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The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University. Read more
The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University.

The key purpose of the profession of play therapy is defined by British Association of Play Therapists (BAPT): "Play therapy is the dynamic process between child and play therapist in which the child explores at his or her own pace and with his or her own agenda those issues, past and current, conscious and unconscious, that are affecting the child’'s life in the present. The child'’s inner resources are enabled by the therapeutic alliance to bring about growth and change. Play therapy is child-centred, in which play is the primary medium and speech is the secondary medium."

The MSc Play Therapy aims to educate the next generation of play therapists to enable them to work safely and therapeutically with complex children and families.

Graduates will understand and work with the value of each individual child, the fundamental inter-relatedness of the child'’s physical, emotional and social needs and the power of love and care to transform life chances.

Applicants should possess qualities that enable them to undertake study in an appropriate manner and at the appropriate academic level. Thus the students recruited to this course will be committed, diligent, enthusiastic and possess the skills, curiosity and drive to enhance their knowledge base.

Teaching, learning and assessment

The teaching and learning approaches used encourage you to be an independent, participative learner. These approaches will engage you in lectures, problem-based learning, workshops, small group discussion, seminars, observation and skills practice. The course team aims to enable students to learn from and with others through supportive peer-assessment and feedback, guided by the tutor. There are three play therapy practice placement modules where you will work directly with children and families of increasing complexity. Two modules include clinical observation of a child/children from infanthood to adolescence. Assessment methods include case study analysis, collaborative presentation, observation analysis and play therapy practice placement portfolio.

While as a postgraduate student you will predominantly be working independently, there is a strong structure for academic support. Normally, there are fewer than 20 students in the class ensuring that individuals receive excellent support and benefit from interaction with other students.

Teaching hours and attendance

The course runs over three years part-time. Students attend the learning centre at With Kids in the east end of Glasgow one day a week over the first two years. Students will also undertake play therapy practice placement, observations and attend clinical supervision individually or in small groups. Students are expected to attend their own personal therapy for the duration of the course. 100% attendance is expected at all elements of the MSc Play Therapy.

Modules

Clinical Skils, Process and Practice 1,2 & 3 (10 credits each)/ Developmental, Clinical and Play Therapy Theory 1 & 2 (30 credits each)/ Research Methods (30 credits)/ Research Methods (30 credits)/ Clinical Project (60 credits).

The modules listed here are correct at the time of posting (July 16), but are subject to change. In the event that modules have to change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact to students.

Careers

Play Therapists practice in many environments, including: NHS, social services, primary, secondary, further and special education, charities, private practice, etc.

They also work with people of all ages (not just children) living with a wide range of emotional or physical conditions. While in 2015 the overall majority of play therapists in the UK work in health and the voluntary sector, there is a sizeable number of them working in schools and nurseries. For further information http://www.bapt.info.

Other entry requirements information

Accreditation of prior learning: The Recognition of Prior Learning (RPL) encompasses the process whereby one can identify, explore and claim credit for previous certificated and/ or experiential learning. Applicants however will not be able to receive accreditation in lieu of any part of the practice placements throughout the course.

International: Where your honours degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 7.0 and no individual component score below 6.0.

Quick facts

- Rooted in the psychotherapeutic tradition of the Notre Dame Clinic which dates back to the 1930s.
- The only Play Therapy training validated by a Scottish university in collaboration with a Scottish charity.

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Risk is the BIG topic that dominates the financial industry, from complying with banking or insurance regulation to making sure the whizz-kids don't blow a hole in the balance sheet with their automated trading strategies. Read more
Risk is the BIG topic that dominates the financial industry, from complying with banking or insurance regulation to making sure the whizz-kids don't blow a hole in the balance sheet with their automated trading strategies.

The MSc in Quantitative Financial Risk Management (QFRM) develops the mathematical skills needed to make sound risk management decisions in the ever-changing financial markets. Graduates with such skills are highly desirable to employers who, typically, have developed their "rocket-science" based pricing systems and now want to focus on managing the risks of using them.

The QFRM MSc is mathematical, and a good degree in mathematics, or a mathematically based subject, is a pre-requisite. Practical, the emphasis is on the use of mathematics rather than the theory.

Heriot-Watt boasts a leading international research group in financial and actuarial mathematics. Lectures will be given by highly experienced staff at our campus which is set in pleasant grounds in Edinburgh, Scotland's vibrant capital city.

There are strong links between the QFRM MSc and Edinburgh's significant investment industry, with one of the modules actually being taught by industry personnel. The degree is in the process of becoming accredited by the Professional Risk Managers' International Association and some of the courses are also approved by the Institute & Faculty of Actuaries.

In addition, through the Scottish Financial Risk Academy, there are opportunities to do a variety of projects, including dissertations, with risk management professionals working in banking, investment and insurance. Recent industry-lead dissertations include projects with J.P. Morgan, the Royal Bank of Scotland and Aegon Asset Management in such topics as portfolio, credit, liquidity and insurance risk management.

Programme content

Core modules

Enterprise Risk Management
Derivative Markets and Pricing
Credit Risk Modelling
Financial Markets
Financial Econometrics
Time Series Analysis
Economic Scenario Generation
"Special Topics", some delivered by risk management professionals

Options

Statistical Methods
Corporate Finance

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Looking beyond the accepted views and protocols on giftedness. For a long time we believed that smart children would make it on their own. Read more
Looking beyond the accepted views and protocols on giftedness.
For a long time we believed that smart children would make it on their own. But that’s a misconception. They can rapidly adapt to expectations and their peers, covering up their giftedness. And as a result, their talent is lost and a learning or behavioural disability could even arise. Therefore, there’s plenty for remedial educationalists to do!
Giftedness is more than IQ. Physical, musical, social and creative abilities are also involved. You will study how personal characteristics – like motivation and performance anxiety – abilities, and surroundings influence each other. You will learn how to identify the needs of a gifted pupil. You will test your gut feeling with research results. You will be critical of both your field and your own talents and talent development. You will investigate the conflict between stimulating talent and being fearful of doing so. Do we want people to excel? Do we dare to want it?
This programme will challenge you to look beyond the accepted views on giftedness. To look beyond protocols. And beyond the Netherlands. This international Master’s specialisation will train you to be a scientist practitioner. After completion you will be able say that you’re an expert in gifted education. With your knowledge and skills, you will able to work as a remedial educationalist, educational advisor, policy maker, or researcher at schools, school advisory services, (governmental) organisations and research centres.

See website http://www.ru.nl/masters/giftededucation

Why study Gifted Education at Radboud University?

- The Master’s specialisation in Gifted Education at Radboud University is the only Master’s specialisation in the Netherlands that focuses on giftedness.
- The programme works closely with the Centre for the Study of Giftedness (CBO), the only academic research institute that focuses on giftedness. Lianne Hoogeveen, head of the institute and developmental psychologist, is one of the lecturers within this specialisation. She regularly has contact with clients and uses real-life experiences as examples in her lectures.
- The expertise of the research group ensures there is a good relationship with schools, organisations and, for example, the Ministry of Education, Culture and Science. For you, this offers interesting internships, real-life case studies, relevant thesis subjects and invaluable contacts in and outside the Netherlands.
- This programme is partially or completely (depending on the choosen track) in English. Giftedness affects a relatively small group of children and it’s therefore important to see what’s happening outside of the Netherlands. An international programme as this one is ideally suited for this. Incidently, you will proof that you have a thorough command of English.

Change perspective

Do you accept excellence? From both yourself and others? What is giftedness in all its facets? After completing this specialisation you will look at talent and talent development differently. You will not only have gained new knowledge but also new insights. You will dare to view things differently. And to be different.

Career prospects

Fitting educational programmes is the new standard: there are less special needs programmes and mainstream schools must accommodate students with learning disabilities themselves. This also includes gifted pupils. This means that schools are judged on what they do with these kids. Schools need help from experts. Upon completion of your studies, you will be that expert!
Awareness is growing that we need to deal with giftedness differently. Smart children will not simply make it on their own. They need special support. Just as remedial educationalists are needed for dyslexic children, they are also needed for gifted children, to make sure these pupils get the help and support they need in the classroom. And to make sure that their talents aren’t wasted.

Job positions

With this Master’s specialisation you’ll be able to work as an remedial educationalist, educational advisor, policy maker, researcher or teacher. You can use your expertise for school consultancy at a particular school or a group of schools such as schools for gifted pupils, Leonard Schools but also regular schools that pay attention to gifted pupils. You will also be able to work for research centres, like the Center for the Study of Giftedness (CBO), the SLO, Netherlands Institute for Curriculum Development, KPC Groep and the Centre for Creative Learning.

Career orientation programme

The expertise of the research group ensures there is a good relationship with schools, organisations and the Ministry of Education, Culture and Science. When, for example, the ministry wants to know more about giftedness, they ask the Center for the Study of Giftedness (CBO) in Nijmegen. Practical questions often lead to research proposals for theses or interesting internships. That way, you’ll be able to get invaluable contacts and make a name for yourself in this field.

Our approach to this field

Excellence is a topical issue. International studies (like the PISA Studies) have shown that the Netherlands deals well with lower scoring students: the country is in the top five. But in comparison, the country does not deal well with children that score above average. Gifted children do not get the education they need and that means that a lot of talent is wasted. The government is encouraging schools to offer gifted children a fitting programme. To be able to do this, schools need help from experts. Upon completion of your studies, you will be that expert!

When you complete this Master’s specialisation, you’ll be able to analyse and investigate problems regarding giftedness and come up with suitable solutions. You will gain the following skills and knowledge during this programme:
- You will gain insight into the characteristics and problems of pupils and students in general and of gifted children, teenagers and young adults in particular.
- You will study research on gifted education and will work with case studies about gifted pupils.
- You will improve your research skills and will learn about the diagnostic and treatment of problems regarding giftedness.
- You will learn how to apply the theoretical knowledge in specific educational situations with gifted children or adolescents.

See the website http://www.ru.nl/masters/giftededucation

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Learn how to produce innovative and creative content for the web and digital multi-platforms for film, television and games. -Delivered in partnership with Sky. Read more
Learn how to produce innovative and creative content for the web and digital multi-platforms for film, television and games.

-Delivered in partnership with Sky.
-Learn how to generate ideas that grow audiences around films, television programmes and games online.
-Students work across original online and social video production, 360 Video and VR, digital products, apps and game development, multiplatform TV production and social media including creating great content for Facebook, Instagram, Snapchat and YouTube.
-Work on live briefs for content. This year the students have worked on VR brief for Sky, a awareness campaign for Comic Relief, an interactive factual video for BBC Taster, a digital arts brief for Tate Britain, an entertainment brief for Warner Brothers Television and a digital/physical storytelling product for a high profile kids publisher.
-Regular high level industry speakers.
-Work with students from other award-winning NFTS departments including TV Entertainment, Documentary and Games.
-Students will do placements at leading media companies like Sky, and work with top-flight industry mentors for their graduation projects.
-Attend NFTS masterclasses from world leading content makers who have included in the last 18 months directors Christopher Nolan, Danny Boyle and Steve McQueen
-We welcome EU/EEA Students. Course fees charged at UK rate.

COURSE OVERVIEW

Creative Producing for Digital Platforms Diploma teaches you the skills to build amazing experiences that audiences love, around films and television programmes online. We want to get you pitching ideas for game-changing formats that will be a hit on both TV and YouTube, creating content for new platforms from Snapchat to Facebook Live and inventing new ways to play and experience the world through VR, augmented reality and apps.

The film and television industry – along with the wider creative industries and the independent arts sector - needs people who understand what makes good digital content, how people behave online, and who have interactive, transmedia and digital production skills in order to maximise the potential of films, television programmes and creative content across new platforms. As audiences turn into users, players and creators, film and tv production and games companies need people who can maximise their presence online. This means you'll not only be involved in the production of content, you'll also be designing new forms of media, and understanding how those forms fit their market and find their audience.

Students will be taught by leading industry tutors responsible for some of the UK’s most cutting edge channels including BBC Three, All4, Nowness and Vice; and multi-platform projects like Got to Dance, The Voice, X Factor, Humans, Utopia, Misfits, Big Brother and Embarrassing Bodies.

The course advisory board includes:
-Matt Locke - Storythings
-Rosie Allimonos - YouTube
-Martin Trickey - Head of Group Digital, Warner Bros TV Production
-Jody Smith – Head of Digital, youngest media
-Justin Gayner- Channel Flip
-Kat Hebden – Fremantle
-Jon Aird – Comic Relief
-Will Saunders - BBC Creative Director, Digital

The course will be full-time over twelve months (starting in January each year) and will be delivered at the NFTS in its historic studios with regular visits to London-based production companies, and some aspects of the curriculum delivered at Sky Studios. Students will create standalone digital projects and may also work alongside students from Documentary, Comedy, Animation, Producing and Television Entertainment to create digital content for more ‘traditional’ linear programmes.

Specifically you will learn about:
-Harnessing digital technologies to support Film and Television
-The industry and market for digital content
-Creative problem solving, developing and pitching ideas
-Audience behaviour across genres and technologies
-Social Media – content, sharing, visibility and discoverability
-Lightweight video production for online
-Making projects better through rapid prototyping and wireframes
-User Experience: human interaction, research, design and user testing
-Project Management and end-to-end digital project workflow
-Understanding Data and Metrics

Students graduate able to:
-Develop ideas and pitch projects to industry professionals
-Build and manage cross platform teams
-Produce and lead multi-platform production projects
-Understand how audience behaviour will make or break a project
-Embrace the fast changes that digital innovation causes in production
-Exploit the opportunities presented by digital media

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