• University of Northampton Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • Birmingham City University Featured Masters Courses
  • Northumbria University Featured Masters Courses
  • University of Bristol Featured Masters Courses
  • Cardiff University Featured Masters Courses
  • University of Surrey Featured Masters Courses
King’s College London Featured Masters Courses
Cranfield University Featured Masters Courses
University College London Featured Masters Courses
Cass Business School Featured Masters Courses
University of Manchester Featured Masters Courses
"intervention"×
0 miles

Masters Degrees (Intervention)

We have 542 Masters Degrees (Intervention)

  • "intervention" ×
  • clear all
Showing 1 to 15 of 542
Order by 
The MA in Mediation and Conflict Intervention at Edward Kennedy Institute, Maynooth University provides a learning experience for those who wish to deepen and integrate their mediation and conflict intervention knowledge and skills. Read more

Overview

The MA in Mediation and Conflict Intervention at Edward Kennedy Institute, Maynooth University provides a learning experience for those who wish to deepen and integrate their mediation and conflict intervention knowledge and skills. The programme delivers specialist professional training in the areas of Organisational and Workplace Mediation, Family Mediation, Commercial Mediation, Restorative Practice and Peace Process Studies, providing the professional knowledge and skills necessary for practice in these areas. Students complete nine modules of 10 credits each over a two-year duration.

This highly experiential programme provides ongoing opportunities to learn reflectively through exercises and in practice through feedback and coaching while formal presentations provide background theory in the specialist areas. Students gain a strong theoretical foundation coupled with skills and practice development leading to a solid grounding in the best practice of constructive conflict intervention processes.

The MA in Mediation and Conflict Intervention is designed for those people who are intently interested in furthering their skills base and knowledge in the field of mediation and conflict intervention. Participants will usually have been working directly or indirectly with people in conflict as a professional or as someone required to handle conflict situations in their work or personal lives. Participating in this programme will further develop theoretical knowledge and applied skills in conflict analysis, mediation and other specialist chosen areas of study. The programme is designed to be an intense learning experience where small class sizes encourage strong skills development and engagement in a continuous and collaborative learning environment.

The course is accredited by the Mediators Institute of Ireland (MII) and students who are not already certified mediators with the MII must undergo and pass the first module (MC615) via assignment and competency assessment. This will enable students to register with the MII as a certified Mediator with eligibility to practice. Completion of the Masters programme will provide further requirements for Practitioner Accreditation. This senior status is achieved when the student has successfully completed the course and also has completed cases to MII standard (see Mediators Institute of Ireland website: http://www.themii.ie).

Course Structure

Two Year Part Time Programme

Each year has a different schedule with some modules repeated each year.

In the academic year of 2017-2018 the first semester delivers the following modules. Research (MC603), Mediation Knowledge and Practice (MC615), Family Mediation (MC604), Mediation Theory into Practice (MC628), Values and Relationship in Mediation and Conflict Intervention (MC601) and Restorative Practices (MC608). The second semester modules are Commercial Mediation (MC607), Workplace Mediation (MC605), Peace Studies 1 - Resolving Protracted Conflict (MC629) and Peace Studies 2 -Post Conflict Challenges in Implementing Peace Agreements (MC630).

Year two modules include Mediation Knowledge and Practice (MC615), Family Mediation (MC604), Mediation Theory and Conflict Analysis (MC601), Organisational and Workplace Mediation (MC605), Conflict Resolution in Education (MC611) and Restorative Practice in Schools (MC616).

Schedule

The course is structured in modules of 6 days each. Each 6 day module in turn is (usually) broken down into two 3 day blocks (Thursday, Friday, and Saturday). The Restorative Practices Module (MC608) is structured in three blocks of two days, Thursdays and Fridays. The majority of modules are delivered on campus, however some course days are delivered off campus ( MC608, MC629 and MC630), in the North of Ireland or Glencree Centre for Peace and Reconciliation, Enniskerry. Students take the internship module Mediation Theory into Practice (MC628) off campus.

Students must complete one compulsory module MC601 or MC606 each year, whichever is being delivered in the year. Students without appropriate accreditation as a mediator must complete and pass MC615, the first module on offer each year. Students complete nine modules in total over two academic years.
While every attempt will be made to keep to dates advertised it is important to note that all dates are provisional and will be confirmed upon commencement of the programme.

Career Options

Graduates are provided with the knowledge base for practice in the specialist areas of mediation and many other conflict intervention systems taught on the course. Graduates who have completed module MC615 and passed the competency assessment may apply to register with the Mediators Institute of Ireland (MII) and advertise their practice as a certified mediator. On completion of supervised cases, graduates may apply for assessment to the advanced level of Practitioner Member with the MII. Graduates may incorporate their learning into their current employment or the development of their future career. Others may choose self-employment offering a variety of services including mediation, conflict analysis, conflict management, facilitation and other conflict interventions to prospective clients. Some agencies, providing a mediation service, employ mediators, which provides another option.

How To Apply

Online application only http://www.pac.ie/maynoothuniversity

PAC Code
MH50M / MH51M

Closing date
Late applications may be considered if there are places remaining on the course

The following information should be forwarded to PAC, 1 Courthouse Square, Galway or uploaded to your online application form:

Certified copies of all official transcripts of results for all non-Maynooth University qualifications listed MUST accompany the application. Failure to do so will delay your application being processed. Non-Maynooth University students are asked to provide two references and a copy of birth certificate or valid passport.

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

Read less
Sign up to the . King's Postgraduate Health & Life Sciences Open Evening.  . - Wednesday 14 March 2018. . Read more

Sign up to the King's Postgraduate Health & Life Sciences Open Evening - Wednesday 14 March 2018. 

New Master's Scholarships available. Find out more and apply.

Our unique Early Intervention in Psychosis course provides worldclass specialised training in the early identification and clinical treatment of psychosis, focusing on the detection and management of early symptoms. This approach is highly effective in reducing the long-term impact of psychotic illness. You will learn the relevant skills in early intervention and other areas of mental health. You will also acquire transferable skills training, including career planning and progression, personal statement and CV writing, interviewing, public speaking and presenting scientific data to a lay or non-specialist audience.

Key benefits

  • The only MSc in Early Intervention in Psychosis worldwide.
  • Integrated approach including biological, psychological and social perspectives.
  • You will acquire expertise and experience applicable to all areas of mental health.
  • Taught by clinicians and academics who have carried out pioneering work in this area.
  • Opportunity to develop your own research ideas or join existing research projects.
  • Individually tailored clinical placement in the South London and Maudsley NHS Foundation Trust.
  • You will receive training and support with your career planning and progression.

Description

People who experience a psychotic illness, such as schizophrenia, bipolar disorder and psychotic depression, can and do recover. However, long-term recovery is dependent on the timely delivery of effective treatment.

The MSc Early Intervention in Psychosis develops your academic and clinical skills in the identification and treatment of psychosis. Early intervention is an evidence-based, holistic and person-centered approach that is highly effective in reducing the long-term impact of psychotic illness on the individual and their families. It has now become an integral part of mental health services in the UK and worldwide. The course combines biological, psychological and social perspectives, reflecting the multi-faceted nature of the illness. You will learn through classroom teaching and a clinical placement in an early intervention service within the South London and Maudsley NHS Foundation Trust. The knowledge and experience acquired on this course are relevant and applicable to all areas of mental health.

Our course is designed for students who want to develop their academic and clinical expertise and experience before applying for clinical psychology training. It is also ideal for mental health professionals (eg doctors, clinical psychologists, nurses) aiming to enhance their career prospects. Furthermore, it provides a robust foundation for students who aim to conduct further research at PhD level in the future.

You will be taught by mental health professionals with extensive experience in delivering early intervention in psychosis and academics who have carried out pioneering research in this area.

Course format and assessment

You will be assessed through a combination of coursework and examinations.

Year 1

Examination (72.5%) | Coursework (22.5%)| Practical (5%)

Career prospects

The expertise and experience acquired on this MSc are relevant and applicable to all areas of mental health. Therefore, after completing this programme, you will be in a strong position to pursue a career in mental health. Most of our students go on to clinical psychology training (e.g. DClinPsy), other clinical training (e.g. IAPT) or a research position (e.g. PhD). Clinicians completing this programme have enhanced their career and/or obtained clinical research positions.

Sign up for more information. Email now

Have a question about applying to King’s? Email now



Read less
The two-year full-time study programme (120 ECTS) aims at deepening the students’ theoretical, methodological and practical knowledge acquired at the Bachelor level and stimulating their critical thinking on current psychological topics. Read more

About the course

The two-year full-time study programme (120 ECTS) aims at deepening the students’ theoretical, methodological and practical knowledge acquired at the Bachelor level and stimulating their critical thinking on current psychological topics. The programme includes both advanced theoretical, methodological, and applied aspects of psychological intervention research as well as practical on-the-job training.

The programme provides students with substantial laboratory experiences within the faculty-owned facilities.

Aims

As a student, you will acquire:

• the competencies for scientific research in psychological intervention
• scientific knowledge in methodological and technological theory
• professional skills in assessment, diagnosis, intervention and research
• an understanding of the different approaches of psychological interventions as well as their historical origins and development
• the necessary knowledge and skill to critically compare and contrast different interventional approaches.
• professional skills in assessment, diagnosis, intervention and research


The flexible course structure gives students the opportunity to choose between different modules leading to a more clinically oriented or a more educationally oriented profile.

Course modules

• Clinical Psychology
• Health Psychology
• Applied Social Psychology
• Educational-Development Psychology
• Research methods
• Psychological Assessment
• Intervention Methods

Career

Students will be thoroughly prepared for a career in psychological intervention and research. Career opportunities are multifarious, especially in the field of clinical psychology, educational psychology, and other fields of intervention as well as in research.
Moreover, the best students can apply for a PhD-programme and enrol in a Doctoral School in the Faculty or they may enrol in the Master in Psychotherapy.

Read less
Why Surrey?. Our stimulating MSc in Psychological Intervention. IPT (Interpersonal Psychotherapy) offers flexible training for individuals who want to become qualified Interpersonal Psychotherapists. Read more

Why Surrey?

Our stimulating MSc in Psychological Intervention: IPT (Interpersonal Psychotherapy) offers flexible training for individuals who want to become qualified Interpersonal Psychotherapists.

Our programme will develop your theoretical understanding of mental health issues, equip you with skills in working with the IPT model, enable you to work effectively with clients, and give you the opportunity to conduct research in the theory or practice of IPT.

This is delivered through a rich range of learning experiences, including the opportunity to integrate theory with practice. This ensures that, as a graduate of this programme, you are able to provide a high quality therapy to service users.

Programme overview

Our School of Psychology has a reputation for providing high quality IPT training to therapists who are already in practice and want to add this model to their repertoire.

This Psychological Intervention MSc programme has been designed to be responsive to the needs of people who do not already have a therapy qualification who aspire to become qualified practitioner in a NICE-recommended psychological therapy.

The programme meets an identified training need for therapists in this specific approach. The National Institute of Clinical Excellence (NICE) guidelines recommend IPT as a treatment for depression and eating disorders and IPT has also been part of the Government’s provision to increase the availability of talking therapies through the Increasing Access to Psychological Therapies (IAPT provision).

At present, our programme is the only programme in the UK that offers the opportunity for appropriately experienced individuals with no previous therapy qualification to undertake IPT training.

Programme structure

This programme is studied part-time over three academic years. Students with equivalent/sufficient qualifications/credits will be able to join the programme at year two or three.

The full MSc three year (part-time) programme comprises of nine modules with a total of 180 credits.

The first year comprises of four modules of 15 credits each. Each module comprises of 150 hours of learning, including student contact, private study, skills practice either on placement or in the classroom and assessment. In order to achieve the Postgraduate Certificate in Psychological Intervention: IPC (Interpersonal Counselling) students must complete all four modules and complete 60 credits at FHEQ Level 7.

In order to achieve the Postgraduate Diploma in Psychological Intervention: IPT (Interpersonal Psychotherapy) students must complete 120 credits at FHEQ Level 7. The second year comprises of three modules, two of 15 credits each and one of 30 credits. The 30 credit module includes a substantial allocation of student learning time to placement activities.

In order to achieve the Masters in Psychological Intervention: IPT (Interpersonal Psychotherapy), students must complete 180 credits at FHEQ Level 7. The third year comprises of two modules, a 15 credit module in Research methods and a dissertation module of 45 credits.

In order for students to progress they must achieve a minimum average of 50 per cent.

Example module listing

Year one

  • Psychological Theory and the Fundamentals of Adult Mental Health
  • The Therapeutic Relationship
  • Introduction to Assessment, intervention and Ending Skills
  • Supervision of Client Work

Year two

  • IPT Theoretical and Research base: client groups; modes of delivery; adaptations
  • Clinical Practice in IPT
  • Supervision of Client Work: IPT

Year three

  • Quantitative Research methods
  • Statistics and Data Analysis
  • Research project

Teaching

Specialist knowledge relevant to the subject area will be delivered using a variety of methods, including lectures, experiential workshops, micro skills teaching, audio-recording reviews, clinical supervision, group discussions, and through the interaction of the student with coursework assignments. 

Clinical practice with application of their learning to client work will be supervised closely and students will be required to keep a log of their clinical activity as well as supervisory activity and will be evaluated on their clinical competence.

Students who have access to clients in their ongoing job role whilst studying may incorporate part of this work as their practice placement, subject to agreement with their manager and the University. Otherwise students will be supported to obtain a suitable practice placement.

The strength of this programme lies in the integration of classroom learning and clinical practice learning and development. The personal impact of working with clients presenting with distress will be explored as well as ethical issues. Students will develop their skills in applying theory and technique to real life client situations in supervision sessions at the University via discussion and micro-teaching.

The feedback process is designed to be ongoing, in that comments and reflections from these sessions will provide an escalator of personal learning for the student. At critical points there will be summative learning points to provide a marker for the student as to their progress against the benchmark standards being expected. Formative and summative feedback will be provided as appropriate to help students develop their skills in these areas of practice.

The associated research evidence bases will be integrated into all aspects of the teaching. 

In the final year, students will receive individual supervision for the research project during which they will receive one-to one support and guidance in the development of their research skills.

Educational aims of the programme

The first year of this programme will enable professionals to develop core counselling skills in IPT (IPC) to enhance their effectiveness with clients, further their psychological skills and increase their understanding of mental health issues. The second year (PGDip) leads to a full therapy qualification. The third and final year (MSc) is a research year which results in a Master’s qualification

Professional recognition

The course is designed in order to meet the accreditation requirements of a well-known professional counselling body. Because this is a new programme, the accreditation process will take place after the first cohort has completed. If successful, accreditation is awarded retrospectively thus allowing the first cohort of students to become a registered with this professional body.

Recognition is also being sought from IPT-UK, the organisation that accredits therapists in this particular model of therapy.



Read less
Our Advanced Minimum Intervention Dentistry MSc (AMID) provides a beneficial clinical and business approach to tooth-preserving caries management in dental practice. Read more

Our Advanced Minimum Intervention Dentistry MSc (AMID) provides a beneficial clinical and business approach to tooth-preserving caries management in dental practice. Our programme is designed for dentists and Dental Care Professionals to develop minimum intervention preventive and tooth-preserving operative, patient management and practice management skills. The course will give you the tools to maximise both the clinical effectiveness and financial potential of your dental practice.

This innovative MSc is structured to meet your professional development needs with minimal disruption to family and work commitments, while enabling you to gain a higher qualification from King’s.

Key benefits

  • Internationally renowned centre of excellence for teaching and research in dentistry.
  • Pioneers of distance learning in dentistry with over 20 years’ experience.
  • Intensive face-to-face residential blocks to learn and master the latest techniques.
  • International teaching team of experts including MI practicing dentists.

Description

We are offering this course in response to the dental profession’s push towards a minimum intervention, preventive approach to caring for patients' oral health in general and private practice all over the world.

Our Advanced Minimum Intervention Dentistry programme, open to dentists and therapists, provides the latest evidence-based knowledge in minimum intervention/minimally invasive dentistry and enables students to integrate this patient care philosophy into their dental practice. There is focus on using the team of dental care professionals to assist in delivery, on suitable marketing strategies, and on learning practice-based research methodology.

You will study and practice the latest minimally invasive remineralising and tooth preserving operative technologies, and adhesive restorative materials and techniques, to prevent, manage and treat dental disease aesthetically.

The programme will give you:

  • A scientific basis in cariology and disease pathology.
  • Experience of detection, diagnosis, risk assessment and care planning for patients with complex dental health problems.
  • Prevention and control management strategies (including remineralisation) for patient groups and individuals.
  • The skills to develop marketing strategies to promote your practice and the minimal intervention care philosophy to patients using the latest social media frameworks.
  • The ability to carry out minimally invasive tooth-preserving aesthetic clinical treatment of patients with caries and other restorative or aesthetic problems.
  • Modern minimally invasive aesthetic operative skills required for tooth preparation and restoration.
  • Direction on how to put these concepts into real-life practice from day one of the course.

The programme is taught by a world-renowned, expert team of clinical academics and practising clinicians, based both in the UK and internationally, and led by Professor Avijit Banerjee. The course has support from several leading dental industry companies that may provide relevant dental materials and equipment for your dental practice during the programme. 

View course taster.

Please note - The provision of any clinical opinions, care planning, care plans and/or any advice in relation to care of individual patients will not be provided by the teachers and staff of the programme. Patient treatment and care is the sole responsibility of the treating clinician. Advice regarding the suitability of a clinical case for submission for the clinical module can be given at the tutor’s discretion.

Intensive face-to-face training blocks

The course features a compulsory block of face-to-face teaching and practical training in London during year one for five days, and in year two for seven days. During these blocks you will receive clinical skills training under expert supervision at our Guy’s Campus in the Dental Institute’s state-of-the-art teaching facilities at Guy’s Hospital. These blocks are an invaluable way to consolidate learning and progress to the final year.

Teaching

You will be taught mostly online through King's E-learning and Teaching Service (KEATS) which provides information, interactive questions, assignments, use of bibliographic databases and reading material. This gives you the freedom to study without interrupting your work and personal life, and to put your skills directly into practice. Our students participate in online tutorials and discussion groups, interacting with expert tutors and their fellow students. Face-to-face lectures and hands-on training take place in blocks in the first two years. Students are required to undertake and build a reflective log of clinical work in their own general practice. 

Course format and assessment

60% of your first and second year modules will be assessed through exams and 40% through in-course assessment, with the exception of Operative Dentistry – clinical skills, which is assessed through a practical exercise and accompanying written paper. Your final-year modules will be assessed through a clinical case portfolio and a dissertation.

You can take your exams in London or, for overseas students, at centres in your country of residence.

Sign up for more information. Email now

Have a question about applying to King’s? Email now



Read less
. Why Surrey?. Our stimulating postgraduate diploma in Psychological Intervention. IPT (Interpersonal Psychotherapy) offers flexible training for individuals who want develop core counselling skills and gain a full therapy qualification. Read more

Why Surrey?

Our stimulating postgraduate diploma in Psychological Intervention: IPT (Interpersonal Psychotherapy) offers flexible training for individuals who want develop core counselling skills and gain a full therapy qualification.

Our programme will develop your theoretical understanding of mental health issues, equip you with skills in working with the IPT model and enable you to work effectively with clients.

This is delivered through a rich range of learning experiences, including the opportunity to integrate theory with practice. This ensures that, as a graduate of this programme, you are able to provide a high quality therapy to service users.

Programme overview

Our School of Psychology has a reputation for providing high quality IPT training to therapists who are already in practice and want to add this model to their repertoire.

This Psychological Intervention programme has been designed to be responsive to the needs of people who do not already have a therapy qualification who aspire to become qualified practitioner in a NICE-recommended psychological therapy.

The programme meets an identified training need for therapists in this specific approach. The National Institute of Clinical Excellence (NICE) guidelines recommend IPT as a treatment for depression and eating disorders and IPT has also been part of the Government’s provision to increase the availability of talking therapies through the Increasing Access to Psychological Therapies (IAPT provision).

At present, our programme is the only programme in the UK that offers the opportunity for appropriately experienced individuals with no previous therapy qualification to undertake IPT training.

Program structure

This programme takes place over one or two academic years, depending on the level of qualification. A third and final research year can be added to result in an MSc qualification.

The first year comprises of four modules of 15 credits each. Each module comprises of 150 hours of learning, including student contact, private study, skills practice either on placement or in the classroom and assessment. In order to achieve the Postgraduate Certificate in Psychological Intervention: IPC (Interpersonal Counselling) students must complete all four modules and complete 60 credits at FHEQ Level 7.

In order to achieve the Postgraduate Diploma in Psychological Intervention: IPT (Interpersonal Psychotherapy) students must complete 120 credits at FHEQ Level 7. The second year comprises of three modules, two of 15 credits each and one of 30 credits. The 30 credit module includes a substantial allocation of student learning time to placement activities.

In order for students to progress they must achieve a minimum average of 50 per cent.

Example module listing

Year one

  • Psychological Theory and the Fundamentals of Adult Mental Health
  • The Therapeutic Relationship
  • Introduction to Assessment, Intervention and Ending Skills
  • Supervision of Client Work

Year two

  • IPT Theoretical and Research Base: client groups; modes of delivery; adaptations
  • Clinical practice in IPT
  • Supervision of client work: IPT

Teaching approaches

Specialist knowledge relevant to the subject area will be delivered using a variety of methods, including lectures, experiential workshops, micro skills teaching, audio-recording reviews, clinical supervision, group discussions, and through the interaction of the student with coursework assignments. 

Clinical practice with application of their learning to client work will be supervised closely and students will be required to keep a log of their clinical activity as well as supervisory activity and will be evaluated on their clinical competence.

Students who have access to clients in their ongoing job role whilst studying may incorporate part of this work as their practice placement, subject to agreement with their manager and the University. Otherwise students will be supported to obtain a suitable practice placement.

The strength of this programme lies in the integration of classroom learning and clinical practice learning and development. The personal impact of working with clients presenting with distress will be explored as well as ethical issues. Students will develop their skills in applying theory and technique to real life client situations in supervision sessions at the University via discussion and micro-teaching.

The feedback process is designed to be ongoing, in that comments and reflections from these sessions will provide an escalator of personal learning for the student. At critical points there will be summative learning points to provide a marker for the student as to their progress against the benchmark standards being expected. Formative and summative feedback will be provided as appropriate to help students develop their skills in these areas of practice.

The associated research evidence bases will be integrated into all aspects of the teaching.  

Educational aims of the programme

The first year of this programme will enable professionals to develop core counselling skills in IPT (IPC) to enhance their effectiveness with clients, further their psychological skills and increase their understanding of mental health issues. The second year (PGDip) leads to a full therapy qualification.

Professional recognition

The course is designed in order to meet the accreditation requirements of a well-known professional counselling body. Because this is a new programme, the accreditation process will take place after the first cohort has completed. If successful, accreditation is awarded retrospectively thus allowing the first cohort of students to become a registered with this professional body.

Recognition is also being sought from IPT-UK, the organisation that accredits therapists in this particular model of therapy.



Read less
If you’re passionate about using theatre to help stimulate processes of change in the lives of individuals and communities then this is the course for you. Read more

If you’re passionate about using theatre to help stimulate processes of change in the lives of individuals and communities then this is the course for you.

You’ll gain the skills to become an applied theatre practitioner. Through practice and theory you will explore applied theatre in all of its forms including community theatre, theatre-in-education, theatre and health, prison theatre, theatre for development and the arts therapies.

You’ll gain a broad understanding of some of the wider issues faced by applied theatre practitioners including ethics, boundaries, evaluation, policy and funding and have the opportunity to apply your learning in a placement context.

Core modules will look at practice-based workshop techniques and the development of facilitation skills; concepts and theories underpinning applied theatre and interventionist practice; and research training. You will also choose from optional modules that will allow you to pursue your personal interests.

Our purpose-built landmark building [email protected] houses two professional-standard and publicly licensed theatres that regularly host work by both students and visiting theatre companies – one of which is a technically advanced research facility.

Find out more about [email protected].

Our School includes rehearsal rooms, two black-box studios, costume construction and wardrobe stores, a design studio and scenic workshop, video editing and sound recording suits as well as computer aided design.

Our links with external organisations are among our biggest strengths, giving you the chance to take performance to different environments outside of the university context. We’re always developing new relationships with partners in different contexts to offer you more opportunities to participate.

Opera North, West Yorkshire Playhouse, the National Media Museum, Leeds City Council, Red Ladder Theatre Company, Limehouse Productions, Phoenix Dance Theatre, the National Coal Mining Museum for England, HMP New Hall, Blah Blah Blah Theatre Company, the BBC and HMP Wetherby are all among our partners.

Course content

Core modules allow you to develop the skills to facilitate workshops with different groups of people in a variety of contexts, along with an understanding of the historical and philosophical underpinnings of applied theatre practice, the key ideas within this practice and some of the complex issues that can arise.

As you progress through the course you will have the opportunity to apply your practical and theoretical learning within an applied theatre context through a placement. This may be with an established applied theatre organisation or in a setting where applied theatre is practiced such as a hospital, school or young offenders’ institute.

Alongside these modules you will develop research skills through a core module alongside students on other programmes within the school. You’ll explore a range of research methods and consider the roles and responsibilities of the researcher, ethics, data gathering and analysis. You are also able to choose an optional module to further pursue your own personal areas of interest.

In the latter part of the programme you will work closely with your supervisor to undertake a research project on a topic of your choice, allowing you to demonstrate the knowledge and skills you’ve gained. This could be a conventional written dissertation or a piece of practice-led research with a written commentary.

If you choose to study part-time, you will study over a longer period and take fewer modules in each year.

Course structure

Compulsory modules

  • Research Project 60 credits
  • Applied Theatre Practices 30 credits
  • Critical Concepts in Applied Theatre and Intervention 30 credits
  • Research Perspectives (Applied Theatre & Intervention) 30 credits

Optional modules

  • Individual Project 30 credits
  • Creative Work 30 credits
  • Performance and Collaborative Enterprise 30 credits
  • Cultural Policy: Models and Debates 30 credits

For more information on typical modules, read Applied Theatre and Intervention MA Full Time in the course catalogue

For more information on typical modules, read Applied Theatre and Intervention MA Part Time in the course catalogue

Learning and teaching

We use a range of teaching and learning methods including practical workshops, group learning, lectures, seminars, tutorials and fieldwork. Independent learning is central to this programme, allowing you to integrate your learning and develop your understanding and skills.

Assessment

You’ll be assessed using a range of methods including practical assessments, written work, presentations and reflective logs. This diversity allows you to begin to integrate theory and practice, develop a range of skills and become a reflective practitioner.

Career opportunities

Applied theatre is a wide field, which is constantly developing in response to social and economic changes.

This programme will equip you with a range of skills within the area of applied theatre. You’ll have an understanding of applied theatre and its use as an intervention as well as advanced skills in communication, collaboration, presentation, analysis and research. You’ll be able to set up, lead and facilitate workshops as an applied theatre practitioner with diverse groups of people in a variety of health, social and community contexts.

You may decide to apply your learning in the context of arts administration or arts policy work. You may wish to further your understanding by undertaking specialist professional training in areas like the arts therapies (dramatherapy, dance movement psychotherapy, music therapy or art psychotherapy), play therapy, teaching; or pursue your research interests at PhD level.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.



Read less
Overview (General information) This one-year part-time flagship Diploma programme is a comprehensive learning and practice experience. Read more
Overview (General information) This one-year part-time flagship Diploma programme is a comprehensive learning and practice experience. The course is based on the theoretical foundations of mediation and includes analysis of conflict theory, negotiation theory and approaches to conflict intervention and marries this with intensive practice skills development throughout the year. It explores multiple fields for the application and practice of mediation and conflict intervention in society today including Families, Workplace Mediation, Commercial Mediation, Restorative Justice, Conflict Resolution in Education, Peacemaking, Community Mediation and Multiparty Policy Disputes. The programme prepares students for professional certification in mediation with the Mediator’s Institute of Ireland.

The course is structured around theoretical presentations and skills development through exercises and role-play and the introduction to specialised areas of mediation practice as mentioned above.

Accreditation

The Diploma is aimed at those who wish to develop mediation skills for application in their area of work or for developing a career in mediation. Graduates will receive a Diploma in Mediation from the Edward Kennedy Institute, Maynooth University and those who successfully take the Mediation Roleplay Competency Assessment can apply to the Mediator’s Institute of Ireland for Certified Status as a Mediator.



Gain knowledge of the theory and practice of mediation, conflict paradigms and conflict intervention theory principles and practice, so that they have a strong theoretical base to their practice.
Develop mediation and conflict intervention skills through the application of theory to practice in role-play so that they are skillful mediation practioners.
Develop self awareness in their communication skills through reflective exercises and coaching so that they are aware and reflective in their mediation practice.
Gain ability to analyse conflict through systemic analysis so that they can process and plan conflict intervention strategy.
Have knowledge and practice skills in reality testing, bargaining and negotiation to enable negotiations between parties in mediation.
Recognize and can work with power issues in mediation.
Are congruent in their practice with the value base of mediation.
Are ethically sensitive and competent.
Have ability in conducting caucus, shuttle mediation and co-mediation through knowledge and role-play so that they are able to enact these practices in mediation.
Are competent in drafting mediation agreements using clear and concise and neutral language.
Have ability in facilitating expressions of regret and apology between parties in mediation.
Are prepared to take a Mediation Competency Assessment.
Have an introduction to Community & Workplace Mediation, Mediation & Labour Relations, Multiparty Mediation for Public Policy Disputes, School and Family Mediation, Peacemaking and Restorative Practice.

The course comprises five modules each of five days duration, held on Mondays from 09.30 to 17.00 over the academic year (end September to beginning May). Students learn through lectures, skills training and project work. Students are obliged to attend 80% of the course.

Assessment

Students must complete two assignments per module and take part in a competency assessment of mediation skills at end of year.


The Diploma is aimed at those who wish to develop mediation skills for application in their area of work or for developing a career in mediation. Successful graduates of the programme will receive a Diploma in Mediation from the Edward Kennedy Institute, Maynooth University and will have passed a competency assessment whereupon they may register with the Mediator’s Institute of Ireland as a certified mediator.

Graduates will generally find work in this field through self employment. Agencies which provide a conflict management consultancy and/or mediation service employ mediators. Many graduates use the knowledge and skills gained on the course for application in their current employment.

Read less
Our School of Psychology has a reputation for providing high quality IPT training to therapists who are already in practice and want to add this model to their repertoire. Read more

Our School of Psychology has a reputation for providing high quality IPT training to therapists who are already in practice and want to add this model to their repertoire.

This Psychological Therapy programme has been designed to be responsive to the needs of people who do not already have a therapy qualification. The first year of this programme will enable professionals to develop core counselling skills and IPC intervention skills to enhance their effectiveness with clients, further their psychological skills and increase their understanding of mental health issues.

Many roles in the workforce today require people to have enhanced their psychological and therapeutic skills. At present, our programme is the only one in the UK that offers the opportunity for individuals to undertake IPC training.

Successful completion of this year will enable individuals to undertake the Diploma in IPT, a full therapy qualification.

Programme structure

This one year programme can be undertaken on its own or as part of a flexible training of up to three years. Successful completion of all modules in this first Certificate year gives the option of progressing into year two, the Diploma in IPT, which confers a full therapy qualification which allows individuals to practice in the NHS or elsewhere. There is also the option to complete a third research year to obtain an MSc.

The first year comprises of four modules of 15 credits each. Each module comprises of 150 hours of learning, including student contact, private study, skills practice either on placement or in the classroom and assessment. In order to achieve the Postgraduate Certificate in Psychological Intervention: IPC (Interpersonal Counselling) students must complete all four modules and complete 60 credits at FHEQ Level 7.

Example module listing

  • Psychological Theory and the Fundamentals of Adult Mental Health
  • The Therapeutic Relationship
  • Introduction to Assessment, Intervention and Ending Skills
  • Supervision of Client Work

Teaching approaches

Specialist knowledge relevant to the subject area will be delivered using a variety of methods, including lectures, experiential workshops, micro skills teaching, audio-recording reviews, clinical supervision, group discussions, and through the interaction of the student with coursework assignments. 

Clinical practice with application of their learning to client work will be supervised closely and students will be required to keep a log of their clinical activity as well as supervisory activity and will be evaluated on their clinical competence.

The strength of this programme lies in the integration of classroom learning and clinical practice learning and development. The personal impact of working with clients presenting with distress will be explored as well as ethical issues. Students will develop their skills in applying theory and technique to real life client situations in supervision sessions at the University via discussion and micro-teaching.

The feedback process is designed to be ongoing, in that comments and reflections from these sessions will provide an escalator of personal learning for the student. At critical points there will be summative learning points to provide a marker for the student as to their progress against the benchmark standards being expected. Formative and summative feedback will be provided as appropriate to help students develop their skills in these areas of practice.

The associated research evidence bases will be integrated into all aspects of the teaching. 

Students who have access to clients in their ongoing job role whilst studying may incorporate part of this work as their practice placement, subject to agreement with their manager and the University. Otherwise students will be supported to obtain a suitable practice placement.

Educational aims of the programme

This programme will enable professionals to develop core counselling skills in IPC (Interpersonal counselling) to enhance their effectiveness with clients, further their psychological skills and increase their understanding of mental health issues without undertaking a full therapy qualification.

Interpersonal counselling is a brief intervention, based on the principles of Interpersonal Psychotherapy, for people suffering from stress or mild depression. It is designed to be delivered by individuals after a relatively brief training course, and does not require them to have previous mental health qualifications.

Programme learning outcomes

Knowledge and understanding

  • Have a basic understanding of psychiatric classification and of those conditions most frequently met in clinical practice
  • Understand the role of medication in the treatment of mental health problems
  • Understand the difference between the therapeutic alliance, the real relationship and the transference relationship and their contribution to the therapeutic relationship
  • Understand their own relationship to and work with difference and diversity
  • Understand the function of the therapeutic frame

Intellectual / cognitive skills

  • Critically assess different models of the underpinnings of psychological health

Professional practical skills

  • Select appropriate clients and plan an intervention
  • Undertake completed pieces of time-limited (short-term) interpersonal clinical interventions under supervision
  • Use the Interpersonal Counselling (IPC) model to deliver complete short therapeutic interventions
  • Manage challenges in the therapeutic relationship
  • Facilitate clients in developing and maintaining a strong therapeutic relationship
  • To use appropriate measures to evaluate the success of treatment
  • Understand and work within the professional context of psychological therapy, including ethical practice

Key / transferable skills

To reflect on their development as a psychological practitioner

Professional recognition

Recognition is being sought from IPT-UK, the organisation that accredits therapists in this particular model of therapy.



Read less
Why Surrey?. Our programme gives you the opportunity to delve into one of three specialist areas of International Relations. Read more

Why Surrey?

Our programme gives you the opportunity to delve into one of three specialist areas of International Relations.

You will master key skills in political science that enable you to explore the links between local, national and international structures, and critically evaluate key contemporary debates in the field of international relations.

Programme overview

The MSc International Relations programme is offered via two pathways. The International Relations pathway examines key issues in the contemporary international system and processes of global governance.

Secondly, the innovative International Intervention pathway deepens your understanding of this complex area and includes a placement option, allowing you to spend three months working in international politics.

There are a set of common compulsory modules for all pathways, in addition to two compulsory modules for your chosen pathway, and three optional modules from a range of international or European politics topics.

Programme structure

This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year, until a total of eight is reached. It consists of eight taught modules and a dissertation or placement.

Example module listing

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

Career prospects

Our MSc programme in International Relations is a great stepping stone in your career development, whatever your plans.

Through its assessed, three-month placement, the International Intervention pathway offers an excellent opportunity to enhance a wide range of transferable skills and build personal networks which will significantly enhance your employment opportunities upon graduation.

Students from the School have gone on to a wide range of employment choices. These include working for international organisations, national and local government, lobby groups and non-governmental organisations, as well as private businesses and media organisations.

We also offer doctoral supervision in a wide range of political subjects for talented students who wish to continue their studies.

Educational aims of the programme

The programme aims to:

  • Enable students to understand and evaluate contemporary debates in the study of international relations, concerning global governance and/or terrorism and security and international intervention
  • Deepen students’ knowledge of theoretical aspects of international relations, including theoretical developments in the sub-fields of terrorism and security and international intervention
  • Enable students to develop their knowledge and understanding in at least three sub-fields of international politics: students take three programme compulsory modules, two pathway compulsory modules specific to their pathway (International Relations, International Intervention), and two further modules from a list of optional modules particular to their pathway
  • Provide students, with the opportunity, through the International Intervention pathway, to spend three months working in a field related to their degree (this will not only provide students with new insights into International Intervention but will also develop a broad array of transferable skills – such skills include self-management and development; managing tasks; communicating effectively and clearly; working with and relating to others; the application of specialist knowledge; the application of initiative and reflecting on one’s own learning outcomes)

Programme learning outcomes

Knowledge and understanding

Upon completion of the programme, students will have:

  • Critical knowledge of contemporary debates in the study of international politics, particularly in relation to the international system and global governance, differing forms of intervention in response to poverty, humanitarian crisis, abuses of human rights, state failure and armed conflict
  • In-depth understanding of international structures of governance and their impact on regional, national and local structures; and of theories of international relations
  • Detailed knowledge and understanding within at least two sub-fields of international politics, for example development and humanitarian assistance; peace-making; peace-keeping and peace- building; use of international legal institutions and processes; and coercive military intervention to secure regime change
  • Understanding of processes of knowledge creation and contestation within international politics
  • Understanding of techniques of research and enquiry and their application to the study of politics

Intellectual / cognitive skills

Students will be able to:

  • Gather, organise and deploy evidence and information from a range of different sources
  • Analyse and synthesise a wide range of material in verbal and numerical formats
  • Deal with complex issues systematically and creatively
  • Make sound judgements on the basis of incomplete evidence
  • Demonstrate self-direction and originality in solving problems and analysing evidence
  • Construct reasoned argument
  • Apply theoretical frameworks to empirical analysis

Professional practical skills

Students will gain the ability to:

  • Make appropriate use of information and communications technology
  • Carry out an advanced literature search
  • Form effective arguments
  • Organise own workload to meet deadlines
  • Formulate research questions
  • Design and conduct a research project, selecting appropriate methods of data collection and analysis
  • Design and pilot questionnaires
  • Design and conduct interviews
  • Use software packages to analyse qualitative and quantitative data
  • Present research findings orally and in writing

Key / transferable skills

Students will have the skills to:

  • Communicate and present ideas effectively
  • Reason critically
  • Use information and communication technology for the retrieval and presentation of material
  • Organise and plan their own work
  • Adopt a proactive approach to problem-solving
  • Collaborate with others to achieve common goals
  • Deploy a range of relevant research skills
  • Make decisions in complex situations
  • Take responsibility for their own learning

Global opportunities

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.



Read less
Medical Robotics and Image-Guided Intervention are two technology driven areas of medicine that have experienced tremendous growth and improvement over the last twenty years, partly driven by the surgical aim of progressively less invasive and harmful treatments. Read more
Medical Robotics and Image-Guided Intervention are two technology driven areas of medicine that have experienced tremendous growth and improvement over the last twenty years, partly driven by the surgical aim of progressively less invasive and harmful treatments.

This course will provide the research experience required to work within the highly innovative field of medical robotics and surgical technology.

This is a multidisciplinary field and is led by three internationally known departments:

The Hamlyn Centre for Medical Robotics (part of the Institute of Global Health Innovation)
The Department of Surgery and Cancer
The Department of Computing

All teaching and research will take place in the brand new facilities of the Hamlyn Centre.

Taught modules include a mixture of engineering and medical topics such as medical robotics and instrumentation, minimally invasive surgery, surgical imaging and optics, image guided intervention, perception and ergonomics.

You will spend nine months working on a cutting edge research project.

Read less
Our PGDip Psychological Intervention programme is a well-established course offering high-quality training to individuals working within psychological therapy services. Read more

Our PGDip Psychological Intervention programme is a well-established course offering high-quality training to individuals working within psychological therapy services.

The programme addresses real-world challenges with teaching on relevant service issues, clinical presentations and input from service users themselves.

Master-classes from leaders in the field of cognitive behavioural therapy form a key component of the training curriculum, and are complemented with lectures, workshops, video role-plays, debates, trainee presentations, experiential and self-reflective sessions.

After completion of the programme, students will be qualified to deliver high-quality and NICE-compliant cognitive behavioural therapy to adults with common mental health problems, including depression and anxiety disorders.

Programme structure

This programme is studied full-time over one academic year.

The trainees will spend two days a week at the University, the remaining three days a week occur at their place of work where they undertake supervised clinical practice. Six block weeks will be provided across the year, at the start of each module.

On successful completion of the programme trainees may apply for BABCP accreditation as a practitioner.

Example module listing

Teaching approaches

The course modules are delivered across two academic semesters with attendance at the University of Surrey required on Thursday and Friday.

There are also five week-long blocks of intensive workshops during the year. In addition to regular lectures, skills-based competencies will be developed through an innovative range of learning methods including experiential workshops, debates, presentations and video role-plays.

Weekly clinical group supervision for training cases will also be provided by members of the course team. Trainees will be expected to undertake self-directed study and will have access to the University Library and online resources.

Who should apply?

To become a High Intensity CBT Trainee you will need to have had a minimum of two years’ post qualification mental health experience and a relevant Core Professional Training in applied psychology, psychiatry, nursing, counselling, psychotherapy, occupational therapy or social work. You will be registered with a professional, regulatory body.

The minimum eligibility criteria are outlined on the BABCP website.

Applicants who do not have a core profession can meet eligibility criteria through the BABCP Knowledge, Skills and Attitude (KSA) pathway. Please see the BABCP website. These applicants will be required at interview to produce a KSA portfolio to demonstrate that they meet the BABCP eligibility criteria for sufficient knowledge, skills and attitude that demonstrate equivalence to a Core Professional Training.

The KSA portfolio can be completed using the template sheets below:

Equal opportunities

At the University of Surrey we are committed to equality of opportunity in access to training. The University welcomes and provides support as needed for trainees with special needs.

Values

We have a values-based recruitment approach. The High Intensity IAPT training programme at Surrey promotes the NHS values which are enshrined within the NHS constitution. The programme team is dedicated to recruiting graduates whose individual values and behaviours align to those of the NHS.

Educational aims of the programme

  • Enable trainees to achieve the indicative content as laid down by the Improving Access to Psychological Therapies (IAPT) National Curriculum for high intensity Cognitive Behaviour Therapy course, in conjunction with the British Association of Behavioural and Cognitive Psychotherapy requirements for Level 2 course accreditation
  • Ensure that trainees are prepared to practise safely and effectively, and in such a way that the protection of the public is assured, adhering to BABCP code of conduct
  • Enable the trainees to utilise, integrate and evaluate the evidence base available for the delivery of CBT
  • Enable trainees’ achievement of knowledge, understanding and skill acquisition as well as the development of critical thinking, problem solving and reflective capacities essential to complex professional practice
  • Enable trainees to select the relevant psychological theory and research that will be appropriate to the service contexts in which it is delivered
  • Trainees to be committed to the maintenance, development and delivery of high intensity clinical practice
  • Trainees to be committed to consultation/collaboration with service users and carers
  • Trainees to be able to function effectively, professionally and responsibly within Increasing Access to Psychological Therapy services
  • Trainees to be aware of, responsive to, and able to represent the changing needs of the Profession
  • Trainees to be sensitive and responsive to difference and diversity in clients
  • Trainees to be able to understand, and effectively communicate, with clients
  • Trainees to be able to integrate a scientist practitioner/reflective practitioner approach in their work
  • Trainees to be aware of the need to foster their own personal and professional development and to look after their own emotional and physical well-being

Professional recognition

The course is BABCP accredited and part of the Department of Health ‘Improving Access to Psychological Therapies’ programme (IAPT), which aims to improve access to evidence-based talking therapies in the NHS and any other qualified healthcare providers (AQP) through an expansion of the psychological therapy workforce and services.



Read less
In 2008 the Improving Access to Psychological Therapies project began in order to improve the capacity of psychological therapy services for people with common mental health problems (depression and anxiety) in the UK. Read more

In 2008 the Improving Access to Psychological Therapies project began in order to improve the capacity of psychological therapy services for people with common mental health problems (depression and anxiety) in the UK. The psychological wellbeing practitioner role was created as part of this project in order to support the delivery of psychological therapies within a stepped care system.

Course details

The stepped care system is promoted by the National Institute for Health and Care Excellence (NICE) which works on the principle of offering the least intrusive and most effective treatment (low intensity interventions) in the first instance and increasing the intensity of treatment as required.

This programme provides education and training that meets the requirements of the Department of Health (2011) curriculum for psychological well-being practitioners by:

  • providing you with a substantial knowledge base appropriate to master's level study
  • facilitating the acquisition of core therapeutic and technical skills that underpin low intensity psychological interventions
  • enabling you to develop a positive attitude and commitment towards lifelong learning and personal and development planning
  • ensuring you are prepared to meet the challenges of current and future contemporary mental health services.

What you study

There are eight core themes that run through the award via three modules. They help you to make clear links between theory and practice and include:

  • clinical supervision
  • caseload management
  • information gathering
  • information giving
  • shared decision-making
  • low intensity interventions
  • values, policy, culture and diversity
  • personal development planning.

Course structure

Core modules

  • Advancing Engagement and Assessment Skills for Common Mental Health Problems
  • Advancing Low Intensity Intervention Skills for Common Mental Health Problems
  • Advancing Reflective, Non-Discriminatory Practice

Modules offered may vary.

Teaching

Where you study

Teesside University campus. There is also a practical element to the programme and so you must have a clinical placement with access to a practice supervisor qualified and experienced to deliver low intensity interventions underpinned by cognitive behavioural therapy (CBT). Assistance will be given to find a suitable placement.

How you learn

Learning is through a combination of presentations, group discussion and role-play activities as well as self-directed study and supervised practice in the workplace.

How you are assessed

Assessment is through role-play and real patient activities, an examination and practice competencies. All written academic work is marked at master’s level.

Employability

This award prepares you for your role as a psychological wellbeing practitioner. You are eligible to apply for accreditation with the British Psychological Society.



Read less
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



Read less
Research suggests that prolonged sedentary behaviour may be associated with adverse health effects such as obesity, type 2 diabetes, cardiovascular disease, some cancers and other health issues (Van Uffelen et al., 2010; Owen et al., 2014). Read more

Research suggests that prolonged sedentary behaviour may be associated with adverse health effects such as obesity, type 2 diabetes, cardiovascular disease, some cancers and other health issues (Van Uffelen et al., 2010; Owen et al., 2014). Desk-bound office workers can spend high amounts of time sitting daily, usually for long periods of time without taking breaks (Dunstan et al., 2013).

Sedentary behaviour interventions have been successful at reducing sitting time in the workplace, especially when multiple components are applied.

Therefore, this study aims to determine if a multi-component sedentary behaviour intervention is effective at reducing sitting time during work hours and to also determine which component participants found to be most effective at encouraging them to sit less.

Methodology proposed

The study design will be a randomised controlled trial. The primary outcome to be measured will be sedentary time during work hours which will be measured with accelerometers. Participants will also complete a self -report analysis of sitting behaviour using the Occupational Sitting and Physical Activity Questionnaire (OSPAQ). The secondary outcome to be measured will be the participants’ perception on how influential each component was at encouraging them to reduce their sitting time. This will be measured via questionnaire.

Expected outcomes: (e.g. deliverables & strategic impacts)

  • The student will develop advanced research skills in quantitative research methods.
  • The student will develop project management skills and devise a detailed work plan to achieve the stated objectives of the project.
  • The student will critically analyse and evaluate the results of the project.
  • The student will demonstrate a proficiency in oral and written communication.


Read less

Show 10 15 30 per page



Cookie Policy    X