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Masters Degrees (Intellectual Disabilities)

We have 32 Masters Degrees (Intellectual Disabilities)

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The term 'learning disabilities' is used interchangeably with 'intellectual disability' to describe those who have significant problems with learning and who need support with many aspects of life. Read more

Why take this course?

The term 'learning disabilities' is used interchangeably with 'intellectual disability' to describe those who have significant problems with learning and who need support with many aspects of life.

This distance learning course enhances knowledge and skills of graduates and experienced practitioners wishing to develop their understanding of people with learning disabilities.

What will I experience?

On this course you can:

Be taught by academics who are active researchers in learning disability
Participate in live web-based chat forums, e-conferencing, and individual tutorials, to discuss your work with lecturers and with other students
Tap into the Library’s vast selection of electronic resources or access library facilities and borrow books locally via the SCOLNUL scheme

What opportunities might it lead to?

This course provides an opportunity for those supporting children and adults with intellectual disabilities and their families to enhance their knowledge and skills, and gain an academic qualification.

Module Details

Full-time students will study all 180 Level M credits (i.e. six units) in one full year. Part-time students will normally study three units each year, and will begin to explore potential research ideas and research methodologies in the first year. All units are Level 7, 30 credits, and are core units.

Here are the units you will study (part-time students will study these in the first year):

Critical Disability Studies and Intellectual Disability: The perspective of Critical Disability Studies (CDS) is about how society and its agents respond to the labelled person's circumstances rather than how intellectual disability inhabits the person. This unit will address the relationship between workers and disabled people that CDS might call for. Here disability and intellectual disability in particular will be a standpoint or position from which to view society, in contrast to disability as a categorisation of people.

Autistic Spectrum Conditions: A Critical Approach: this unit aims to provide knowledge about autistic spectrum conditions and promote understanding of the key issues in providing support to people with autistic spectrum conditions and their families.

Quantitative and Qualitative Research Methods: This unit provides an introduction to experimental and survey-based research methods, and quantitative data analysis techniques. It covers qualitative methods for data collection and analysis, as well as to how to write research reports in both traditions.

The following units will be studied in the first year by full-time students and in the second year by part-time students:

Families and Systemic Therapy: This unit aims to provide you with an understanding of families including an appreciation of experiences of families with an intellectually disabled member. It aims to enhance your abilities to support families via theoretically informed, partnership-based empowering practices.

Research Project: The research project requires you to initiate, conduct and report upon an original piece of research. The work is conducted to deadlines agreed with a project supervisor and project must include empirical quantitative or qualitative research – data collection and relevant analysis must be included. Any statistical analysis must be both descriptive (e.g. means, standard deviations and graphs etc.) and inferential (i.e. statistical tests).

Communication and Investigative Interviewing of People with Intellectual Disabilities: This unit aims to promote communication skills and opportunities for people with intellectual disabilities and outline the status of the law concerning vulnerable adults as witnesses/victims. It aims to provide you with the opportunity to examine issues that arise when people with intellectual disabilities are interviewed as witnesses/victims of crime.

Programme Assessment

Despite its distance learning mode, this course is still extremely student focused. You will be given resources, materials, help and guidance to complete your studies to your full ability. Using our virtual learning environment you can participate in group discussions with other students in a friendly yet challenging online class environment. Plus real-time text based 'chat sessions' with lecturers will ensure you receive all the support you need for the topics you study.

You are assessed in a variety of ways to reflect the individual topics, however there are no examinations and all assessment is coursework based. Here’s how we assess your work:

Practice files
Essays
Wikis
Statistical analysis and reports
Literature reviews
A research project

Student Destinations

When embarking on this course, you may benefit from having completed paid or voluntary work with children or adults with intellectual disabilities.

Previous graduates of the course frequently make significant progress in their careers. Some are just in the beginning stages while others move on to senior manager positions and upwards. Past students have also progressed to advanced academic qualifications such as PhDs or professional doctorates.

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This is an advanced professional development programme involving the following. coursework, modules, study workshops, dissertation and a placement in forensic ID services. Read more

This is an advanced professional development programme involving the following: coursework, modules, study workshops, dissertation and a placement in forensic ID services.

The programme aims to provide graduates with detailed knowledge of intellectual and developmental disabilities and forensic issues. You will develop an evidence-based critical understanding of intellectual and developmental disabilities and forensic issues. The programme encourages values-based, ethically stringent practice and/or research in the subject area.

Graduates will be able to take leading roles in public services for children and adults with intellectual and developmental disabilities and issues.

About the Tizard Centre

The Tizard Centre is part of the School of Social Policy, Sociology and Social Research (SSPSSR) and has excellent links with health and social care organisations, and other relevant establishments.

The Centre is at the forefront of learning and research in autism, intellectual disability and community care, and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.

The Centre has excellent links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:

  • to find out more about how to effectively support and work with people with learning disabilities
  • to help carers, managers and professionals develop the values, knowledge and skills that enable better services
  • to aid policymakers, planners, managers and practitioners to organise and provide enhanced services.

The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.

Course structure

Teaching includes lectures, guided study using Moodle, with seminars and group exercises to enhance understanding of the underlying concepts. The MSc is awarded for the achievement of 180 credits from taught modules and the successful completion of the dissertation and practical placement.

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation:

  • research methods
  • social psychology of intellectual and developmental disabilities and forensic issues
  • assessment and intervention
  • research project in intellectual and developmental disabilities
  • intellectual and development disabilities and forensic services issues

Careers

Over 98% of Kent's postgraduate students who graduated in 2016 were in work or further study within six months. Our postgraduate courses provide detailed knowledge of intellectual and developmental disabilities. Graduates will have gained a very good understanding of the matters arising within this population and will be able to analyse and conduct relevant research. 

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities. Our programmes support their continuing professional development and enhance their opportunities for career advancement.

How to apply: https://www.kent.ac.uk/courses/postgraduate/apply/

Why study at the University of Kent

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.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)
  • Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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This distance learning degree is designed especially for graduate students or professionals already working with children caught up in the legal system. Read more

Why take this course?

This distance learning degree is designed especially for graduate students or professionals already working with children caught up in the legal system.

Supported by academics who have research interests and expertise in child witnessing and children as suspects/offenders, this course provides a chance for you to study relevant specialist topics.

What will I experience?

On this course you can:

Be taught by actively researching academics at the cutting edge of child forensic psychology research
Participate in live web-based chat forums to discuss your work with lecturers and other students
Tap in to our Library’s vast selection of electronic resources or access library facilities and borrow books locally via the SCONUL scheme

What opportunities might it lead to?

This course provides an opportunity for those supporting or working with child victims, witnesses or suspects to enhance their knowledge and skills, and gain an academic qualification.

Module Details

Year One

Full time students will study all units in one full year.

Part time students - Year One:

You will normally study three units each year, and will begin to explore potential research ideas and research methodologies in your first year.

Here are the units you will study:

Child Development and Young Offenders: This unit discusses child development theories including cognitive, emotional, social, and sexual development and in the second half of the unit, it critically discusses the factors, prevention, and intervention strategies for children as perpratators. A summary of research on adolescent violent offenders and adolescent sex offenders is followed by a section on child suspects, criminal responsibility, and false confessions and suggestibility.

Law and Procedures Relating to Children: This unit provides an historical overview of what influenced the changes to the law that have provided the special measures to help children have greater access to the criminal justice process. It also outlines current laws and procedures in England and Wales.

Quantitative and Qualitative Research Methods: This unit introduces experimental and survey-based research methods, as well as quantitative data analysis techniques. It also covers qualitative methods for data collection and analysis, as well as to how to write research reports in both traditions.

Year Two

Part time students - Year Two

In your second year you will cover several other applied topics and carry out an independent research project relevant to children caught up in the legal system.

Here are the units you will study:

Interviewing Child Witnesses and the Detection of Deception: This unit introduces the issue of suggestibility and outlines the current advocated interview protocols for the investigative interviewing of child witnesses. It discusses Statement Validity Assessment, a technique for assessing the truthfulness of statements based solely on what is spoken by the child. The second part of this unit includes discussion of risk factors, prevention and intervention strategies for children as perpetrators.

Research Project: The research project requires you to initiate, conduct and report upon an original piece of research. The work is conducted to deadlines agreed with a project supervisor and must include empirical quantitative or qualitative research – data collection and relevant analysis must be included. Any statistical analysis must be both descriptive (e.g. means, standard deviations and graphs and so on) and inferential (i.e. statistical tests).

An option unit – the current choices are one unit from these two options:

Communication and Investigative Interviewing of People with Intellectual Disabilities: This unit aims to promote communication skills and opportunities for people with intellectual disabilities and outline the status of the law concerning vulnerable adults as witnesses/victims. It aims to provide you with the opportunity to examine issues that arise when people with intellectual disabilities are interviewed as witnesses/victims of crime.

Cognitive Behavioural Therapy: This unit outlines and discusses the efficacy of cognitive behavioural therapy. You are strongly encouraged to view this course as an introduction to the academic literature on this subject, rather than as training to be a therapist.

Programme Assessment

Despite its distance learning mode, this course is still extremely student focused. You will be given resources, materials, help and guidance to complete your studies to your full ability. Using our virtual learning environment you can participate in group discussions with other students in a friendly yet challenging online class environment. Plus real-time text based 'chat sessions' with lecturers will ensure you receive all the support you need for the topics you study.

You are assessed in a variety of ways to reflect the individual topics, however there are no examinations and all assessment is coursework based. Here’s how we assess your work:

Essays
Critical reviews
Information leaflets
Wikis
Presentation slides
A research project

Student Destinations

Many of our students are already employed or involved with children caught up in the legal system. Others, however, are new graduates and have yet to work in this environment. Whatever your experience, this course aims to enable you to have a greater understanding of many aspects concerning children as victims, witnesses or suspected offenders.

Previous graduates of the course frequently make significant progress in their careers. Some are just in the beginning stages while others move on to senior manager positions and upwards. Those yet to embark on a career have gone on to find work in related professions, such as the police. Others have chosen to complete more studies such as a social work qualification to be able to work directly with children. More recently, students have gone on to study for advanced academic qualifications.

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This is an advanced professional development programme for psychology and social science graduates and professionals. Through this programme you will undertake analysis of issues appertaining to the care and progression of individuals with developmental disabilities. Read more

This is an advanced professional development programme for psychology and social science graduates and professionals. Through this programme you will undertake analysis of issues appertaining to the care and progression of individuals with developmental disabilities. You will assess different types of interventions and will have the opportunity to engage with disability service providers and users. You will gain detailed knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis

Course structure

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. You will also undertake practical work placements which are assessed by written reports as well as having the opportunity to complete a piece of original research with your Research Project.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of intellectual and developmental disabilities
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods

Knowledge and understanding

You will gain knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis 

Transferable skills

You will gain the following transferable skills:

  • communication: the ability to organise information clearly and respond to written sources
  • numeracy: if you are doing the statistical element of the research methods module, you will make sense of statistical materials and integrate quantitative and qualitative information. You will also become familiar with ways of summarising and presenting data
  • information technology: the ability to produce written documents, undertake online research
  • working with others: the ability to work co-operatively on group tasks both within the virtual learning environment and during the residential workshops
  • improve your own learning: the ability to explore your strengths and weaknesses, time management skills and review your working environment
  • problem-solving: the ability to identify and define complex problems, explore alternative solutions and discriminate between them.

Dynamic centre of expertise

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..

Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.

Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Career destinations include working as a consultant behaviour analyst, carer co-ordinator, service care manager, special needs teacher, quality officer, ABA tutor and research assistant in various health care organisations such as Dimensions UK Ltd, Care Management Group, Consensus Support Services, Mencap and Ambitious About Autism.

Why study at the University of Kent

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.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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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. Read more

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)

Course structure

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.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of intellectual and developmental disabilities
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods
  • Values, ethics and professional practice
  • Concepts of applied behaviour analysis
  • Developing and implementing interventions

Knowledge and understanding

You will gain knowledge and understanding of:

  • concepts and principles of applied behaviour analysis
  • values and ethical principles underpinning professional practice
  • methods of observing, recording and analysing behaviour
  • methods of assessing and intervening to manage challenging behaviour and support adaptive behaviour
  • cognitive, communicative and social characteristics of people with intellectual and developmental disabilities
  • biological, social and environmental causes of intellectual and developmental disability
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality
  • research methodology and basic statistical analysis.

Dynamic centre of expertise

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..

Careers

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.

Why study at Kent

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.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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Research profile. The MSc by Research in Clinical Psychology offer the chance to work with, and be supervised by, a range of clinical academics across many areas of psychology. Read more

Research profile

The MSc by Research in Clinical Psychology offer the chance to work with, and be supervised by, a range of clinical academics across many areas of psychology.

Candidates should note that these programmes do not lead to Chartered Clinical Psychologist status.

Our research involves national and international collaborations, with many projects involving NHS partnerships.

We have specific research strengths in the areas of children and adolescents; developmental psychopathology of mental health; ageing and older adulthood; adult psychological problems; brain injury; chronic health conditions; psychological therapies research, including cognitive behavioural interventions; emotions and emotion regulation; sex offenders; learning disability; neuropsychology; quality of life; severe and enduring mental health problems; and the development and validation of measures.

Specific areas of interest include cognitive behaviour therapy, interpersonal psychotherapy, psychosis, health psychology, and qualitative approaches.

Recent successful PhD topics have included eating disorders and emotion; chronic pain; quality of life and intellectual disabilities; developmental factors in adolescent mental health, and intervention for bipolar disorder.

We have an active research group in the area of applied developmental psychology and psychological therapies research for severe mental health issues. We coordinate the Edinburgh Child and Adolescent Psychology Network. The group’s research areas include child and adolescent health and mental health; cognition, language and learning; social development and relationships; and atypical development.

For more detailed information about potential PhD supervisors in this area, their research interests and publications, please visit our website.

Our research interests include:

  • onset and recovery from severe and enduring psychological disorder
  • mindfulness and third wave approaches
  • medically unexplained symptoms
  • child and adolescent mental health
  • eating behaviours and disorders
  • attachment and emotion regulation and sex offenders.

Training and support

The MSc by Research programme allows you to conduct an independent research project that makes a significant contribution to your chosen field of study and to further develop your research skills. We provide expertise in a variety of research methods including qualitative and quantitative approaches.

You will be assigned two supervisors (usually one for MSc by Research) and you will meet with your supervisors regularly. Workshops, seminars and courses in research methods are available to postgraduate students undertaking a higher degree by research.

We work in close collaboration with the Graduate School of Social & Political Science, enabling School of Health in Social Science research students to benefit from the extensive suite of social science research courses offered by both Schools.

With close ties with other humanities disciplines and with colleagues in the College of Medicine & Veterinary Medicine, we offer PhD students excellent opportunities for interdisciplinary supervision and research project development.



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The M.Sc. in Disability Studies provides students with a deep understanding of disability from social, historical, cultural, economic and political perspectives. Read more
The M.Sc. in Disability Studies provides students with a deep understanding of disability from social, historical, cultural, economic and political perspectives. Graduates of the M.Sc. are equipped with the knowledge, analytical skills and perspectives to help translate rights into reality in the field of disability. The programme offers:

Immersion in the policy and practice implications of the critically important United Nations Convention on the Rights of Persons with Disabilities and related human rights instruments.
Familiarisation with the key global issues in the field of disability.
A thorough grounding in the principles and practice of programme planning and evaluation.
An internship in a cutting edge disability organisation in the public, private, or voluntary sectors.
Access to the unique expertise of the National Institute for Intellectual Disability and the Centre for Deaf Studies, both located in Trinity College Dublin and closely associated with the programme.
Academic interaction with the students of the Certificate in Contemporary Living, the first third level education programme for people with intellectual disabilities in Ireland.
Exposure to teaching from a range of disciplinary perspectives.

The programme aims to prepare graduates for employment or career development in areas such as disability advocacy, quality assurance in disability services, programme planning and evaluation in the field of disability, disability research, and disability policy analysis.

Admission Requirements

The M.Sc. in Disability Studies offers admission to full-time (TRT69) and part-time (TRT79) students. EU and Non-EU applicants are required to hold at least an upper second class honours degree in a relevant area (e.g., Social Sciences, Health Sciences, Humanities, Education, Deaf studies, Law, and Psychology). Applications are taken on a yearly basis from January to July.

The following are required as part of the application:

Application form
Official transcripts
2 reference letters (at least one academic)
Curriculum Vitae
Statement of purpose addressing the following (1,000 words):
Your interest in the MSc in Disability Studies at TCD
A research topic in the area of disability you would like to examine in your dissertation
How the programme best suits your career development
Your preference for elective modules and placement

Successful applicants will be invited for an interview.

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Research profile. Our Division of Psychiatry is internationally recognised as a world-class clinical research and teaching centre. Read more

Research profile

Our Division of Psychiatry is internationally recognised as a world-class clinical research and teaching centre.

We focus on the mechanisms underlying the development of major psychiatric disorders, including autism, bipolar disorder, depression, dementia and schizophrenia.

Expertise and studies

We have a particular expertise in longitudinal, clinical and biological studies of large cohorts of people at high risk of psychotic disorders drawn from across Scotland. Our studies include:

  • the Edinburgh High Risk Study, which examines 200 young people at high genetic risk of schizophrenia over a period of ten years
  • the Edinburgh Study of Co-Morbidity, which examines teenagers at high cognitive risk for schizophrenia
  • the Bipolar Family Study, which examines over 200 young people at familial risk of bipolar disorder and controls

In psychiatric genetics, we take part in international genome wide association studies and focus on analyses of candidate genes including DISC-1, NDE-1 and DLG-2.

We also have a major focus on the functional genetics of psychiatric illness and have investigated the effects of variation in genes, such as DISC-1, on brain structure and function, as well as their programming during development in stem cell models.

We have demonstrated, for the first time, that structural and functional MRI changes precede the onset of psychosis and could be used as a diagnostic aid.

We have also demonstrated that imaging can be used to separate autism from learning disability in people of matched IQ.

We have made substantial progress in the discovery of genes, including DISC-1, associated with psychosis and have played a leading role in understanding how genetic variation alters brain structure and function and risk for mental illness.

Research methods

The principal methods used are state-of-the-art structural and functional imaging techniques and genetic studies. We are also involved in a number of clinical trials of novel therapeutic interventions.

Major conditions of interest

Our major interests (that straddle the disciplines of Neurology and Psychiatry) include:

  • Autism and learning disability (Andrew Stanfield)
  • Dementia prevention (Craig Ritchie)
  • Bipolar disorder and depression (Andrew McIntosh)
  • Schizophrenia (Stephen Lawrie, Mandy Johnstone)
  • Cognition and Behaviour (collaborations with the Centre for Cognitive Ageing and Cognitive Epidemiology
  • Centre for Cognitive Ageing and Cognitive Epidemiology

We are also closely involved in two philanthropically funded Specialist Centres of Excellence:

Centre for Clinical Brain Sciences

The Division of Psychiatry is a part of the Centre for Clinical Brain Sciences (CCBS) in the Edinburgh Medical School. CCBS integrates laboratory and clinical research to study the causes, consequences and treatment of major brain disorders.

Training and support

Postgraduate students are mentored and supported by at least two supervisors and receive long-term guidance from their thesis committee.

We offer a transferable skills programme and project-specific courses, including opportunities to become involved in science communication and public engagement. In addition, the Division provides clinical case demonstrations and specialist seminars.

Facilities

We offer well-characterised cohorts of patients and expertise in a wide variety of techniques to study biological aspects of psychiatric disorders.



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This is an advanced professional development programme delivered by distance learning for flexibility and convenience. Through the programme you will. Read more

This is an advanced professional development programme delivered by distance learning for flexibility and convenience. Through the programme you will:

  • gain detailed knowledge of autism and other developmental disabilities
  • experience conducting research and devising intervention strategies in the field of autism
  • learn to appraise and interpret a range of evidence and data
  • practice presenting critical, balanced and persuasive arguments

Course structure

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.

Note: Workshop one and exam attendance is compulsory for all postgraduate distance learning students on this course.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of autism
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods
  • Extended research project

Knowledge and understanding

You will gain knowledge and understanding of:

  • the characteristics, diagnosis and epidemiology of autism
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of autism
  • behaviour analysis
  • intervention and approaches to supporting people with autism
  • challenging behaviour and other associated complex needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality research methodology.

Transferable skills

You will gain the following transferable skills:

  • communication: the ability to organise information clearly and respond to written sources
  • numeracy: if you are doing the statistical element of the research methods module, you will make sense of statistical materials and integrate quantitative and qualitative information. You will also become familiar with ways of summarising and presenting data
  • information technology: the ability to produce written documents, undertake online research
  • working with others: the ability to work co-operatively on group tasks both within the virtual learning environment and during the residential workshops
  • improve your own learning: the ability to explore your strengths and weaknesses, time management skills and review your working environment
  • problem-solving: the ability to identify and define complex problems, explore alternative solutions and discriminate between them.

Dynamic centre of expertise

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.

Careers

This programme supports continuing professional development and enhances your opportunity for career advancement. Previous successful students have moved on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Why study at the University of Kent

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.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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This is an advanced professional development programme delivered by distance learning for flexibility and convenience. The programme aims to provide you with detailed knowledge of intellectual and developmental disabilities. Read more

This is an advanced professional development programme delivered by distance learning for flexibility and convenience. The programme aims to provide you with detailed knowledge of intellectual and developmental disabilities. Through the programme you will gain knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • relationships between service organisation and quality
  • research methodology.

Course structure

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.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of autism
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods
  • Case study assessment

Transferable skills

You will gain the following transferable skills:

  • communication: organising information clearly; responding to written sources; presenting information orally
  • numeracy: (if statistical element of research methods module taken) making sense of statistical materials; integrating quantitative and qualitative information
  • information technology: producing written documents; undertaking online research
  • working with others: working co-operatively on group tasks; understanding how groups function
  • improving own learning: exploring personal strengths and weaknesses; time management; reviewing working environment
  • problem solving: identifying and defining problems: exploring alternative solutions and discriminating between them.

Dynamic centre of expertise

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.

Careers

This programme supports continuing professional development and enhances your opportunity for career advancement. Previous successful students have moved on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Why study at the University of Kent

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.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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Applied behaviour analysis has been recognised as the treatment of choice for a broad range of clinical problems (e.g., early intervention for autism, responding to challenging behaviour, classroom management, effective instructional practices). Read more
Applied behaviour analysis has been recognised as the treatment of choice for a broad range of clinical problems (e.g., early intervention for autism, responding to challenging behaviour, classroom management, effective instructional practices). Positive behavioural support (PBS) is an example of behaviour analysis in a particular practice setting (usually implemented for adults with intellectual disabilities or within special education settings). PBS aims to improve a person’s quality of life through the use of a framework that allows behaviour to be analysed in the social, physical, and broader context in which it occurs. The aims of the course are to develop an advanced conceptual understanding of applied behaviour analysis, behavioural concepts and philosophy relevant to the development and treatment of psychological disorders, advanced knowledge of positive behavioural support and research methods. In addition, students will develop key competencies in the use of behavioural principles in clinical settings using the positive behaviour support model. In addition to obtaining PBS and behaviour analytic knowledge, graduates will have acquired critical evaluation, time management, collaborative working, sound professional conduct, and oral communication skills. The course is taught via lectures, group discussions, seminars, and activities. Assessments include written assignments in a range of formats and unseen exams. Students may undertake a research thesis in a range of available applied settings with a range of participants, or they may complete an internship across two years (limited places available). During the internship, students will work in an applied setting and will submit a portfolio of their clinical work at the end of each year.

"This course is one of the first to offer a specalisation in positive behavioural support in Europe, taught by leading UK experts and offering exceptional learning opportunities." Course Director Dr Rebecca Sharp

Course content is for guidance purposes only and may be subject to change.

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Learning disability nurses enable individuals to live their lives to their full potential within the social context they choose, through collaborative interventions across a variety of health and social care settings and by using specialist input, through person centred practice, underpinned by the concept of partnership working. Read more
Learning disability nurses enable individuals to live their lives to their full potential within the social context they choose, through collaborative interventions across a variety of health and social care settings and by using specialist input, through person centred practice, underpinned by the concept of partnership working.

This course teaches you to promote social inclusion, good mental and physical health and self-determination through developing your skills, knowledge and attributes. All learning is grounded in a strong evidence base of integrative health and social care modelling. Our placements are varied, offering you the chance to create a future career that will be rewarding both for your personal and professional advancement.

Modules

You will be taught separately from the three-year undergraduate students and will study the following:

Year 1

Improving quality, change management and leadership
Building practice skills for learning disability nursing
Applied physiology, growth and development
Contemporary issues in learning disability nursing

Year 2

Research in health and social care
Enhancing practice skills in learning disability nursing
Complexity in learning disabilities
Advanced communication

MSc pathway

You'll follow the same modules as outlined above for the PgDip, with the addition of a dissertation:

Dissertation
Assessment methods vary within each module, mapped against the professional standards as outlined by the NMC (2010) and assessed either through course work, and/or clinical placement assessments. Written assessments include essays, case study's, and critical reviews of evidence for example. Clinical practice assessments include achievements of identified competencies, a learning assessment portfolio, and problem based scenarios.

Teaching and learning

You'll be expected to work as an independent adult learner, working alongside academic staff to expand and extend your knowledge, skills and attitudes as a critical scholar in the field of Intellectual Disabilities.

You'll be allocated a personal tutor, a cohort leader, and a course director, plus clinical mentors, and link lecturers whilst on placement.

The course makes use of the virtual learning environment MOODLE, an interactive based system for accurate and rapid information sharing, so course materials are available whenever you need them. A range of learning styles are employed, including visits from service users and their carers, to ensure the course remains contemporary and applied to real life situations.

Placements

Every student will spend 50% of the course on placement. You'll have the opportunity to work in partnership with individuals with learning disabilities and their families using a health mentoring model. Alternatively you can work in partnership with community based organisations on projects where all parties increase their awareness, understanding and valuing of their roles, using strength based approaches.

The placement aim is to provide a broad range of experiences working with children and adults with learning disabilities in a variety of settings. This will enhance your knowledge and experience of the range of challenges people with a learning disability may face on a daily basis and what can be done to assist not only the individual but also their families.

You'll also gain insight into what is available to support workers and organisations providing services in the areas of physical and mental health, complex care needs, communication, behaviours of concern, sexuality, personal care and a range of other areas.

Professional links

The learning disability nursing programmes at LSBU have a long history of partnership working with agencies in the NHS and independent and voluntary sector. The Professional Lead for Mental Health and Learning Disabilities at the Department of Health England is a frequent guest speaker who inspires Learning Disability nurses to influence and innovate.

Learning disability nursing as a career

The course will enable you to develop a wide range of employability skills through the emphasis on a vocational approach to teaching which leads to a professional qualification leading to registration with the Nursing and Midwifery Council (NMC).

There is an increasing body of research that shows the need for learning disability nurses as a specialist resource to address health inequalities experienced by people with learning disabilities. The course will give you the specialist knowledge and skills to work in a wide range of services, and the confidence to work collaboratively with people with learning disabilities, their families and carers, and other professionals and agencies.

Role and responsibilities

As a learning disabilities nurse you would work with people of all ages to give them the skills and confidence they need to live as independently as possible. You'd be working as part of a multi-disciplinary team and be responsible for co-ordinating care plans with other healthcare professionals, as well as monitoring progress. A learning disabilities nurse would be responsible for making an initial assessment of a patient's health and social care needs.

Day-to-day duties would be likely to include help and encouragement with tasks such as personal hygiene, dressing, using public transport, shopping, leisure interests, making and attending appointments, and finding a job. Learning disabilities nursing also involves campaigning on behalf of those with learning disabilities, supporting the agenda for equality and trying to improve healthcare services for those with learning difficulties.

Career progression

Successful graduates of the PgDip can top-up to MSc in one year and will be qualified to study a range of further specialist postgraduate pathways. With additional experience, advanced practice is available at Masters level with the potential to progress to doctorate studies. Once you are a registered nurse browse our online CPPD prospectus to find out what courses are on offer to help with your professional development.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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This is an advanced professional development programme through which you will. gain detailed knowledge of autism and other developmental disabilities. Read more

This is an advanced professional development programme through which you will:

  • gain detailed knowledge of autism and other developmental disabilities
  • experience conducting research and devising intervention strategies in the field of autism
  • learn to appraise and interpret a range of evidence and data
  • practice presenting critical, balanced and persuasive arguments

Course structure

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.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of autism
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods
  • Case study assessment

Knowledge and understanding

You will gain knowledge and understanding of:

  • the characteristics, diagnosis and epidemiology of autism
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of autism
  • behaviour analysis
  • intervention and approaches to supporting people with autism
  • challenging behaviour and other associated complex needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • the relationships between service organisation and quality research methodology.

Transferable skills

You will gain the following transferable skills:

  • communication: the ability to organise information clearly and respond to written sources
  • numeracy: if you are doing the statistical element of the research methods module, you will make sense of statistical materials and integrate quantitative and qualitative information. You will also become familiar with ways of summarising and presenting data
  • information technology: the ability to produce written documents, undertake online research
  • working with others: the ability to work co-operatively on group tasks both within the virtual learning environment and during the residential workshops
  • improve your own learning: the ability to explore your strengths and weaknesses, time management skills and review your working environment
  • problem-solving: the ability to identify and define complex problems, explore alternative solutions and discriminate between them.

Dynamic centre of expertise

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..

Careers

This programme supports continuing professional development and enhances your opportunity for career advancement. Previous successful students have moved on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Why study at the University of Kent

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.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



Read less
This is an advanced professional development programme which aims to provide you with detailed knowledge of intellectual and developmental disabilities. Read more

This is an advanced professional development programme which aims to provide you with detailed knowledge of intellectual and developmental disabilities. Through the programme you will gain knowledge and understanding of:

  • definitions and epidemiology of intellectual disability
  • cognitive, communicative and social characteristics of people with intellectual disabilities
  • biological, social and environmental causes of intellectual disability
  • behaviour analysis
  • challenging behaviour and other special needs
  • ideology, policy and service development
  • definition and measurement of service quality
  • relationships between service organisation and quality
  • research methodology.

Course structure

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.

Modules

The following modules are indicative of those offered on this programme:

  • Social psychology of autism
  • Behaviour analysis and intervention
  • Service issues in intellectual and developmental disabilities
  • Research methods
  • Case study assessment

Transferable skills

You will gain the following transferable skills:

  • communication: organising information clearly; responding to written sources; presenting information orally
  • numeracy: (if statistical element of research methods module taken) making sense of statistical materials; integrating quantitative and qualitative information
  • information technology: producing written documents; undertaking online research
  • working with others: working co-operatively on group tasks; understanding how groups function
  • improving own learning: exploring personal strengths and weaknesses; time management; reviewing working environment
  • problem solving: identifying and defining problems: exploring alternative solutions and discriminating between them.

Dynamic centre of expertise

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.

Careers

This programme supports continuing professional development and enhances your opportunity for career advancement. Previous successful students have moved on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.

Why study at the University of Kent

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.

  • Kent was awarded gold, the highest rating, in the UK Government’s Teaching Excellence Framework
  • Kent is ranked 21st in the Times Higher Education (THE) ‘Table of Tables’ 2017
  • Kent is ranked 25th in the Complete University Guide 2018
  • Kent is ranked 22nd in the Guardian University Guide 2018
  • 42% of our academics are from overseas and we have students representing 158 nationalities
  • In the most recent research rankings, 97% of research at Kent was found to be of international quality (REF 2014)
  • Kent is ranked 17th in the UK* for research intensity and research output (REF 2014)

Find out more: https://www.kent.ac.uk/courses/postgraduate/why-kent/

* of 122 universities, not including specialist institutions



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The master’s degree in Rehabilitation Counseling is designed to prepare rehabilitation counselors to serve persons with disabilities in a variety of work settings. Read more
The master’s degree in Rehabilitation Counseling is designed to prepare rehabilitation counselors to serve persons with disabilities in a variety of work settings. The rehabilitation counseling program is 48 credit hours and is fully accredited by the Council on Rehabilitation Education (CORE).

Mission

Professional rehabilitation counselors encourage and support persons with disabilities and their families to fully participate in their community by providing individual and group counseling, vocational assessment, case management, advocacy, assistive technology, and consultation services to help meet their personal, social, vocational, psychological, independent living, and quality of life goals. The mission of the Rehabilitation Counselor Education (RCE) distance-based program at the University of Alabama is to prepare professional rehabilitation counselors who will provide quality rehabilitation counseling services for persons with disabilities from diverse backgrounds and their families.

Visit the website http://education.ua.edu/academics/esprmc/counseling/marehab/

In addition to objective of the Program in Counselor Education, the RCE Program has the following objectives:

Objectives

1. To introduce the philosophy and historical tenets of rehabilitation counseling through new literacies of technology and interpersonal communication.

2. To deliver a 21st century, distance-based curriculum of didactic and clinical experiences that encourages active learning and adheres to the Council on Rehabilitation Education (CORE) standards.

3. To prepare qualified rehabilitation counselors to work in both public and private settings located in rural and urban communities to facilitate the needs of all persons with disabilities and their families.

4. To recruit, select, and matriculate rehabilitation counseling graduate students who represent minorities, women, and individuals with disabilities.

5. To provide our rehabilitation counseling graduate students with the knowledge and skills necessary to develop a philosophical orientation and approach reflective of their commitment to meeting the needs of persons with disabilities and their families, as well as employer and community needs.

6. To foster our university’s mission in advancing the intellectual and social condition of the people by communicating to our rehabilitation graduate counseling students the need for advocacy, community integration, and social responsibility.

7. To prepare our rehabilitation counseling graduate students to become ethical rehabilitation counselors by understanding and following the Code of Professional Ethics for rehabilitation counselors.

8. To promote the involvement of our rehabilitation counseling graduate students in rehabilitation counseling professional associations (e.g., National Rehabilitation Association, National Rehabilitation Counseling Association, American Rehabilitation Counseling Association, National Rehabilitation Counselors and Educators Association) to enhance awareness of professional issues and service that are important to the growth of our field.

The RCE master’s program is 48 semester hours in length. However, a 60-semester hour option is available for students who wish to pursue 60 hours of graduate coursework. The curriculum provides both didactic and experiential learning and culminates in a 600 hour internship under the supervision of a Certified Rehabilitation Counselor. The RCE program is fully accredited by the Council on Rehabilitation Education (CORE). Students completing the RCE program are eligible to become Certified Rehabilitation Counselors (CRC). For more information about becoming a CRC, visit the Commission on Rehabilitation Counselor Certification website: http://www.crccertification.com/

The RCE program is an on-line program. Distance students must meet criteria for full or conditional admission. Distance students who can enroll for 9 hours (fall and spring) and 6 hours (summer) may complete the degree program in two calendar years. Distance students may take more or fewer hours each semseter with advisor approval. Some rehabilitation courses are offered as synchronous courses and will require weekly participation via live virtual classroom.

In most states, program graduates are eligible to begin the process of becoming a Licensed Professional Counselor (LPC). The following link provides a listing of counselor licensure boards in all of the states: http://www.counseling.org/Counselors/LicensureAndCert/TP/StateRequirements/CT2.aspx

Employment Outlook

According to the U.S. Department of Labor, Occupational Outlook Handbook (2009), jobs for rehabilitation counselors are expected to grow by 19%, which is faster than the average for all occupations. Rehabilitation counselors serve persons with disabilities in a variety of work settings including, but not limited to, state-federal vocational rehabilitation agencies, non-profit community rehabilitation programs, private-for-profit rehabilitation companies, rehabilitation hospital settings, community mental health and substance abuse programs, correctional facilities, and private practice.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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