Our work focuses on advancing the discipline and practice of education through original research, development and partnership activities. We prepare and develop professionals and practitioners for a range of education settings and specialisations. We also engage policy and public debate on matters of importance to education and educators at all levels.

Our mission is to contribute to the public interest through high quality and ethical teaching, research, capacity building and community service. To this end, we create and pursue opportunities that strengthen and sustain a vibrant intellectual community, centred on the purposeful, critical and disciplined study of learning and teaching in a range of contexts.

Our vision is of:

- graduates who are capable, thoughtful, ethical citizens of the world, distinguished by their knowledge, intellectual engagement and professional skill, and by their commitment to lifelong learning, innovation and excellence

- research practice and scholarly output that is recognised internationally and locally for its originality, rigour and impartiality, and for providing advice and services that inform and lead professional practice, public debate, policy and community action

- an intellectual, social, physical and web environment that challenges, enthuses and supports all to learn and excel, and which sustains productive working relations characterised by mutual respect, accountability, contribution and recognition.

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/counselling-d6003?domestic=true#making-the-application

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The MSc Environmental Technology focuses on the prevention of environmental problems and their solution using appropriate and sustainable technologies. Read more
The MSc Environmental Technology focuses on the prevention of environmental problems and their solution using appropriate and sustainable technologies.

You will investigate the impacts of human activities on the natural environment with extensive laboratory equipment, geographic information systems (GIS), remote sensing software and monitoring technologies at your disposal.

Using excellent IT, laboratory and field facilities, the programme couples methodological issues and problem-solving with essential practical work.

You will be introduced to the appropriate methods of sampling, analysis and data handling required to monitor processes and minimise their environmental impacts.

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