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Our unique Early Intervention in Psychosis course provides worldclass specialised training in the early identification and clinical treatment of psychosis, focusing on the detection and management of early symptoms. This approach is highly effective in reducing the long-term impact of psychotic illness. You will learn the relevant skills in early intervention and other areas of mental health. You will also acquire transferable skills training, including career planning and progression, personal statement and CV writing, interviewing, public speaking and presenting scientific data to a lay or non-specialist audience.
People who experience a psychotic illness, such as schizophrenia, bipolar disorder and psychotic depression, can and do recover. However, long-term recovery is dependent on the timely delivery of effective treatment.
The MSc Early Intervention in Psychosis develops your academic and clinical skills in the identification and treatment of psychosis. Early intervention is an evidence-based, holistic and person-centered approach that is highly effective in reducing the long-term impact of psychotic illness on the individual and their families. It has now become an integral part of mental health services in the UK and worldwide. The course combines biological, psychological and social perspectives, reflecting the multi-faceted nature of the illness. You will learn through classroom teaching and a clinical placement in an early intervention service within the South London and Maudsley NHS Foundation Trust. The knowledge and experience acquired on this course are relevant and applicable to all areas of mental health.
Our course is designed for students who want to develop their academic and clinical expertise and experience before applying for clinical psychology training. It is also ideal for mental health professionals (eg doctors, clinical psychologists, nurses) aiming to enhance their career prospects. Furthermore, it provides a robust foundation for students who aim to conduct further research at PhD level in the future.
You will be taught by mental health professionals with extensive experience in delivering early intervention in psychosis and academics who have carried out pioneering research in this area.
You will be assessed through a combination of coursework and examinations.
Examination (72.5%) | Coursework (22.5%)| Practical (5%)
The expertise and experience acquired on this MSc are relevant and applicable to all areas of mental health. Therefore, after completing this programme, you will be in a strong position to pursue a career in mental health. Most of our students go on to clinical psychology training (e.g. DClinPsy), other clinical training (e.g. IAPT) or a research position (e.g. PhD). Clinicians completing this programme have enhanced their career and/or obtained clinical research positions.
The MEd Early Years is primarily aimed at professionals working in the Early Learning and Childcare sector in its widest definition (school and Early Learning and Childcare settings, health and social work), who are addressing these agendas and supporting their own development and of and others.
The current national and international priorities focus on tackling inequality through raising attainment and reducing poverty. Current policy frameworks are underpinned by UN Convention on the Rights of the Child (1989) and tackle inequality through working sensitively supporting and involving families, early years intervention and improvement, literacy and pedagogy and practice.
There is no requirement to attend ‘face-to-face’ sessions on this innovative course as it is offered by distance learning, using the UWS virtual learning environment. However, face-to-face delivery may also be an option for some cohorts. Materials are supplied online and the system allows access to both electronic journals and e-books. Participants are required to contribute to online discussion threads on themes relevant to the modules. The approach taken to the learning and assessment is that of reflection on and in practice thus making the theory and practice links necessary to enhance future practice.
There are three stages to the programme.
The Postgraduate Certificate stage consists of three 20-credit SCQF Level 11/ Masters level modules, and can be taken as a discrete programme. All new students start with the compulsory
Participation and Children’s Rights module and then select 2 from:
Or 20 credits of their own choice from the The School of Education CPD portfolio.
The Postgraduate Diploma also consists of three 20-credit SCQF Level 11/ Masters level modules and can be taken as a discrete programme. The mandatory module is Research Methods in Education and then students select 2 from:
Or 20 credits of their own choice from the School of Education CPD portfolio.
Upon successful completion of the diploma phase interested applicants can continue with the Masters phase which comprises a dissertation in consultation with the course Leader.
Teaching & Assessment
Our course is taught largely online through the Moodle Virtual Learning Environment. Within Moodle, you will make use of e-learning methods such as:
You will be assessed using a combination of the methods below:
This programme, developed in partnership with the NHS, combines academic teaching with clinical practice training in applied psychology for children and young people.
It offers an opportunity to develop knowledge and competence in the delivery of evidence-based psychological interventions, for this specific group.
This programme aims to train psychology graduates in the range of skills and competencies essential for the delivery of tier two psychological assessments and interventions in a range of services for children, young people and their families.
You will be employed in a one-year clinical placement in the Scottish NHS Child & Adolescent Mental Health Service, gaining valuable experience applying psychological theory to practice, under the supervision of a qualified clinical psychologist.
Alongside essential elements for applied psychologists in health (e.g. assessment and formulation, and evaluation) and child and adolescent mental health professionals (e.g. safeguarding children, child and adolescent development and health promotion), there is a particular focus on the early years and early intervention. There is also a strong emphasis on parenting and supporting parents through evidence-based models of parent-focused intervention.
The clinical experience gained on placement facilitates linking theory to practice and fosters the development of professional skills necessary for post-qualification practice.
The programme is a one year, full-time course with teaching delivered at both the University of Edinburgh and NHS partnership sites in Glasgow.
Clinical placements will be with one of the NHS Health Boards within Scotland.
This programme will qualify you to apply for Clinical Associate in Applied Psychology (Children and Young People) posts, or equivalent, in a number of settings, both within the NHS and in other organisations, such as the voluntary sector.
You will also gain highly transferable skills, such as communication and project management.
The Master of Teaching (Early Childhood) is designed with a new type of early childhood professional in mind – one who operates in a multi-disciplinary field involving care, education and health.
This course focuses on learning and teaching for children aged birth to eight years, and can be completed through either full-time or part-time study.
Both the Graduate Diploma of Teaching (Early Childhood) and the Master of Teaching (Early Childhood) have been approved by the Australian Children’s Education and Care Quality Authority (ACECQA),qualifying graduates to work in Australian early childhood education and care settings with children aged birth to five years.
Graduates are also eligible to apply for registration as an early childhood teacher with the Victorian Institute of Teaching (VIT).
If you intend to teach outside Victoria, we recommend you check registration requirements with the relevant body.
You may also choose to pursue a career in areas like:
The Master of Teaching (Early Childhood and Primary) prepares you for dual registration to teach in early childhood education and across all primary years as a generalist teacher.
Focusing on early childhood development and education from birth to 12 years, you will be prepared to teach across the curriculum, with a specialisation in early years learning and development, literacy and mathematics.
The Master of Teaching (Early Childhood and Primary) will enable you to apply for registration as an early childhood teacher (birth to five years), and provisional registration as a primary school teacher (five to 12 years) with the Victorian Institute of Teaching (VIT). This qualifies you to work in children’s services and schools in Australia with children aged birth to 12 years.
If you intend to teach outside Victoria, we recommend you check registration requirements with the relevant body.
You may also choose to pursue a career in areas like:
This degree programme explores the main theories, methods and research findings relating to infants and young children - five years and under - from a variety of perspectives, including psychology, education, and health, and also includes approaches to assessment and intervention.
Students will learn about the development of infants and children from in utero life to five years of age from psychology, education, medical, and health and social-related perspectives. This will include coverage of typical and atypical development, maternal/primary caregiver and broader environmental factors and settings including nurseries and other informal learning settings, the importance of early social skills and specific childhood disorders and medical conditions. Students will be exposed to age-specific tools for evaluating typical and atypical development, and to intervention methods appropriate for certain neurodevelopmental disorders. There will be optional modules to allow specialisation within the areas of psychology, education and health, and students will undertake a research project under supervision.
Students undertake modules to the value of 180 credits
The programme consists of four core modules (60 credits), two to four optional modules (60 credits), and a dissertation (60 credits). The optional modules are chosen from a set of approved modules.
A Postgraduate Diploma, four core modules (60 credits), two to four optional modules (60 credits), full-time one year or flexible study up to five years, is offered.
A Postgraduate Certificate, four core modules (60 credits), part-time one year or flexible study over a period of up to two years, is offered
All core modules from the following list must be taken.
60 credits of optional modules drawn from the following list:
(all modules are worth 15 credits unless stated otherwise)
All MSc students undertake an independent research project which culminates in a dissertation of 10,000 words.
Teaching and learning
The programme will be delivered via lectures, seminars and web-based materials (e.g. reading, videos); students will be evaluated by written work (essays, leaflets, commentaries, research thesis) and presentations.
Further information on modules and degree structure is available on the department website: Infancy and Early Childhood Development MSc
This degree prepares students for progression to higher research degrees, and will enhance knowledge and awareness of the many variables relevant to early childhood development researchers or medical/educational professionals working with infants and young children.
Within this programme, students will acquire a solid knowledge and theoretical base of child development, environmental influences, medical and educational aspects within the prenatal to five-year period. They will meet and have opportunity to network with professionals from diverse fields including paediatricians, neurologists, psychologists, health visitors, play specialists and early years educators. Students will be exposed to a range of evaluation and treatment/intervention approaches and acquire research method, analysis and communication skills as well as communication skills for the lay public.
UCL Great Ormond Street Institute of Child Health is a world leader in the delivery of paediatric healthcare, research and education, and this programme will also take advantage of collaboration with other expert departments of UCL, thereby providing unique opportunities to interface across disciplines. This programme aims to integrate psychological development, education, medical aspects and health and social-related factors. Exposure to these topics will raise awareness of the many variables relevant to early childhood development.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Great Ormond Street Institute of Child Health
80%: Clinical Medicine subjects; 81%: Public Health, Health Services and Primary Care subjects rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
The course is aimed at professionals working with children and young people with mental health issues. The course has been developed by a multi-professional team to provide new insights into working with complex family mental health issues in the community. The perspectives of practitioners from health, social care and education is integrated into the delivery of both modules.
The first module provides you with the framework for assessment of children and young people and the factors which impact on their emotional health. During this module attachment, family dynamics, concepts of risk and resilience are examined in depth.
The second module presents the aetiology of mental disorders and their management and treatment. You build your knowledge and skills in diagnostic tools, cognitive behavioural therapy, motivational interviewing, solution focused therapy, family therapy, sensory assessment/integration and psychotherapy through role play and personal research.
All practitioners are required to demonstrate extended specialist knowledge in their chosen speciality when they are applying for career progression. Completing this course allows you to demonstrate your extended knowledge in caring for children, adolescents and families with mental health issues. This course enables you to contribute to the workforce transformation agenda as you apply these skills in your workplace.
Focused upon early years: neuro/cognitive/physical development; attachment; family relationships; risk/resilience, parenting; etc.
Focuses on disorders and interventions/strategies that arise from childhood into adolescence, and how these impact upon the whole family and the community at large.
Modules can be undertaken as stand-alone, or as part of the PgCert and the credits awarded can then be transferred to further awards (PgDip, MSc Advanced Professional Practice) as appropriate.
Written assignments and production of health promotion resource
Upon completion of a postgraduate certificate, you are able to complete your postgraduate study to Masters level, via PgDip and Masters route, through the Advancing Professional Practice MSc.
The MSc Advancing Professional Practice is an existing flexible route offered in the Faculty of Health and Wellbeing that provides the opportunity for students to transfer their postgraduate credit while continuing to advance their practice through completion of modules that are relevant to their practice context.
This programme seeks to develop a critical understanding of concepts and principles of applied behaviour analysis. It provides you with a detailed knowledge of intellectual and developmental disabilities and experience of practice or conducting research in this field, and is aimed at recent graduates as well as experienced practitioners.
Benefits include academic and professional support from some of the UK’s leading applied behaviour analysts and intellectual and developmental disability researchers. The programme also provides the necessary coursework to apply to sit the international examination for certification as a behaviour analyst.
Please note: the PgCert cannot be studied on a part-time basis.
This is a Verified Course Sequence with the Behavior Analyst Certification Board (BACB)
Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students.
The following modules are indicative of those offered on this programme:
You will gain knowledge and understanding of:
This programme is taught by the University's renowned Tizard Centre. An annual seminar series runs at which staff or guest lecturers present the results of research or highlight recent developments in the field of social care. The Jim Mansell Memorial Lecture invites public figures or distinguished academics to discuss topics that could interest a wider audience. The Centre also publishes the Tizard Learning Disability Review (in conjunction with Emerald Publishing) to provide a source of up-to-date information for professionals and carers.
The Tizard Centre provides consultancy to organisations in the statutory and independent sectors, both nationally and internationally, in diversified areas such as service assessment, person-centred approaches, active support and adult protection..
Our Applied Behaviour Analysis programme includes a course sequence approved by the Behavior Analyst Certification Board. Its completion, therefore, meets two of the requirements for certification as a Behaviour Analyst. Successful students will need to obtain appropriate supervised experience and pass the BACB exam. Many of our ABA students hope to take this career path, applying their skills either in work with children or adults with autism (ie early intervention programmes or in schools using an ABA approach) or with children/adults with learning disabilities whose behaviour is described as challenging. Every week we are asked to notify our students of opportunities in these fields. Our ABA programme is also suitable for parents of children/adults with autism or learning disability, who are looking to increase their own understanding of ABA.
We offer inspirational teaching and supervision alongside first-class library and IT facilities. You also benefit from our high-impact research in all subjects. Whatever you are looking to study, Kent provides a dynamic and challenging environment for your postgraduate studies.
Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/
* of 122 universities, not including specialist institutions
The Master of Youth Mental Health has been developed by the University of Melbourne’s Centre for Youth Mental Health in collaboration with Orygen, The National Centre of Excellence in Youth Mental Health to strengthen the capacity of the youth mental health workforce both nationally and internationally. The course is designed for health-care professionals working in a range of clinical and community contexts, and draws on contributions by world-leading experts in the field to provide students with the latest theory, research and evidence-based approaches in this specialised area of mental health. In the final year of the program, students will also have the opportunity to complete a substantial capstone experience and independent research project.
The course is delivered wholly online and is offered as a nested program, allowing students to exit with a Graduate Certificate or Graduate Diploma after 1 and 2 years of part-time study, respectively. Upon completing the Graduate Diploma, students who meet the minimum academic requirements (i.e., an average of 70% across the course) can progress to the Master of Youth Mental Health.
On successful completion of the Master of Youth Mental Health, students will have developed the following areas of knowledge:
In addition, students will be able to build on their existing skills in the following areas:
The course is for professionals from a variety of sectors, including healthcare, education, social care, nursing, allied health professions or the voluntary sector who would like to advance their careers within services for children, young people and their families / carers.
This MSc prepares you for a fulfilling and rewarding career in child and adolescent mental health. You will learn to provide collaborative and compassionate care and support for children and adolescents promoting their mental health, identifying needs and recognising which therapeutic interventions are appropriate and why.
You will gain the skills, knowledge and awareness of child and adolescent psychological development, early identification, managing risk and resilience, assessment and evidence-based psychosocial interventions and contemporary issues in child and adolescent mental health.
The course uses a sound evidence-base to prepare you to participate in a specialist workforce, where the development of ethical and culturally-sensitive practice and the placement of the child, young person and their carer are at the centre of decision-making and service re-design. You will enhance your ability to critically evaluate and reflect on your work or the work of others who care for individuals and families where there are significant concerns and vulnerability.
You will also develop capacities to maintain the balance between working collaboratively while maintaining safe professional boundaries.
Our specialist Clinical Skills Centre at City’s Northampton Square campus has been specially designed for teaching and reflects clinical environments and working wards, so you can familiarise yourself with equipment and practices before commencing your placement.
Simulated practice enables you to practise your skills in a safe environment, in preparation for transferring these skills to a 'real life' setting.
A blended approach to learning and teaching is adopted, including institution-based taught modules, e-learning and work-based learning. Modules are run by experienced practitioners and leading researchers, using a variety of direct and interactive teaching methods.
You will learn in large and small multi-professional and multi-disciplinary groups and will be supported and encouraged to participate in independent learning.
Assessments are varied to meet the practice and academic challenges of a Masters-level course, while recognising the need for motivating, realistic and relevant activity. Assessment is diverse and includes essays, reflective practice, objective structured clinical examinations, practice-based assessments, poster presentations, case studies, data analysis, and seminar presentations with supporting papers.
Discipline specific modules
Two elective modules must be chosen from the following:
You will be able to influence the mental health of children and young people at both a direct and indirect level through the development of services and the application of inter-professional practice and research.
You will have gained a deep understanding and knowledge of child and adolescent mental health to enable them to work effectively and collaboratively across professional agencies and boundaries.
Successful completion of the MSc fulfils the requirements for higher-grade, senior advanced practice posts in health and social care and qualifies you for research posts and to conduct independent research.