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Masters Degrees (Creative Therapy)

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Occupational Therapy (OT) at Brunel is one of the largest, longest established, and most highly regarded programmes in the world. Read more

About the course

Occupational Therapy (OT) at Brunel is one of the largest, longest established, and most highly regarded programmes in the world. In fact, we are the original ‘London School of Occupational Therapy.’

The MSc Occupational Therapy (Pre-Registration) provides a Master's level route for graduates to become competent occupational therapists equipped for life-long, safe and effective practice within the global marketplace. This course is for those who are not already qualified as occupational therapists. It is a professional full-time programme, which will prepare you to become a competent occupational therapist in a variety of health and social care settings. It also allows students to be eligible to apply for:

Registration with the Health and Care Professions Council (HCPC).
Membership of the British Association of Occupational Therapists/College of Occupational Therapists.

In December 2016 our programme was granted “Preaccreditation Status” by the Accreditation Council for Occupational Therapy Education (ACOTE), which confirms that Brunel has successfully completed steps one and two in the three-step accreditation process – see more at AOTA OT Master's-Level Programs - Developing and visit our Accreditation Council for Occupational Therapy Education (ACOTE) information page.

The programme will now proceed with step three – the on-site evaluation, scheduled for April 2017, followed by an accreditation decision by mid-2017.

Aims

This programme differs from other Master's programmes in that it is a professional programme at postgraduate level and is full-time. It is not for those who are already qualified occupational therapists. Nevertheless, this course aims to prepare you to become a competent occupational therapist equipped for lifelong, safe and effective practice in a variety of health and social care settings. We provide a high quality educational programme, which ensures that you are properly qualified, prepared and safe to practise.

Occupational therapy students typically choose this career for the following reasons:

variety of work
the challenge
personal and one-to-one contact
client/patient appreciation
its holistic approach
the desire to help disabled people
to work in health settings
job availability
the chance to be creative.

If you are considering studying Occupational Therapy at Brunel University London then you are committed to working jointly with the NHS to demonstrate the values and beliefs of the NHS Constitution.

NHS values
Patients, public and staff have helped develop this expression of values that inspire passion in the NHS and that should underpin everything it does. Individual organisations will develop and build upon these values, tailoring them to their local needs. The NHS values provide common ground for co-operation to achieve shared aspirations, at all levels of the NHS.

Course Content

Programme Structure

The MSc (pre-registration or pre-reg) occupational therapy programme benefits from being integrated with other programmes within the College of Health and Life Sciences. In their first year of study, MSc (pre-registration) occupational therapy students undertake components from a number of the current BSc modules/study blocks, as well as shared teaching with post-graduate students from the divisions of occupational therapy, physiotherapy, social work and community health and nursing studies. In their second year of study, students share modules with other post-graduate students within the division of occupational therapy. Where learning is shared with the undergraduates, the content has been integrated into master's level modules and is assessed at master's level.

The programme comprises two years full time study. Taught modules are within a three-term structure. To provide a balance between academic and practice placements and still meet the minimum of 1,000 hours of practice placements required by the World Federation of Occupational Therapists and the College of Occupational Therapists, three of the practice placement modules extend beyond the term boundaries over the summer.

Academic modules are based at Brunel University in Uxbridge and practice placement modules are provided in a range of health and social care setting and increasingly in voluntary and private organisations including non-traditional settings.

Year One: The Skilled Practitioner – the How, What and Why of Occupational Therapy
Year 1 of the programme introduces students to the "how, what and why" of occupational therapy and aims to give them the opportunity to develop, explore and critique the core occupational concepts and skills of the profession in depth. The arrangement of study blocks and the two practice placement modules (that occur prior to the commencement of academic study in year 2), allow for a reciprocal exchange of academic knowledge and professional skills that develop the student’s understanding and knowledge of the profession further. Applying and evaluating research in practice is essential for occupational therapists, who are required to adopt evidence-based practice. Therefore the students are made aware from the onset of the programme of how research impacts on practice through clinical reasoning and decision-making skills gained in study blocks and also an inter-professional module HH5609: Approaches to Research.

Year Two: Mastery of Occupational Therapy – Advancing Practice
Year 2 of the programme aims to provide students with a more advanced exploration of the occupational therapy profession. Students acquire mastery in critical knowledge and evaluation of key issues on professional practice as well as critical analysis, synthesis and evaluation of theoretical concepts central to occupational therapy. In addition, students study one optional module that enables an in-depth consideration of a specialist area of current practice. Students’ research skills are further enhanced in the second year and culminate in the students producing a research thesis, in the form of a detailed research dissertation. There are two practice placements in Year 2, one at the beginning of the year and one at the end.

Core Modules

Year 1

Introduction to Occupational Therapy Theory and Philosophy
Informing Sciences
Knowledge and Skills for Occupational Therapy 1
The Process of Occupational Therapy Practice
Preparing for the Work Place 1
Occupational Therapy Practice in Context
Knowledge and Skills for Occupational Therapy 2
Lifestyle Redesign Through Occupation
Preparation for Dissertation

Year 2

Preparing for the Work Place 2
Strategies and Visions for Professional Development
People and Communities
The Art and Science of Occupational Therapy

Optional Modules

Occupational Therapy for Children, Young People and their Families
Occupational Therapy in Mental Health
Occupational Therapy in Neurorehabilitation
Occupational Therapy for Active Ageing

Immunisation requirements for the course

Please be aware that the University does not pay for any of the vaccinations or blood tests required to undertake this course, this is the responsibility of each applicant. The University does not offer a service to provide these and therefore we recommend you go to your GP or local travel clinic and start as early as possible. Until the University has evidence that you have these immunisations we will not be able to allow you to enter the clinical environment on practice placement so it is vital that you meet these requirements, ideally before you commence study. You must obtain immunisation against the following and further information can be found on the NHS website.

Please be aware that as occupational therapy students you will be working in hospitals and therefore in contact with patients who have infections so these immunisations are required for students as outlined in the Green Book by the Department of Health.

Hepatitis B x 3 vaccinations over a 6 month period and a blood test is then taken 6-8 weeks after the third dose, to check that the vaccinations have worked. Please note that the Hep B vaccination programme from the initial first vaccination to blood test upon completion, takes 8 months.
Also required is Polio & Tetanusè Rubella, Measles or MMR x 2 è BCG è Varicella Zoster, and evidence of chicken pox or vaccination x 2, or blood test to confirm immunity.
Blood tests are required for Hepatitis B and also for Measles, Rubella and Chicken Pox if there is no evidence in the students medical records. Immunisations are compulsory and are required for clinical placements.

Teaching

The programme reflects educational developments and encourages reflection, self-reliance and deep learning in the programme - to prepare students for the challenges of employment within a changing health and social care system.

Teaching, learning and assessment are designed to ensure that successful students are able to:

Seek out, appraise critically and use appropriate sources of knowledge and expertise within their academic and practice-related studies.
Utilise intellectual, subject-specific and key transferable skills.
Reflect on their experiences and learn from these.

Students’ learning is also supported by web based resources on Blackboard Learn with all modules having lecture and tutorial material posted on this site. Other features of Blackboard Learn are also utilised, such as on-line tests, virtual blackboards, discussion groups and podcasts.

The teaching and learning approaches are founded on the belief that occupational therapy should be grounded in evidence. This is achieved through the integration of academic and practice education which encourages evidence-based activity.

Programme, study and module block descriptors delineate learning outcomes to ensure clarity and promote the active preparation of students. Placements require students to reflect on their personal strengths and weaknesses and set objectives for their learning.
Completion of student evaluation forms requires students to appraise their own learning experiences.

All study and module blocks are core to the curriculum apart from one optional module in the second year, which must be chosen from four options. All modules are compulsory. This policy was adopted to ensure the programme meets with the professional requirements of the Health and Care Professions Council and the College of Occupational Therapists.

Assessment

The assessment procedures within the programme reflect the learning outcomes of each study and module block. Assessments are carried out in assessment blocks. The University term structure allows the student to have assessments spread across the academic year to assist learning.

In order to promote independent learning, a variety of assessment modes are used such as case studies, essays, practical assessments, placement reports, presentations, written examinations, literature reviews and a research dissertation. These assessments are designed to not only reflect master’s level academic requirements, but also professional skills in preparation for practice.

At the beginning of each year the student is provided with the assessment schedule, including assessment and feedback dates. Each assessment is explained clearly to students, both verbally and in the programme handbook, giving notification of assignment block requirements early in the commencement of the relevant study or module blocks. This information is also provided via Blackboard Learn (BBL). Preparation for assessment blocks is co-ordinated by the relevant year leader and undertaken through identified sessions within study blocks.

Special Features

You will complete an integrated research dissertation as part of the Master’s.

You will have the opportunity to work and learn with international students.

You will have the opportunity to learn in a wide range of practice areas.

The programme is accredited by the College of Occupational Therapists (COT) and the Health and Care Professions Council (HCPC). It is recognised by the World Federation of Occupational Therapy.

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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 course (previously known as Health Through Occupation) gives you license to register and practice as an occupational therapist with the Health and Care Professions Council (HCPC). Read more

This course (previously known as Health Through Occupation) gives you license to register and practice as an occupational therapist with the Health and Care Professions Council (HCPC).

It is ideal for graduates of any subject who wish to gain both a professional and academic qualification and start a career in this challenging and highly rewarding field.

You will explore occupational therapy through our innovative problem-based learning approach, with an emphasis on practical application of skills and knowledge. Through this balance of theory and practice experience you will graduate a capable and confident occupational therapist.

Our high quality teaching and research are renowned, and have an applied focus. We have established strong links with specialist practice educators to ensure the provision of support and guidance both within the university and in practice.  

Successful completion of the professional elements of the programme leads to the award of a postgraduate diploma in Occupational Therapy.

Course structure

This intensive programme runs over 45 weeks per year, for two years. Your time on the course will be balanced between campus-based study and clinical practice.

Sessions are held in small groups, they are interactive, integrated, self-directed, and focus on problem-solving, to examine real-life situations. The use of problem-based learning is considered crucial to students' fast attainment of masters-level standards, and for critical evaluation.

Other learning experiences are arranged according to the need of the problem; these may be lectures, practical sessions, skills classes, debates or seminars. Most importantly, all subjects are integrated around the problems.

Our postgraduate programmes are taught by a wide variety of methods – small active learning groups, seminars, action learning sets, PBL, lectures, self-directed literature searches.

Understanding the relationship between occupation and human health and wellbeing is also explored through student participation in a variety of activities such as cooking, craft, horticulture, performing arts and pottery.

Assessments allow for individual feedback in essential professional skills including written critique, report writing, team working, presentation skills, and verbal/written presentation of intervention.

Areas of study

You will examine topics such as:

  • theories of occupation and occupational science (causes of occupational problems)
  • occupation related to population health
  • clinical reasoning
  • occupational therapy process (assessment, treatment, and evaluation)
  • occupational therapy skills (creative, productive, leisure and daily living)
  • research methods and professional issues.

Syllabus

Year 1 modules

  • Human Occupation (including two-week beginner practitioner placement)
  • Assessing Occupational Capacities
  • Novice Practitioner (practice placement)
  • Maximising Occupational Capacities
  • Intermediate Practitioner (practice placement)
  • Evaluating Occupational Therapy

Year 2 modules

  • Occupational Therapy: Teams
  • Diverse Practice (practice placement)
  • Occupational Therapy: Settings
  • Competent Student Practitioner (practice placement)
  • Occupational Therapy: Consumers
  • Achieving Best Practice
  • Research project

Facilities

Practical skills rooms and Daily Living Suite

Practical skills rooms are equipped so that students can learn and practise practical skills with each other before working with patients and clients.

As an occupational therapy student, you will make full use of our Daily Living Suite. This room is furnished like a flat with kitchen, bedroom and bathroom facilities, allowing you to practice activities of daily living in a realistic environment. In addition the kitchen area is used for cookery skills and other specialist rooms are equipped for the creative arts and crafts taught as part of the occupational therapy curriculum with its focus on health through occupation.

Human Movement Laboratory

The high-tech Human Movement Laboratory is used widely in teaching and research for students in the school of health professions studying physiotherapy, occupational therapy and podiatry, and is also used for commercial consultancy. 

In the lab you will use the latest technology to measure and assess all aspects of human movement, joints, muscles, soft tissue structure and nerves. The laboratory has state-of-the-art equipment for conducting cardio-pulmonary investigations including Cosmed metabolic system and spirometry.

Exchange

The student exchange programme is for occupational therapy students registered on the Occupational Therapy (Pre-Registration) MSc at the University of Brighton, Occupational Therapy MSc students at the University of Wisconsin La Crosse (UWC) and Occupational Therapy BSc students at the Robert Gordon University, Aberdeen (RGU).

There are two options:

  • Host option (year one)
  • Travel option (year two)

First year students host visiting students during their Maximising Occupational Capacities module which runs from February to April each year. During the second year students have the option of visiting either UWC or RGU during their spring break.

The programme offers students the opportunity to see firsthand similarities and differences in occupational therapy practice and experience life in the USA, if taking this travel option. Exchange experiences will also enhance your CV and give you a wider experience base to refer to and draw upon in your future practice.

Students participate in various learning activities while in the USA or Scotland including attending classes with the occupational therapy students, completing job shadowing in the community and participating in cultural events such as visiting castles, museums and socialising with their host students.

While in either the USA or Scotland, Brighton students are hosted by UWC or RGU students which provide an insight into the daily life of a university student. First year University of Brighton students can choose to host a UWC or RGU occupational therapy student. These students travel to the University of Brighton during their spring break and join in classes, as well as completing job shadowing and participating in cultural activities.

Careers and Employability

After professional registration with the HCPC graduates are eligible to take up opportunities in health and social care, in the NHS, social services, and the private sector. There are now many new and exciting possibilities for occupational therapists nationally and worldwide.

Occupational therapists work in an ever-widening range of mental health and physical disability settings including acute hospitals, long-term rehabilitation, social care, local communities, schools, factories, residential homes, institutions for older or more profoundly disabled people, voluntary organisations and prisons.

Completion of the Occupational Therapy (Pre-Registration) MSc will also prepare you for further study at MPhil and PhD level if you wish to continue pursuing an academic path.



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A career in music therapy. Learn how to use music to support the development and wellbeing of people with complex emotional, intellectual, physical or social needs. Read more

A career in music therapy

Learn how to use music to support the development and wellbeing of people with complex emotional, intellectual, physical or social needs.

You'll get a comprehensive grounding in music therapy. Study the theory and put it into practice in a clinical or social community setting. Then take what you've learned from your practical experience and apply that to your research project.

Studying at the New Zealand School of Music (NZSM), you'll learn from dedicated staff with many years' experience as music therapists.

If you have a mature and compassionate attitude, curiosity and a knack for critical thinking, and a passion for practical, creative music-making then this programme is for you.

Professional registration

The programme was developed in association with Music Therapy New Zealand(MThNZ). You'll be encouraged to join this organisation during your training so you can start building links with other professionals and the supporting community.

Once you've completed your degree you'll be able to apply for accreditation as a Registered Music Therapist through the Music Therapy Registration Board of MThNZ.

Available qualifications

  • Master of Music Therapy by coursework and research
  • Master of Music Therapy by research

Most students do the Master of Music Therapy by coursework and research, which is in two parts. In Part 1 you'll do coursework and in Part 2 you'll do casework and research.

If you're already a music therapist with an appropriate postgraduate qualification you can go straight to Part 2—the Master of Music Therapy by research.

How you'll study

Learn through practical musical and placement study, theory and research. You and your tutors will work closely together in small groups to problem-solve, reflect on theory and practice, and consider questions that can lead to practice-based research.

What you'll study

In Trimester One you'll do courses covering the principles and methods used in music therapy. In Trimester Two you'll do courses on the exploration of music from cultures other than your own, and learn how this applies to your practice, along with courses on approaches to music therapy research and a workplace practicum.

For Part 2, you'll do a range of music therapy casework, followed by a supervised practice-based research project linking to what you observe and experience on your placement. For the Master of Music Therapy by research, your study may be practice-based or more theoretical, depending on your interests and research questions. Both options are full-year courses.

Community placement

You'll do placements both through your Part 1 practicum and your Part 2 casework. Your placement will be clinically supervised by lecturing staff in Part 1 and by external registered music therapists in Part 2. You'll also be supported by on-site liaison staff who may be music therapists, specialist teachers or other healthcare professionals.

Placement opportunities may include clinical practice in:

  • special schools and special units of mainstream schools—primary and secondary
  • central regional health schools for young people with mental health needs
  • child development centres and paediatric wards of hospitals
  • specialist pre-school units for conductive education of children with physical and neurological needs
  • visual resource centres
  • deaf education units
  • specialist hospital and community units for adults with neurological disorders and psychiatric conditions such as eating disorders and complex dual-diagnoses—learning difficulties and psychiatry
  • centres for adolescents and adults with intellectual handicaps
  • dedicated music and allied therapy centres in Auckland and Christchurch
  • aged-care
  • drug and alcohol rehabilitation services
  • hospice and palliative care

Duration

The Master of Music Therapy by coursework and research can be completed in two years of full-time study or in three to five years part time.

The Master of Music Therapy by research can be completed in one year full-time or in two to three years part-time.

Workload

If you are studying full-time you can expect a workload of 40–45 hours a week for much of the year. Part-time students will need to do around 20–23 hours of work a week. This programme is demanding, so you need to be cautious about how much paid work you take on. Make sure you take this into account if you are working.

You can estimate your study workload by adding up the number of points you'll be doing. One point is roughly equal to 10–12 hours work.

Where you'll study

You'll do Part 1 in Wellington. You may be able to do Part 2 in Auckland or Christchurch if suitable professional supervision is available. Talk to the programme administrator to learn more.

Research topics

You'll be able to choose your practice-based research project based on what you observe and experience in your casework.



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-The MA Art Therapy is approved by The Health Care Professions Council (HCPC) and is situated in the postgraduate area of The School of Creative Arts. Read more
-The MA Art Therapy is approved by The Health Care Professions Council (HCPC) and is situated in the postgraduate area of The School of Creative Arts. The programme places a strong emphasis on developing the student’s artistic identity in tandem with their understanding of the skills and knowledge required for safe therapeutic practice
-Contemporary visual art practices that link to psychodynamic processes are taught across the curriculum. Students learn how research is a cross-discipline mode of enquiry while developing knowledge of how theory underpins and informs art therapy practice with a range of vulnerable people
-Students attend placements throughout the course and develop themselves professionally through supervision, reflection and by articulating their practice in writing, research and presentations
-The programme guides students toward achieving employment in health care, education and/or voluntary organisations. Focusing on the public sector these range from adult and child mental health, palliative care, learning disability, prisons, main stream and special schools etc.

Why choose this course?

MA Art Therapy places particular emphasis on the relationship art therapy has with other art forms such as fine art, ceramics, design, film and digital image making, on a theoretical and practical level. Experiential learning is regarded as a key experience with time and space given to the continuing development of the student's artistic identity.

The aim of the MA Art Therapy course is to train art therapists for employment in the public sector. This includes theoretical and practical knowledge, understanding and skills relevant to a range of client groups and settings. You are offered a broad theoretical foundation in the key principles of psychodynamic and humanistic psychotherapy in relation to current art therapy theory and research. The programme area also offers a range of pre and post qualification opportunities such an Arts Therapy Foundation programme, Introductory and Continuing Professional Development (CPD) short courses and research opportunities up to PhD.

The MA Art Therapy course has links with the Faculty for Health and Human Sciences and European universities and organisations e.g ECArTE. The University is within easy reach of London by rail, road and air.

The core staff team have an excellent reputation in terms of teaching quality and research in their fields. The programme also employs other professionals such as psychotherapists and arts therapies who continue to conduct clinical practice with a range of client groups.

You have access to a state of the art Learning Resources Centre which contains a wealth of material on related disciplines, maintained by specialist staff who provide support and advice when need. Personal Therapy for the duration of the training is a requirement of all students.

Careers

The qualification leads to an award that is recognised for professional registration purposes by the Health Professions Council (HPC) and The British Association of Art Therapists (BAAT).

Career opportunities vary from work in the NHS, social services, the voluntary sector and increasingly in main stream education. Art Therapists frequently work on a sessional basis or part time in a range of settings. Students receive workshops on how to market themselves post-qualification.

Structure

Year 1
Core Modules
-Art Therapy Practice 1
-Creative Economies
-Experiential Training 1
-Experiential Training 2
-Research and Enquiry

Optional
-Creative Economies (Online)
-Research and Enquiry (Online)

Year 2
Core Modules
-Art Therapy Practice Part 2
-Discourse and Reflection: Art Therapy
-Experiential Training 3

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The MA Music Therapy course provides students with a unique opportunity to develop the skills necessary to become a Health and Care Professions Council (HCPC) qualified Music Therapist. Read more
The MA Music Therapy course provides students with a unique opportunity to develop the skills necessary to become a Health and Care Professions Council (HCPC) qualified Music Therapist.

This highly experiential postgraduate music therapy course provides students with training comprising of theoretical, clinical and musical experiences. At the University, you will work in groups of different sizes where you explore group processes and relate them to clinical practice.

See the website http://courses.southwales.ac.uk/courses/1233-ma-music-therapy

What You Study

During the first year of the MA Music Therapy course, you will establish a strong theoretical basis built up from a range of disciplines, with an emphasis on psychodynamic music therapy. Your competence in clinical practice and your understanding of therapeutic relationships will then be developed in years two and three through supervised placements. These will be integrated with your university based learning.

Uniquely, you will benefit from training alongside colleagues who are trainee art psychotherapists, and you will acquire insight and a shared understanding of the other creative modality, as a basis for future professional practice in multi-disciplinary teams.

Infant observation is an exciting feature of the first year, offering an informative and in depth grounding in human development that will inform for the rest of your study. Creative music skills sessions enable you to further develop musically.

In addition, throughout the MA Music Therapy course, multi-disciplinary study groups and events will provide insight into the principles, practices and effectiveness of other art modalities.

Year 1/Part 1
• Theory and Practice of Music Therapy
• Infant Observation
• Clinical Improvisation (Music Skills)
• Placement Visits (6 weeks x 1 day per week)
• Study of Different Client Groups
• Modality Specific Experiential Groups

Year 2/Part 2
• Placement in a University Approved Clinical Setting (1 day per week)
• Small Group Clinical Supervision
• Further Theory and Practice of Music Therapy
• Creative Music Skills
• Modality Specific Experiential Groups

Year 3/Part 3
• Placement in a University Approved Clinical Setting (2 days)
• Small Group Clinical Supervision
• Modality Specific Experiential Group
• Research Methods and Dissertation

Please note it is a course requirement that you are in regular weekly therapy for the duration of the course.

Learning and teaching methods

Year 1: One day per week at university
Year 2: One day at university and one day at placement
Year 3: Two days at placement and up to one day on campus

During the training, you will develop your personal music skills through working with your peers. You’ll have the opportunity to perform at the opening of the art psychotherapy students end of year exhibition which will give you insight into the creative processes involved in responding to another artform using your own modality. You may also be involved in assisting course team members in their research projects.

Assessment methods

You will be assessed through a combination of essays, presentations, practicals, coursework, professional development, improvisations, performance, dissertation and viva voce assessment.

Facilities

Students have access to a full range of IT equipment, an extensive range of percussion sounds, and digital and acoustic pianos. Students are also able to practise in small scale rehearsal spaces.

Employment Prospects

*You are eligible to apply for professional UK registration and license to practice

*Private practice or employment, in settings including NHS psychiatric and other hospitals, social services departments, education including special education, the criminal justice system and the voluntary sector and community projects

*Further study towards a research degree

*Career routes in teaching and clinical supervision

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This unique three-year part-time Master's course can lead to registration as a music therapist with the Health and Care Professions Council (HCPC). Read more
This unique three-year part-time Master's course can lead to registration as a music therapist with the Health and Care Professions Council (HCPC). It also provides a popular route for international students looking to develop their qualifications.

It is open to capable musicians - from recent graduates to experienced professionals, or to music therapists with a postgraduate diploma looking to add to their skills and knowledge who can access a progression route. Even if you don't have a first degree in music, we still encourage you to apply provided you can demonstrate a capacity to write and think at Master's level. All candidates will need an intuitive and communicative musical presence on at least one instrument or voice, plus the ability to provide harmonic support using, for example, piano, keyboard or guitar.

Key benefits

This course is accredited by the Health and Care Professions Council (HCPC).

Course detail

There is an underlying humanistic and music-centred philosophy to the course, with a strong emphasis on experiential learning. We take a 'lifespan' approach, focusing on children and adolescents in the first year, and adults in the second year. In the third year, we focus on more complex areas of work, with both children and adults, such as work in palliative care or the prison and probation services.

The course equips you with the clinical, theoretical and practical skills required to enter the music therapy profession. Successful graduates will be able to work in the NHS, education, social services, for the voluntary sector, charities, within prisons, or set up their own practice.

The part-time, flexible nature of the course means you can fit Master's level studies around paid employment, and build or enhance your career in the process.

Course tutors, and teaching and research staff from across the department have excellent links with healthcare, community and education providers, and we regularly welcome visiting lecturers from these areas.

Personal development

Personal development runs throughout the course, and you must be prepared to undertake what may sometimes be challenging and rigorous explorations of your professional and personal issues and influences - excellent preparation for a music therapist. During the course, we ask you to be in confidential personal therapy with a suitably qualified therapist, for example, a creative arts therapist, a counsellor or psychotherapist. The number of hours is not specified, but the Health Professions Council requires you to have had substantive and sustained experience of personal therapy during the three years of the course (40 to 60 hours is recommended). Please note, this cost is not included in the programme fee.

There is also a counselling component within the professional practice modules. You will experience a music therapy training group facilitated by external music therapists. You will need to set aside regular time, beyond personal therapy and attending taught sessions, for reflection and study.

Year 1

• Music Therapy Professional Practice with Children and Young People
• Music Therapy Theory and Child Development

Year 2

• Music Therapy Professional Practice and Skills with Adults
• Music Therapy Theory and Practice in Adult Settings
• Qualitative and Quantitative Methods

Year 3

• Music Therapy Advanced Professional Practice
• Dissertation in Psychology

Format

Teaching is based on lectures and seminars, small group practical sessions and individual tutorials. There is a strong experiential basis to the course, which is led by a team of experienced music therapists and complemented by visiting specialists from a range of related professions.

The course is highly flexible and attracts a diverse demographic, with musicians from many backgrounds - this allows for valuable peer-learning opportunities.

Assessment

We assess your work and progress through written essays, practice portfolios and viva presentations each year, and also one research exam, a microanalysis, a music practical and a research portfolio.

Careers / Further study

Completing the MA Music Therapy allows you to register with the HCPC, and start practising as a fully qualified music therapist.

Opportunities for Master's-qualified music therapists are diverse. Previous students have gone on to practice as HCPC-registered music therapists sometimes alongside other musical work such as performing and teaching and also apply their knowledge and expertise to positions in healthcare and education. Our links with music therapy experts and practitioners give excellent insights into future careers, and part of the course is geared towards helping you find placements, attract employers or set up your own practice.

You will need to submit all written work electronically and have access to the internet. You will also need your own recording equipment for use on placement.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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This MA allows you to develop your work as a creative writer, going beyond the merely personal and writing with an engaged sense of society and an understanding of the location of your work in relation to contemporary practices. You will take one of three distinct pathways. Read more

This MA allows you to develop your work as a creative writer, going beyond the merely personal and writing with an engaged sense of society and an understanding of the location of your work in relation to contemporary practices. You will take one of three distinct pathways: Fiction Writing, Poetry Writing, and Poetic Practice. In addition, all students take modules in Supplementary Discourses and Reading as a Writer, and all students undertake a Practical Project and a Dissertation.

Fiction:

This course encourages you to develop and reflect on your work as a creative writer. While you learn to stretch your imagination, you'll be motivated to develop your technical and analytic skills, and in the process, sharpen your self-criticism.

Poetry:

If you choose the poetry strand, you'll benefit from the strong focus on individual creative pactice fostered in weeklly workshops, critical classes and tutorials. As with all the Creative Writing pathways, poetry is taught by writers practising at the highest level and the emphasis is on your own needs as a developing poetry student.

Poetic practice:

Poetic Practice is a unique, practice-based pathway that draws upon the Department of English's expertise in contemporary experimental poetry and writing within an expanded field of creative practice.

All three courses are designed to help you develop your work as a creative writer, against the backdrop of literature through history. Choosing the Fiction or the Poetry strand, you'll make the most of your existing experience, stretch your imagination, develop analytic skills, and in the process sharpen how you think about your own work. The Poetic practice pathway draws upon our expertise in contemporary experimental poetry across a wide range of ideas and practices. You will learn how to develop your practice and how to situate your practice in relation to recent and contemporary trends in experimental poetry, including visual poetics, sound and conceptual writing.

Course structure

Core modules

Supplementary Discourses

This is a weekly one-and-a-half hour seminar involving critical and theoretical reading designed to supply you with appropriate critical and theoretical discourse for discussing your own work with others.

Reading as a Writer

The principle aim of the course is to enable you to read as a writer in order to inform your literary composition. You will read a selection of contemporary fiction and poetry from the persepctice of the writer.

Creative Writing Project

You will undertake a major extended fiction, non-fiction, poetry or poetic practice project under supervision.

Dissertation

The principle aim of the Dissertation on Practice is to enable you to demonstrate your ability to reflect critically and theoretically on your own practice and to locate your practice in relation to contemporary writing practices.

Pathways

Fiction Workshop

This module is designed to develop your understanding of, and ability in, fiction writing beyond first-degree level. You will attend a weekly three-hour workshop, in which work you produce will be discussed.

Poetry Workshop

You will develop your understanding of, and ability in, contemporary poetry beyond first-degree level. You will be expected to embark on an advanced programme of writing and critical thinking through creative exploration and dialogue with the tutor and other members of the group.

Poetic Practice

You will develop, and reflect on, your own practice in the context of an understanding of contemporary experimental practice in poetry from the UK and North America, and consider how contemporary poetry and poetics intersect with such fields as conceptual art writing, sound art, live art, digital poetics, book arts, installed texts and writing in relation to site.

Teaching & Assessment

At the beginning of the Spring term fiction writers will submit a 5,000-word piece of work and poets on both the Poetry and the Poetic Practice pathways a portfolio of 12 pages. In addition, they will submit a 3,000-4,000 word essay arising from their work in Supplementary Discourses. They will be given feedback and then, at the beginning of the Summer term, resubmit improved versions together with a second piece of creative work of the same length, and a second essay in relation to Reading as a Writer. Part-time students hand in their work for Supplementary Discourses and Reading as a Writer at the end of the Spring and Summer terms respectively; they will submit their portfolios for the pathway at the start of September.

At the end of the course fiction students will submit a 15,000 word piece of work and poets a portfolio of 24 pages. In addition, students will write a dissertation of 10-12,000 words, relating to their creative work and to their wider literary interests, to be submitted with the portfolio. Part-time students will make these final submissions at the end of their second year.

Your future career

A significant number of our Creative Writing students have become published authors or found work in publishing and allied professions. Along with this, we have has an impressive record for placing graduates in academic jobs; recently they've secured positions at the Universities of Edinburgh, Leeds, Sussex and UEA, Shakespeare’s Globe Theatre and the National University of Ireland.

This course can also give you an distinctive, creative edge in careers such as publishing, teaching, writing and journalism, administration and marketing. Recent graduates have taken up jobs at the BBC and in art therapy.



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This is an exciting, supportive and non-residency online course that offers you the opportunity to develop your writing practice at the times that work for you, wherever you are in the world. Read more

This is an exciting, supportive and non-residency online course that offers you the opportunity to develop your writing practice at the times that work for you, wherever you are in the world.

Course details

We understand how difficult it can be to find the space and structure to develop your writing - this course makes it easy for you to adapt your weekly studies to your personal circumstances. This course is taught throughout by tutors who are both practicing creative writers and experienced teachers of creative writing at postgraduate level. The emphasis is on developing practical writing skills and techniques whilst gaining an understanding of your own work within a critical context and framework. The course consists of four 30-credit taught modules plus the Creative Writing Project (60 credit), which is the final portfolio of your creative writing. Each module offers you opportunities to experiment and develop your interests, whether these are in prose fiction, poetry, creative life writing, dramatic writing and screen writing or in using writing to work with people in personal and professional development and healthcare settings. For more information, take a look at our module descriptions. This course is available to all international applicants. Individual modules can be taken on a stand-alone basis.If you apply for this course, you must submit a portfolio of your creative writing of up to and no more than 2,000 words in any one or two forms or genres, for example poetry, prose fiction, life writing, screen writing. Please include this portfolio in your online application.

What you study

Course structure

Core modules

  • Core Skills and Techniques
  • Creative Writing Project
  • The Professional Writer in the World
  • Writing and the Self
  • Writing Specialisms

Modules offered may vary.

Teaching

How you learn

The course is taught by distance learning. There is no requirement to attend classes at a set time. You can access the course space and complete the coursework at times that work best for you. 

Each taught module will consist of eight weekly units. Each unit will usually consist of:

  • a short introductory video, in which your tutor introduces the week’s key themes
  • writing prompts and exercises
  • supporting materials, reading questions and suggestions for further reading and research to discuss in the discussion forum
  • a dedicated private space to workshop your ideas and writing-in-progress with the tutor and fellow students.

You will also receive help, support and feedback on your work directly from the tutor, both through the online course space and by email. 

You don't need to be a technology expert to take this course. All you need is a PC, laptop or tablet to access the course materials and forum and share your writing with the tutors and your peers.

How you are assessed

Each taught 30-credit module is assessed against clear learning outcomes through written assignments, usually consisting of both creative work and some critical or reflective work. In addition to the taught modules, you produce a final project (60 credits) in your chosen form and genre.

Employability

MA Creative Writing graduates go on to a wide choice of professions and careers. Apart from the more obvious routes of publishing, editing and freelance writing, many work in the wider creative industries (television, journalism, new media) or in workplaces that require advanced writing skills in the workplace. 

The practical and flexible design of the course means that it is also highly suited to teachers wishing to up-skill their portfolios in relation to the new Creative Writing A level; writers developing their teaching and workshopping skills to work in the community; and those using writing in therapy, healthcare and other professional settings. 

If your job has a requirement to work on live briefs and projects with an imaginative or research element, you will also find the transferable skills offered by this MA a natural fit. 

Although the course will help you if you want to develop a career using writing, many students take our MA to extend their skills for their own personal development and fulfilment.



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Summary. 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

Summary

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.

The programme 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.

This course is undergoing academic revalidation during 2016/17, and course content/modules are subject to change.

About

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.

At the end of the course, successful students will be able to:

  • Demonstrate a critical understanding of the development of systemic theory in the context of other therapies
  • Evaluate the various schools of thought pertaining to family therapy
  • Identify how stages in the family life cycle can impact on family dynamics
  • Reflect on the impact of culture on families
  • Define and apply the theories underpinning the Milan/ Post-Milan school of family therapy
  • Reflect on their personal and professional stage of development and the impact of systemic theory on these
  • Identify ways in which systemic theory/ practice can be used in other settings

Structure and content

The course is composed of two modules:

Family Therapy and Systemic Practice 1 (30 credits)

In this module, students are introduced to the major models of family therapy and systemic practice and are given the opportunity to learn and practise specific skills and techniques from systemic psychotherapy. The module offers a broader perspective and understanding of how crucial family dynamics are in the development and maintenance of problems, while also providing creative ways of involving the family in finding solutions to their difficulties. Material is covered via lectures and Peer Groups, where students will have the opportunity to put theory into practice through role play and group discussion.

Family Therapy and Systemic Practice 2 (30 credits)

This module builds on students’ knowledge of the main schools of family therapy, to incorporate considerations of working in different therapeutic contexts, working with bereavement, domestic abuse, and child-focused practice. Students engage in full-day teaching workshops, exploring and experimenting in further systemic principles and techniques. This is cemented in ongoing Peer Groups, where students will expand on experiential learning through associated group tasks.

Attendance

Duration

The course runs from September to June.

Mode of Attendance

The course is taught as two modules:

Module 1 is conducted as one full day (Thursdays) of teaching and seminar work per week across Semester 1 (September to December).

Module 2 runs in Semester 2 (January to June). It is composed of 6 teaching/workshop days (10.00am – 4.30pm), and 5 Peer Group/seminar days (9.30am – 1.00pm). The teaching days and Peer Group days alternate each week (on Mondays).

Placement activity

In addition to the above days on campus, you will be expected to spend at least one day per week throughout the programme in your placement or work context (pre-arranged by you), where you will apply the theory and skills from your training.

Work placement / study abroad

The clinical placement associated with this programme is arranged by students themselves. The training presents a number of opportunities to connect clinical placement with studies on campus, through exploring and assessing students' clinical experiences in this area of practice.

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.



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This Masters course is accredited by the British Association of Play Therapists (BAPT) and provides professional training in play therapy. Read more
This Masters course is accredited by the British Association of Play Therapists (BAPT) and provides professional training in play therapy. Successful graduates of this course will have completed the formal elements of the training required to practise as a play therapist.

As well as meeting core requirements for play therapy training, the course introduces you to therapeutic interventions with different client groups including children and young people with social, emotional and behavioural difficulties. The course offers placement opportunities in a variety of settings, including schools, children’s centres, charitable organisations and multidisciplinary agencies. You will develop the skills needed to practise as a professional in a responsible and demanding clinical environment.

The course provides theoretical and practical knowledge relating to play therapy, drawing on the experience and skills of qualified psychologists and play therapists, as well as other creative therapists and counselling staff. The course team is actively engaged with practitioner work and related research.

This is a demanding course and acceptable applicants will be interviewed to assess suitability for training. Students are also required to undertake their own personal therapy (60 hours) and clinical supervision (50 hours) as part of the professional requirement for registration as a Play Therapist. Students are expected to meet these costs in addition to the course fees.

There are also opportunities for suitable students to undertake part of their clinical practice hours in the PAWB Wales clinic.

See the website http://courses.southwales.ac.uk/courses/639-msc-play-therapy

What you will study

You will study the following modules:
- Child Development
- Play Therapy Skills
- Advanced Play Therapy Skills
- Research Methods
- Working with Children and their Families
- Clinical Practice & Personal Therapy 1
- Clinical Practice & Personal Therapy 2

Learning and teaching methods

Full-time study is delivered intensively on one day per week over two years (9am- 6pm in year one).

Teaching is through lectures, seminars, workshops, reflective diaries, research project work and specialist guest speakers.

Work Experience and Employment Prospects

Career opportunities for play therapists exist in many stimulating areas, such as community groups, social services, education services, the National Health Service and private clients.

Assessment methods

Assessment uses a variety of methods, including essays, diaries, research reports, presentations, portfolios of observations and clinical notes. Clinical work placements are available as part of this course.

Facilities

Students in Psychology have access to the latest learning technologies, facilities and equipment, including excellent designated facilities.

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

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

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

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As a qualified play therapist, you will already be aware of the importance of self-expression and creative mediums in therapy. Read more

As a qualified play therapist, you will already be aware of the importance of self-expression and creative mediums in therapy. Whether you are aiming for a promotion within your current field or want to explore a particular play therapy topic, this MA will enhance your existing therapy skills through research, allowing you to further improve the lives of vulnerable children.

You will study the latest theories in this emerging sector, exploring the shift from traditional therapy methods to more modern techniques such as movement, breathing and sensory activities.

At the beginning of your course, you will use your experience to choose your area of specialist research and develop a proposal for practice-based play therapy research that will form the basis for your dissertation.

Delivered by the Academy of Play and Child Psychotherapy (APAC) and validated by the University as part of a collaborative partnership, you will undertake this course online, enabling you to fit your study around your personal and professional commitments. 

Please note that all applications and queries for this course will be dealt with by APAC, and that start dates may differ depending on your location of study. Find out more on the APAC website

Research Excellence Framework 2014

Research Excellence Framework 2014: we entered an increased number of units for this assessment, up from 11% in 2008 to 33% in 2014.

Course Benefits

We deliver our course in partnership with the Academy of Play and Child Psychotherapy (APAC), ensuring you study the latest theories in this emerging sector, including the importance of neurobiology on improving the effects of play therapy for traumatised children. When you complete the course you will have a recognised accreditation.

We also have strong links with Play Therapy UK (PTUK) and Play Therapy International (PTI), the leading innovators in the profession, offering you expert career advice and a wealth of knowledge.

Our flexible online course gives you the opportunity to work at your own pace, allowing you to fit your study around your personal commitments. You will have access to a range of training sessions run by APAC at venues across the UK, along with the support of our dedicated tutors and the opportunity to debate and share your experiences in our virtual lecture rooms and chat rooms. You will be able to join forums where you can post your thoughts and learn from your tutors and fellow students.

Modules

  • Developing a Practice Based Play Therapy Research Proposal
  • Research Dissertation for Practice Based Play Therapy

Job prospects

On completion of this course you will be well placed to aim for a promotion in your field, progress into a research role or enter academic work. You could also go on to take the courses you need to become a PTUK certified trainer, helping future play therapists begin their careers in this increasingly important area.

  • Play Therapist
  • Child Psychologist
  • Community Worker


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Gain the skills to become a professional occupational therapist, able to deliver and evaluate occupational therapy in a range of settings. Read more

Gain the skills to become a professional occupational therapist, able to deliver and evaluate occupational therapy in a range of settings.

This programme is underpinned by an understanding of humans as occupational beings, the relationship between occupation and health, models of occupation, occupational science and occupational justice.

You will learn how to carry out occupational therapy assessments and interventions with people from across the lifespan and with a range of physical, mental and social difficulties, such as dementia, stroke, homelessness or unemployment. Your learning experience will include problem-based tutorials, journal clubs, creative and practical sessions, self-directed learning and research. You will be required to undertake a minimum of 1,000 hours of professional practice under the supervision and direction of experienced occupational therapists. 

Research Excellence Framework 2014

Research Excellence Framework 2014: 20% of our research in the Public Health, Health Services and Primary Care unit is world leading or internationally excellent.

Course Benefits

You will participate in a wide range of learning experiences including problem / task based tutorials, creative and practical sessions, self-directed learning and research. In addition to university based learning, you will undertake a minimum of 1,000 hours of professional practice under the supervision of experienced occupational therapists.

Core Modules

  • Advanced Occupational Therapy Practice
  • Practice Placement 2
  • Practice Placement 3
  • Practice Placement 4
  • Emerging Occupational Therapy
  • Occupation in Context
  • Occupation, Health & Wellbeing
  • Occupational Therapy Practice
  • Research in Occupational Therapy 1
  • Research in Occupational Therapy 2
  • Transition into Practice
  • Practice Placement 1

Job prospects

On successful completion of the course, you will be able to apply to become a registered occupational therapist. The majority of occupational therapists work within the NHS in acute and community settings and in social services. There are also growing opportunities to work in private healthcare, industry, the voluntary sector and local government. We have a high student employment rate, with graduates gaining occupational therapy roles in a variety of areas.

  • Occupational Therapist


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This unique programme is designed to provide an education in the underlying scientific principles of physical therapy - physiotherapy, osteopathy, sports therapy - and an opportunity to experience the clinical application of specialist rehabilitation techniques with expert clinicians at the Royal National Orthopaedic Hospital (RNOH). Read more

This unique programme is designed to provide an education in the underlying scientific principles of physical therapy - physiotherapy, osteopathy, sports therapy - and an opportunity to experience the clinical application of specialist rehabilitation techniques with expert clinicians at the Royal National Orthopaedic Hospital (RNOH).

About this degree

Students can expect to acquire a broad and deep understanding of the science underpinning a physical therapy approach to the treatment of musculoskeletal pain and dysfunction. In addition, the MSc builds on cognitive skills, and students will become creative in their thinking and highly skilled in analysis and evaluation, and thus ideally placed to become innovative leaders within their field.

Students undertake modules to the value of 180 credits.

The programme consists of eight core modules (120 credits), and a research project (60 credits).

Core modules

  • Clinical Aspects of Musculoskeletal Medicine
  • Movement Science and Pain
  • Musculoskeletal Biomechanics and Application in Physical Therapy
  • Musculoskeletal Tissue Biology - Disease and Dysfunction
  • Musculoskeletal Tissue Biology - Form and Function
  • Rehabilitation and Multi-Dimensional Patient Management
  • Research Governance
  • Research Methodology and Generic Skills

Optional modules

There are no optional modules for this programme

Dissertation/report

All MSc students undertake an independent research project that will contribute to cutting-edge scientific, clinical and industrial research, and culminates in a dissertation and oral examination. The research project thesis will be approximately 6,000-7,000 words (20-30 pages). 

Teaching and learning

The programme is delivered through a combination of lectures, seminars, tutorials, case-based studies, workshops and practical classes. Assessment is through MCQ examinations; coursework, including narrative reviews, structured questions and case studies; and poster presentation. The research project is assessed by a written dissertation and viva examination.

The programme will be taught mostly at the Royal National Orthopaedic Hospital in Stanmore, London. Some teaching will also take place in Bloomsbury.

Further information on modules and degree structure is available on the department website: Physical Therapy in Musculoskeletal Healthcare and Rehabilitation MSc

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

On successful completion of this programme, students can expect to assume leadership positions in clinical practice in the NHS, or in private practice for those with a prior clinical qualification. Graduates will also be well placed to enter academic or clinical research or a biomedical/healthcare-related position in industry.

Employability

Graduates are likely to be highly attractive to prospective employers; not only will they have gained multidisciplinary knowledge of the musculoskeletal system and treatments for musculoskeletal disease and dysfunction, but importantly they will have developed their skills in analysis and evaluation of information and creation of new ideas. These higher-level cognitive skills are highly sought after by employers.

Why study this degree at UCL?

This programme is unique in that it covers the basic science informing a physical therapy approach to treatment. The programme encourages students to integrate knowledge across modules and to use a multi-dimensional approach to patient management.

The programme is delivered through a partnership between internationally renowned UCL academics and world-leading specialist clinicians at the RNOH, providing students with excellent networking opportunities with academics, clinical professionals and like-minded peers.

UCL was rated as the best university for research strength in the UK in the latest Research Excellence Framework (December 2014). The RNOH has a worldwide reputation for ground-breaking neuro-musculoskeletal healthcare and specialist rehabilitation.



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The PG Dip programme equips students with a critical understanding of psychological models of psychosis and the skills to deliver high quality and creative cognitive behavioural interventions. Read more

The PG Dip programme equips students with a critical understanding of psychological models of psychosis and the skills to deliver high quality and creative cognitive behavioural interventions. The shorter PG Cert programmes focus on clinical skills, for clinicians, or on theoretical background for researchers, academics and non-practitioners.

Key benefits

  • The Internationally renowned centre for the development and evaluation of cognitive behavioural interventions for people with psychosis, offers unrivalled access to current innovations in practice and research.
  • Close supervision with expert practitioners develops students' ability to become skilled and creative independent practitioners of CBT for Psychosis.
  • Develops students' skills in training and supervising other professionals and thus improves the provision of CBT for Psychosis in students' own work settings.

Description

The courses have been developed with the South London & Maudsley NHS Foundation Trust (SLaM) and designed in accordance with the National Institute of Health and Care Excellence Schizophrenia Guideline psychological therapy recommendations (NICE, 2003, 2014).

The purpose of the courses is to improve the delivery of cognitive behavioural interventions for people with psychosis. CBTp is a complex therapeutic intervention and requires of independent practitioners an advanced theoretical understanding of cognitive models of psychosis and specialist post-qualification skills in relationship building, assessment, formulation and intervention. Our courses train students in each of these requirements, enabling them to develop competence then mastery in therapy delivery, and to provide consultancy, training and supervision to others.

The courses are modular, following a credit framework. Two clinical skills modules build from early therapy activities (Engagement, Assessment & Formulation – Module 1) through to intervention and specialised applications (Intervention & Supervised Practice; Module 2). Two academic modules develop students’ critical appraisal of the theory underlying psychological models of psychosis (Theoretical background I: Psychological Models, Module 3) and the evidence base for interventions (Theoretical Background II: Interventions, efficacy & future directions, Module 4). Diploma students complete all four modules; clinical skills certificate students complete Module 1 and Module 2 only; theoretical background certificate students complete Modules 3 and Module 4 only. 

Case supervision is strongly emphasised on the clinical programmes. Weekly morning supervision sessions take place in small groups (four to five) on the teaching day with all supervision carried out by the programme team. Additional close supervision (listening to audiorecordings of therapy sessions) is a course requirement.

Course purpose

The programmes deliver the clinical skills and theoretical background to work creatively and effectively with people with a schizophrenia spectrum diagnosis.

The Postgraduate Diploma in CBT for psychosis (CBTp) is designed for qualified mental health practitioners and covers both the clinical skills and theoretical background required to become an innovative and successful practitioner of CBTp. We recommend completion of the programme on a part-time basis, over two years. A fast-track one year full time option is available for students with previous experience of relevant clinical work and masters level study.

The Postgraduate Certificate in Therapy Skills emphasises the clinical skills component of the programme, for mental health practitioners who are primarily concerned with clinical practice, rather than academic development. The Postgraduate Certificate in Theoretical Background is designed for people without a mental health qualification, for researchers or academics, or as an introduction to CBTp. Students attend seminars and workshop teaching in order to acquire a detailed understanding of psychological models and interventions, together with their evidence base, but clinical supervision is not usually provided. Certificate programmes are offered on a part-time basis over a calendar year. 

Course format and assessment

The course begins with three introductory intensive one-day workshops, which aim to provide students with an overview of the model, therapeutic style and content of initial sessions. This is usually a refresher for more experienced students and sets the scene for identifying students' individual learning targets and goals. Teaching modules are examined by assignments – audio recordings, case reports and practice portfolios for the clinical modules; essays and research presentations for the academic modules. Clinical students will be required to work with at least four clients for at least 16 sessions from assessment to completion or termination of therapy over the duration of the programme.

You will be assessed through a combination of coursework and examinations.

Examination (50%) | Coursework (30%) | Practical (20%)

Extra information

Regulating body

King’s College is regulated by the Higher Education Funding Council for England



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