This course is designed for experienced artists and professionals who have worked within a clinical setting and would like to build a rewarding career as an art psychotherapist.
You will be taught by leading experts who will equip you with the skills, experience, and confidence to work as an art psychotherapist in challenging, yet rewarding environments. Our graduating students are eligible to apply for registration with the Health and Care Professionals Council (HCPC). Registered practitioners work in a variety of different settings including psychiatric hospitals, social services departments, special education, prisons and the voluntary sector.
Our comprehensive programme is divided into three areas covering theory, experiential learning and work placement experience. The theoretical aspect covers child developmental and psychodynamic principles alongside art therapy theory and Jungian analytical psychology. This perspective is located within the larger field of analytical psychotherapy and provides you with an in-depth theoretical underpinning that informs clinical practice.
A vital part of the programme is a supervised clinical placement which allows you to complete one hundred mandatory days of practice during your training. Placements are available in a variety of settings that include mental health (both in the NHS and other psychiatric hospitals and day centres), disabilities services or in hospitals or social services, special education, or a range of other settings.
The course is divided into three distinct areas; theory, which will develop your understanding as it relates to clinical practice, experiential learning where you will engage in art therapeutic processes to develop an understanding of the discipline from the inside while developing your identity as an artist, and lastly, a work placement. You will also get the opportunity to collaborate with the other students within the arts and play therapies in workshops and shared modules.
Our full-time course starts with an intensive week followed by two taught days, two further days of clinical placement and one day for studio practice per week. The part-time route starts with an intensive week followed by one day per week in University and a minimum of one further day on clinical placement. You will need to complete one hundred days of supervised clinical practice over the duration of the programme. You will also attend weekly personal therapy which is compulsory to become a professional registered practitioner.
Modules
Here are examples of modules:
Graduates go on to work as art therapists within school adult mental health, community, third sector or NHS day service providers. Most art psychotherapists work within institutions as members of multidisciplinary teams and collaborate with psychiatrists, psychologists and other professionals.
This course aims to provide a therapeutic base for professionals who are working with children and adolescents. It will provide both the strategies and the underpinning theory for working with children and adolescents appealing to all professionals in this sector, e.g. teachers, counsellors, nursery nurses, social workers, youth workers etc. The course supports employability and career development in these fields. The theory will include developmental psychology attachment theory and the theoretical back ground to play therapy. It is a course that is suitable for CPD and carries 20 credits at the postgraduate level in Counselling/Psychotherapy and other areas. Teaching and learning methods are diverse and include seminars, group discussions, experiential exercises, and lectures. There are two assignments an essay and a case study or a critique of a relevant research paper.
The module is part-time and so is particularly suited to those in employment. It is also a course that carries twenty credits at Level 7, which can contribute to further study at Level 7.
-Child and adolescent development, including attachment theory (Bowlby), Eriksson and other developmental psychologists
-The theoretical background to play therapy, including Melanie Klein and Carl Jung
-Methods of working with children and adolescents that stem from the theoretical frameworks
-Current research into this area
-Legal and ethical issues involved in working with children and adolescents
A diverse range of learning and teaching strategies will be used including seminars, group discussion, case studies and case discussion experiential exercises, lectures. The experiential exercises will follow Kolb's Learning cycle.
A negotiated essay on a related topic. A case study or critique of a research paper.
We are committed to delivering academic learning of the highest quality, helping you to stretch your mind and fulfil your university ambitions.
We aim to create the perfect blend of knowledge, practical experience and relevance to equip UCLan graduates with the confidence and skills they need to get ahead in the world of work.
We have great links with employers including household names such as Sony, BAE Systems and Apple. We also have links with the smaller companies in the region and offer help and assistance to more than 1,000 of these – with many of our graduates staying in the region it is important we develop these relationships.
At UCLan we work with a range of businesses and organisations, many of which provide work experience opportunities and project briefs to enable to you gain real work experience whilst you undertake your postgraduate programme. Your course tutor will advise on opportunities available within your course and the UCLan Careers Team can provide help, advice and guidance on how to apply for them and how to make the most of these opportunities.
The UCLan Careers Team offer ongoing supportive careers advice and guidance throughout your course and after graduation, along with a range of modules, work experience opportunities and events to help you acquire the skills to make you stand out to potential employers in today’s competitive market.
Remember that you are unique and have a vision to share – listen to that vision and allow it to inform your time as a designer. The contemporary is full of noise and so unless you free-fall a little in ways that you are able to, this vision gets clouded fast. There is a sharp reality about the economics of our time that creates expectations and demands speed, or conclusions that arrive too fast. But this is your place, your time and this is what you must respond to, to enable growth of the new. You can be the new liquid society that runs through the fingers of the big players – mercurial and magical.
A fearless approach to creative expression, fanatical technique and an informed professionalism is what we look for and encourage on this programme. The focus is towards strengthening this spirit of exploration through unique expertise and a polymathic debate with modern global awareness. We further encourage a strong work ethic across a broad variety of personally driven, industry-oriented and cross-programme design projects.
The realisation of individuality within a global design context is enabled through our excellent links with practising designers, international fashion houses, cross-programme relations and a dedicated staff team.
New ideas, materials, methods and design applications are continually originated and progressed by our MA, MPhil and PhD students. Fashion Menswear staff endeavour to create a course environment directed towards this creative self-discovery, one that offers each student both the conceptual tutelage and technical guidance to achieve their 3D design objectives.
Fashion Menswear offers:
