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This unique programme is designed to provide an education in the underlying scientific principles of physical therapy - physiotherapy, osteopathy, sports therapy - and an opportunity to experience the clinical application of specialist rehabilitation techniques with expert clinicians at the Royal National Orthopaedic Hospital (RNOH).
Students can expect to acquire a broad and deep understanding of the science underpinning a physical therapy approach to the treatment of musculoskeletal pain and dysfunction. In addition, the MSc builds on cognitive skills, and students will become creative in their thinking and highly skilled in analysis and evaluation, and thus ideally placed to become innovative leaders within their field.
Students undertake modules to the value of 180 credits.
The programme consists of eight core modules (120 credits), and a research project (60 credits).
Core modules
Optional modules
There are no optional modules for this programme
Dissertation/report
All MSc students undertake an independent research project that will contribute to cutting-edge scientific, clinical and industrial research, and culminates in a dissertation and oral examination. The research project thesis will be approximately 6,000-7,000 words (20-30 pages).
Teaching and learning
The programme is delivered through a combination of lectures, seminars, tutorials, case-based studies, workshops and practical classes. Assessment is through MCQ examinations; coursework, including narrative reviews, structured questions and case studies; and poster presentation. The research project is assessed by a written dissertation and viva examination.
The programme will be taught mostly at the Royal National Orthopaedic Hospital in Stanmore, London. Some teaching will also take place in Bloomsbury.
Further information on modules and degree structure is available on the department website: Physical Therapy in Musculoskeletal Healthcare and Rehabilitation MSc
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
On successful completion of this programme, students can expect to assume leadership positions in clinical practice in the NHS, or in private practice for those with a prior clinical qualification. Graduates will also be well placed to enter academic or clinical research or a biomedical/healthcare-related position in industry.
Employability
Graduates are likely to be highly attractive to prospective employers; not only will they have gained multidisciplinary knowledge of the musculoskeletal system and treatments for musculoskeletal disease and dysfunction, but importantly they will have developed their skills in analysis and evaluation of information and creation of new ideas. These higher-level cognitive skills are highly sought after by employers.
This programme is unique in that it covers the basic science informing a physical therapy approach to treatment. The programme encourages students to integrate knowledge across modules and to use a multi-dimensional approach to patient management.
The programme is delivered through a partnership between internationally renowned UCL academics and world-leading specialist clinicians at the RNOH, providing students with excellent networking opportunities with academics, clinical professionals and like-minded peers.
UCL was rated as the best university for research strength in the UK in the latest Research Excellence Framework (December 2014). The RNOH has a worldwide reputation for ground-breaking neuro-musculoskeletal healthcare and specialist rehabilitation.
IMAPA is a 2 year (120 credits) Master's programme in partnership between the University of Leuven (KU Leuven, Belgium), the University of Olomouc (UP, Czech Republic), and a number of associate partners across the world. The programme aims at educating students in both a professional orientation (students can choose between education and active lifestyle), and a disciplinary specialization (students choose between biomechanics & exercise physiology, integrity and (dis)ability in sport and motor control-learning & psychology).
IMAPA aims to provide state-of-the-art research and teaching methodology in adapted physical activity (APA) and the social, pedagogical and technical aspects of physical activity adapted to the needs of persons with a disability. The programme combines the expertise of a number of universities throughout the EU and the world, and offers students comprehensive training and expert knowledge in the many aspects of adapted physical activity.
Each year, international expert academics and professionals are invited to conduct teaching and research assignments. The programme promotes the exchange of ideas between professionals and future practitioners from around the world. The multicultural aspects of the Master's programme are a great asset to the programme itself and to the field of adapted physical activity in general.
The first academic year takes place at KU Leuven (Belgium), in the second year the students will follow the first semester at the Palacky University of Olomouc (Czech Republic). The second semester of the second year will be completed at a partner university based on both the interests and specialization areas of the student. As such, IMAPA promotes the international exchange of ideas between professionals and future practitioners in Europe and from around the world, and therefore guarantees a flexible, custom made programme fine-tuned to the interest(s) of every individual student.
IMAPA is a flexible programme, allowing students to custom design the content of their curriculum depending on the competences they wish to acquire. Students can follow the entire programme as KU Leuven students, or fit a number of selected courses within their home university programme, while remaining registered at their home university.
The International Master Programme of Adapted Physical Activity (IMAPA) aims to provide state-of-the-art research and teaching methodology in adapted physical activity (APA) and the social, pedagogical, and technical aspects of physical activity adapted to the needs of persons with a disability. The programme combines the expertise of a number of universities throughout the EU and the world, and offers students comprehensive training and expert knowledge in the many aspects of adapted physical activity. The programme promotes the exchange of ideas between professionals and future practitioners from around the world.
The professional aim of the programme is to educate competent and critical professionals, who are able to design and evaluate adapted physical activity programmes using an evidence-based approach for people with a disability across the life span. Adapted physical activity is a developing field and graduates will be considered as having the key abilities to advance and develop its scope. To address the wide application of the field, IMAPA offers generic tools to use exercise as an intervention, which can be translated into different contexts. To achieve this professional aim, the programme provides specialization options to emphasize the competence to work in educational or active lifestyle settings, catering for students' special professional interest and potential work outflow.
The disciplinary aim of IMAPA is to educate people to conduct research in order to advance the field of APA. In addition, the programme offers scientific discipline specific specialization (Biomechanics, Exercise Physiology, Motor Control/Learning, Integrity and Dis/ability in Sport). As such, IMAPA provides basic scientific skills that will enable graduates to pursue an academic career or undertake further research or doctoral studies.
The global approach to the studies will ensure a critical outlook at national facilities for people with a disability. Given the multidisciplinary nature of adapted physical activity, students will have gained general problem-solving skills rather than those pertaining to a traditional profession.
Professional Outcome
Graduates who successfully completed the course will have acquired the scientific knowledge and critical insights to develop and bring the field of adapted physical activity forward in different national settings. Graduates will have the professional competence to work in a variety of contexts, where they will be able to set up appropriate adapted physical activity programmes and assess the requirements for exercise screening.
Given the wide area of adapted physical activity, as applied in the various countries, graduates will obtain the broad tools to implement and evaluate health, sports and leisure enhancing programs for people with disability.
The most important of these general tools is an evidence-based approach to intervention. Graduates of the IMAPA programme will also have gained sufficient research competence to work in research settings. They will have developed the skills to design innovative research questions in adapted physical activity and to report on scientific findings. Graduates will have gained the analytical ability to highlight the needs of people with a disability in different countries and identify current barriers for implementation of adapted physical activity. Furthermore, they will ensure appropriate intervention programmes and policy statements in the area of exercise and health for people with a disability. Overall, they will have an internationally-oriented spirit and seek out multicultural collaboration. IMAPA graduates will understand the role and meaning of interdisciplinary collaboration and stimulate a multi-professional input in the field. Graduates will be aware of the need of a professional structure and certification in adapted physical activity and have gained the skills to become leaders in their field and take this agenda forward.
Career Options
Students specialized in adapted physical activity at the Master's level often work with persons with an impairment in career domains such as education, coaching, personal training, physical therapy, occupational therapy, medicine or other health care professions. Some seek a research career by acquiring knowledge and expertise in both adapted physical activity and another discipline within kinesiology, and pursue a doctoral degree.
This course (previously known as Health Through Occupation) gives you license to register and practice as an occupational therapist with the Health and Care Professions Council (HCPC).
It is ideal for graduates of any subject who wish to gain both a professional and academic qualification and start a career in this challenging and highly rewarding field.
You will explore occupational therapy through our innovative problem-based learning approach, with an emphasis on practical application of skills and knowledge. Through this balance of theory and practice experience you will graduate a capable and confident occupational therapist.
Our high quality teaching and research are renowned, and have an applied focus. We have established strong links with specialist practice educators to ensure the provision of support and guidance both within the university and in practice.
Successful completion of the professional elements of the programme leads to the award of a postgraduate diploma in Occupational Therapy.
This intensive programme runs over 45 weeks per year, for two years. Your time on the course will be balanced between campus-based study and clinical practice.
Sessions are held in small groups, they are interactive, integrated, self-directed, and focus on problem-solving, to examine real-life situations. The use of problem-based learning is considered crucial to students' fast attainment of masters-level standards, and for critical evaluation.
Other learning experiences are arranged according to the need of the problem; these may be lectures, practical sessions, skills classes, debates or seminars. Most importantly, all subjects are integrated around the problems.
Our postgraduate programmes are taught by a wide variety of methods – small active learning groups, seminars, action learning sets, PBL, lectures, self-directed literature searches.
Understanding the relationship between occupation and human health and wellbeing is also explored through student participation in a variety of activities such as cooking, craft, horticulture, performing arts and pottery.
Assessments allow for individual feedback in essential professional skills including written critique, report writing, team working, presentation skills, and verbal/written presentation of intervention.
You will examine topics such as:
Year 1 modules
Year 2 modules
Practical skills rooms and Daily Living Suite
Practical skills rooms are equipped so that students can learn and practise practical skills with each other before working with patients and clients.
As an occupational therapy student, you will make full use of our Daily Living Suite. This room is furnished like a flat with kitchen, bedroom and bathroom facilities, allowing you to practice activities of daily living in a realistic environment. In addition the kitchen area is used for cookery skills and other specialist rooms are equipped for the creative arts and crafts taught as part of the occupational therapy curriculum with its focus on health through occupation.
Human Movement Laboratory
The high-tech Human Movement Laboratory is used widely in teaching and research for students in the school of health professions studying physiotherapy, occupational therapy and podiatry, and is also used for commercial consultancy.
In the lab you will use the latest technology to measure and assess all aspects of human movement, joints, muscles, soft tissue structure and nerves. The laboratory has state-of-the-art equipment for conducting cardio-pulmonary investigations including Cosmed metabolic system and spirometry.
The student exchange programme is for occupational therapy students registered on the Occupational Therapy (Pre-Registration) MSc at the University of Brighton, Occupational Therapy MSc students at the University of Wisconsin La Crosse (UWC) and Occupational Therapy BSc students at the Robert Gordon University, Aberdeen (RGU).
There are two options:
First year students host visiting students during their Maximising Occupational Capacities module which runs from February to April each year. During the second year students have the option of visiting either UWC or RGU during their spring break.
The programme offers students the opportunity to see firsthand similarities and differences in occupational therapy practice and experience life in the USA, if taking this travel option. Exchange experiences will also enhance your CV and give you a wider experience base to refer to and draw upon in your future practice.
Students participate in various learning activities while in the USA or Scotland including attending classes with the occupational therapy students, completing job shadowing in the community and participating in cultural events such as visiting castles, museums and socialising with their host students.
While in either the USA or Scotland, Brighton students are hosted by UWC or RGU students which provide an insight into the daily life of a university student. First year University of Brighton students can choose to host a UWC or RGU occupational therapy student. These students travel to the University of Brighton during their spring break and join in classes, as well as completing job shadowing and participating in cultural activities.
After professional registration with the HCPC graduates are eligible to take up opportunities in health and social care, in the NHS, social services, and the private sector. There are now many new and exciting possibilities for occupational therapists nationally and worldwide.
Occupational therapists work in an ever-widening range of mental health and physical disability settings including acute hospitals, long-term rehabilitation, social care, local communities, schools, factories, residential homes, institutions for older or more profoundly disabled people, voluntary organisations and prisons.
Completion of the Occupational Therapy (Pre-Registration) MSc will also prepare you for further study at MPhil and PhD level if you wish to continue pursuing an academic path.
Learn how to use music to support the development and wellbeing of people with complex emotional, intellectual, physical or social needs.
You'll get a comprehensive grounding in music therapy. Study the theory and put it into practice in a clinical or social community setting. Then take what you've learned from your practical experience and apply that to your research project.
Studying at the New Zealand School of Music (NZSM), you'll learn from dedicated staff with many years' experience as music therapists.
If you have a mature and compassionate attitude, curiosity and a knack for critical thinking, and a passion for practical, creative music-making then this programme is for you.
The programme was developed in association with Music Therapy New Zealand(MThNZ). You'll be encouraged to join this organisation during your training so you can start building links with other professionals and the supporting community.
Once you've completed your degree you'll be able to apply for accreditation as a Registered Music Therapist through the Music Therapy Registration Board of MThNZ.
Most students do the Master of Music Therapy by coursework and research, which is in two parts. In Part 1 you'll do coursework and in Part 2 you'll do casework and research.
If you're already a music therapist with an appropriate postgraduate qualification you can go straight to Part 2—the Master of Music Therapy by research.
Learn through practical musical and placement study, theory and research. You and your tutors will work closely together in small groups to problem-solve, reflect on theory and practice, and consider questions that can lead to practice-based research.
In Trimester One you'll do courses covering the principles and methods used in music therapy. In Trimester Two you'll do courses on the exploration of music from cultures other than your own, and learn how this applies to your practice, along with courses on approaches to music therapy research and a workplace practicum.
For Part 2, you'll do a range of music therapy casework, followed by a supervised practice-based research project linking to what you observe and experience on your placement. For the Master of Music Therapy by research, your study may be practice-based or more theoretical, depending on your interests and research questions. Both options are full-year courses.
You'll do placements both through your Part 1 practicum and your Part 2 casework. Your placement will be clinically supervised by lecturing staff in Part 1 and by external registered music therapists in Part 2. You'll also be supported by on-site liaison staff who may be music therapists, specialist teachers or other healthcare professionals.
Placement opportunities may include clinical practice in:
The Master of Music Therapy by coursework and research can be completed in two years of full-time study or in three to five years part time.
The Master of Music Therapy by research can be completed in one year full-time or in two to three years part-time.
If you are studying full-time you can expect a workload of 40–45 hours a week for much of the year. Part-time students will need to do around 20–23 hours of work a week. This programme is demanding, so you need to be cautious about how much paid work you take on. Make sure you take this into account if you are working.
You can estimate your study workload by adding up the number of points you'll be doing. One point is roughly equal to 10–12 hours work.
You'll do Part 1 in Wellington. You may be able to do Part 2 in Auckland or Christchurch if suitable professional supervision is available. Talk to the programme administrator to learn more.
You'll be able to choose your practice-based research project based on what you observe and experience in your casework.
The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University.
Recognition 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 provide evidence of English language competence at no less than IELTS 7.0 and no individual component score below 6.0.
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. Students will gain a thorough understanding of the fundamental inter-relatedness of the child’s physical, social and emotional world, and will develop the skills to work effectively and therapeutically to enhance emotional wellbeing and 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.
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.
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, and 100% attendance is expected at all elements of the MSc Play Therapy.
This course is accredited by the British Association of Play Therapists.
Clinical Skills, Process and Practice 1,2 & 3 (10 credits each)/ Developmental, Clinical and Play Therapy Theory 1 & 2 (30 credits each)/ Research Methods (30 credits)/ Clinical Project (60 credits).
Play therapists practice in many environments, including: NHS, social services, primary, secondary, further and special education, charities, private practice. They also work with people of all ages (not just children) living with a wide range of emotional or physical conditions. As of 2015 the overall majority of play therapists in the UK work in health and the voluntary sector; a significant number of them work in schools and nurseries. For further information http://www.bapt.info.
This course is aimed at professionals currently working in, or aspiring to work in, a physical education or school sports setting. It will give you opportunities to develop expertise and knowledge that will enhance your teaching practice.
Physical education is key to developing in children a lifelong engagement with sport and physical activity, encouraging them to enjoy the many benefits that come from an active lifestyle - such as increased motivation, confidence and fitness levels. On this course, you will work with fellow practitioners using cutting-edge expertise and research to enhance your skills and knowledge, and to develop your own teaching practices.
You will be supported by staff who are experienced teachers and active researchers in fields such as the creation of effective learning environments, health literacy, physical literacy and teaching models. You will also benefit from expert guest lecturers, and will gain an interdisciplinary understanding of physical education and school sport, by working alongside students studying other subjects, such as coaching, sports therapy and strength and conditioning.
Study takes place in workshops, where students are encouraged to share ideas, solutions and experiences.
Assessments include written assignments, research projects, presentations and reflective writing. All are designed to allow students to relate theory to their own practice and the context in which they teach. Students will be encouraged to engage in research within their own context in order to promote higher levels of evidence-based practice.
Enjoy our first-class teaching facilities, including our brand new international standard sports hall (planned for 2018), and use innovative technologies such as IRIS Connect to record, observe and analyse your teaching practices.
You will be supported by staff who are experienced teachers and active researchers in fields such as the creation of productive learning environments, health literacy, physical literacy and effective teaching models. You will also benefit from our programme of expert guest lecturers.
Gain an interdisciplinary understanding of physical education and school sport, by working alongside students studying subjects such as coaching, sports therapy and strength and conditioning.
Gain the skills to become a professional occupational therapist, able to deliver and evaluate occupational therapy in a range of settings.
This programme is underpinned by an understanding of humans as occupational beings, the relationship between occupation and health, models of occupation, occupational science and occupational justice.
You will learn how to carry out occupational therapy assessments and interventions with people from across the lifespan and with a range of physical, mental and social difficulties, such as dementia, stroke, homelessness or unemployment. Your learning experience will include problem-based tutorials, journal clubs, creative and practical sessions, self-directed learning and research. You will be required to undertake a minimum of 1,000 hours of professional practice under the supervision and direction of experienced occupational therapists.
Research Excellence Framework 2014
Research Excellence Framework 2014: 20% of our research in the Public Health, Health Services and Primary Care unit is world leading or internationally excellent.
You will participate in a wide range of learning experiences including problem / task based tutorials, creative and practical sessions, self-directed learning and research. In addition to university based learning, you will undertake a minimum of 1,000 hours of professional practice under the supervision of experienced occupational therapists.
On successful completion of the course, you will be able to apply to become a registered occupational therapist. The majority of occupational therapists work within the NHS in acute and community settings and in social services. There are also growing opportunities to work in private healthcare, industry, the voluntary sector and local government. We have a high student employment rate, with graduates gaining occupational therapy roles in a variety of areas.
This course is for people already working in a healthcare setting (in areas including psychiatry, clinical and forensic psychology, occupational therapy, social work, nursing, general medical practitioners) who are interested in delivering Cognitive Behavioural Therapy (CBT) in clinical settings. It will provide sufficient theoretical and skills training and can develop your career as a therapist and the service you provide.
CBT is the model of psychotherapy most tested by research trials for a range of mental and even physical disorders, ranging from depression, anxiety and phobias to eating disorders, schizophrenia and chronic pain. Healthcare professionals are increasingly required to demonstrate a flexible, multidisciplinary approach to make the best use of skills and resources.
The NHS actively promotes provision of evidence-based management. CBT is the evidence-based psychotherapy par excellence. It can be effective as a stand-alone treatment and can also be used in conjunction with other medical or psychological treatments. The model is versatile and creative and its techniques can be used selectively in general medical, psychological and nursing practice, as well as informing whole courses of integrated treatment.
This course will help you refine your CBT skills, empower you to use the model in a range of clinical situations, and focus on the development of a respectful and pro-active relationship with patients. The therapeutic alliance is central to the delivery of CBT and the course will teach you to forge a positive collaborative relationship with patients as a means of improving and maintaining the patient’s mental health.
The teaching and learning methods used will encourage participative and independent learning and you will arrange to see patients one day per week. Assessment methods will include essays, audio recordings of therapy sessions, case studies and supervisor assessments. Class sizes are usually around 30 for the PgCert and 15 for the PgDip. The course is delivered by staff of NHS Lothian and Greater Glasgow.
You will attend a 10-day induction block followed by a four day teaching block in the first week of every month. Links with industry/professional bodies On completion, you can apply to be accredited by the BABCP (British Association for Behavioural and Cognitive Psychotherapies) in due course.
15 credits: CBT for Anxiety and Depression/ Principles of Cognitive Behavioural Therapy/ Research Skills in CBT/ Advanced CBT for Anxiety Disorders/ Introduction to Complex Adaptation of CBT 30 credits: Application of Cognitive Behavioural Therapy If studying for the MSc, you will also complete a dissertation of a research project within a chosen specialist area of CBT. The components of the dissertation will include: a research proposal; a literature review; and a paper for publication.
There is a growing demand for therapists specifically trained in this field. This course will enable you to develop your career and the service you provide.
Join one of our 16 International English-language Master’s programs at the University of Haifa
