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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:
Find out more about the structure, learning outcomes, compulsory and optional modules in this course.
This course also gives you the option of taking a language module, which can count towards your degree. These modules cover ten languages and range from absolute beginner to near-native speaker level.
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.
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 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.
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
This programme was developed in consultation with the education, health and social care, and voluntary sectors, as well as individuals affected by Autism Spectrum Disorder (ASD), and is designed to facilitate the professional development of teachers and other related professionals who work, or wish to work, in this area.
Students explore the theories and practice underpinning ASD and can engage in associated experiential work. In line with the needs identified in the Northern Ireland Executive's Autism Strategy (2013-2020) and associated Action Plan, the course has been attuned to raising awareness, addressing issues specifically related to children and adults on the autism spectrum, and increasing knowledge and skills in relation to evidence-based interventions.
The aim is to enable the study of the theory and practice underpinning the specialist area in order to enhance understanding and ability to engage in research- and evidence-based practice. On completion of the degree, students will have:
In order to be awarded the MSc, students must successfully complete six taught modules (120 CATS points) and a dissertation (60 CATS points).
Two exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught pathway modules or an Postgraduate Certificate by successfully completing 60 CATS pointsfrom taught pathway modules.
Core Modules (all 20 CATS points):
This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your research dissertation.
We will focus on pedagogical methods and practices for inclusion that emanate from the scientific discipline of behaviour analysis. This includes a range of pedagogical methods, including intensive behaviour interventions, incidental teaching, contingency management, precision teaching, dealing with challenging behaviours, and integrating systems support. We will also introduce the practice of measurement of behaviour change and displaying and interpreting behavioural data.
You will be assisted to develop and extend your skills in understanding the needs of adults with ASD and their families. We will examine issues of identification, adult diagnosis, mental health, and transitions, as well as challenging behaviours, communication, and sensory issues, relationships, sexuality, self-advocacy, and neuro-diversity. We will consider the implications of an ASD diagnosis for the nuclear and extended family, for schools, homes and employment.
You will be assisted to develop and extend your skills in understanding the needs of children (aged 0-18) with ASD and their families. We will examine issues of definition, identification, diagnosis and assessment, and early intervention, as well as communication, and sensory issues across childhood and adolescence. We will also consider the implications of an ASD diagnosis for the nuclear and extended family, for teaching and learning in school and home-based programmes as well as transitions between school and home.
Two optional modules may be chosen from the Educational Studies (MEd) programme.
Graduates have found their Master’s degree to be beneficial in the workplace when advising colleagues, influencing policy makers and supporting pupils and students. Others progress to Doctoral level studies and research.
The Specialist Community Public Health Nursing MSc is for registered nurses and midwives who want to earn both a professional qualification as a school nurse or health visitor, and an academic award at masters level.
The course equips nurses to be innovative and creative in their response to the needs of various client groups across different settings of public health practice.
On completion of the course you will be able to show that you can meet the ten key areas of public health practice required for second level registration as a Specialist Community Public Health Nurse with the Nursing and Midwifery Council (NMC 2004).
Under the guidance of a personal tutor, you will map out a development plan before the start of the course so that you have a clear focus on your intended direction.
We are known for our flexible approaches to practice-based learning, with course durations and intensities that can be adapted to your individual needs and outside commitments.
The values of the NHS constitution – respect, dignity, compassion and working together for patients – and the recognition that patients come first in everything the NHS does are embedded in our curriculum.
You will be taught and supported by passionate and experienced staff, who are informed by current research, meaning teaching is up to date and adheres to best practice.
We have a dedicated team of academic staff who are actively engaged in internationalising the nursing and midwifery curriculum.
The course is delivered in a variety of ways, and is flexible enough to meet the needs of part-time students. Delivery is typically via e-learning, lectures, seminars, workbooks for work-based learning and simulation in our state-of-the-art Clinical Skills and Simulation Suite and Flexible Learning Environment.
You will be allocated practice placements by your employing trust, and assigned a dedicated tutor to support your learning in practice. You will also undertake a period of alternative practice during which you can spend a week in another practice environment of demonstrable value to your role, to diversify your skills and experience base.
A variety of learning and teaching strategies are used including problem-based and work-based learning. You need to be highly motivated and be prepared to actively engage with all aspects of your learning.
Public health roles are diverse, and flexibility in the course gives you the opportunity to gain the knowledge and skills to suit your personal and professional ambitions.
You will be supported throughout your course and placements by a practice teacher and mentors. An exciting variety of learning approaches are utilised in the course, which can be tailored to your preferred learning styles.
Making sure that what you learn with us is relevant, up to date and what employers are looking for is our priority, so courses are reviewed and enhanced on an ongoing basis. When you have applied to us, you’ll be told about any new developments through our applicant portal.
With the guidance of a tutor, you will set out a professional development plan (PDP) from the initial interview, which will be reviewed throughout the course. The PDP helps to integrate your personal areas of advancement with the existing requirements of the knowledge and skills framework. It also serves as evidence of your expanded skill set in order to boost your future employability. The PDP ensures that your needs are assessed on an ongoing basis and adjustments made accordingly, particularly useful if you opt for an extended part-time route.
As a student on the course, you will share your learning with other community nursing specialities, allowing you to benefit from intra-professional collaboration. Our programmes are designed to allow students from other disciplines, and in some cases other professions, the opportunity to exchange knowledge and expertise.
A core module within the course relates to public health from the individual, through to whole societies. An innovative module which enables you to work with marginalised groups, connected with the Community University Partnership Project, may also be chosen. The modules allow you to focus your practice assignment work on areas which benefit your desired career.
On completion of the course, you will have studied and practised:
Most graduates go on to work within the NHS in health visiting or school nursing teams.
The skills and knowledge that you will have achieved by graduation can also be applied to a wide range of community nursing or public health roles in various settings.
The context of public health practice both within and outside of the NHS is constantly changing and the opportunities for career development and innovative approaches to service provision exist.
Our dynamic MSc Public Health Practice with SCPHN (Health Visiting) programme enables registered nurses to develop the academic and professional skills needed to qualify as a Health Visitor.
Graduates are equipped to practice in the fast-changing and complex area of public healthcare, deploying advanced critical analysis skills and leading on innovation and change.
Our MSc Public Health Practice with SCPHN (Health Visiting) programme will enable you to obtain an academic award and, through completing a specified period of practice, to register on the Nursing and Midwifery Council register.
Health Visitors are at the forefront of current government public health policy and our programme is responsive to the dynamic and evolving nature of healthcare.
It also has strong links with practice, encourages shared learning, draws upon an innovative research base and will guide you in displaying the values required in modern healthcare; such as compassion, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.
Students are sponsored for the NMC Specialist Community Public Health Nurse award by a health care provider organisation.
This programme is studied full-time over one academic year. Students then consolidate their practice and complete their dissertation over a further three years.
Students can also study part-time over two academic years, then consolidate their practice and complete their dissertation over a further three years.
Example module listing
The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
The programme aims to advance the critical and analytical skills of the students to allow critical evaluation of current public health policy and practice, to equip students to initiate, lead and manage change, and to problem solve across disciplines and organisations, drawing on a breadth of knowledge from an inter- professional approach to education.
Knowledge and understanding
Intellectual / cognitive skills
Professional practical skills
Key / transferable skills
We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.
In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.
The MSc Children and Young People's Mental Health and Psychological Practice (Online Distance Learning) offers a unique perspective: that children and young people’s mental health and well-being is influenced by developmental processes at multiple levels, from individual to socio-cultural and that approaches to working with mental health and well-being need to be informed by this dynamic and interactional system.
By drawing on the knowledge and clinical experience of a world-class department of clinical and health psychology, the programme aims to equip students with the knowledge necessary for understanding children and young people’s mental health and well-being from this unique perspective. The programme will also draw upon many other theoretical areas, including early intervention, health promotion, public health, health and social inequalities, critical psychology, developmental psychopathology and resilience.
The programme is part time, fully online, and has been designed with professionals in mind; the online delivery format and part-time study options allow for professionals from a range of disciplinary backgrounds to develop knowledge and practice whilst continuing to meet individual life and work demands.
The core elements of the programme include both conceptual and applied courses. At the conceptual level, the programme will review different theories of children and young people’s mental health involved in the complex structure of typical and atypical development. At the applied level it will include the application of psychological knowledge to difficulties experienced by children and young people and the critical appraisal of psychological knowledge and practice.
Distinctive features of the course, include:
Graduates of the programme can expect to develop key skills and abilities, which are transferable to a number of professional domains, including:
All of the teaching on the MSc is delivered entirely online, allowing for flexible and responsive approaches to learning, assessment and support of our students and to reach a wide range of graduates and professionals from all over the world.
The online teaching methods include:
The University's full range of online learning resources will be available to students; for example:
As well as our online courses, students are welcome to enrol on our campus-based courses (up to 60 credits), if it is possible for them to attend the University for teaching, thus increasing flexibility and choice. Please note that students enrolled on this programme would not be eligible to apply for a Tier 4 visa.
This programme offers a flexible postgraduate degree designed for recent graduates and professionals who are interested in studying at an advanced level.
The programme is designed to be completed part-time. The minimum period the course can be completed is two years, with a maximum completion time of six years.
There are a number of qualification routes available; students enrol on the MSc programme pathway and can exit at any of the following qualification junctures:
Courses offered as part of the programme include:
The dissertation project takes the form of a systematic review or meta-analysis relating to an aspect of psychological theory, or a psychological model, with relevance to clinical practice in the field of child and adolescent mental health and well-being.
The programme has been designed to enhance the career development of a range of professions involved in the provision of psychological health and care by improving awareness and application of psychological theory to clinical practice and by broadening the theoretical base from which professions practice.
Previous students have continued to work in, or entered, a range of professions including:
Recent graduates interested in working in the area of child and adolescent mental health would also benefit from this programme. The degree demonstrates a student's high level of commitment to working with children and young people.