• Regent’s University London Featured Masters Courses
  • University of York Featured Masters Courses
  • Leeds Beckett University Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • University of Glasgow Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of Leeds Featured Masters Courses
  • Swansea University Featured Masters Courses
King’s College London Featured Masters Courses
Imperial College London Featured Masters Courses
University of Greenwich Featured Masters Courses
University of St Andrews Featured Masters Courses
University of Kent Featured Masters Courses
"low" AND "intensity" AND…×
0 miles

Masters Degrees (Low Intensity Interventions)

  • "low" AND "intensity" AND "interventions" ×
  • clear all
Showing 1 to 11 of 11
Order by 
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. 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.

Course details

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.

-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.


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.

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.

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


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 course offers professional training. You’ll gain the skills and knowledge to carry out a range of discrete evidence-based interventions with children and young people. Read more
This course offers professional training. You’ll gain the skills and knowledge to carry out a range of discrete evidence-based interventions with children and young people. You don’t need experience in the field of mental health to take this course. This course is offered in partnership between the School of Psychology at the University of Sussex and the Sussex Partnership NHS Foundation Trust.

How will I study?
Our taught modules are assessed by a variety of methods including:
-Clinical activity reports
-Clinical commentary

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals.

Chancellor's International Scholarship (2017)
-25 scholarships of a 50% tuition fee waiver
-Application deadline: 1 May 2017

ESRC 1+3 and +3 Scholarships (2017)
-A number of ESRC-funded standalone PhD and PhD with Masters scholarships across the social sciences.
-Application deadline: 30 January 2017

HESPAL Scholarship (Higher Education Scholarships Scheme for the Palestinian Territories) (2017)
-Two full fee waivers in conjuction with maintenance support from the British Council
-Application deadline: 1 January 2017

USA Friends Scholarships (2017)
-A scholarship of an amount equivalent to $10,000 for nationals or residents of the USA on a one year taught Masters degree course.
-Application deadline: 3 April 2017

For clinical courses of this sort, teaching and supervision is provided in co-operation with staff affiliated with the local NHS Mental Health Trust, the Sussex Partnership Trust (SPT), who have the requisite clinical training and teaching experience.

This course gives Psychology graduates an opportunity to move into employment with their local NHS Trust or other healthcare-providing organisations within the NHS, third-sector or private-sector arena.

Read less
This certificate provides the formal training required as part of a student's employment within an Improving Access to Psychological Therapies (IAPT) service. Read more
This certificate provides the formal training required as part of a student's employment within an Improving Access to Psychological Therapies (IAPT) service. Students on this programme will secure a placement working as a trainee Psychological Wellbeing Practitioner (PWP) delivering low intensity cognitive behavioural interventions.

Degree information

Trainees on this programme will gain the knowledge necessary for providing low intensity interventions for clients with mild to moderate depression and anxiety in their primary healthcare work setting, together with the clinical skills essential to assess and engage clients, and to deliver interventions within a guided self-help model.

Students undertake modules to the value of 60 credits.

The programme consists of three core modules (20 credits each) which are based on the Richards and Whyte (2011) Reach Out National Curriculum for Low Intensity Interventions. There are no optional modules for this programme.

Core modules
-Recognition: Engagement and Assessment of Patients with Common Mental Health Problems
-Recovery: Evidence-based Low-Intensity Treatment with Common Mental Health Disorders
-Respect and Reflection: Diversity and Context in Low Intensity Working

Teaching and learning
The programme is delivered through a combination of lectures, workshops, skills practice, clinical seminar skills groups, directed reading and e-learning. Assessments are through a combination of written and oral assignments. Written assignments include an examination, a case report and reflective accounts. Oral assignments are role-play client sessions and supervision sessions.


The Postgraduate Certificate is the formal training required as part of the student's employment as an IAPT Psychological Wellbeing Practitioner. Trainee PWPs are appointed at band 4 and upon successful completion of the programme will move to being qualified PWPs. It is anticipated that trainees will stay in these positions after completing the programme, working as a qualified PWP in an IAPT service.

Options for career development include progression to senior PWP positions, or moving into related fields such as IAPT high intensity therapy, teaching, social work and clinical psychology.

Why study this degree at UCL?

The UCL programme is run and taught by experienced practitioners in the field, and therefore a balance is achieved between the teaching of the theoretical knowledge needed and the practical skills necessary in training as a Psychological Wellbeing Practitioner (PWP).

Students will receive employment and practical experience in an Improving Access to Psychological Therapies Service alongside this formal training needed in order to become a qualified Psychological Wellbeing Practitioner.

Read less
This new programme, a Department of Health initiative, aims to train a new workforce for CAMHS. Children’s Wellbeing Practitioners. Read more
This new programme, a Department of Health initiative, aims to train a new workforce for CAMHS: Children’s Wellbeing Practitioners. Graduates of the programme will complement the work of existing CAMHS practitioners by building better links with communities and offering rapid access to low intensity evidence-based treatment interventions, for mild to moderate mental health difficulties as part of a stepped care model of service delivery.

Degree information

Students will learn evidence-based treatment techniques that can be delivered within low-intensity interventions for mild to moderate mental health difficulties.

Students undertake three core modules to the value of 60 credits.

Core modules
The programme is divided into three core modules which run in parallel over the year.
-Fundamental Skills: Children and Young People's Mental Health Settings: Context and Values
-Fundamental Skills: Assessment and Engagement
-Evidence-based Interventions: Theory & Skills

There are no optional modules for this programme.

Teaching and learning
Trainees will be expected to attend teaching for approximately one day per week. Teaching is a combination of lecture-style workshops and small group seminars delivered by leading practitioners in the field. Assessment on the programme will comprise of a combination of written, oral and video assessments.


All successful applicants will be undertaking this programme in conjunction with their service role in the CAMHS workforce as a Children’s Wellbeing Practitioner.

Why study this degree at UCL?

The programme is based and taught at the Anna Freud National Centre for Children and Families, a national charity with a worldwide reputation.

We aim to equip students with the knowledge, attitude and competence to operate effectively in service that is inclusive and values driven. Our students will be taught the fundamental skills used to assess cases involving young people.

Students will develop insight and competencies in effective brief (low-intensity) interventions for children, young people and family systems, as well as a range of written and computerised interventions. They will also learn of the services available across Children and Young Person Agencies.

Read less
This course offers an exciting and rewarding opportunity to develop your skills in evidence based low intensity cognitive behavioural therapy (CBT) interventions for common mental health problems and to gain the accreditation you need to practice as a Psychological Wellbeing Practitioner (PWP). Read more
This course offers an exciting and rewarding opportunity to develop your skills in evidence based low intensity cognitive behavioural therapy (CBT) interventions for common mental health problems and to gain the accreditation you need to practice as a Psychological Wellbeing Practitioner (PWP).

The Postgraduate Certificate Primary Care Mental Health Practice and Graduate Certificate Promoting Psychological Wellbeing are fully accredited by the British Psychological Society (BPS) on behalf of the Improving Access to Psychological Therapies (IAPT) National Programme. It is nationally recognised for its high quality training provision and highly skilled teaching team in the field of Low Intensity CBT interventions.


Accredited by The British Psychological Society.


Learning takes place in both academic and clinical environments. In university you will be involved in lectures, small group work, role plays, video taped sessions and seminars. You will also be working under supervision with a client group in a primary care setting.

The course is assessed via a variety of methods. Clinical and academic work is integrated through the production of case study presentations and seminar presentations. Role plays are recorded and critiqued and clinical practice documents provide an opportunity to assess practice.


You will develop your competence in psychological clinical assessment and low-intensity CBT interventions, including behavioural activation, exposure and habituation, panic management, cognitive restructuring, sleep management, problem solving and medication concordance. The course is heavily focused upon the development of clinical skills in the IAPT approved clinical methods.

Most mental health problems are managed in primary care. Improving access to services which can effectively treat people experiencing common mental health problems will have a major impact on the health and well-being of the population. Primary care is now the cornerstone of the NHS and needs to be able to meet the growing demands placed upon it. By offering practitioners the opportunity to develop and enhance skills in low intensity interventions and guided self-help for common mental health problems this course hopes to support a work force that can effectively meet the changing needs in primary mental healthcare.

Students will critically examine the history and development of primary care services and the impact that this has had on the developing culture of services and the roles and responsibilities of individuals in contemporary primary care mental health practice. You will also be introduced to concepts of mental health philosophies, models and frameworks for safe and competent mental health care. Collaborative skills in engagement, patient-centred interviewing, problem formulation, goal setting, clinical implementation and routine measurement, the promotion of medication concordance, co-ordination and referral will provide the focus of the course.

Individuals working for health and social care organisations should initially discuss their application with their employer as arrangements may be in place for financial and study leave support. Individuals can purchase this course as an independent student and should obtain an application form from the contact details below.

Read less
Simple timetable info. 1 day per week during academic year. Course units. Semester 1. – Recognition. Engagement and assessment. – Recovery. Read more
Simple timetable info:
1 day per week during academic year

Course units:
Semester 1
– Recognition: Engagement and assessment
– Recovery: Treatments for common mental disorders

Semester 2
– Respect: Values, policy, culture and diversity
– Reflection: Employment, social and healthcare context

Assessment Method:
The course is assessed by a combination of practical standardised role play assessments of therapeutic interventions, reflective practice-based written assignments and the successful completion of practice learning outcomes in the workplace.

Course description:
This programme will be of interest to graduates or equivalent with some relevant work experience who are keen to develop a career and a recognised qualification as a mental health practitioner. Students on the course will be employed by a Primary Care Trust.

The Improving Access to Psychological Therapies (IAPT) initiative seeks to deliver on the Government’s commitment to provide improved access to psychological therapies for people who require the help of mental health services. It also responds to service user’s requests for more personalised services based around their individuals needs. It aims to develop low intensity practitioners in evidence-based psychological therapy services to people with ‘common’ mental health problems such as anxiety and depression, in providing improvements in health, well-being and in maintaining people or returning people to employment and community participation. It is designed to equip students with the core skills and competencies in order to undertake this role effectively.

Career opportunities:
This programme has been informed by national policy requirements to establish a new type of practitioner within the mental health workforce in primary care. Low-intensity workers will assess and
support patients with common mental health problems (principally anxiety and depression) in the self-management of their recovery. Students will be employed as Low Intensity Workers within a Primary Care Trust and will be released to attend one day per week at LSBU for the duration of the course.

Professional contacts/industry links:
Guest lecturers include:
• Service users, who regularly contribute to the delivery of this programme
• Experts in a range of therapies
• Professor Audrey Leathard, an expert on inter-professional working.

This programme replaces the Graduate Workers in Mental Health and Primary Care that the Faculty has run for the last five years. The revised course has been developed to meet the requirements for the preparation of IAPT Low Intensity Workers. It is intended that formal accreditation under the IAPT scheme will be applied for in due course.

How to apply
Initial application is through local Primary Care Trusts

Read less
This programme offers training in Cognitive Behavioural Therapy (CBT) for mental health professionals who wish to use CBT in their practice. Read more
This programme offers training in Cognitive Behavioural Therapy (CBT) for mental health professionals who wish to use CBT in their practice.

About the programme

CBT approaches and interventions are recognised as a major contributor to psychological treatment. This programme is suitable for a wide range of professionals such as nurses, social workers, occupational therapists, physiotherapists, doctors, psychologists and counsellors.

Additional Entry Information

Please note: applicants are required to secure a placement for the duration of the programme, and may need to arrange for individual clinical supervision with a BABCP accredited or accreditable supervisor. Students will attend one day per week, as well as have a required number of clinical hours and self–study each week.

Your learning

- Postgraduate Certificate:
Provides foundational skills in CBT core models and interventions. This programme is suitable for any mental health worker wishing to use CBT interventions in their practice.

You will study three modules:
• CBT Models and Core Competences
• CBT Strategies, Skills and Interventions
• CBT Applied to Anxiety and Depression

- Postgraduate Diploma:
Designed to meet all the requirements for British Association for Behavioural and Cognitive Psychotherapies accreditation. This is for students wishing to become fully accredited CBT therapists or high intensity workers. As well as the three modules outlined above, you will additionally complete a further three modules:
• Enhanced Skills and Treatment Models
• CBT for Chronic and Complex Disorders
• Science Ethics and Personal Development

There are 60 hours of work-based learning to be undertaken as part of the Certificate and a further 140 hours to complete the Diploma. In addition to the entry criteria listed, applicants wishing to undertake this training must also be able to demonstrate that they have access to a suitable client group, and a suitably qualified and experienced clinical supervisor. This will usually be achieved through support from your workplace. However, independent applicants will be offered support to achieve this. Applicants who do not have a core profession will be required to complete a KSA (Key Skills and Attributes) portfolio on application.

Our Careers Adviser says

This is an exciting opportunity to train as a CBT therapist at a time when demand is high for these unique skills.

State-of-the-art facilities

Our campuses are equipped with artificial simulated environments with contemporary healthcare technology, where you’ll learn in a realistic context, to put your knowledge into practice. The unpredictability of patient symptoms are mimicked using sophisticated software in a clinical ward setting, ranging from low to high dependency beds.

Investment in the Domus Initiative – an older adult artificial home environment – provides you with experience in caring for older people and dementia care. In a first for the Scottish university sector, we have established A Community Orientated Resource for Nursing (ACORN) where students can practice within a simulated primary care environment.

Lanarkshire and Paisley campuses also provide midwifery students with excellent learning and teaching environments with facilities and equipment that includes a birthing room with maternal simulator and a birthing pool for simulated water births.

Life-changing research

We work jointly with a range of partners, both nationally and internationally, on our research interests, and this directly informs teaching at UWS – which means that you’ll learn from the experts.

Our programmes are informed by practice and all of our academic staff are members of the School’s Institute of Healthcare Policy and
Practice. Some of our most recent initiatives include –

• the launch of a new resource, ‘Jenny’s Diary’, which will provide an invaluable tool for families and practitioners to help people with a learning disability understand their diagnosis of dementia

• the development of a new ‘Philosophy of Care’ in partnership with Broomfield Court Care Home in Glasgow, which will look at ways of enhancing the culture and care within a care setting

• we have collaborated with Ayrshire Hospice to launch the first University Hospice in Scotland to help improve the lives of people with life-limiting illness, their families, partners and carers across Ayrshire & Arran; and Ardgowan Hospice in Greenock, with it becoming a University Teaching Hospice and launching a two-year research project with the University aimed at revolutionising the way palliative
care is delivered to improve the patient journey

• the launch of Dumfries & Galloway Recovery College – the first of its kind in Scotland – which offers short courses designed to enhance self-belief, identify ambitions and encourage learning

• in partnership with Edinburgh Napier University and the University of Edinburgh, the mental health team lead research into the relationship between emotional intelligence and clinical and academic performance in student nurses

• we are working with the Glasgow Improving Cancer Journey Programme to evaluate this groundbreaking intervention in cancer care in Scotland

• we have launched a new state-of-the-art microbiology lab which will form a research base in the fight against Healthcare Associated Infection

• a collaboration with a number of European partners to develop shared academic and practicebased programmes to prepare family health nurses in Europe

Read less
The MSc in Applied Behaviour Analysis is a highly interactive blended learning programme providing professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, curriculum, learning, and pedagogy. Read more
The MSc in Applied Behaviour Analysis is a highly interactive blended learning programme providing professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, curriculum, learning, and pedagogy. The programme includes a Behavior Analyst Certification Board (BACB®) approved course sequence (4th Edition Tasklist) (practice element not included).
This programme should be of interest to professionals wishing to become Board Certified Behavior Analysts, to those in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, psychologists) and students preparing for PhD studies.
The Centre for Behaviour Analysis is well connected both locally and internationally and unique project and employment opportunities arise on a regular basis.

What is Applied Behaviour Analysis?

"Applied Behavior Analysis is a well-developed discipline among the helping professions, with a mature body of scientific knowledge, established standards for evidence-based practice, distinct methods of service, recognized experience and educational requirements for practice, and identified sources of requisite education in universities." – Behavior Analyst Certification Board (BACB)
Behaviour Analysis is the science of behaviour. This means that we are interested in everything a person does, including what we feel (emotional behaviour) and think (cognitive behaviour). When this science is applied to enhance or develop socially relevant behaviours we call it Applied Behaviour Analysis (ABA). There are many applications, for example, to enhance or teach communication and language skills, social skills, reading and other academic skills, life skills, business or classroom management, and many more. In other words, ABA is utilised to help many people in many situations.
Due to the effectiveness of the intervention methods and teaching techniques based on ABA, the demand for behaviour analytic services has increased worldwide, not only for individuals with autism and other special educational needs, but also for application in the mainstream inclusive classroom and many other educational, clinical, or general life contexts.

BACB Recognition

Professionals who are Board Certified Behaviour Analysts (BCBA) have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings. The six modules of the MSc ABA cover the required academic curriculum. The programme presently does not include BACB practice requirements, but we have many national and international affiliate organisations who welcome our students and offer placements (some are paid, some unpaid) and supervision (in person or online). Supervised practice requirements can be undertaken while you are studying on the MSc ABA.

Why ABA at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦The programme includes an approved course sequence covering the complete BACB Tasklist (4th Edition) curriculum;
◦The programme offers an economically attractive option as online/blended delivery of the content allows UK/EU/international students to participate without relocating to Belfast;
◦Belfast is easily reached from mainland UK and Europe by a variety of low-cost airlines;
◦The on-campus workshops are timetabled on consecutive days for all the modules in a semester, thus reducing travel requirements;
◦The supervised practice element is not included, but contacts for placements can be provided;
◦An exit award is available. The PGDip (ABA) includes the BACB course sequence without the MSc dissertation


On successful completion of this programme students will be able to:
o demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme;
o analyse and apply critically examples of the research literature relating to the content of the programme;
o show evidence of reflection on their professional practice;
o demonstrate knowledge of a range of educational research methods;
o choose fit-for-purpose methods for a research project within the context of their own professional role;
o demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting.

Programme Structure and Modules

Students may enrol on a full-time (1 year) or part-time (3 years) basis.
In order to be awarded the MSc ABA, students must successfully complete six taught modules (120 credits) and a dissertation (60 credits) as well as audit the Research Methods in Education online module. An exit qualification (PG Diploma ABA) is available. Students may exit with a Postgraduate Diploma in Applied Behaviour Analysis by successfully completing 120 credits from taught pathway modules.
The programme content is delivered online with multiple focused weekly virtual interactions that include peer- and tutor feedback. This structure allows for acquisition of knowledge, information sharing, development of critical thinking skills, and giving and receiving immediate feedback. An intensive on-campus 5-hour consolidation workshop takes place once during each module to give students the opportunity to meet each other and course tutors face-to-face.

Short Courses

We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MSc ABA, please contact the Education Secretary (tel: +44 (0) 28 9097 5923/ 5032, ) for advice.


Assessment in Behaviour Analysis
Behaviour Change and Education
Concepts and Principles of Behaviour Analysis
Ethical and Professional Conduct
Evaluation in Behaviour Analysis
Fundamental Elements of Behaviour Change
Research Methods (audited)

Career Opportunities

The majority of students are already in relevant jobs and the job market is healthy for BCBAs at present. Professionals who are certified BCBAs have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings. Typically, behaviour analysts work in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, psychologists). Increasingly, jobs advertised for behaviour managers or specialists require BCBA status.
There is an increasing demand for BCBAs in Europe and worldwide, especially in North America. Teachers as well as allied health professionals should find this degree beneficial in their workplace.

Read less
If you are already a practitioner working in a health or mental health role, then this is your opportunity to deepen your knowledge of supporting people with complex mental health issues that involve eating disorders. Read more
If you are already a practitioner working in a health or mental health role, then this is your opportunity to deepen your knowledge of supporting people with complex mental health issues that involve eating disorders. Look at current nutritional, physiological and psychological perspectives, and learn cognitive behavioural approaches to therapeutic treatment in this area.

By studying alongside fellow professionals from the fields of occupational therapy, counselling, psychology, nursing and dietetics, you will appreciate how a multi-professional team can work together to provide effective care. Our classes are taught by academics from across these disciplines and you are encouraged to critically reflect on your own practice, ensuring you have a solid understanding of the breadth of holistic treatment.

You will graduate with a professional qualification and an increased confidence in delivering best practice care for those living with an eating disorder.

- Research Excellence Framework 2014: 20% of our research in the Public Health, Health Services and Primary Care unit is world leading or internationally excellent.

Visit the website http://courses.leedsbeckett.ac.uk/eatingdisorders_pgcert

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.


The enhanced knowledge, competencies and skills you will gain on our course mean you will return to your role with the confidence to make a significant working contribution to the field of eating disorders. You'll have studied a range of topics alongside a variety of fellow health professionals, giving you an understanding of what it takes to holistically treat service users in private, public and charitable health sectors.

- Mental Health Specialist Dietitian
- Mental Health Specilaist Practitioner
- Eating Disorder Specialist Dietitian

Careers advice:
The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You will be taught by experts who practice in the field, including course leader Ursula Philpot, former Chair of The British Dietetic Association's Mental Health Group and who has appeared as the on-screen dietitian for the Channel 4 series Supersize vs Superskinny.

We provide you with a great environment for networking - an opportunity to talk with your peers in healthcare, share ideas and learn. You'll also have access to our Communications Suite, allowing you to try out and get feedback on your developing practical skills.

Because you'll be studying at the same time as working, you'll be able to go back to your workplace and apply your learning straight away.


Multidisciplinary Practice in Eating Disorders
You will develop your understanding of the nutritional, physiological, psychological and psychosocial facets of eating disorders. You will evaluate current practice and reflect on your own skills in these areas.

Practical Foundations of Cognitive Behavioural Therapy
You will develop core skills in CBT techniques, and learn how to apply these through peer feedback and case study assessment.

Design & Delivery of Psychological Treatment in Eating Disorders
By evaluating information from a variety of sources, you will formulate innovative, low intensity psychological treatment interventions that can be used with your clients.

Ursula Philpot

Course Leader

"The course is led and taught by a range of highly specialist staff who are postgraduate qualified, working within the field, research active and contribute nationally to NICE, Clinical Reference Group, QED, MARSIPAN and RCP publications. Students study areas of eating disorders that interest them, contribute to their CPD and support them in getting positions within the field."

Ursula has a significant professional background in dietetics and eating disorders in both public and private settings. She currently co-runs her own private practice clinic in Leeds, treating clients with a range of eating difficulties. With an MSc in Nutrition and Dietetics as well as a Postgraduate Certificate in Higher Education, she is a passionate and experienced academic who has contributed research papers to a number of professional conferences and journals.


- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- Clinical Skills Suite
The £1 million suite has been designed to meet the learning needs of a range of health professionals, with specialist equipment in purpose-built rooms enabling a variety of sessions to be carried out in a suitable and safe environment.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

Read less
This Military History MA offers an in-depth study of warfare on land, sea and air across a range of periods and continents, from the Classical Age to the present. Read more
This Military History MA offers an in-depth study of warfare on land, sea and air across a range of periods and continents, from the Classical Age to the present.

The core modules on the course examine: the Royal Navy in the twentieth century, warfare in ancient and medieval times., the impact of the French and Industrial Revolutions on warfare in the age of 'total war'.

Optional modules give students the opportunity to study the Second World War, warfare in modern Africa and, additionally, the programme draws on Brunel’s expertise in intelligence studies. You also have the chance to take an optional module in this area with Brunel's Centre for Intelligence and Security Studies (BCISS).

Students will also complete a 15,000 dissertation on any military history topic, drawing on the wide expertise of staff in the department.

Module descriptions

War in History 1789-present includes:
Limited war and the period before 1789; the French revolution and the birth of the modern style of warfare; the impact of the industrial revolution on warfare; Jomini and Clausewitz; the idea of 'absolute war'; warfare in the 19th century: on the road to 'total war'; the First World War; changes in warfare in the inter-war period: Blitzkrieg and 'deep battle'; the Second World War; the nature of warfare after 1945; Korea, Vietnam and the Arab-Israeli conflicts; counter-insurgency; low-intensity conflicts; warfare in the 21st Century.

Intelligence History:
Failure & Success takes students through the history of the practice of intelligence from "Plato to NATO", or ancient times to the modern days, linking political, social and technological factors into a greater understanding of the profession. The second term is largely student-led, individual students presenting case studies, improving their own historical understanding while developing their skills at formal presentations in front of critical audiences.

The Second World War:
explores the military, political and socio-economic events and developments of the Second World War; focuses on the historiography and cultural significance of the war up to the present day; and adopts an "international history" approach by building its analysis around the interaction of states and peoples in this global conflict. Seminar discussions will focus around the interpretation of various controversial aspects of the Second World War through examination of primary sources of different kinds and of different secondary interpretations.

The Royal Navy in the Twentieth Century:
examines a turbulent period in British naval history. At the start of the twentieth century The Royal Navy was the largest and most powerful maritime power projection force in the world, with more ships and more bases than any other. However, it faced dangerous enemies. Initially focused on the ‘traditional’ threat posed by France and Russia, it soon had to adjust to the menace of a rising and hegemonic Germany. Subsequently, it would also find itself facing the resurgent might of Italy and Japan. As such, the Royal Navy faced the need to be everywhere and combat everyone, a daunting proposition in overstretch. The need to win out in several arms races, to fight two global wars and then prepare to face the prospect of a third posed challenges in the military, economic, social, technological, geographical and ideological realms. How the British state and its navy addressed and surmounted these challenges is a matter of considerable dispute among historians. This module will navigate these debates and in so doing chart the rise and decline of British sea power.

War and the Military in Modern African History: explores the role of warfare and the military in the course of modern Africa’s history, with a focus on sub-Saharan Africa. The module will combine broad themes as well as specific case studies, and it will explore the ways in which violence and conflict have influenced economy, society and polity in the modern era. The module aims to encourage students to consider the enduring imagery and stereotyping around African warfare in the West, and to think of warfare in constructive as well as destructive terms. Key topics for study will include the growth of identities based on violence and militarism, for example the development of the Zulu state; the relationship between military and political administration; the economics of African war; anti-colonial insurgency and guerrilla wars of the late twentieth century, and recent developments in ‘warlordism’, interstate and proxy conflict.

Warfare in the Age of Muscle: introduces students to the study of European warfare from the Classical era to the age of gunpowder in an historical and social context and it will provide them with a critical introduction to the impact of warfare on politics and society in Europe from ancient times to 1453. It will introduce the methods of historical research as applied to military studies and will also achieve the following: introduce students to applied problems in military planning and operations via ancient examples; teach students to develop a practical insight into why certain operations succeed and fail; illuminate significant areas of military operational, logistical, and intelligence activities in order to arrive at an objective and neutral evaluation of the possibilities, limitations and perils of warfare.

International Security:
This module will introduce you to the changing nature of war, conflict and insecurity. In the first semester you will critically analyse traditional and contemporary Theories in Security Studies. In the second semester, you will be asked to systematically apply these theories to major security issues and policies, such as the arms trade and proliferation, ethnic conflict and humanitarian interventions, pandemics and biopolitics.

Read less
This programme sits within the existing CYP IAPT programmes in specialist psychological therapies. This programme is closely tied to the aims of the Government’s programme to expand the Improving Access to Psychology Therapies (IAPT) programme and to extend it to children and adolescents. Read more
This programme sits within the existing CYP IAPT programmes in specialist psychological therapies. This programme is closely tied to the aims of the Government’s programme to expand the Improving Access to Psychology Therapies (IAPT) programme and to extend it to children and adolescents. The overall aim is to transform the mental health services for children and adolescents (CAMHS) so as to maximise their efficiency and effectiveness, and ensure that their outcomes are measurable.

Are you interested in developing your engagement, clinical assessment and intervention competences? Would you like to develop your clinical competency in the low intensity cognitive behavioural therapy? Would you like to have an understanding of ways to adapt your practice to increase access to evidence-based psychological practice? If the answer to these questions is yes then this may be the programme for you. This programme will provide you with an outstanding opportunity to develop your core competences and knowledge in these areas applied to working with children, young people and their families. A strong emphasis throughout the programme is placed upon your personal and professional development. Advantages of the programme are that:

You will study within a vibrant, stimulating and internationally-recognised research environment.
Your learning experience will be enriched by nationally-recognised, innovative, clinical teaching approaches.
You will benefit from the clinical practice experience of many of the clinical training staff.
Find out more about the PGCert Enhanced Evidence-based Practice for Children, Young People and Families programme http://cedar.exeter.ac.uk/programmes/pgcerteepcypf/ .

Programme structure

During the programme you will study 60 credits of compulsory modules, which may include; Core Skills for Working with Young People with Mental Health Problems and Their Families; Engagement and Assessment Skills with Children, Young People and Their Families and Evidence-based Interventions with Children, Young People and Their Families

Please note these modules provide examples of what you can expect on this course based on recent teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. For an up to date list and more detailed description please see the website; http://cedar.exeter.ac.uk/programmes/pgcerteepcypf/structure/

Read less

  • 1
Show 10 15 30 per page

Share this page:

Cookie Policy    X