Social pedagogy is a strengths based approach that connects learning to care and solving social problems. Its philosophy originates from Northern Europe but is increasingly influential in the UK. This course equips you to contribute within community, social care, health and educational occupational settings across the life course. You will be able to model approaches to learning and apply principles and values; increasing the capacity of individuals and communities.
You will participate in the co-production of the teaching, which promotes self-directed, experiential and group based learning. You will explore the contribution of positive activities including art and games. This course will model approaches to learning, participation and relationship based work. At the core of social pedagogy is a commitment to ethics, values and the uniqueness of every individual. These dilemmas will be explored drawing on an understanding of self, relationships and reflection.
You will draw upon an integrated understanding of key themes and disciplines, including sociology, philosophy, social theories of learning and anthropology.
You will benefit from strong collaboration with related disciplines within the University. You will also benefit from opportunities and pathways that have are being established with community partners. There are also possible placement opportunities being identified to complement and deepen learning.
The course requires the completion of five modules and attendance in all three semesters between September 2017 and the beginning of September 2018.
Philosophy and Theory of Social Pedagogy
Approaches and Practices within Social Pedagogy
Engagement and Experiential Learning
Research Methods for Social Pedagogy
The course provides integrated content with an interdisciplinary and multidisciplinary focus. You will be required to integrate learning from vocational and professional settings. There is also the opportunity for you to experience placement settings and study visits to organizations within the UK and Europe who we have created links with.
As far as possible learning approaches and content will be co-produced with students.
These may include:
Social Pedagogy is increasing its profile and application within the UK. In the past ten years it has been increasingly applied within residential settings and foster care provision for looked after children. It has also been applied within adult social care settings such as the Camphill learning disability communities in Scotland. Its emphasis on participation, collaboration and co-production means that it is well placed to inform approaches that seek to build, social capital and capabilities of individuals. The above means that it offers applicable skills for those working within, care, and community development, early years, young people’s provision, educational and heath settings. The course will equip those involved in the strategic and policy roles, manager and professionals working within these disciplines.
We have established partnerships with four local housing trusts. These are all involved in developing participation and community projects across the lifespan. We also have links with Salford Children’s Trust. Discussions have also taken place with services for looked after children and care leavers in the region. These will provide possibilities for students to engage with communities as part of experiential learning and to undertake work experience placements where they contribute to social pedagogically informed practice.
On completion of this degree, students would be able to apply to do a PhD in Social Policy, or a related subject area at the University of Salford, or another university within the UK or abroad.
The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). The programme is designed to engage students in maximising their knowledge, skills, employability attributes and professional development opportunities needed in the workplace, by developing and implementing systematic professional enquiry and research. As a result, students can become more informed and more effective at work.
Throughout the programme, students are encouraged to explore their own personal and professional interests, whilst utilizing (and building upon) their existing expertise. By focusing on a WBL approach to study, numerous benefits can be available to students such as: bespoke, relevant, student-focused, flexible programmes of study offering formal recognition of their occupational role; an acknowledgement of skills and knowledge gained at work; opportunities for workplace continual professional development (CPD) and career advancement; networking openings; alongside routes into various higher education awards. Indeed, if students wish to progress their studies even further then the WBL programme provides an appropriate academic platform for progression to doctoral study at level 8 such as PhD, EdD, DProf.
WBL has been defined as the learning arising from real-life activity within the workplace, with students taking work activities as a starting point for their studies. It is a structured and learner-managed approach to maximising learning and professional development opportunities. The focus is upon ‘capturing learning in the workplace’, by exploiting the different kinds of knowledge which can be used at work, via an application to working practices. This is achieved by centring upon the critical evaluation and synthesis of an individuals’ professional practice by specifically analysing their professional and personal development. Put simply, work-based learning is learning for work, at work and through work.
There are four core awards available to students, focusing on enhancing professional practice:
There are 12 subject-specific ’named awards’ available to students:
Master of Arts (MA) in Work-Based Learning (Business Management)
Master of Arts (MA) in Work-Based Learning (Drama)
Master of Arts (MA) in Work-Based Learning (English, Literature, and Society)
Master of Arts (MA) in Work-Based Learning (Health Mentor)
Master of Arts (MA) in Work-Based Learning (Heritage and Public History)
Master of Arts (MA) in Work-Based Learning (Social Care: Policy and Practice)
Master of Arts (MA) in Work-Based Learning (Working with Children, Young People & Families)
Master of Arts (MA) in Work-Based Learning (Youth and Community Work)
Master of Science (MSc) in Work-Based Learning (Applied Social Science)
Master of Science (MSc) in Work-Based Learning (Business Management)
Master of Science (MSc) in Work-Based Learning (Enhancing Healthcare Practice)
Master of Science (MSc) in Work-Based Learning (Health Mentor)
The Master’s level WBL programmes at Newman University are designed to cater for learners already in employment (paid or unpaid), normally in professional settings, who are looking for:
There is an opportunity of progression for Newman University postgraduate students wishing to progress to a full Master’s degree from programmes such as:
PG Cert in Higher Education Practice
PG Cert in Heritage and Public History
PG Cert in Chaplaincy with Young People
PG Cert in Safeguarding
The WBL courses will be delivered using a ‘blended’ approach, which consists of a mixture of distance learning (supported by materials available online), and some campus-based taught sessions. Campus-based taught sessions will only be used when necessary, and will usually be delivered at the Genners Lane Campus, at the weekend.
In respect of student workload, it should be noted that 30 credit modules require 300 hours of study and a 60 credit module requires 600 hours of study.
Part-time students have a maximum period of study of 5 years to complete a full Master’s degree. However, students will normally complete a full Master’s degree on a part-time basis, over 2-3 years.
For students submitting an RPL/RPEL claim up to the maximum of 90 credits, a full Master’s degree could be completed in 12 months.
Students will experience a range of work-based assessment formats including: written reports and essays, digital resource creation, project report and case study, e-portfolio, presentations, work-based research. Through the completion of such assessment activities, the course will develop independent study skills that are transferable to a range of both learning-based and work-based situations.
This programme will provide you with a broad understanding of the theories and practices of art psychotherapy necessary for safe and effective clinical work.
The Masters enables you to practice as an art therapist in the NHS, Social Services, and educational establishments, and to become a practitioner registered with the British Association of Art Therapists.
Your learning is underpinned by the principles and practices of psychodynamic psychotherapy practised within the context of mental health care, and informed by contemporary art practice.
Via theoretical studies, clinical work and experiential learning you will integrate cognitive understanding and practical experience with a developing awareness of self and other. The nature of the therapeutic relationship between client, their art work, and the art therapist is explored, and you have the opportunity to put your learning into practice through two 60-day placements which are supervised and supported in-depth.
You are encouraged to develop your own art practice and to situate your work in relationship to your development as a therapist, to contemporary art practice and to psychoanalytic theories. You must be in personal therapy throughout the programme.
Modes of study
The MA in Art Psychotherapy is a course that leads to successful applicants becoming eligible to apply for registration as an Arts Therapist with the Health and Care Professions Council (HCPC), the body which regulates and monitors standards of practice in the public sector. The programme can be studied in two modes - full-time for 2 years or part-time for 3 years. A clear indication of the mode chosen should be stated on application forms.
It's a mandatory aspect of the course that all students must be in personal therapy for the duration of their training. It is usual for therapists to expect attendance throughout the calendar year except for usual holiday breaks; this may entail attendance outside term time.
Therapy may be on a group or individual basis and can be art therapy or verbal psychotherapy. Attendance must be at least once weekly. It must be stressed that it is not acceptable for a student to be in therapy with a trainee; all personal therapists should be qualified and registered with a relevant professional organisation. Students’ therapists will also be expected to register their professional details with the college. Contact is made with students' therapists at various points in the training to ensure that consistent attendance is being maintained.
Assessed by assignment, portfolio, case study, presentation, dissertation, reports and logs.
Please note that due to staff research commitments not all of these modules may be available every year.
The MA will develop skills including:
Completion of the programme provides eligibility for the Health & Care Professions Council (HCPC) registration as an art psychotherapist.
Our graduates are invariably seen as offering a valuable and unique service to their clients and to the multidisciplinary teams in which they work – graduates have gone on to practice as art psychotherapists in the NHS, social services and in the education sector.
We regularly receive positive feedback from organisations that employ art therapists and/or accept trainees on placement.
Find out more about employability at Goldsmiths.
This programme provides you with a broad understanding of the theories and practices of dance movement therapy necessary for safe and effective clinical work, and enables you to practise as a dance movement therapist.
This programme is accredited by the Association for Dance Movement Psychotherapy.
Your learning will be underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings. Study is informed by contemporary dance practice, Laban Movement Analysis (LMA) and somatic bodywork.
Through theoretical studies, movement observation studies, dance practice workshops, clinical work and experiential learning, you integrate cognitive understanding and practical experience with a developing awareness of self and other.
The nature of the therapeutic relationship is explored in depth through movement and dance and you have the opportunity to put your learning into practice through at least 90 days of supervised placements. This gives you the opportunity to relate your practical experience to your theoretical studies.
You'll be encouraged to develop your own dance/movement practice and to situate your work in relation to your development as a therapist, to contemporary dance and movement practice. You're required to be in personal therapy throughout the programme.
On graduation you are eligible to become a registered professional member of the Association for Dance Movement Psychotherapy (ADMP UK).
The MA in Dance Movement Psychotherapy programme is made up of 240 credits and provides you with a broad understanding of the theories and practices of Dance Movement Psychotherapy necessary for safe and effective clinical work as a Dance Movement Psychotherapist.
It aims to enhance your self-knowledge and interpersonal relationships and to promote your psychodynamic understanding of individuals, groups and society; working with questions of difference, equality and diversity.
Your learning is underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings, and informed by contemporary dance practice and Laban Movement Analysis (LMA). On successful completion of the MA you will be able to apply to the Association of Dance Movement Psychotherapists UK for registration.
Assessed by coursework, film, portfolio, case study, dissertation, log and reports
During their training students will gain clinical experience in both child and adult placement settings. Please visit the website for more information.
Key employability skills developed on the course include:
Examples of places that DMP MA graduates are currently working:
Find out more about employability at Goldsmiths.
This two year full-time programme integrates theoretical learning, clinical skills and in-depth personal development to prepare graduates for clinical practice, predominantly with children, as a professional play therapist within the public and private sectors.Based on a humanistic person-centred model of therapy, this course emphasises the use of play within a therapeutic relationship between the therapist and client to facilitate therapeutic change. The course encompasses theoretical, practical and experiential learning. With our holistic approach to teaching, you will be provided with thorough and systematic knowledge, experience, skills and the confidence to work as a professionally qualified play therapist. At the end of the course, you will be able to demonstrate a comprehensive understanding of therapeutic techniques and approaches that are required for professional registration purposes.
This course leads to a qualification that entitles you to registration as a Full Member of the British Association of Play Therapists (BAPT) whose register is accredited by the Professional Standards Authority (PSA). You will be taught by experienced practitioners who are practising play therapists and will bring the teaching on the course to life by drawing upon their own clinical experiences and case materials.
All students are required to be in personal therapy for the duration of the course and will complete two specified periods of supervised clinical placements alongside their studies. Key areas that you will study include human development and growth, play therapy theory and skills and young child observations (attachment theory). Integral to the programme is your own personal development which will be supported by personal therapy and experiential process groups.
This intense, rigorous and comprehensive programme is made up of ten modules that encompass the theoretical, practical and experiential learning experience required to become a professional play therapist. All modules are designed to prepare you for child-centred therapeutic practice that is theoretically sound and emotionally aware, complying with the core competencies of a play therapist as specified by the British Association of Play Therapists.
The clinical placements are a central component to the training in this programme. In your first year, the modules will include experiential learning to prepare you for your first work placement, as theoretical understanding will give you a strong grounding for your clinical practice. Your professional development is inter-related with the development of theoretical knowledge, skills and personal awareness. Within the clinical placements you will synthesise, integrate and apply all aspects of your learning into practise.
In the second year, you will build upon your play therapy skills and knowledge from your first year modules. You will have the opportunity to develop and explore your understanding of the theory and practice of play therapy in relation to working with different client groups and more complex needs. You will also synthesise your theoretical knowledge and clinical experience to pursue your research interest in the Research Portfolio module. A clinical issue, your own clinical work or a professional issue may provide the inspiration for this research project. Recent research areas have included: child-centred play therapy and the use of therapeutic boundaries, play therapy and unresolved bereavement issues, play therapy in schools, and play therapy and different cultural beliefs.
Here are examples of the modules:
Graduates work as a registered play therapist for both the private and public sectors.
Degree: Master of Arts and Social Science (60 credits) with a major in Education (with emphasis Outdoor Didactics).
Teaching language: English
The master’s programme in Outdoor and Sustainability education provides students with knowledge and understanding of how outdoor studies can enhance learning and contribute to better health, a sustainable development and an active citizenship.
The programme focuses on experiential learning based on nature, culture and society. Teaching includes outdoor field-related experiences and learning in and via natural and cultural landscapes. The advanced courses in educational science will help teachers and other educators to understand learning processes and how the society, nature and the cultural landscape can be used as resources for learning and understanding. The programme focuses on experiential learning based on nature, culture and society, using the natural and cultural landscapes in the outdoors as resources for learning and understanding.
As a student you will:
Students pay for trips, food and lodging during the excursions included in the programme.
Theoretical studies of outdoor education are combined with applied work in authentic learning situations using experiential learning as the basis, and the local environment as a resource. The use of extended classrooms for learning also include visits to local museums, school yards, science centres and recreation areas.
In addition to classroom lectures and seminars, students work in pairs or groups with weekly assignments in outdoor natural and cultural landscapes. All program courses also include individually written assignments, which combine theoretical knowledge with practical experiences and critical reflection. Students are also expected to collect their own empirical data for their theses, using qualitative or quantitative or mixed research methods.