This Postgraduate Certificate is for teachers and others involved in education who are interested in exploring the social and emotional dimensions of learning. The course involves developing a creative, nurturing and reflective approach to your professional practice and exploring practical issues and developing effective responses in your own setting. You will be supported in improving your critical and leadership skills in working with children and families with diverse needs, in the context of current political and organisational priorities. This pathway is an exciting development supported by our partnership with the Family Links charity that works extensively with professionals and parents to improve the social and emotional climate within schools, classrooms and families.
You will gain a postgraduate certificate (60 Masters level credits) which can be transferred if you undertake further Masters study.
In module 1, you will engage critically with the theory, rationale and practice of social and emotional learning, focussing particularly on schools. The module draws on critical exploration, application and evaluation of the approaches of the Family Links Nurturing Programme, as a case study in the broader context of a range of theoretical and professional perspectives.
In module 2 you will reflect deeply and authentically on your own experiences of emotions in education as a teacher and as a learner.
In module 3, you will explore creative approaches to empowering the social and emotional development within your school community or other education setting; and engage critically with issues of leadership in curriculum, pedagogy, classroom environment and lesson design.
You will be required to submit three assignments of 4000 words each. These will include:
• Written exploration of a selected theme arising from taught sessions
• Reflective journal
• Small-scale action research project.
The course is written to support you in developing your career as a teacher or other educational professional who can offer specialist knowledge and support others in aspects of social and emotional learning in a range of educational settings and through partnerships with families.
After completing the postgraduate certificate you will have the option to transfer the credits and complete the MA in Education.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our postgraduate fees and funding page to discover the loans, scholarships and bursaries available.
The Special Educational Needs (SEN) programme investigates issues involved in the education and development of children and young people with learning difficulties, disabilities and disadvantages. Our programme is founded upon a commitment to forms of education which enable the participation, learning and development of all.
Students studying on the programme engage with aspects of theory, policy and practice relevant to international and local contexts. With its international profile, this programme brings together teachers and other professionals working directly with children and young people with learning difficulties, disabilities or disadvantages, as well as policy-makers and managers in areas of SEN and Inclusive Education.
On the MA Special Educational Needs, students choose between two distinct pathways, Inclusive Perspectives or Psychological Perspectives, which reflect different theoretical traditions and approaches to practice, provision and policy within the field of special educational needs, disability and inclusion. Both pathways are relevant to mainstream and special education contexts.
The Inclusive Perspectives pathway emphasises the application of inclusive and person-centred values and critical educational analysis. Concepts and theories such as person-centred education; participation and ‘voice’; the social model of disability and difference; and human rights and equalities are used to consider educational practice, provision, policy and systems relating to pupils experiencing difficulties in educational settings.
The Psychological Perspectives pathway emphasises the use and application of psychological theories. Concepts and theories of cognition, educational testing, and social and emotional development are central in developing psychologically informed understandings of children and young people experiencing difficulties in educational settings.
Students greatly benefit from engaging with the insights, experiences and perspectives of other course members, from a diverse range of contexts and backgrounds. The combination of their own experiences, insights gained from others on the course and the theoretical resources offered by learning within the modules, enables students to deepen their understanding of, and to be able to challenge, the barriers that hinder the learning, development and participation of children and young people with learning difficulties, disabilities or disadvantages.
The teaching provided on modules is informed by active research and scholarship in the field of Inclusive Education and SEN practice and policy. All lecturers leading modules on the programme have high level specialist qualifications, teaching and leadership experience in the field of Education, SEN and Inclusive Education.
All students complete a common module which takes a broad view of key perspectives and issues in SEN, it also introduces the psychological and inclusive perspectives. From here, students undertake specialist modules within the programme, depending on their chosen pathway.
Inclusive Perspectives Pathway content: Students critically explore the issues involved in children’s behaviour using sociological approaches. You will reflect on your own and society's beliefs about ‘good’ and ‘bad’ behaviour, which often relate to medical and psychological foundations of schools’ policies and practices. The social pedagogical approach is also explored as a basis for inclusive teaching and learning. A critical analysis of instrumentalist/functionalist approaches to teaching is developed with a view to enhancing holistic development and the participation of pupils as a means of addressing barriers to the inclusivity of the classroom.
Psychological Perspectives Pathway content: On this route students engage with the idea that socially and emotionally well-adjusted students perform better at school, whilst social and emotional aspects of learning have become marginalised in a highly competitive education system. The use of psychometric testing is covered, with an exploration of its appropriate uses (students can gain a Certificate of Competency in Educational Testing, accredited by the British Psychological Society, from successfully undertaking this module).
Optional modules are available to students on both pathways which focus on Dyslexia as a Specific Learning Difficulty and on Autism in Education. Students also have an option, instead of taking a taught optional module, to take a (non-taught) Independent Study module to learn about a specific issue relevant to their pathway and interests, which is not taught about in the programme.
The final module is an independent research-based enquiry (either a Dissertation or Practice-Based Research Project), which is founded upon the pathway perspective chosen, but is also subject to the student’s choice of topic.
Required modules for both routes
The Programme supports and enables:
The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University.
Recognition of Prior Learning: The Recognition of Prior Learning (RPL) encompasses the process whereby one can identify, explore and claim credit for previous certificated and/ or experiential learning. Applicants however will not be able to receive accreditation in lieu of any part of the practice placements throughout the course.
International: Where your honours degree has not been studied in English, you will be required to provide evidence of English language competence at no less than IELTS 7.0 and no individual component score below 6.0.
The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University.
The key purpose of the profession of play therapy is defined by British Association of Play Therapists (BAPT): “Play therapy is the dynamic process between child and play therapist in which the child explores at his or her own pace and with his or her own agenda those issues, past and current, conscious and unconscious, that are affecting the child’s life in the present. The child’s inner resources are enabled by the therapeutic alliance to bring about growth and change. Play therapy is child-centred, in which play is the primary medium and speech is the secondary medium.”
The MSc Play Therapy aims to educate the next generation of play therapists to enable them to work safely and therapeutically with complex children and families. Students will gain a thorough understanding of the fundamental inter-relatedness of the child’s physical, social and emotional world, and will develop the skills to work effectively and therapeutically to enhance emotional wellbeing and transform life chances.
Applicants should possess qualities that enable them to undertake study in an appropriate manner and at the appropriate academic level. Thus the students recruited to this course will be committed, diligent, enthusiastic and possess the skills, curiosity and drive to enhance their knowledge base.
The teaching and learning approaches used encourage you to be an independent, participative learner. These approaches will engage you in lectures, problem based learning, workshops, small group discussion, seminars, observation and skills practice. The course team aims to enable students to learn from and with others through supportive peer assessment and feedback, guided by the tutor. There are three play therapy practice placement modules where you will work directly with children and families of increasing complexity. Two modules include clinical observation of a child/ children from infanthood to adolescence. Assessment methods include case study analysis, collaborative presentation, observation analysis and play therapy practice placement portfolio. While as a postgraduate student you will predominantly be working independently, there is a strong structure for academic support. Normally, there are fewer than 20 students in the class ensuring that individuals receive excellent support and benefit from interaction with other students.
The course runs over three years part-time. Students attend the learning centre at With Kids in the east end of Glasgow one day a week over the first two years. Students will also undertake play therapy practice placement, observations and attend clinical supervision individually or in small groups. Students are expected to attend their own personal therapy for the duration of the course, and 100% attendance is expected at all elements of the MSc Play Therapy.
This course is accredited by the British Association of Play Therapists.
Clinical Skills, Process and Practice 1,2 & 3 (10 credits each)/ Developmental, Clinical and Play Therapy Theory 1 & 2 (30 credits each)/ Research Methods (30 credits)/ Clinical Project (60 credits).
Play therapists practice in many environments, including: NHS, social services, primary, secondary, further and special education, charities, private practice. They also work with people of all ages (not just children) living with a wide range of emotional or physical conditions. As of 2015 the overall majority of play therapists in the UK work in health and the voluntary sector; a significant number of them work in schools and nurseries. For further information http://www.bapt.info.
This MSc is a joint programme of City, University of London and UCL Institute of Education (IOE). It brings together speech and language therapists, teachers and other graduate school-based practitioners for collaborative study.
Taught modules address current research and debates on educational contexts and children's language; social, emotional and behavioural development; and needs. They also enhance students' understanding of research methods and skills in critical analysis, preparing them to undertake a research project in their chosen area.
Students undertake modules to the value of 180 credits.
The programme consists of four core modules (90 credits), either one IOE or two City electives (30 credits in total) and a dissertation (60 credits).
There are four taught core modules - two at the IOE and two at City University, and the MSc Speech, Language and Communication Needs in Schools: Advanced Practice dissertation. For the dissertation module students can choose to be supervised at either institution.
Students choose either one IOE optional module or two City optional modules to the total value of 30 credits.
All students undertake an independent research project which culminates in a dissertation of 12,000 words.
Modules are taught in different ways: a conventional lecture-based approach predominates, supplemented by a variety of activities, for example, group/pair discussions, case study analysis, role play, the use of simulations. Assessment is by written assignments and a dissertation. Some assignments may require data analysis, or written work and a presentation.
Further information on modules and degree structure is available on the department website: Speech, Language and Communication Needs in Schools: Advanced Practice MSc
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
This qualification raises graduates' profiles as specialists and leaders in speech, language and communication needs in the school setting. It is an advantage for teachers and clinicians seeking higher grade specialist and managerial posts. Graduates are also eligible to apply for a research degree (MPhil/PhD) and some research posts.
Please note: this MSc does not lead to professional qualification as a speech and language therapist or teacher.
Depending on their prior experience, graduates of this programme might expect:
The MSc in Speech, Language and Communication Needs in Schools: Advanced Practice will enhance the depth and breadth of your understanding of children's speech, language and communication needs (SCLN) and how children's language needs intersect with different facets of their education, relating to policy, school systems and practice and co-occuring problems these children may experience.
This programme provides a springboard for fresh stimulation and reflection on support for children with speech, language and communication needs in a community of fellow students, practitioners and research experts.
There are opportunities within all modules to share theory and professional practice across the disciplinary boudaries of health and education. Participants explore the needs of children with speech, language and communication difficulties from a range of perspectives. The programme seeks to promote effective collaboration between educational practitioners and speech and language therapists.
On this course you study
This course is accredited as conferring eligibility for the Graduate Basis for Chartered Membership. This is the first step towards becoming a Chartered Psychologist.
The course is ideal if you are a
During your studies you
You improve key skills such as • critical thinking • group working • report writing • data analysis • IT ability.
We also offer you the opportunity to gain experience of teaching students on our undergraduate programmes.
International students are most welcome on this course. At Sheffield Hallam University we provide international students with a wealth of support, from pre-arrival right up to, and including, study support while you are studying here. Please see the International Experience Team webpage for more information.
This course is accredited by the British Psychological Society (BPS) and confers eligibility for the Graduate Basis for Chartered Membership (GBC), provided you achieve an overall mark of at least 50 per cent and pass your dissertation. This is the first step towards becoming a Chartered Psychologist.
Full-time – one day per week for one year
Part-time – typically one day per week for two years
To make sure you graduate with the degree you want, you also choose an option module from one of the following
This is one of the few developmental psychology postgraduate courses to study human development through the lifespan and confer eligibility for the Graduate Basis for Chartered Membership.
Students completing this course have gone on to apply for both educational and clinical psychology training posts, and have also used the course to assist in career change to working with children or for progression in their current positions.
Our careers central website contains useful careers information for students studying psychology.