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The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Read more
The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Consequently, it is recognised that a ‘one size fits all’ approach to education will not be suitable to many practitioners, therefore this MA programme emphasises flexibility, and maximises choice, so that learning opportunities meet the needs of your developing role.

The MA Health and Social Care Studies programme structure is designed to facilitate three climb out awards, specifically these are the Post Graduate Certificate, Post Graduate Diploma and Masters Award. These pathways enable students to engage with a flexible pathway to suit their own learning needs. The programme will attract a range of health and social care professionals and promotes a culture of shared learning. Such opportunities have the potential to enrich the learning experience by supporting the development of critical thinking, creativity and can nurture an entrepreneurial approach to health and social care delivery. Although many of the learning and teaching opportunities will be shared with level six students, there will be opportunities available for Post Graduate students to extend their academic ability through seminars, tutorials and critical debates with their peer group.

Content and Modules

The MA Health and Social Care Practice is underpinned by a philosophy of flexibility to enable students to have greater autonomy in their learning. There are, of course, mandatory modules that you will be required to complete however where there is the opportunity to select an optional module you may be able to make a personal selection or seek advice from one of our professional advisers who will guide you through modules that are specific to specialist areas of health and social care.
Modules studied

All awards with the MA Programme will require completion of the 40 credit module “Delivery of Heath and Social Care Practice”. This module is delivered over two semesters.
The 20 credit “Research Module” is mandatory for all students progressing beyond the Post Graduate Certificate.
The 60 credit “Dissertation” is mandatory for all students wishing to complete the MA award and is delivered over two semesters.

Optional Modules
Students are encouraged to be forward thinking and to engage in learning opportunities to maximise their personal and professional potential. Therefore although there are modules which are focused on specialist areas of health and social care such as children’s nursing and midwifery practice, many of the modules can be chosen by practitioners from a range of professional backgrounds.

Modules can be identified from the Continuing Professional Development calendar of modules available on the university website. However, students may also be able to select modules offered within other MA/MSc programmes delivered at UCS with the prior agreement of the programme leaders.
The range of optional modules and will depend of their availability each academic year. Possible modules include, but are not limited to…
• Antenatal and Newborn Screening
• Counselling Skills
• Dementia Care
• Managing Suicide and Self Harm
• Minor Illness
• Supporting Practice Learning (Mentoring

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Leading to a professional qualification in social work, UCLan’s MA Social Work course has been developed in close co-operation with social work agencies in the voluntary, independent and statutory sectors and in conjunction with service users and carers. Read more

Leading to a professional qualification in social work, UCLan’s MA Social Work course has been developed in close co-operation with social work agencies in the voluntary, independent and statutory sectors and in conjunction with service users and carers. It incorporates 170 days placement experience as well as structured academic learning, including input from service users. A work based (part-time) route taking a minimum of three years, is available for employees who are sponsored by our partner agencies. The course is approved by the Health and Care Professions Council (HCPC) and has been developed in line with the HCPC Standards of Proficiency, the College of Social Work Professional Capabilities Framework, and the QAA benchmarking statements. A key principle of the programme is the promotion of student self-directed and enquiry based learning, with the model of action learning sets embedded within the teaching and learning strategy of the programme. The aim is to enable students to develop advanced knowledge, skills and values for social work.

DBS CHECKS

This course will involve access to children and/or vulnerable adults. You will be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB) and we will guide you through this process.

PROFESSIONAL ACCREDITATION

This course has been approved by the Health & Care Professions Council (HCPC) as meeting the Standards of Education & Training required for social work programmes. Students who successfully complete all social work elements of the course are eligible to apply to the HCPC for registration as qualified social workers.

LEARNING ENVIRONMENT AND ASSESSMENT

Teaching and learning opportunities include lectures, workshops, use of action learning sets and facilitated tutorials, student-led projects, presentations, e-learning, discussion groups, workshops and self-directed study. Social work practitioners and service users and carers contribute to programme delivery.

The modules, plus practice learning opportunities, enable students to meet the academic and practice outcomes as specified by external regulators.

Academic assessments include; essays, exams, presentations, case studies, oral interviews, practice placements, portfolios and a 10,000 word dissertation.

FURTHER INFORMATION

Social workers work with a wide cross section of society, which includes a significant proportion of some of the most disadvantaged and excluded people in our society. Social work students therefore need to develop the knowledge, skills and appropriate values to work positively with service users and carers. This course will offer you opportunities to develop and integrate knowledge, skills and values for and in practice, which will allow you to demonstrate that you meet The College of Social Work Professional Capabilities at the Qualifying Level for Social Work in England as well as the Health and Care Professions Council Standards of Proficiency in practice by the end of the course.

The MA Social Work course will consist of 1800 hours structured academic learning and 170 days of learning in practice settings.

As part of the taught element of the course which is University- based students will experience a minimum of thirty skills development activity days. In Year 1 the focus is on generic skills which form the basis of an assessment of the student’s Readiness for Direct Practice and the development of capabilities at ‘end of first placement’ level. These include: communications skills; interviewing skills; skills of observation; understanding social work contexts; and direct communication with and learning from service users and carers. In Year 2 students will have the opportunity to develop more ‘advanced skills’ such as working with ‘hard to engage’ service users and direct work with children.

Key aspects of the programme include:

-Professionalism: developing awareness in students of how to behave as a professional social worker

-Values and ethics: understanding and applying to practice the ethical values and principles of social work

-Diversity: recognising diversity and applying anti-oppressive principles in practice

-The advancement of human rights, social justice and economic well-being

-Applying knowledge for social work: knowledge of human growth and development, psychology, social policy, sociology, law and theory for social work

-Critical reflection and analysis in respect to professional decision making

-Skills to intervene to promote independence provide support and prevent harm and abuse

-Working in organisations including collaborative working between agencies

-Taking responsibility for the professional learning and development of others through leadership

OPPORTUNITIES

Recent graduates have successfully gained employment in social work teams in a variety of settings such as child protection, parenting and family support teams, youth justice, community drug teams, community mental health teams, adult social care services. Some graduates have returned to the School to undertake post qualifying courses for experienced practitioners and continue their academic study.

Students can access the ERASMUS scheme, which provides students with opportunities to travel to UCLan partner universities in Poland, Germany, Denmark, Sweden, Finland and Portugal. In addition, there may be a range of opportunities for international study visits – students recently have visited Istanbul, Copenhagen, Cyprus & Ireland.



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Develop specialist knowledge and professional skills to benefit people and communities with our graduate courses in Addictive Behaviours, offered in partnership with Turning Point, a national treatment, research and education centre. Read more

Develop specialist knowledge and professional skills to benefit people and communities with our graduate courses in Addictive Behaviours, offered in partnership with Turning Point, a national treatment, research and education centre.

You’ll learn from Australian and international experts in addiction science and explore contemporary issues including problem drinking, gambling and the misuse of prescribed and illicit drugs. By engaging with world-leading clinicians, researchers and policy makers, our innovative courses will keep you up-to-date with the latest research in the field of addiction and how this translates into practice at individual, group and organisational levels.

Delivered fully online, our Addictive Behaviours programs combine the quality of a Monash postgraduate degree with the flexibility required by working professionals. You’ll study through interactive modules, watch video lectures and take part in group discussion forums.

Course structure

Whether you’re looking to move into the addiction field, progress to a more senior role or explore research, our courses will expand your specialist knowledge and skills to advance your career.

In our Addictive Behaviours courses, you will: * Analyse biopsychosocial models of addiction and current discourses around addictive behaviours.

  • Understand the process by which addiction policies are formed.
  • Explore the impact of addictive behaviours on individuals, families, communities and social systems.
  • Evaluate a range of evidence-based treatment approaches and forms of intervention for various addictive behaviours including alcohol, illicit drugs and gambling.
  • Learn how to identify, manage and treat individuals with addictive behaviours.

Course structure

All students complete Part A and Part B. Completion of Parts C and D will depend on entry level.

  • Level 1 - Complete Parts A, B, C, D (96 points) - 4 years part-time
  • Level 2 - Complete Parts A, B and C (72 points) - 3 years part-time
  • Level 3 - Complete Parts A and B (48 points) - 2 years part-time

Note: Students eligible for credit for prior qualifications and experience may elect not to receive the credit and complete one of the higher credit-point options.

Part A. Foundation studies (24 points)

These studies will enable you to develop your knowledge and capacity to evaluate current theories of addiction, including aetiological, developmental and public health models. You will explore the theoretical basis for effective identification, management and treatment of individuals with addictive behaviours; and the skills to effectively critique the research evidence on medical, psychological and social intervention approaches to addictive behaviours and apply the strategies in practice.

Part B. Core studies (24 points)

The focus of these studies is acquiring greater depth in key areas of expertise in addictive behaviours. You will gain an understanding of trends in the use of particular substances including tobacco, alcohol and illicit drugs and behavioural addictions including binge eating and gambling. You will learn the major historical, political, economic and social factors that have impacted on our understanding of addiction in Australia and internationally. You will also be able to critically evaluate the empirical and theoretical literature across a range of socio-cultural perspectives of addiction. You will learn about the history of policy development and the public health measures employed around the world, including prevention, harm minimisation and treatments for managing problem use of substances and other process addictions.

Part C. Specialist studies (24 points)

The focus of the specialist studies is professional or scholarly work that can contribute to a portfolio of professional development. You have two options: a research stream or a coursework stream to suit your interests, skills and career goals.

Part D. Elective studies (24 points)

The focus of Part D is for students that require further studies to complete their course based on their qualifications and experience. You are able to elect units that suit your own career interests and receive an in depth and broader understanding of specialised areas of the addiction field. Some of the more specialised areas include the recovery movement, co-occurring disorders in mental health and addiction, developmental factors involved in substance use and other addictive behaviours as well as learning about gambling and other process addictions.

Alternative exits

You may be eligible to exit your course early and apply to graduate with one of the following qualifications, provided you have met the requirements for the qualification during your enrolment in the Masters course:

  • Graduate Certificate of Addictive Behaviours: you will need to complete Part A (24 points)
  • Graduate Diploma of Addictive Behaviours: you will need to complete Parts A and B (48 points)

If you decide to graduate early, you will need to discontinue from the Masters course. You may be eligible to receive credit for the units you have completed if you re-apply and are re-admitted to this course or apply for another graduate degree at Monash University.

Career Outcomes

As an Addictive Behaviours graduate, you’re ready to advance your career in the addiction field. You may find employment in areas of government, non-government and private organisations including:

  • Policy development
  • Treatment and prevention services
  • Research
  • Education and training
  • Advocacy services

Research

Monash is recognised globally for its research excellence. As part of the Master of Addictive Behaviours, you can choose to undertake a research project, where you’ll be matched with an expert supervisor in the field. Supported research areas include:

  • Socio-cultural perspectives on alcohol and drug use and treatment
  • Treatment interventions for people with alcohol and drug issues
  • Health professional attitudes and stigma
  • Sleep, self-harm, and suicide
  • Gambling interventions
  • Co-occurring disorders

Completing the research stream can be used as a pathway to a PhD.



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Our innovative MSc Contemporary Alcohol & Drug Studies course adopts a critical social science perspective to explore the interplay between psychoactive substances and society across a range of areas. Read more

Our innovative MSc Contemporary Alcohol & Drug Studies course adopts a critical social science perspective to explore the interplay between psychoactive substances and society across a range of areas. Our course will introduce you to a range of:

  • Cross disciplinary theories and concepts
  • Descriptions and effects of psychoactive substances
  • Patterns of consumption
  • Approaches to treatment and relevant policy debates
  • Politics of alcohol and drugs policy

You will critically examine patterns of substance use across social groups and the contexts and consequences of substance-related harms for individuals, families and neighbourhoods.

You will also examine the social, economic and political influences on substances and their effects. In addition, you will compare and contrast the operations of the alcohol industry with the drugs economy and explore current debates on alcohol and drug law reforms nationally and internationally.

A Postgraduate Certificate, comprising Understanding Substance Use, Contemporary Responses to Substance Use, and The Politics of Drug & Alcohol Policy is available to study on a part-time basis over 9 months.

Placement Opportunities

Our MSc provides you with the opportunity to engage in Work Based Learning (WBL) with a partner organisation in the drug and alcohol field, or in an academic research setting. A variety of external organisations are involved in our WBL, including:

  • Charities 
  • NGOs
  • Community groups
  • Health related alcohol and drug services

Experiential learning is an important feature of our course, allowing you to apply elements of class based learning to the work place. If you are keen to pursue a career in research or doctoral study, the option to participate in a research WBL experience based within the university is offered. This focuses on the further development of academic research and writing skills.

"Being a clinician, I found that the course helped broaden my knowledge base and my views. The reading material for the first year modules was particularly interesting. The experience of conducting a research study with an experienced supervisor was invaluable."

Saket Priyadarshi, Clinician

Course Details

Our MSc qualification comprises of six 20-credit modules at SCQF Level 11 and the completion of the MSc Dissertation, in which you undertake an independent research project and present your findings in a thesis.

Modules

  • Understanding Substance Abuse
  • Contemporary Responses to Substance Abuse
  • The Politics of Drug & Alcohol Policy
  • Research Methods
  • Substance Abuse and Society
  • Work Based Learning
  • MSc Dissertation

Teaching and Assessment

A range of teaching, learning and assessment methodologies are used, including:

  • lectures
  • seminars
  • workshops
  • group work

Our postgraduate course emphasises inquiry-based learning where you are encouraged and supported to develop your critical thinking and communication skills by engaging with your peers in class based and online group work. You are also supported to develop your independent and autonomous learning activities. The modules employ a range of assessment methods and formative exercises with timely feedback to assist you in developing and deepening your knowledge and skills.

The assessments cater for a range of learning styles and skills, and include:

  • essays
  • class based tests
  • policy submissions
  • book reviews
  • oral and poster presentations

Career Prospects

A wide variety of employment options in the drug/alcohol services (in the statutory/voluntary sectors) and in broader youth and social care professions will be available when you graduate.

If you are already employed in services our MSc confers a specialist knowledge of theory and contemporary evidence-based developments in the field and is useful for career advancement and continuing professional development.

Further Study

Following graduating with an MSc, you may wish to apply to study for a PhD in Alcohol & Drug Studies.

"In 2004 I was enrolled as a PhD student in Alcohol and Drug Studies at the University looking at normative beliefs and 'binge' drinking among University students. I was also a Tutor on one module. Prior to this I spent 9 months working for Greater Glasgow Health Board as an Assistant Psychologist in the adolescent deliberate self-harm service. I successfully completed my PhD in June 2008"

Dr John McAlaney



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

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

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

This is a unique course for international and UK-based psychiatrists, paediatricians and psychologists, as well as allied professionals leading to enhanced clinical and research skills in child and adolescent mental health. Our Child and Adolescent Mental Health course is taught by leading figures in the field and offers comprehensive content with strong research and clinical focus.

We are proud to have been awarded an IoPPN Excellence Award in 2017 for student satisfaction in the Postgraduate Taught Education Survey (PTES).

Key benefits 

  • Taught by leading academics in the field.
  • Opportunity to engage in innovative research.
  • Work with a variety of specialist clinicians.
  • Obtain a course qualification which is internationally recognised.
  • Supervised clinical placement.
  • Innovative web-based clinical learning to supplement direct experience.
  • Optional teaching in Cognitive Behaviour Therapy, Therapeutic Assessment for Self-Harm and Kiddie Schedule for Schizophrenia and Affective Disorders.

Description

Our Child and Adolescent Mental Health course is specifically designed for international and UK-based psychiatrists, paediatricians, and psychologists, as well as allied professionals who wish to develop their knowledge, skills and research methodologies in child and adolescent psychiatry, child development, therapeutic interventions and service models. You will develop clinical skills and be able to contribute to culturally-sensitive and clinically-effective services through relevant research, including health service development research.

You will be taught research methodology and statistics, issues relating to child development, aetiology of child and adolescent disorders, the psychological and physical treatments for emotional, behavioural and developmental disorders in children and young people. You will complete a research project, which could use quantitative or qualitative methodologies. You will also develop your skills in diagnosis, formulation and planning therapeutic interventions, service design, monitoring and evaluation. Clinical placements within CAMHS teams may also be arranged.

Course format and assessment

You will be taught through a mix of lectures, seminars and tutorials.

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

Regulating body

King’s College London is regulated by the Higher Education Funding Council for England

Career prospects

UK and international graduates return to clinical practice with enhanced skills and knowledge in child mental health.

Sign up for more information. Email now

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



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Studying for a PhD with UEL’s School of Social Sciences will push you to the limit - and you’ll be supported all the way by our world-class academic staff. Read more

Studying for a PhD with UEL’s School of Social Sciences will push you to the limit - and you’ll be supported all the way by our world-class academic staff.

Our research consistently delivers improved outcomes for the delivery of social for adolescent self-harm, suicide prevention and child abuse.

Active social work and social policy research strands range from international human rights to the practical – such as applying practice-near research to social work, and using new media to help people with learning disabilities. We also use geo-information and numerical simulations to develop crime, health and social policies.

Our Sociology strand includes active research on anthropology, political economy, social psychology and psychoanalysis, international development, politics, refugee, urban and gender studies. 

Internationally, the School has partnerships with the University of New Mexico and the American University of Cairo; as well as exchange programmes with several European colleges.



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MA Child and Adolescent Mental Health is for you if you’re working with, or intend to work with children or young people whose social and emotional development and functioning is affected adversely, or who risk being affected by mental health difficulties. Read more
MA Child and Adolescent Mental Health is for you if you’re working with, or intend to work with children or young people whose social and emotional development and functioning is affected adversely, or who risk being affected by mental health difficulties. Students who wish to study the Masters at the University may be a graduate and/or have significant relevant experience.

At the University of South Wales, you will broaden your understanding of the causation, presentation and implications of child and adolescent mental health difficulties, and social emotional and behavioural difficulties. You’ll develop the knowledge and skills to input where appropriate into interventions for individuals and groups with child and adolescent mental health difficulties and social emotional and behavioural difficulties (CAMHD/SEBD). Also to advise colleagues and parents on the formulation of appropriate strategies for working with children and young people with CAMHD/SEBD and to contribute to the development of appropriate policy and guidelines. You will explore the need for evidence based approaches and interventions which will promote children and young peoples’ mental health and social and emotional competencies.

The MA Child and Adolescent Mental Health encourages students to critically evaluate and reflect upon current theoretical perspectives in relation to child and adolescent mental health, and social emotional and behavioural difficulties (CAMHD/SEBD). The Masters also enables students to reflect on and contextualise current practice, and to make connections between theory and practice. In addition, the course encourages students to look critically at the research in relation to Child and Adolescent Mental Health Difficulties and Social Emotional and Behavioural Difficulties.

See the website http://courses.southwales.ac.uk/courses/1160-ma-child-and-adolescent-mental-health

What you study

You will take two compulsory modules:

- Child and Adolescent Mental Health - The module introduces students to definitions and concepts in the field of CAMH and the current structuring of CAMH Services in the United Kingdom. Sessions look in detail at particular Mental Health Difficulties, which include Attachment Difficulties, Emotional Difficulties, and Behavioural Difficulties. Particular study is made of gender and culture in relation to Mental Health Difficulties and these sessions include a focus on eating disorders, self-harm and trauma.

- Research Methodology - In common with all of the MA Education programmes, you must take the core module; Research Methodology.

Additional specialist modules can include:

- Managing and Supporting Children and Adolescents with SEN (CAMH/SEBD) - This module focuses on the theory that underpins practice in this area of work, and compliments the core module. The module looks at definitions and conceptual difficulties in relation to CAMH and SEBD, and then goes on to examine how theory impacts on interventions in different models (therapeutic, behaviourist and bio-psycho-social.

- Children’s Wellbeing - This module takes a broad view of Children’s wellbeing by exploring the concept of, and the challenges of, measuring wellbeing in addition to considering how wellbeing is addressed in Health, Education, Social Care, Youth Justice and by Non-Governmental Organisations. The module will also explore and evaluate a range of approaches to promoting Children’s wellbeing and an integral part of the lecture programme will be the use of Visiting Lecturers to illustrate examples of evidence-based practice.

- Working with Vulnerable Children - This module examines contemporary models of childhood and adolescence and introduces the concepts of vulnerability, risk and resilience. The module also considers the challenges of research and intervention with vulnerable groups.

Alternatively you can take one module from one of the other MA Education pathways. To complete the full MA you will present a 17,000 word research dissertation and a 3,000 word research dissemination plan.

Learning and teaching methods

Each module is assessed via a written assignment of 5,000 words, which usually takes the form of an essay. Each course member is supported by a tutor who provides individual tutorials and guidance during the assignment writing process.

Assessment methods

To complete the full MA you will present a 17,000 word research dissertation and a 3,000 word research dissemination plan. If you wish to exit earlier, the Postgraduate Diploma is awarded to students who complete four modules which form the taught element.

Employment Prospects

A Masters degree is required for professional advancement in numerous occupations, and is widely seen as evidence of a successful commitment to high level professional development. An MA award demonstrates that you have developed advanced level skills in analysis, evaluation and research.

If you are interested in the possibility of a higher degree by research, your tutors will be pleased to discuss the opportunities for doing so here at the University of South Wales.

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Overview. This programme has been carefully developed for students who are interested in gaining advanced knowledge of psychological theory as this relates to social and political issues and the potential for such knowledge to generate progressive social change. Read more

Overview

This programme has been carefully developed for students who are interested in gaining advanced knowledge of psychological theory as this relates to social and political issues and the potential for such knowledge to generate progressive social change. The degree programme will equip you to engage critically and analytically with these issues and help you to develop novel ways of thinking about yourself, those around you and society at large. The theoretical and applied nature of this programme will offer you the opportunity to study how psychology helps interpret some of the most pressing social and political issues facing human society in

 the 21stCentury and how it can contribute to tackling some of them.

In addition to your taught components, you will have the opportunity to undertake a dissertation project on a topic of your choice under the direct supervision of a member of staff. You will be able to use quantitative, qualitative, or mixed-method approaches.

A further unique feature of this degree programme is that it involves you in the design and implementation of an Action Research Projectthat is aimed at bringing a tangible, positive change on or off campus in collaboration with your fellow students and under the supervision of your Module Leader.

Course Aims

  • Above all, we aim for this programme to have a positive professional and personal impact on you. 
  • An important aim of this programme is to develop your knowledge of research evidence and theory as this relates to a range of social and political issues.
  • The programme is aimed to provide you with opportunities to experience hands-on how research and theory (e.g., through the Action Research Project and your own dissertation project of choice) can be used to bring about social change in local communities and society at large.
  • To develop a range of advanced research skills.
  • Empower writing and presentations skills necessary to articulate your arguments and disseminate psychological theory and research.
  • To assist you to develop as a competent, empowered, and employable psychologist.

Course Content

Our MSc Psychology programmes are designed to foster a vibrant and collaborative peer culture amongst our MSc students. Several of our modules are shared by all four of our MSc psychology programmes. We also know it’s vital that you develop the advanced specialised skills you will need to pursue careers in your chosen fields. Throughout your MSc degree you are supported and encouraged to focus your work to help you conduct in-depth explorations of your specialist subjects and personal interests.

You will be taught by staff who are research active, some of whom are globally recognised for their research and impact, but also who genuinely care about using psychology to address major social issues and challenges in contemporary society. Our research activities, applied networks outside academia, and importantly our belief in your potential to develop as a powerful and yet thoughtful agent of social change will keep you engaged with this programme and ensure it equips you to undertake a wide range of professions. 

Our staff offer expertise in various research areas, including (but not limited to): Crowds, riot, hooliganism and policing, protection of young people, cyber psychology and bullying, inter-group and inter-ethnic conflict and relations, wellbeing and inclusion, social justice for marginalised communities, critical and creative methodologies, gender inequality and cultural definitions of motherhood, the social construction of reality, the negotiation of power and authority in interaction, persuasive communication, victimhood, reconciliation and intergroup forgiveness, trust, prejudice reduction, social identity, collective action, the social and psychological dimensions of health and well-being, self-harm and suicide, terrorism and radicalisation, refugee integration, social influences on learning and effectiveness in the classroom – including the study of the relationship between gender and subject choice.

In addition to your dissertation project, you will participate in designing and implementing an Action Research Project with the aim to bring about a tangible, positive change on or off campus in collaboration with your fellow students and under the supervision of your Module Leader. This unique feature will provide you hands-on experience in understanding the psychology of organising social change.

Teaching & Assessment

The course is of one year duration for full time and two years for part-time.

The course is assessed through written coursework, unseen examination, verbal presentation of research, and independent research written up as a dissertation.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme. Limited support is available for research-related expenses.

Scholarships

There are substantial scholarships available, please see this link: http://www.keele.ac.uk/studentfunding/bursariesscholarships/internationalfunding/postgraduate/

or

http://www.keele.ac.uk/studentfunding/bursariesscholarships/

Closing Date

31st May 2018



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This new Postgraduate Diploma, a Department of Health initiative, provides specialist post-qualification training for Child and Adolescent (CAMHS) workers within the CYP IAPT model, focusing on the clinical areas of child mental health. Read more

This new Postgraduate Diploma, a Department of Health initiative, provides specialist post-qualification training for Child and Adolescent (CAMHS) workers within the CYP IAPT model, focusing on the clinical areas of child mental health: anxiety, depression and conduct disorder.

About this degree

Students will gain a critical understanding of the CYP IAPT model of service change, outcome monitoring, and fundamentals of evidence-based psychological therapies to common mental health problems in childhood and adolescence (anxiety, depression, and conduct problems). They will develop skills in cognitive behavioural therapy (CBT) Parent training, Systemic Family Practice or Interpersonal Psychotherapy for Adolescents depending on their option choices.

Students undertake modules to the value of 120 credits.

The programme consists of a core module (60 credits) and optional modules (total value 60 credits).

Core modules

  • CYP IAPT: Model and Basic Skills

Optional modules

  • Select either CYP IAPT: CBT for Anxiety Disorders andCYP IAPT: CBT for Depression
  • Or CYP IAPT: Parent Training for Conduct Problems
  • Or CYP IAPT: SFP Basic Skills and SFP Eating Disorders
  • Or SFP for Depression and Self-harm and SFP for Conduct Disorder
  • Or Interpersonal Psychotherapy for Adolescents

Dissertation/report

Not applicable.

Teaching and learning

The programme is delivered at the Anna Freud Centre and King's College London, and is taught by leading practitioners in the field. Teaching is a combination of lectures, seminars, workshops, clinical practice with on-going cases, and clinical supervision groups. Assessment is through essays, log book, case studies, oral presentations and reflective analysis.

Further information on modules and degree structure is available on the department website: Child and Young Person IAPT Therapy PG Dip

Careers

CAMHS professionals will be well placed to become skilled and creative independent practitioners of cognitive behaviour therapy (CBT) for internalising disorders, parent training for conduct problems, SFP for Eating Disorders or SFP for conduct and depression disorders or IPT-A Practitioners.

Recent career destinations for this degree

  • Clinical Physiologist, Tavistock and Portman NHS Foundation Trust
  • Cognitive Behavioural Psychotherapist, Brandon Centre
  • Community Mental Health Nurse, North East London NHS Foundation Trust
  • Family and Adolescent Psychotherapist, Hertfordshire Partnership University NHS Foundation Trust

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

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

It is a centre of practice, research and learning, which offers treatment for distressed children and support and advice for parents, trains mental health professionals to understand children's emotional development, and carries out pioneering research into effective ways to help young people suffering emotional distress.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Division of Psychology & Language Sciences

83% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Nursing is one of the most rewarding careers to enter, and more importantly it is a privilege. Mental Health Nurses work with children and adults. Read more

Nursing is one of the most rewarding careers to enter, and more importantly it is a privilege. Mental Health Nurses work with children and adults. As a specialist nurse you will be able to assess, plan and develop individual packages of care designed to provide the appropriate levels of physical, emotional and psychological care for people while meeting the challenges of a changing healthcare environment.

This Masters degree provides the exciting opportunity for graduates to enter the nursing profession. You will gain a comprehensive education in nursing and develop into a confident, autonomous, compassionate and research-aware practitioner, specialising in mental health nursing. The programme includes an innovative exploration of leadership and management in healthcare and will enable you to critically evaluate evidence to inform decision making and apply analytical and creative problem solving approaches to complex situations. You will be fully equipped with the skills, knowledge and practical experience required to deliver excellent care as a modern-day nursing professional.

What will I study?

Year 1 provides the opportunity to achieve national generic and field specific competency outcomes. These include professional values, communication and interpersonal skills, nursing practice, decision making, leadership, management and team working. The programme will immerse you in health promotion, prevention strategies and best practice for service users and their families. A comprehensive introduction will also be provided to the research process.

Year 2 continues the development of field-specific competencies, with a particular focus on the more challenging aspects of contemporary mental health nursing, such as self-harm, suicide, addictive behavior and personality disorders. In addition to this, you will develop the leadership and management skills required for the transition to professional practice.

This programme adheres closely to the NHS’ six core values. These values, enshrined within the NHS Constitution, have been developed by patients, the public and staff to inspire passion in the NHS, guide it in the 21st century, and provide common ground for cooperation in achieving shared aspirations. Further information about the core values can be found at http://www.gov.uk/government/publications/the-nhs-constitution-for-england.

How will I study?

You will be taught using a combination of seminars, lectures, tutorials, work-based learning and technology enhanced learning. The theory part of the programme is delivered during the normal working week (Monday to Friday).

You will spend 50% of your time in practice which will be undertaken in hospitals and community settings within the NHS, local authority, independent and voluntary organisations. You will be supported by a practice placement mentor/supervisor and a practice education facilitator.

Placements include weekend, early morning, evening and night work to ensure access to a full range of practice experiences across 24 hour care. There may also be the opportunity to undertake a practice learning experience outside the region, either within the United Kingdom or internationally.

How will I be assessed?

Assessment in both theory and practice is continuous, assessed against national outcomes and generic and field competencies, with students required to demonstrate evidence of their achievement. A range of assessment of theory procedures is in place including assignments, seminar presentations, advanced notice examinations, online learning activities, case studies and portfolio work.

Who will be teaching me?

All lectures are delivered by professionals within the field of nursing as well as specialists in other areas. The pathway team represent a range of qualified, research-active professionals with extensive experience of working within the health and/or social care sector. Most importantly service users, carers and their families will be involved in facilitating learning so that an understanding is gained about the impact care has on individual groups.

What are my career prospects?

The complex and dynamic landscape of modern nursing requires nurses who can work creatively and innovatively, who can lead and inspire, who can make decisions in challenging situations and who can contribute to the advancement of nursing.

Career opportunities are excellent. NMC registration is recognised the world over, and following registration as a Mental Health Nurse, you can pursue a career in a wide variety of settings and specialisms including general psychiatry in hospital and community settings such as: adult and older adult specialist services including addictions, children and young people, and forensic services.



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The course. is designed for practitioners from Health, Education, Social Care and Voluntary care services with some experience of working with children and adolescents. Read more

The course is designed for practitioners from Health, Education, Social Care and Voluntary care services with some experience of working with children and adolescents. Students need to be a practitioner in relevant area of practice such as education or health and social care. You may have completed a core professional qualification i.e. nursing, social work, occupational therapy, health visiting, or school nursing and wish to advance your knowledge, although this is not essential.

The course is studied over three years with two pathways in your final year of study; a full research pathway or a taught research pathway. Teaching will involve a broad range of teaching methods including role play and experiential learning, structured reflection, seminar presentations, small group work and video assisted learning.

You will need to have access to working with children and/ or young people and families throughout the course and you will need support for study leave from your line manager to attend scheduled teaching sessions.

LEARNING ENVIRONMENT AND ASSESSMENT

Course leader Sharon Pagett has 15 years clinical experience within CAMH. Sharon’s professional background is mental health nursing and she has a range of clinical experience within CAMH services within Day Units and community services. Sharon has led the University’s Graduate Diploma in CAMH for 15 years, which was commissioned by the NHS. This course has consistently evaluated well since its inception. Members of the teaching team also have a range of clinical experience within CAMH services; Simon Baverstock has experience within in-patient child and adolescent inpatient services and violence reduction. He has an MSc in Personality Disorder and has interests in emerging personality disorder, trauma and mindfulness-based interventions.

Dr Karen Whittaker (Reader in Child and Family Health) leads the Child and Family Health research theme group referred to as SEaRCCH, (Supporting Evaluation and Research in Child and Community Health) within the School of Nursing. She is an Institute of Health Visiting Fellow and Fellow of the Higher Education Academy. Karen’s professional background is in nursing and health visiting, previously practicing as a health visitor in the city of Salford and later in Lancashire. Her own doctorate and post-doctorate research has involved the application of realist evaluation methods to examine parenting and family support.

OPPORTUNITIES

The course will develop students’ knowledge in the area of child and adolescent mental health, developing skills that are transferrable in a range of settings from social care to education and also within a range of health services specific to children and adolescents. With the emphasis on early intervention and raising awareness of mental health issues in children and young people, the range of settings where this award could be used is constantly developing.

FURTHER INFORMATION

Modules within the course look at a range of areas such as issues around attachment, normal childhood development, parenting and trauma informed care. Areas specifically related to children and young people’s mental health are considered in depth from assessment to interventions, covering specific areas of concern such as ADHD, ASD, anxiety, depression, eating disorders, self-harm and emergent personality disorder.



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Minimising conflict, violence and aggression within educational, health and social care settings, particularly mental health and forensic settings, has become an integral part of the professionals role. Read more

Minimising conflict, violence and aggression within educational, health and social care settings, particularly mental health and forensic settings, has become an integral part of the professionals role. Moreover, violence is not inevitable and is, therefore, preventable. Positive alliances, effective information sharing and commitment to innovative practice will underpin this course which is aimed at those working within a senior level within their services. You will develop your knowledge and skills related to the recognition and minimisation of conflict and violence. This will be in line with current legislation and best practice guidance.

LEARNING ENVIRONMENT AND ASSESSMENT

Teaching approaches vary according to the topic and needs of the student. Students will be taught utilising a mixture of lectures, peer review, micro teaching sessions, poster presentations, critical incident analysis, student led seminars, tutorials, eLearn and group work.

The modules use a range of authentic assessment strategies including: essays, practice based projects, poster presentation.

PROGRAMME AT A GLANCE

YEAR 1

  • Promoting a Safe Organisation (L7)
  • Student Initiated Practice Development (L7).
  • Minimising Conflict: Enhancing Alliances (L7).

Minimising conflict, violence and aggression within educational, health and social care settings, particularly mental health and forensic settings, has become an integral part of the professionals role. Moreover, violence is not inevitable and is, therefore, preventable.

FURTHER INFORMATION

Positive alliances, effective information sharing and commitment to innovative practice will underpin this course which is aimed at those working within a senior level within their services. You will develop your knowledge and skills related to the recognition and minimisation of conflict and violence. This will be in line with current legislation and best practice guidance.

  • The Effect of Practice and Leadership Styles e.g. defensive practice
  • User Involvement and Empowerment
  • Formulation-based Practice
  • Utilising the Reflective de-brief to Respond Positively.
  • Harm Minimisation and Self-destructive Behaviours
  • Organisation and Societal Expectations
  • Policy & Legal Issues
  • Deconstructing Organisational Culture, Customs and Practices
  • Collaborative Practice
  • Attitudes: Societal, Organisation & Personal
  • Attributed Positions within the Organisation
  • Prevalence and Distribution
  • Risk : Likelihood and Cost
  • Healthy Settings
  • Critique and Utilisation of National and International Directives and Guidance


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