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Masters Degrees (Well Being)

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The MSc in Psychology of Health & Wellbeing is designed to prepare psychology graduates for the next stage of their career in research or applied areas of psychology relating to health and wellbeing. Read more

MSc in Psychology of Health & Well Being

The MSc in Psychology of Health & Wellbeing is designed to prepare psychology graduates for the next stage of their career in research or applied areas of psychology relating to health and wellbeing.

Keele has a vibrant, well-established and ever-expanding community of researchers in the psychology of health and wellbeing. Students will benefit from their expertise across a wide range of areas including illness, disability, ageing, health promotion and health literacy, experiences of cancer, and stress. Keele is also expanding research in positive psychology, exploring the benefits of arts activities for wellbeing, physical exercise, social engagement through the arts, and ecotherapy. MSc students are made to feel part of this research culture both through the formal modules and through involvement in research seminars and meetings.

See the website https://www.keele.ac.uk/pgtcourses/psychologyofhealthandwellbeing/

Career Destinations

Many of our MSc graduates go on to take up positions in the workplace, register for professional health psychology training or a PhD in psychology.

Course Aims

The programme provides taught content and research training in a range of areas in the psychology of health and wellbeing, building on areas of staff research expertise. Strengths include the critical social approach to the study of health, illness, ageing and wellbeing; positive psychology; qualitative, participatory and arts-based research approaches; health promotion and community development; the impact of material deprivation and social exclusion on health and wellbeing; participatory action research; health promotion research and evaluation; and ecopsychology: people's relationship with the natural world and how it can help in healing.

Course Content

The programme addresses written and communication skills, independent learning skills, data analysis, critical reflection and critical evaluation. Our students benefit from a wide range of support including accessible academic staff with a wide range of expertise, laboratory and other research space, study space, and access to IT and research tools.

List of Module Titles
- Advanced Study in Psychology of Health & Wellbeing (30 credits)
- Contemporary Research in Psychology (15 credits)
- Advanced Research Skills & Design (15 credits)
- Qualitative Research Methods (15 credits)
- Advanced Quantitative Statistics (15 credits)
- Research Apprenticeship in Psychology (15 credits)
- Dissertation (75 credits)

Teaching & Assessment

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

The course is assessed through coursework, verbal presentation of research, unseen examination and independent research written up as a final dissertation (15,000-20,000 words). The pass mark in each module is 50% (40% for level 3 modules), and all modules must be passed to obtain the MSc.

A distinction will be awarded for exceptional performance (broadly an overall average of 70% or more including 70% in the dissertation). A merit will be awarded where overall performance is in the range 60-69% (including 60% in the 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

30th June 2016

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The course aims to give you the opportunity to. develop a critical understanding of the theory and research that underpins the study of well-being. Read more
The course aims to give you the opportunity to: develop a critical understanding of the theory and research that underpins the study of well-being. Develop awareness of the cultural, social, and economic factors that influence well-being. Acquire knowledge about the range of traditional and contemporary approaches that may be employed in the prevention and alleviation of psychological distress.

•The study of well-being is a popular and rapidly expanding field nationally and internationally, and we are amongst one of the first UK universities to offer training in this area at MSc level.
•The course reflects national initiatives for the enhancement of well-being in the prevention and alleviation of mental health problems (e.g. depression, anxiety and stress)
•The course offers the unique opportunity to consider the factors that characterise and influence well-being alongside those that might contribute to psychological distress; also an awareness of the cultural, social and economic contexts in which they lie
•Suitable for students progressing from undergraduate study, professionals in the sector and international students looking to further their knowledge in this subject area in the UK
•The course is available flexibly, on either a full or part-time basis, allowing practitioners to further their professional development alongside work

These aims are achieved through the following modules:

• Approaches to the Study of Well-being
• Research Methods and Data Analysis for Psychologists
• Well-being through the Lifespan
• Well-being in Cultural, Social and Economic Contexts
• Approaches to Psychological Problems
• Lifestyle, Wellness and Well-being
• Research Dissertation

You may choose to take one of two combinations of modules as a Postgraduate Certificate or all modules except the dissertation module as a Postgraduate Diploma.

All teaching is delivered within two dedicated laboratory/taught Master’s rooms. Teaching facilities include dedicated laboratory and practical work areas, an observation suite and a vision research laboratory. You will also enjoy excellent IT and computing facilities within both the faculty and the library, and have access to a number of statistical and software packages including SPSS, Adobe Audition and SuperLab

The course uses a wide variety of teaching and learning methods and assessment is based almost exclusively on coursework. The latter is varied, and includes formal essays, the production of research reports, real-time and web-based presentations and problem-solving tasks, a literature review, and a reflective portfolio. The research dissertation provides you with an experience of the research process from its inception to completion.

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The MSc in Human Resource Development (International Development) enables you to critically understand the role of human resource development (HRD) in enhancing performance within your own institutions and societies. Read more
The MSc in Human Resource Development (International Development) enables you to critically understand the role of human resource development (HRD) in enhancing performance within your own institutions and societies. Emphasis is placed on how HRD can support economic and social advancement by improving public services, and in building capabilities within individuals, organisations and communities to effectively cope with social change. The programme aims to develop students' critical appreciation of globalisation processes, policy initiatives and development management plans to support skills development, competitiveness and human capabilities, including development issues associated with eradicating gender inequalities, fostering human well being and maintaining sustainable livelihoods.

The course aims to develop your professional understanding of HRD strategies and development tools to support skill and knowledge acquisition, and build organization and community capabilities. A focus on developing human knowledge and skills enables you to appreciate how education supports skills development. Students also acquire knowledge of the role of International Organizations (through governments and MNCs) such as the World Bank and the UN in supporting education and development initiatives. There is a strong emphasis on acquiring cross cultural leadership knowledge, relevant for many social change and development projects in the public sector, or in the private sector, MNCs, NGOs or international organizations like the World Bank The objectives are that, by the end of the programme, participants will have:
-Knowledge and understanding of the linkage between international development, education and HRD practices and policies

-Knowledge of how approaches to national human resource development affect organisation and societal performance in developing and transitional economies

-Knowledge and understanding of comparative education policy and governance frameworks, for capacity building, the political economy of skills formation and how national HRD training systems affect organization, industrial and societal development, including gender national planning

-Knowledge of globalisation and cross-cultural factors affecting the application of HRD theories and methods in developing, transitional and newly industrialised countries

-An understanding of HRD and development policies in diverse geographic regions and how they enhance human capabilities and support poverty reduction, empowerment, help eradicate gender inequality and advance human well being especially within transitional and developing country contexts

-A critical understanding of cutting edge international HRD policies including talent management, knowledge management, private sector management and entrepreneurship, corporate social responsibility (CSR), social justice and ethics, social capital, and strategies for managing inequality including gender and other differences

-Knowledge of leadership for development (lead4dev) and different HRD strategies for the building of leadership skills in the workplace/society, especially those from disadvantaged/marginalized groups including the poor and women

-An understanding of how to analyse and design HRD strategies at societal and organisational level, including gender national planning and empowerment

The programme is designed for individuals of any professional background in international organisations, public administration, transnational organisations and private sector companies who are involved in the HRD, leadership and capacity planning aspects of organisations in developing and transitional countries. These may include managers/leaders of HRD/training/learning, HRD and education in government administration; direct trainers, staff of training centres, staff involved in human development planning in governments; HRD and Leadership consultants involved in change projects, change consultants involved in community development; NGO managers and line managers concerned with the development of their staff.

Aims

You will gain:
-Knowledge and understanding of the linkage between international development and HRD practices and policies
-Knowledge of globalisation and cross-cultural actors affecting the application of HRD and education theories and methods in developing, transitional and newly industrialised countries
-Knowledge of education and HRD interventions and their role in building leadership skills and capacity
-Knowledge of how approaches to national human resource development (NHRD) affect organisation and societal performance in developing and transitional economies
-Knowledge of how new approaches to HRD strategies including private sector management and development, social capital, knowledge management, gender planning affect the context for competence and performance enhancement in organisations and societies
-Understanding of how to analyse and design HRD strategies at societal and organisational level
-Understanding of your own learning and leadership skills and how they may be improved

Special features

The course usually includes a field visit to a UK or overseas destination, enabling you to visit public sector organisations, companies and agencies to learn about HRD systems and practices. The cost of the visit is included in the course fee.

Career opportunities

Graduates acquire a range of skills and knowledge valuable in the global economy and relevant for a variety of professional careers in international development. Recent graduates have gained positions including: HRD consultants/managers/directors in Ministries of HRD or Ministries of Education and as NGO Leaders (Middle East, Thailand, Indonesia, Latin America); Knowledge Management Consultants (Middle East, Canada); university HRD and training directors (Middle East, Africa); leadership and capacity development advisors in the public sector (Africa, Asia), education and HRD leadership consultants (Pakistan, Middle East). Some go on to work for the UN or World Bank, for example, gender and HRD specialist, or capacity building advisers (Kazakhstan, India, USA, China) and development project leaders (Nigeria). Some students progress to PhD study and a career in academia.

The course is unique as it demonstrates understanding of institutional HRD practices within the context of globalisation, social change and economic development so graduates acquire relevant development, HRD, leadership and education knowledge for directing culture and social change.

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The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. Read more
The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. To become an accredited practitioner candidates are also required to hold the Advanced Diploma in Child and Adolescent Counselling. The increased emphasis on the integration of education, social services and health in the delivery of services to children under the Children's Act 2004, make this route particularly pertinent and valuable, not only to teachers but to a wide range of practitioners within the area.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeepc

Course detail

The four main elements of the route are:

1. The Therapeutic Relationship and Therapeutic Processes
This element explores an integrative approach to the therapeutic relationship. It will include a study of the working alliance, the transferential relationship and the person to person relationship.

2. Professional Issues in Therapy with Children
In these sessions, the key professional, ethical and legal issues surrounding the practice of therapeutic counselling and research on counselling are examined. Since the context of work with children and adolescents is rapidly changing, with increased emphasis on working with other agencies, systems and groups as well as with individuals, it is important to understand different contexts and the different modes of working within them.

3. Understanding Child and Adolescent Development
This element explores the key theoretical frameworks for individual and group development in childhood and adolescence and their implications for therapeutic practices.

4. Developing Children's Social and Emotional Well Being
This element explores how children's social and emotional well being can be developed in proactive and educational, as well as therapeutic, ways.

Learning Outcomes

By the end of the programme students will have:

- Demonstrated a comprehensive knowledge and understanding of the theory and practice of an integrative, relational, developmental and ecosystemic approach to psychological therapy with children and young people
- Shown abilities and skills to work therapeutically with children and young people
- Demonstrated a highly developed ethical attitude both in therapeutic practice and research
- Shown a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific topic;
- Demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- Shown abilities in the critical evaluation of current research and research techniques and methodologies;
- Demonstrated self-direction, originality and ethical awareness in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Child and Adolescent Psychotherapeutic Counselling' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Students following the two year MEd programme are required to submit the following in Year 1:
Essay 1: 6,000-6,500 words.
Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the Masters in Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The degree in Psychological Wellbeing and Mental Health is aimed at students who are intending to work – or are already employed – in health care, counselling, social care and related areas. Read more
The degree in Psychological Wellbeing and Mental Health is aimed at students who are intending to work – or are already employed – in health care, counselling, social care and related areas. Students will evaluate, assess, and advance the current understanding of what works in helping adults achieve psychological wellbeing and good mental health.

Why choose this course?

The MSc Psychological Wellbeing and Mental Health is designed to equip graduates with an in-depth knowledge of psychological theory relevant to the improvement and maintenance of psychological wellbeing and sound mental health in adults. The course will also teach you a range of practical and research related skills aimed at people intending to work, who are already employed, in the mental health sector.

During the course students will study modules covering a range of topics. These may include:

Psychological Well-being
Contemporary Issues in Mental Health
Clinical Research Methods
Theory and Application to Mental Health
Assessment, Case Formulation and Intervention
Specialist Psychology Essay
Research and Professional Skills
Research Project / Dissertation.

For more information about the modules you may study on this course please visit http://www.ntu.ac.uk/psychologicalwellbeing

Facilities

The University has made significant financial investment in the Psychology Division over recent years upgrading accommodation, facilities and equipment used exclusively for the provision of our psychology courses and for research. We have a first class undergraduate teaching laboratory suite and a second teaching laboratory specifically catering for postgraduate students.

In addition there are specialist suites dedicated to particular areas of interest in psychology, including:

social interaction, group work and interviewing
computer gaming and cyberpsychology
eye-tracking
cognitive modelling and visual analysis
psychophysiology.

Alongside these are new flexible cubicles for student project work, a psychometric test bank library, and a technical workshop.

Delivery and assessment

The course is delivered primarily through interactive workshops and discussions, small group teaching and one-on-one supervision, although there may also be some lectures.

You will be assessed in a variety of ways and on a modular basis through:

coursework
reflective essays
laboratory reports
literature reviews
oral presentations
And your research project / dissertation work and your specialist essay work which is written up as academic articles suitable for publication in real journals

International students in psychology can also access additional language and study skills support, as well as help in acclimatising, via our own International Student Support Officer.

Career opportunities

Students generally choose the MSc Psychological Wellbeing and Mental Health because they wish to pursue a career working in a mental health setting or because they already work in such a setting and hope to improve their prospects of promotion and career progression. You may choose to pursue an academic and / or research career in psychology following graduation (by working as a research assistant or associate, for example, or by studying for a PhD). Psychology graduates with BPS GBC status may also be interested in this course if they are considering doctoral study towards a career as a clinical or counselling psychologist.

Scholarships

The School of Social Sciences offers a number of competitive scholarships for our full-time and part-time Masters courses. For more information please visit http://www.ntu.ac.uk/s3scholarships

Want to find out more? Come along to one of our postgraduate Open Evenings. For further details please visit: http://www.ntu.ac.uk/s3events

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The course is intended for all those interested in promoting health and well-being. The course can be done in two ways. First there is the full-time course where the taught component and the Dissertation need to be completed within 1 year. Read more
The course is intended for all those interested in promoting health and well-being.

The course can be done in two ways. First there is the full-time course where the taught component and the Dissertation need to be completed within 1 year. The second option is to study part-time where the taught component is run over 2 years and the Dissertation is completed by the end of year 3.

Compulsory modules:

The 80 credits of taught core modules (which are compulsory) are:

Social and Behavioural Sciences (10 credits)
Principles and Practices of Public Health and Health Promotion (20 credits)
Health Economics (20 credits)
Research Methods (20 credits)
Epidemiology (10 credits)
Optional modules:

40 credits are also chosen from a selection of optional modules which include:

Public Health Nutrition (20 credits)
Accountability in Health & Social Care (20 credits)
Leadership, Quality, Innovation & Change (20 credits)
Work-Based Learning (20 credits)
Promoting Mental Health and Well-Being (20 credits)
If you wish to achieve your MSc you will also need to successfully complete a Research Dissertation (60 credits).

Programme philosophy
As the course is intended for those interested in promoting health and well-being, it has been developed in collaboration with practitioners and specialists in the field of public health and health promotion in the UK. The programme is aimed at multi-agency, multi-disciplinary and multi-professional UK and international students. This programme provides opportunity for students of public health and health promotion to develop their skills to manage change, lead public health programmes, and to work with individuals, groups and communities. The programme aims to develop people who:

Have Public Health and Health Promotion knowledge and skills
Understand the inter‑relationships between the factors that influence health
Can critically analyse and reflect on public health and health promotion theory, research and practice
Can present evidence on the basis of underpinning theory and understanding
Have the necessary skills, motivation and commitment to engage in lifelong learning and continuing professional development.
Postgraduate students are recognised as individuals possessing substantial knowledge and experience; their contributions are of value, and can enhance the learning experiences of the other students.

Intended programme outcomes
The course provides opportunities for students to achieve and demonstrate the following learning outcomes.

Knowledge and understanding

Students will gain knowledge and understanding of:

Social and behavioural sciences: the social, psychological, political and cultural influences affecting health promotion and public health policy and practice.
Health economics: the key concepts of scarcity, choice and opportunity cost in health economics.
Research: quantitative and qualitative research, their approaches to scientific inquiry, their methodologies and related methods.
Epidemiology: epidemiological principles and research to inform public health and health promotion.
Principles and practice of public health promotion: the theory and practice of health promotion within the new public health agenda.
Subject Specific Skills

Students will have opportunities to:

Develop surveillance and assessment skills relating to the population’s health and well-being.
Critically understand the skills needed for promoting and protecting the population’s health and well-being.
Develop strategic qualities to improve health and well-being.
Develop skills in working with, and for, communities to improve health and well-being.
Promote people’s equality, diversity and rights.
Ethically manage self, people and resources to improve health and well-being.
Conduct and/or interpret health promotion and public health research.
Cognitive (thinking) Skills

Students will have the ability to:

Recognise, critically analyse, and apply theories, paradigms, concepts and principles of public health and health promotion.
Critically understand research and development.
Analyse, synthesise, and apply information logically and critically.
Reflect and utilise reflection to enhance self-awareness, knowledge and skills.
Key Skills

Students will be able to:

Critically analyse knowledge from relevant sources to develop and present coherent arguments.
Communicate clearly, concisely, and confidently in spoken and written formats.
Plan, perform and report on public health and health promotion data with due regard to ethical issues.
Use and interpret evidence critically.
Develop the capacity for independent learning and effective utilisation of available resources.
Use IT skills, effectively utilising computing and word processing facilities, electronic databases and Blackboard.

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The overall aim of the programme is to provide participants with the opportunity to enhance. previously acquired professional education and to develop critical enquiry, knowledge. Read more
The overall aim of the programme is to provide participants with the opportunity to enhance
previously acquired professional education and to develop critical enquiry, knowledge
and skills, attributes and competencies in preparation for developing roles in education
and well-being of older persons. The programme will provide opportunities to explore
evidence and research as the means to enhance and change practice. The programme also
provides opportunities to develop critical thinking and reflective skills at advanced practice
level.

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Recognition of the personal and social cost of unmet mental health need within primary care has led to a government-supported initiative to broaden access to psychological therapies, introducing the cutting-edge role of psychological wellbeing practitioners. Read more
Recognition of the personal and social cost of unmet mental health need within primary care has led to a government-supported initiative to broaden access to psychological therapies, introducing the cutting-edge role of psychological wellbeing practitioners. This brings evidence-based cognitive behavioural treatments to all people who experience mild to moderate depression or anxiety.

You can study Psychological Wellbeing Practice (PWP) with us at one of two levels. Our Graduate Certificate is relevant for those without an undergraduate degree, and our Postgraduate Certificate is relevant for those who already have an undergraduate degree.

Our certificates in PWP enable you to work with people who experience common mental health problems. You will learn to use a range of protocols derived from the best evidence based practice methodologies available. The protocols are drawn from cognitive behavioural theory and utilise self-help processes to empower patients to take control of their own wellbeing needs.

You will learn the coaching and facilitation skills necessary to support this kind of self-help process and receive a full grounding in the theory underpinning these approaches. You will also learn about the service structure underpinning the IAPT initiative which you will be working in during your training.

The University of Essex has a robust academic tradition and achieves regular high levels of student satisfaction. We continue to work with students, service users and practice partners to continue to improve this established track record.

Professional accreditation

Our course is fully accredited by the British Psychological Society (BPS) and it meets the national curriculum guidelines allowing you on successful graduation to establish yourself as a psychological wellbeing practitioner who could work in any service.

It will also allow you to apply for accreditation with the British Association of Behavioural and Cognitive Psychotherapies (BABCP).

Our expert staff

A unique feature of our school is the strong relationship with our practice partners. Presently over half of our teaching team also work as senior psychological wellbeing practitioners in local services and all of our taught sessions include the input of at least one of our practitioner lecturers.

This strong integration of learning, theory and practice allows genuine personal development and skills acquisition to be grounded in the practice arena.

Specialist facilities

As part of the University, you have access to our state-of-the-art library and the very latest equipment and IT facilities to assist you with the effective learning and acquisition of new skills. As a School, we have purpose built facilities where you can meet to discuss your progress and ongoing work.

Our staff offer approachable support at all levels. Our university student support network can also offer you help with personal and study issues during your time with us.

You also have access to an excellent theatre and sports and social club experiences at Essex.

Your future

Following training, it is usual for your employing organisation to continue your employment at Band 5. This acknowledges your qualified status. To this point all successful trainees have achieved employment within their training organisation.

PWPs may also go on to achieve senior PWP status and role after a number of years. You may also choose to extend your role into one of the new developing areas in IAPT; opportunities also exist for a small number of PWPs to become more involved in education of new practitioners. Generally PWPs stay within the role deepening their skills and competencies.

Other career development areas may be available in your particular Improving Access to Psychological Therapies services.

Example structure

-Engagement and Assessment of Patients with Common Mental Health Problems
-Evidence-based low-intensity treatment for common mental health disorders
-Values, Employment and Context

Read less
Recognition of the personal and social cost of unmet mental health need within primary care has led to a government-supported initiative to broaden access to psychological therapies, introducing the cutting-edge role of psychological wellbeing practitioners. Read more
Recognition of the personal and social cost of unmet mental health need within primary care has led to a government-supported initiative to broaden access to psychological therapies, introducing the cutting-edge role of psychological wellbeing practitioners. This brings evidence-based cognitive behavioural treatments to all people who experience mild to moderate depression or anxiety.

You can study Psychological Wellbeing Practice (PWP) with us at one of two levels. Our Graduate Certificate is relevant for those without an undergraduate degree, and our Postgraduate Certificate is relevant for those who already have an undergraduate degree.

Our certificates in PWP enable you to work with people who experience common mental health problems. You will learn to use a range of protocols derived from the best evidence based practice methodologies available. The protocols are drawn from cognitive behavioural theory and utilise self-help processes to empower patients to take control of their own wellbeing needs.

You will learn the coaching and facilitation skills necessary to support this kind of self-help process and receive a full grounding in the theory underpinning these approaches. You will also learn about the service structure underpinning the IAPT initiative which you will be working in during your training.

The University of Essex has a robust academic tradition and achieves regular high levels of student satisfaction. We continue to work with students, service users and practice partners to continue to improve this established track record.

Professional accreditation

Our course is fully accredited by the British Psychological Society (BPS) and it meets the national curriculum guidelines allowing you on successful graduation to establish yourself as a psychological wellbeing practitioner who could work in any service.

It will also allow you to apply for accreditation with the British Association of Behavioural and Cognitive Psychotherapies (BABCP).

Our expert staff

A unique feature of our school is the strong relationship with our practice partners. Presently over half of our teaching team also work as senior psychological wellbeing practitioners in local services and all of our taught sessions include the input of at least one of our practitioner lecturers.

This strong integration of learning, theory and practice allows genuine personal development and skills acquisition to be grounded in the practice arena.

Specialist facilities

As part of the University, you have access to our state-of-the-art library and the very latest equipment and IT facilities to assist you with the effective learning and acquisition of new skills. As a School, we have purpose built facilities where you can meet to discuss your progress and ongoing work.

Our staff offer approachable support at all levels. Our university student support network can also offer you help with personal and study issues during your time with us.

You also have access to an excellent theatre and sports and social club experiences at Essex.

Your future

Following training, it is usual for your employing organisation to continue your employment at Band 5. This acknowledges your qualified status. To this point all successful trainees have achieved employment within their training organisation.

PWPs may also go on to achieve senior PWP status and role after a number of years. You may also choose to extend your role into one of the new developing areas in IAPT; opportunities also exist for a small number of PWPs to become more involved in education of new practitioners. Generally PWPs stay within the role deepening their skills and competencies.

Other career development areas may be available in your particular Improving Access to Psychological Therapies services.

Example structure

-Engagement and Assessment of Patients with Common Mental Health Problems
-Evidence-based low-intensity treatment for common mental health disorders
-Values, Employment and Context
-Engagement and Assessment of Patients with Common Mental Health Problems
-Evidence-Based Low-Intensity Treatment for Common Mental Health Disorders

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Course Overview. The course is suitable for a range of professions engaged in mental health and well-being in education, such as head teachers, teachers, social workers, school nurses, educational psychologists, police and youth justice. Read more

Course Overview

The course is suitable for a range of professions engaged in mental health and well-being in education, such as head teachers, teachers, social workers, school nurses, educational psychologists, police and youth justice.

The course is designed for professionals and graduates wishing to understand and optimise the role of mental health and well-being within the education system.

It offers detailed exploration of mental health and well-being across the lifespan within this setting, and unprecedented understanding of factors by which it may be influenced, in learners or students of any age.

This is a training in awareness and practices that may be adopted in an applicant's existing profession rather than training as a psychology professional.

Course Details

•An online, part-time MSc designed for the working professional.

•Options to study the course as a PGCert or PGDip.

•Exploration of key subject topics and current issues influencing mental health and well-being.

•An experience of highly interactive distance learning that challenges and engages students and provides contact with other students in similar and related professions.

•A professionally active teaching team that provides a culture of care oriented to students' personal goals.

•A focus on research-based interventions in the educational environment, along with how individual influence and behaviour may support change.

•Attention paid to the mental health and well-being of professionals in, and working in support of, the education system.

What are my career prospects?

This programme will give you a critical understanding of the key moments and contexts in which mental health in learners of any age may be influenced and changed.

You will be able to identify, define and utilise specific intervention pathways through which mental health can be influenced in education. These will include classroom skills, the use of basic cognitive behavioural therapy skills and positive psychology as well as the management of stress.

This course will also give you a personal and occupational insight into how the views, beliefs and behaviours of professionals influence mental health.

How to apply

Apply here: https://bucks.ac.uk/apply-now



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This one-year EPSRC-sponsored programme is primarily intended for candidates who wish to pursue a career in research, and provides training in research skills appropriate for both industrial and academic careers. Read more
This one-year EPSRC-sponsored programme is primarily intended for candidates who wish to pursue a career in research, and provides training in research skills appropriate for both industrial and academic careers.

One-third of your time is spent on coursework and professional and research skills. The remaining time is devoted to a research project.

This programme is designed to equip a student with the knowledge and skills needed to play a leading role in the research and development of systems and technologies that are vital to the growth of the global economy, reducing costs, improving quality, providing more sophisticated services and improving social well being.

Students will have access to world-class research facilities within the School of Electronic, Electrical and Systems Engineering. The School was awarded 24 points out of 24 points in the last Teaching Quality Assessment, and has research contract funding of around £4 million pounds per year. The latest government audit for research quality showed that 85% of the School’s research was judged to be of international standing and 60% internationally leading.

Birmingham is a university rich in high calibre research, with academic staff who are global experts in their field. When taking a taught programme you will be taught by people whose work advances the boundaries of knowledge.

The research in the School leads in the field in many emerging disciplines of the 21st century. The School has a clear vision for the future, and a strong commitment to interdisciplinary research, that challenges conventional thinking.

About the School of Electronic, Electrical & Systems Engineering

Electronic, Electrical and Systems Engineering, is an exceptionally broad subject. It sits between Mathematics, Physics, Computer Science, Psychology, Materials Science, Education, Biological and Medical Sciences, with interfaces to many other areas of engineering such as transportation systems, renewable energy systems and the built environment.
Our students study in modern, purpose built and up to date facilities in the Gisbert Kapp building, which houses dedicated state-of-theart teaching and research facilities. The Department has a strong commitment to interdisciplinary research and boasts an annual research fund of more than £4 million a year. This means that wherever your interest lies, you can be sure you’ll be taught by experts in the field.

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This Masters is especially designed for students who don't already have a Philosophy degree. It will provide you with an in-depth knowledge of analytic philosophy, for instance, moral and political philosophy, the history of philosophy, philosophy of the mind and philosophy of mathematics and language. Read more
This Masters is especially designed for students who don't already have a Philosophy degree. It will provide you with an in-depth knowledge of analytic philosophy, for instance, moral and political philosophy, the history of philosophy, philosophy of the mind and philosophy of mathematics and language. The MLitt is also exceptional in providing a fast-track route into a PhD in Philosophy.

Why this programme

◾If you have a degree (or equivalent) in any other field, whether science, social science, arts or humanities, but an interest in philosophy, then the Philosophy MLitt will allow you to develop your philosophical interests in a variety of different courses as well as undertake a dissertation on a topic of your choice.
◾If you want to do a PhD in Philosophy but don't already have a Philosophy degree, then the MLitt will allow you to apply straightaway for the PhD.
◾We offer courses to bring you up to speed in a wide variety of philosophical topics, including ethics and politics, the history of philosophy including Russell, Wittgenstein and the Scottish Enlightenment, philosophy of mind - including consciousness, perception, the emotions, pain and pleasure - philosophy of language, and philosophy of mathematics.
◾You will work closely with an expert member of staff on a master’s dissertation on a topic of your choice.
◾MLitt students are encouraged to attend and participate in research seminars, workshops, conferences and reading groups hosted by the Centre for the Study of Perceptual Experience, the Forum for Philosophy and Religion, and the Forum for Quine and the History of Analytic Philosophy. Students will also present their work at the weekly postgraduate seminar where they will receive feedback from postgraduate students and staff. We also host an annual reading party in the Highlands at which students present papers and are coached on their writing and presentation skills.
◾Philosophy at Glasgow University has an illustrious history of original thinkers going against the grain of orthodoxy. Its past professors include such giants of empiricism as Adam Smith and Thomas Reid.

Programme structure

The Philosophy MLitt has three components:

1. Introduction to Analytic Philosophy (40 credits)

2. A choice of four of the following courses (20 credits each):
◾Aesthetics: philosophical questions about art and beauty
◾Origins of analytic philosophy including Russell and Wittgenstein
◾Philosophy of the Scottish Enlightenment including Hume and Reid
◾Philosophy of mind: consciousness, emotions, pain and pleasure
◾Moral philosophy: philosophical questions about value and well being
◾Political philosophy: philosophical questions about justice and the state
◾Metaphysics including existence, natural laws and the nature of time
◾Philosophy of language including meaning, translation and truth
◾Philosophy of mathematics: the nature and existence of numbers and sets

3. A dissertation on a topic of your choice guided by individual support from an expert supervisor (60 credits).

Career prospects

Philosophy students at Glasgow receive rigorous and personalised training in problem solving skills, writing skills, presentation and research skills.

All these skills are widely applicable and recognised to be exceptionally valuable in a wide range of careers, including journalism, teaching, the Civil Service, local government, business, publishing, law, and the arts.

You will also be well equipped to carry onto a further degree in philosophy such as the PhD.

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Public awareness of hazards and risks has enhanced the importance of safety assessment and management in today’s increasingly litigious society. Read more

Programme Background

Public awareness of hazards and risks has enhanced the importance of safety assessment and management in today’s increasingly litigious society. Worldwide the burden of responsibility for health and safety is shifting towards those who own, manage and work in industrial and commercial organisations. Legal reform is tending to replace detailed industry specific legislation with a modern approach in which, where possible, goals and general principles are set and the onus is on organisations to show how they manage to achieve these goals.

The management of safety and risk needs to be integrated into the overall management of the organisation. It should be appropriate and cost-effective without dampening the innovative entrepreneurial spirit of employees with inflexible bureaucratic rules and procedures. An organisation’s exposure to potential hazards needs to be managed so as to reduce the chance of loss and mitigate any effects. Risk and safety issues need to be evaluated in a structured and calculated manner but in the light of an overall organisational strategy.

The MSc/PG Diploma programme in Safety and Risk Management aims to provide students with advanced knowledge of risk assessment techniques, the public and individual perception of risk, and how decisions are made in competitive business markets. The focus is on practical applications of safety methodologies, ergonomics and human factors, and safety and risk management techniques.

All of these skills will be drawn together to undertake complex qualitative and quantitative risk assessments. The core of the programme is the management of safety, but it is set within a broader remit where safety issues are part of a general risk management system with a balance of financial, quality and environmental concerns. The overall aim of the programme is to develop students’ skills and personal qualities to be able to undertake safety studies and manage safety and risk to the best national and international standards.

Professional Recognition

This MSc degree is accredited as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree. See http://www.jbm.org.ukfor further information.

The MSc and PgDip degrees have also been accredited by the Institution of Occupational Safety and Health (IOSH). Graduates are eligible to join IOSH as Graduate members and then undertake an initial professional development process that leads to Chartered membership. http://www.iosh.co.uk for further information.

Programme Content

The MSc/Postgraduate Diploma in Safety, Risk and Management is only available by attendance-free distance learning. The programme comprises eight courses. All courses have written examinations and some have compulsory coursework elements. MSc students are also required to complete an individual project (dissertation).

For the project component of the programme distance learners are likely to develop something based in their country of residence with advice and supervision from staff in the School. This may well include work with a local company or may involve independent study. Individual arrangements will be set up with each student.

For more detailed information on this programme please contact the Programme Leader before applying (see above).

Courses

• Risk Assessment and Safety Management
This courses aims to give students an appreciation of risk from individual and societal perspectives as well as understanding the basic principles of risk assessment and modelling and how safety management works in practice.

• Human Factors Methods
This course will equip students from academic and/or industrial backgrounds with knowledge on, and the means to deploy, a wide range of specialist human factors techniques. The emphasis is on method selection, application, combination and integration within existing business practices. Students will develop a critical awareness of what methods exist, how to apply them in practice and their principle benefits and limitations.

• Human Factors in the Design and Evaluation of Control Rooms
The course will equip students from academic and/or industrial backgrounds with in-depth knowledge on, insights into, and the means to deploy a wide range of specialist techniques relevant to the ergonomic design and evaluation of control rooms. The emphasis is on key areas of control room operations and on actionable ways to deploy theory on human capabilities and limitations in order to improve performance, safety, efficiency and overall operator well being.

• Fire Safety, Explosions and Process Safety
Introduces students to the basic principles of fire safety science and engineering, and develops skills in associated modelling leading to an understanding of principal fire/explosion related issues in process safety.

• Environmental Impact Assessment
Provides the candidate with the knowledge and understanding of the principles and processes of the Environmental Impact Assessment. By the end of the course, the student should be familiar with the European EIA legislation and its translation into the Scottish planning system, and be able to demonstrate an understanding of the EIA process, the tools and the agents involved in an EIA and the possible problems with using EIA as a decision making tool. . It is also intended that the student will be able to appreciate the purpose of the EIA process from a number of perspectives; that of a developer, an EIA practitioner and a policy maker.

• Project Management Theory and Practice
Provides students with an understanding of the concepts and practices of construction project management used to provide value added services to clients within the constraints of time, cost, quality sustainability and health and safety management.

• Learning from Disasters
Gives students an in depth understanding of some of the classic disasters and their consequences by using a range of practical accident investigation techniques. Students will learn to analyse complex histories in order to find the underlying root cause.

• Value and Risk Management.
Aims to introduce the concepts of value and risk management, apply them to strategic and tactical problems and illustrate their tools and techniques through case study.

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Current government policy recognises the need for specialist practitioner nurses who are prepared to take on leadership and management roles, develop research skills and be innovative and creative in practice. Read more

About the course

Current government policy recognises the need for specialist practitioner nurses who are prepared to take on leadership and management roles, develop research skills and be innovative and creative in practice.

This postgraduate diploma aims to develop specialist practitioners who are competent to practise and able to influence and facilitate change within the community nursing environment. It enables nurses to qualify as community specialist practitioners able to influence and facilitate change within the community environment.

Literacy and Numeracy Tests

Literacy and Numeracy tests are being held as part of the centralised application process for Health Visiting and School Nursing. To gain sponsorship for the Health Visiting and School Nurse pathways most Trusts will require a numeracy and literacy assessment undertaken at a participating university. Click the link below for further information and to book your place.

https://www.eventbrite.co.uk/o/scphn-programme-teams-city-university-of-london-brunel-university-london-kings-college-london-london-south-bank-university-university-of-greenwich-9439138668

If you are considering studying Specialist Community Public Health Nursing at Brunel University London then you are committed to working jointly with the NHS to demonstrate the values and beliefs of the constitution.

NHS values
Patients, public and staff have helped develop this expression of values that inspire passion in the NHS and that should underpin everything it does. Individual organisations will develop and build upon these values, tailoring them to their local needs. The NHS values provide common ground for co-operation to achieve shared aspirations, at all levels of the NHS.


The following specialisms are available:

Health Visiting: Develops skills in the promotion of health and the prevention of ill health at the individual, group and community level.

Occupational Health Nursing: Develops skills in the provision of healthcare in the workplace.

School Nursing: Develops practitioners able to lead a school nursing team and plan quality health care for school children and their families.

Course Content

Compulsory Modules - all programmes:

Mental Health and well being

Optional Modules - all programmes:

Nursing Prescribing

Compulsory Modules - all programmes:

Developing Specialist Community Public Health Nursing Practice
Health Promotion and Public Health Leadership
Approaches to Research
Consolidated Practice
Dissertation

Occupational Health Nursing Programmes:
Managing Professional Perspective in SCPHN-OHN

School Nursing Programmes:
Managing Professional Perspective in SCPHN-SN

Health Visiting Programmes:
Managing Professional Perspective in SCPHN-HV

Work Placements

Fifty per cent of the course involves supervised work placements within the chosen area of specialist practice. You will be allocated an experienced practice teacher who provides support and undertakes assessment in practice. Strong links have been forged between the University, practice teachers, managers and purchasers to ensure a quality programme.

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Gain practical skills and expand your knowledge of design principles, research methodologies and theory with this postgraduate diploma. Read more

Introduction

Gain practical skills and expand your knowledge of design principles, research methodologies and theory with this postgraduate diploma. Explore visual language, typography, colour and information design through set and self-initiated projects. This course offers an intensive vocational route in the graphic design profession and is an ideal option if you need a bridge to Masters study.

Content

Build up a strong vocational portfolio on this intensive 30 week course.

The Postgraduate Diploma Design for Visual Communication provides a unique learning experience across an intensive 30 week programme. The highly structured delivery of the first stage of the course places emphasis on the development of fundamental design skills. This is underpinned with the importance of visual research and the development of critical and analytical skills. During the second stage of the course you will choose from a wide range of postgraduate electives and go on to develop a self-initiated major project that focuses on individual interests.

The Postgraduate Diploma is designed to build design skills even if you are relatively new to the subject of graphic design. The course provides you with a strong, vocational portfolio and is also useful in building your confidence to undertake further postgraduate study at Masters level.

The course recognises that graphic design is one of the most important and influential of what has become known as the creative industries and that it contributes significantly, directly and indirectly, to our economic and cultural well being.

Structure

Phase 1 is delivered through three units. Design Resolution is an intensive series of 'hands-on' studio workshops that develop basic design skills including visual grammar, typography, structure and the grid. Research and Development breaks down the research process and encourages contextual understanding of graphic design practice. It is designed to develop understanding of research methods and to provide you with research skills that can be applied to other units on the course.

The third unit encourages you to position your work within the framework of professional and/or academic contexts.
Phase 2 is also delivered through three units beginning with options from the extensive postgraduate elective program. Typical examples might include letterpress, printmaking, sound design, photography, narrative and sequence, typologies, design and politics, moving image and book design. The final units require you to propose, research and bring to completion a substantial practical project.

The major project builds on the knowledge and skills acquired in the first stage and applies these in the creation of a self-initiated design project based on extensive research, analysis, investigation and a clear research question. The major project is supported throughout with weekly seminars and tutorials.

The course, which fits within the University credit framework, comprises: tutored study, self-directed study and access to facilities. Tutored study is generally two days a week. In addition to this you are expected to attend lectures and work independently.

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