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Masters Degrees (Young People And Families)

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In these programmes we aim to help you develop your practice in evidence-based psychological therapies for children, young people and families. Read more
In these programmes we aim to help you develop your practice in evidence-based psychological therapies for children, young people and families. You will develop the knowledge and competencies required to be an effective practitioner, as determined by the relevant national curriculum for the Psychological Therapies for Children and Young People (CYP IAPT) Programme. We aim to provide you with a high quality and stimulating learning experience in a supportive environment that is enriched by an internationally recognised research environment, nationally recognised innovative clinical teaching approaches and current clinical practice.

The Postgraduate Diploma

The PGDip programme (http://cedar.exeter.ac.uk/programmes/pgdipptpcypf/) has been developed to equip you with the knowledge and skills in evidence-based psychological therapies required by the UK Department of Health’s Improving Access to the CYP IAPT Programme. You will complete all the requirements of the CYP IAPT national curriculum through university-based workshops, clinical supervision groups and tutorials. You will also be supported to undertake supervised clinical practice with children, young people and their parents. On successful completion of the programme you may be eligible to apply for accreditation of your therapy practice by the appropriate Professional Standards or Regulatory Body, subject to additional requirements as necessary (eg. British Association of Behavioural and Cognitive Psychotherapy).

In this programme we aim to help you develop your practice in evidence-based psychological therapies for children, young people and families. You will develop the knowledge and competencies required to be an effective practitioner, as determined by the relevant national curriculum for the CYP IAPT Programme. We aim to provide you with a high quality and stimulating learning experience in a supportive environment that is enriched by an internationally recognised research environment, nationally recognised innovative clinical teaching approaches and current clinical practice.

The MSc

The MSc programme (http://cedar.exeter.ac.uk/programmes/mscptprcypf/) has been developed to enable you extend the PGDip programme, into a MSc by undertaking a piece of empirical research. The research dissertation will allow you to follow your research interests in a topic related to children, young people and/or family mental health or a project related to a service-based development need in this area. Supervision is provided by a clinical/psychological therapies researcher with provision available to support project supervision over the telephone or through internet-based software applications to improve access to the programme.

In this programme we aim to help you consolidate your previous training as an effective and evidence-based practitioner in evidence-based psychological therapies for children, young people and families by undertaking a research dissertation in this area. We aim to provide you with a high quality and stimulating learning experience in a supportive environment that is enriched by an internationally-recognised research environment, nationally-recognised innovative clinical teaching approaches and current clinical practice.

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

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

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

Programme structure

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

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

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Do you want to contribute to the improvement of physical and mental health outcomes for children? The health and social care needs of children and young people are increasingly acute and complex, requiring services provided by professionals working in a range of roles and settings. Read more
Do you want to contribute to the improvement of physical and mental health outcomes for children? The health and social care needs of children and young people are increasingly acute and complex, requiring services provided by professionals working in a range of roles and settings. Equip yourself with the enhanced knowledge and skills to make a difference with MSc Contemporary Healthcare (Children and Young People).

Key features

-Advance your knowledge and skills to enable you to contribute effectively to the improvement of physical and mental health outcomes for children and young people.
-Focus on modules suitable for health and social care practitioners in a range of settings who are responsible for supporting, delivering and managing the care needs of children and young people and their families.
-Enhance your professional practice by developing a critical, analytical and creative approach.
-Develop your clinical decision-making and leadership skills in a range of situations and contexts both independently and within multi-professional/ multi-agency teams.
-Learn from research-active staff at the forefront of their subject knowledge.
-Design and carry out research that will contribute to child- and/or family-centred care.
-Benefit from the flexibility our programme offers. Depending on your choice of modules, you may be able to complete aspects of your course through face-to-face contact, APEL or work-based learning.
-Balance work and further education with our programme by studying part time.

Course details

This programme is designed to develop and enhance your knowledge and skills in the holistic care of children and young people in a range of settings.

Postgraduate certificate - to achieve a postgraduate certificate, you will need to earn 60 credits. You’ll study three child-specific modules worth 20 credits each, normally: enhanced knowledge and skills in children’s high dependency care; management of children/young people requiring urgent or emergency care; and the child and young person with mental health needs, although other relevant modules will be considered on an individual basis.

Postgraduate diploma - to gain a postgraduate diploma, you will need to earn 120 credits. 100 of these will be made up from five core modules, each worth 20 credits (three from Year 1 and two from Year 2): advancing research knowledge in practice 1 and advancing research knowledge in practice 2.

Master of Science - for a full masters degree, you will need to earn a total of 180 credits. You will study the same core modules as the postgraduate diploma, with the extra 60 credits coming from a research project in an area of study related to children and young people.

Please note: availability of modules may vary according to demand; module dates are therefore subject to change.

Year 1
You will need to undertake three 20 credit pathway specific modules from those listed below, normally during Year 1 of the programme. Please note that if you are based in a community setting, module MCH511 ‘Work Based Learning in Community Contexts’ can replace IMS544. This cannot replace any other module. For further information on this please contact the Professional Development Unit.
Optional modules
-IMS544 Enhanced Knowledge and Skills in Children's High Dependency Care
-UEC706 Management of Children/Young People Requiring Urgent or Emergency Care
-MCH512 The Child and Young Person with Mental Health Needs

Year 2
One 20 credit optional module to be chosen.

Final year
-MCH504 - Dissertation

Every postgraduate taught course has a detailed programme specification document describing the programme aims, the programme structure, the teaching and learning methods, the learning outcomes and the rules of assessment.

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Advances in medical care and technology now mean that many more children are living with complex health care needs and life limiting illness. Read more
Advances in medical care and technology now mean that many more children are living with complex health care needs and life limiting illness. This programme is designed to develop expertise in those caring for and supporting children and their families in a variety of settings. The Schools of Nursing and Midwifery, Education, Psychology and Sociology, Social Policy and Social Work have combined their expertise to create new and innovative programmes, under the Improving Children’s Lives initiative, which will allow students to develop into leadership positions where they can improve children’s lives in real terms.

We anticipate the course will appeal to a variety of people already working in relevant organisations, including children’s nurses and allied health professionals involved in caring for children and young people within the health and social care system, as well as those working for NGOs and charitable organisations, whose focus is supporting children and young people with complex health needs and their families. The programme has been constructed to enable students to pursue individual interests and to maximise the range of modules available to students - within the School of Nursing & Midwifery and in the other schools collaborating in the Improving Children’s Lives initiative.

The overall aim of the School of Nursing and Midwifery’s MSc in Caring for Children and Young People with Complex Health Needs is to offer high quality supportive teaching and learning environments that provide graduates with:
1. Skills necessary to promote and sustain innovative and emerging practice.
2. Intellectual and transferable skills necessary to function in positions of leadership and caring for children and young people with complex health needs.
3. Skills enabling graduates to critically review and introduce current evidence to practice or other investigative strategies relevant to caring for children and young people with complex health needs and their families.
4. Extensive research through execution of a Dissertation relating to caring for children and young people with complex health needs.

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MA Working for Children and Young People is for those who are professionally qualified in youth work at undergraduate level and looking for professional and academic progression. Read more
MA Working for Children and Young People is for those who are professionally qualified in youth work at undergraduate level and looking for professional and academic progression.

What makes the MA Working for Children and Young People so different is its focus on inter professional practice, and how the needs of children, young people, families and communities can best be met in a rapidly changing policy, strategic and operational context.

The postgraduate course may interest graduates wishing to study a contemporary, relevant and challenging postgraduate programme who have studied related subjects, such as education, social care, health, youth offending, sports or community development or the voluntary sector.

You will recognise the increasing responsibility for those working in socio-educational, voluntary and third sector public services to collaborate in an increasing variety of inter and multiagency contexts. You will explore the benefits of exchanges of professional information and coordination of service responses to children, young people, families and communities. You will also study the ethical dimensions required to work effectively in inter-professional teams of service providers, whilst also learning about safeguarding and European models of practice with children and young people.

The additional strengths of this Masters programme include its focus on the development of critical thinking and leadership skills, and a greater understanding of the policy and practice context of this specific area of professional work.

See the website http://courses.southwales.ac.uk/courses/1241-ma-working-for-children-and-young-people

What you will study

As a student on the programme you will study the following core modules:
- Building Effective Partnerships
- Ethics, Reflection and Safeguarding
- Supervision and Support skills (including the All Wales Supervision Qualification for practice supervisors)
- Social Pedagogy
- Managing and Leading Interdisciplinary Teams
- Research Methods and Project Management
- Dissertation (20,000 words) or Internship and Critical Report (15,000 words)

Assessment methods

You will be assessed through a variety of written assignments, presentations, group work and distance learning tasks.

Learning and teaching methods

The course can be studied on a full-time or part-time basis which would be perfect if you are looking to balance study and work.

Full-time: one year taught plus dissertation.

Part-time: two to five years.
You will normally be required to spend one day a week on campus for lectures.This will be supported by independent study and distance learning. Your time on campus will vary if you choose the part-time route.

Students can also participate in individual stand alone modules based on your professional and CPD needs. The programme is timetabled flexibly and creatively and designed to complement employment. You may also take the opportunity to participate in overseas study and work experience visits.

Employment Prospects

Masters graduates will be well placed to seek advancement in their own professional areas or seek a change of employment to another professional field.On completion of the full MA programme, there may also be opportunities for you to progress into further study via a PhD route on application, both at the University of South Wales, and other UK universities.

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This course is primarily intended for qualified social work practitioners who are registered with the HCPC and undertake direct work with children and young people, their families and/or carers. Read more
This course is primarily intended for qualified social work practitioners who are registered with the HCPC and undertake direct work with children and young people, their families and/or carers. Colleagues from other disciplines may register for individual modules but are not eligible for either the full or any intermediate award.

The taught element of the course is delivered on a part time basis over 2 academic years. There are 6 modules, each attracting 20 academic credits. Each module involves 5 or 6 days of teaching in blocks of 2 or 3 days. All the modules may be taken on an individual basis.

Overall, the course seeks to highlight the importance of attachment minded practice, strengths based approaches, narrative thinking and relationship-based practice in direct work with children, young people, their families and carers. Attention to the user experience, working alongside colleagues from other agencies and disciplines, and anti-oppressive practice feature throughout the programme.Ultimately our aim is for our candidates to be known as 'thinking performers'.

All of our modules aim to address aspects of the Knowledge and Skills Statement for Child and Family Social Work and the domains of the Professional Capabilities Framework at either social worker (modules 1 and 6) or experienced social worker levels (modules 2-5).

Module 1: A Consolidation Module (6 days)

This module includes attention to: diversity, reflection and reflexivity; child development; communication and engagement; interagency working and safeguarding; and information sharing. Ideas from relationship based practice and attachment theory are prominent in the module. The module may be taken during or following the Assessed and Supported Year in Employment and aims to provide a solid grounding from which practitioners should be able to address the Knowledge and Skills Statement for Child and Family Social Work.

Module 2: Law and Professional Practice (5 days)

This module is in two parts - the first 3 days are led by a practising barrister and aims to ensure candidates have an up-to-date grasp of current child care law. The final 2 days look at presenting complex information in formal arenas (for example at case conferences and court). There is a strong skills element to this section of the programme.

Module 3: Assessment and Risk (6 days)

This module aims to develop practitioner skills in assessing complex situations and starts with an overview of analysis and assessment in direct practice. Thinking about adult states of mind about their early attachment experiences in the context of assessing caregiving capabilities, as well as assessing risk from a strengths based perspective feature.

Module 4: Child Centred Practice / Child Observation (6 days)

The primary aim of this module is to encourage practitioners to adopt a more child centred (as opposed to child focused) approach to their work. Mind-mindedness is emphasised alongside thinking about practice from a narrative perspective and promoting resiliences. This module includes inputs from service users.

Module 5: Change, Transitions and Empowerment (6 days)

This module canvasses some of the key ideas about change, particularly in relation to direct work. The importance of transitions and relationships are emphasised alongside motivational interviewing and systemic ideas about change.

Module 6: Practice Education: Stage 1 (5 days)

This module enables candidates to directly supervise, teach and assess social work students (except final year students. Stage 2 will be needed for that). They will have demonstrated and provided evidence of how they met the Stage 1 Practice Educator Professional Standards (PEPS) and shown a sound value base as a practice educator.

Further details about each of these modules can be obtained from the Programme Director.

Explore postgraduate study at Birmingham at one of our on-campus open days (Friday 13 November 2015 and Friday 4 March 2016). Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

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 programme provides training for individuals in outcomes-based CBT interventions to promote psychological wellbeing in children and young people. Read more
This programme provides training for individuals in outcomes-based CBT interventions to promote psychological wellbeing in children and young people. This Master's programme is aimed at professionals already working in the field of children's services, including social care, education and health, who hope to gain skills they can practise in the workplace.

Degree information

The programme will develop participants’ knowledge and skills in cognitive behavioural based interventions with children and young people experiencing a range of difficulties in social and emotional aspects of their development. Participants will also develop skills in evaluating the impact of their own work, in order to be able to reflect on and modify practice in future.

All candidates should initially enrol for the Postgraduate Certificate (modules 1-4, 60 credits).

On completion they should make a decision to terminate their studies at that point or enrol to take further modules for the Diploma (modules 5–8, 60 credits) and MSc (dissertation module, 60 credits). There are no optional modules for this programme.

Core modules
PG Certificate:
-Introduction to Cognitive Behavioural Therapy in Context
-Assessment and Engagement for Cognitive Behavioural Therapy in Context
-Basic Skills (Developing Understanding)
-Basic Skills (Methods of Change)

PG Diploma:
-Introduction to Disorder Specific Approaches
-Disorder Specific Approaches
-Complex Problems
-Cognitive Behavioural Therapy in Context

MSc:
-Research Dissertation

Dissertation/report
All MSc students undertake an independent research project which culminates in a substantial dissertation.

Teaching and learning
The programme is delivered at the Anna Freud National Centre for Children and Families, and taught by leading practitioners in the field. Teaching is a combination of lectures, workshops and seminars. A core component of the programme is videoing of students' CBT practice which is discussed in small practice tutor groups during each teaching day.

Careers

The programme is aimed at applicants in relevant employment and supports career progression.

Top career destinations for this degree:
-Educational Psychologist, Hampshire County Council
-Consultant Clinical Psychologist, Unspecified Healthcare
-Primary Mental Health Worker, NHS Oxford Health NHS Foundation Trust

Employability
CBT for children and young people is one of a number of evidence-based interventions for common childhood problems and disorders. The demand for professionals with skills in this area in known to be high and is likely to grow. Students will have a (Certificate/Diploma/Master's) UCL qualification in CBT with children and this will be much valued by employers looking to develop this type of intervention within their service. Several of our students have been funded by employers who want to increase their supervisory capacity in CBT and this is likely to be a trend that will continue.

Why study this degree at UCL?

The programme is based and taught at the Anna Freud National Centre for Children and Families, the leading national charity supporting young minds through innovative therapeutic practice, training and research. The vision of the centre is a world in which children, young people and their families are effectively supported to build on their own strengths to achieve their goals in life.

Students benefit from the centre's collaboration with UCL; they gain the advantages of studying within the intimate and vibrant environment of the centre, together with access to the facilities and resources of UCL - an internationally renowned university.

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This postgraduate level module will enable you to critically explore and analyse the key theoretical and clinical issues in the psycho-social management of children and young people with diabetes. Read more
This postgraduate level module will enable you to critically explore and analyse the key theoretical and clinical issues in the psycho-social management of children and young people with diabetes. Speakers on the module include experts in psycho-social management of diabetes, child development including special needs, child education and communication, child advocacy and mental health in diabetes.

The course is taught at The University of Warwick and consists of pre-course work, four days attendance and assessment.

This module covers many aspects of psycho-social management of children and young people with diabetes including:
-Impact of a diagnosis of Type 1 Diabetes.
-How children and families adapt to life with a chronic illness.
-Helping young people to learn in clinic and beyond.
-Approaches to the management of maladaptive responses.
-Making a referral to Children's and Adolescent Mental Health Services.
-Working with children with special educational needs.
-Introduction to depression.
-The impact of ethnicity, culture and religion.
-Dealing with discrimination.

NICE Guidance

The course ensures healthcare professionals understand their obligations under the NICE guidelines and the new paediatric tariff, and how to meet these when delivering healthcare to this target group of vulnerable individuals.

"Children and young people with type 1 diabetes and their families should be offered timely and ongoing access to mental health professionals because they may experience psychological disturbances (such as anxiety, depression, behavioural and conduct disorders and family conflict) that can impact on the management of diabetes and well-being."

(NICE guidance CG015 Type 1 diabetes: diagnosis and management of type 1 diabetes in children, young people and adults

Other options

MSc route: available as a core option module on the MSc in Diabetes (Paediatrics) and MSc in Diabetes
Not sure an MSc is for you? Take this module as a Postgraduate Award. Contact us for more information:

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This distance learning course is aimed at teachers with Qualified Teacher Status who work with children and young people with vision impairments. Read more
This distance learning course is aimed at teachers with Qualified Teacher Status who work with children and young people with vision impairments.

The aims of the programme are:

To develop knowledge, understanding and skills to enable professionals to work confidently and effectively with children and young people who have vision impairments in a variety of settings, their families and other professionals who support them.
To develop critical and analytical enquiry-based learning skills to prepare professionals to work in range of contexts where children and young people with vision impairments are educated.
To provide a conceptual framework which has reference to relevant literature as well as government legislation and guidance pertaining to the education of children and young people with vision impairments at a national and international level.
Students will be required to attend University based study-weekends and regional tutorials as specified throughout the programme. The programme includes an assessed Braille component, a teaching placement and a negotiated programme of visits to specialist provision. Most of the module content will be delivered online and as such students will require suitable internet access prior to commencing their studies.

On successful completion of the PG Diploma students may transfer to the MEd programme (Education of Children and Young People with Vision Impairments). This is usually undertaken as an additional year of study and requires completion of a research methods module (4000 words) and a dissertation (15,000 words). An additional fee is payable for this period of study.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

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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Your own interests will drive the direction of this course as you identify and address the latest theoretical concepts, evidence and research that are relevant to your individual practice. Read more
Your own interests will drive the direction of this course as you identify and address the latest theoretical concepts, evidence and research that are relevant to your individual practice.

You will have a rare opportunity to critically appraise and shape new ideas as they emerge, and enhance your understanding of the links between theory, research, evidence and policy development and its application to the design and delivery of services to children and young people.

Intermediate qualifications available:

• Postgraduate certificate – 60 credits at Masters level
• Postgraduate diploma – 120 credits at Masters level

Why choose this course?

• Study and evaluate relevant research and practice, synthesise information from a range of sources, and work with a high level of autonomy and self-direction
• Explore the cultural and social constructions of childhood and youth, and the impact they have on the everyday lives of children and young people
• Develop an integrated and critically aware understanding of childhood and youth studies, and cultivate an analytical approach to contemporary methodological theories and developments
• Gain an advanced knowledge and understanding of the complexities surrounding the relationship between children’s rights, the ideologies and responsibilities for welfare, and the application of these elements in the experiences that effect children’s and young peoples’ lives.
• Benefit from enhanced career prospects by applying your new learning and expertise in professional contexts.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/childhood-and-youth-applied-perspectives

Course detail

This MA is designed to allow you to build upon your knowledge and critically consider the theoretical underpinning of societal responses to a range of needs, through policy development and service delivery across children and young people’s sectors in a globalised context.

The majority of units are designed and taught by colleagues within the School of Applied Social Studies or the Institute of Applied Social Research, winners of the 2013 Queen’s Anniversary prize for outstanding achievement and excellence in UK universities and colleges. The departments are recognised for their contribution to policy and practice.

This high quality context is coupled with the opportunities and added value of our extensive professional networks. Partnerships from across private, public and voluntary sectors provide input to courses, as well as research opportunities, practice teachers, placement opportunities and voluntary work experience, making it truly ‘applied’.

Modules

Semester 1 – two core units (2 x 30 credits)
• Dimensions of Childhood and Youth (30 credits)
• Models and methods of social enquiry (30 credits)

Semester 2 – one core unit (30 credits)
• Conceptual Frameworks: Theories Shaping Public Policy for Children and Young People’s Services (30 credits)

Plus two x 15 credit units chosen from:
• The Sexual Exploitation of Children and Young People
• The participation of children and young people in research, policy and service delivery
• Critical issues in the design, delivery and evaluation of services to children, young people and their families
• Disability, Children and Young People
• Gypsies, Roma and Traveller Cultures and Communities: Oppression and Inequality
• Early Years
• Young people, group offending and violent crime
• Complexities of Forced Migration: Human Displacement, Trafficking and Refuge

Assessment

Assessments are designed to allow you to demonstrate high level skills of evaluation, synthesis, critical awareness of scholarship and the ability to formulate solutions and communicate findings.

Assessment aims to enhance the learning experience rather than simply provide academic hurdles to be surmounted. Nonetheless it must offer a reliable test of the your level of academic attainment.

The assessment strategy is intended to enable you to:
• Show originality in the application of knowledge and understand how the boundaries are advanced through research
• Deal with complex issues both systematically and creatively and show originality in tackling and solving problems
• Have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiatives in complex and unpredictable professional environments

Careers

The course will allow you to achieve high levels of personal enquiry with the ability to understand the broader context of the discipline of social policy with particular regard to children and young people.

This knowledge and the ability to apply it, together with the collaborative approach adopted in the teaching and learning strategy, will offer you a transformative experience and equip you with the qualities and skills necessary for employment at a high level across the sector.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Programme description. This programme, developed in partnership with the NHS, combines academic teaching with clinical practice training in applied psychology for children and young people. Read more

Programme description

This programme, developed in partnership with the NHS, combines academic teaching with clinical practice training in applied psychology for children and young people.

It offers an opportunity to develop knowledge and competence in the delivery of evidence-based psychological interventions, for this specific group.

This programme aims to train psychology graduates in the range of skills and competencies essential for the delivery of tier two psychological assessments and interventions in a range of services for children, young people and their families.

You will be employed in a one-year clinical placement in the Scottish NHS Child & Adolescent Mental Health Service, gaining valuable experience applying psychological theory to practice, under the supervision of a qualified clinical psychologist.

Alongside essential elements for applied psychologists in health (e.g. assessment and formulation, and evaluation) and child and adolescent mental health professionals (e.g. safeguarding children, child and adolescent development and health promotion), there is a particular focus on the early years and early intervention. There is also a strong emphasis on parenting and supporting parents through evidence-based models of parent-focused intervention.

The clinical experience gained on placement facilitates linking theory to practice and fosters the development of professional skills necessary for post-qualification practice.

Programme structure

The programme is a one year, full-time course with teaching delivered at both the University of Edinburgh and NHS partnership sites in Glasgow.

Clinical placements will be with one of the NHS Health Boards within Scotland.

Courses include:

  • Assessment and Formulation
  • Child and Adolescent Development
  • Early Years and Early Intervention
  • Evaluation and Research
  • Professional Context and Clinical Management
  • Promotion of Mental Health and Emotional Wellbeing
  • Psychological Intervention and Structured Treatment Approaches

Career opportunities

This programme will qualify you to apply for Clinical Associate in Applied Psychology (Children and Young People) posts, or equivalent, in a number of settings, both within the NHS and in other organisations, such as the voluntary sector.

You will also gain highly transferable skills, such as communication and project management.



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This unique programme offers advanced study in psychological theories of child and adolescent mental health, and their application to work with children, young people and families. Read more

Programme description

This unique programme offers advanced study in psychological theories of child and adolescent mental health, and their application to work with children, young people and families.

The programme is suitable for graduates of psychology or cognate disciplines, and those with experience of working with children and young people in clinical, social work or educational settings.

The programme explores the theoretical, conceptual and evidence base for psychological practice with children and young people while fostering a critical and reflective approach to their clinical application.

Programme structure

Teaching is delivered in a variety of engaging and interactive formats, including lectures, seminars, clinical workshops and tutor-led online learning environments.

The programme also offers high-quality CPD opportunities. Full-time MSc students take one core course and two option courses each semester. Part-time students choose one or two courses each semester.

These compulsory courses form the core part of the MSc and Postgraduate Diploma:

Evidence-Based Psychological Interventions
Child Development in Practice
Discovering Development (MSc only)

You can choose three optional courses to complete a MSc or a PgDip, and two courses to complete a PgCert:

Applied Developmental Psychopathology
Attachment Theory in Clinical Settings
Parenting: Theory and Practice
Trauma and Resilience in a Developmental Context

Learning outcomes

The programme will enable you to:

develop your practice through engagement with research and scholarship in psychological theory and practice
develop advanced skills in the critical appraisal of psychological practice in the field of child and adolescent mental health
develop and consolidate an extended knowledge base of theoretical and clinical approaches to psychological therapy for children, young people and families

Career opportunities

This programme will facilitate career progression for those working in child and adolescent mental health and supports entry into a range of related professions. The transferable skills you gain, e.g. teamworking, communication and research, will add value to your employability.

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Studying on this course enables you to develop your knowledge and skills to work with children, young people, their families and carers to improve health and wellbeing. Read more

Studying on this course enables you to develop your knowledge and skills to work with children, young people, their families and carers to improve health and wellbeing.

You learn to develop a pragmatic public health philosophy for family healthcare and an evidence-based skill set applicable to the challenges of contemporary practice.

To meet the Nursing and Midwifery Council (NMC) standards, your studies consists of 50% practice and 50% theory (alongside 100% attendance). We structure the postgraduate diploma to reflect the important balance of the practice elements, which are designated practice days or work-based learning. A 10 week consolidated practice block (in semester 3) enables you to work independently while remaining under the supervision of a practice teacher. The theoretical elements involve a mix of learning approaches including self-directed study days.

Another key aspect of your studies is to develop an understanding of the levels of accountability and responsibility you take on in these roles. You learn how to ensure public protection is developed to deliver safe and effective health improvements to individuals, groups and communities.

There are many opportunities on the course to share learning from your peers and other disciplines from across the primary /community care teams and services that work with children, young people and families.

When you start to put what you have learnt into practice, you benefit from strong partnerships with health, education and local authority organisations in the region.

The modern and diverse placements you go on are designed to meet the changing needs of children, young people and families, and may include placement with social services, education and a variety of organisations from the voluntary sector – foster collaborations with those that work alongside health visitors and school nurses.

You also complete a research-based module which provides a building block for further study from the exit award of PgDip to MSc qualification. The learning from the research module equips you to use policy and research to underpin and develop innovative practice and gives you the skills to frame a research question, take empirical research and write up an academic dissertation. If you successfully complete the PgDip, you can at a later date (pending additional funding and study) undertake a 60 credit dissertation module and gain an MSc qualification.

Experienced course teaching team

Experienced health visitor and school nurse lecturers deliver the course. As a student you learn from a highly motivated and proactive teaching team aiming to improve lives through excellence in professionalism. We ensure our students and the public benefit from a commitment to evidence-based education, application to practice and impact on quality of care.

Some lecturers are engaged in ongoing research and are publishing in peer reviewed journals with areas of expertise that include safeguarding, the child and families agenda, behaviour change and community development.

Four members of our teaching team are also Fellows of the Institute of Health Visiting (iHV), a professional body which strives for excellence in the health visiting profession.

Successfully completing the course

  • gives you a deeper awareness of the need to maintain and develop your own competence and that of others in the changing context of health visiting and school nursing, with a specific focus on the leadership required to ensure high quality care and enhance service user experience.
  • develops and enhances your leadership skills to foster excellence in public health practice and shape services to meet the identified needs of individuals, groups and communities.

Gaining an MSc qualification enhances your employability in advanced and specialist roles available to health visitors and school nurses. These may include working in public health positions in local authorities or in advisory and health education positions in acute health care.

Study individual modules

You have the option to study individual modules from this course and gain academic credit towards a qualification. Visit our continuing professional development website for more information.

Professional recognition

This course is approved by the Nursing and Midwifery Council (NMC). Graduates are eligible to apply to register with the Nursing and Midwifery Council as a Specialist Community Public Health Nurse - Health Visitor or School Nurse.

You must be registered with the NMC in order to practise as a Specialist Community Public Health Nurse in the UK.

To access the full course and gain the NMC recognised qualifications, you need to be sponsored by an employing NHS organisation (hence have NHS contract for the length of the course). 

Course structure

Postgraduate diploma modules

  • family centred public health
  • developing therapeutic reationships
  • perspectives on safeguarding for SCPHN
  • evidence based public health practice
  • developing specialist practice
  • nurse prescribing (v100)
  • research methods for practice

Masters

  • dissertation (60 credits)

Assessment

  • critiques/critical reflection
  • reports
  • essays
  • objective structured clinical assessment and examination
  • examinations
  • portfolio including prescribing workbook, reflection and practice assessment document
  • research
  • dissertation (MSc only)

Employability

You will enhance your professional and academic development on this course. Completing the course enables you to be registered with the NMC as a registered specialist community public health nurse - as either a health visitor or school nurse (SCPHN-HV or SCPHN-SN). It also enables you to be annotated on the NMC register as a community practitioner nurse prescriber. This course will also provide you with advanced skills in research.

As a health visitor or school nurse you will develop specialist skills and attributes to work in different health, social and educational settings. You gain experience of public health at an individual, family and community level, working with children, young people, families.

You can develop your career

  • in a specialist and/or consultant role - such as working with early interventions (parenting), homeless, asylum seekers, safeguarding, looked after children (LAC), domestic violence (DV), child sexual exploitation (CSE), public health.
  • practice educators, such as community practice educators or mentors
  • family nurse partnership nurse (FNP)
  • counsellor
  • sexual health advisor
  • management opportunities, such as - children’s services manager, head of health and social services
  • researcher in health, social care or education settings
  • overseas with the voluntary overseas service


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This multidisciplinary course aims to promote an advanced level of knowledge and understanding underpinning practice in the area of Counselling with Children Young People and their families. Read more
This multidisciplinary course aims to promote an advanced level of knowledge and understanding underpinning practice in the area of Counselling with Children Young People and their families.

Course content

This exciting course supports students in developing skills and theoretical knowledge of counselling with children, young people and their families. It is designed for individuals with a significant interest in counselling work with children, who may be practitioners from health, social or voluntary services who work in some capacity with children and young people, or who may be graduates of psychology and other cognate disciplines, social and behavioural sciences, education, health, social care and related fields.

The course is taught by experienced counsellors and therapists with a varied background, supported by some practitioners from allied professions (e.g. psychology, social work, nursing, psychiatric nursing, law and psychiatry).

Students of Counselling with Children and Young People can graduate with either a Postgraduate Diploma or an MSc.

Child and Adolescent Mental Health Conference

The CAHMS Conference at the University of Northampton is a three day conference, and you have the option of either volunteering for a couple of hours and attending for free, or pay (last year it was about £15 per day) to cover the cost of lunches and printed materials.

Course modules (16/17)

-Understanding Mental Health in Children and Young People
-Core Skills for Working with Children and Young People
-Counselling with Children, Young People and Families
-Counselling Children, Young People and Families in Practice
-Qualitative and Quantitative Research Methods
-Dissertation and Research Methods

Methods of Learning

Lectures, workshops, one-to-one, private study, online activities, group work, role play.

Schedule

Formal teaching takes place and on one to two full days per week for full-time students and on one full day per week in the first year and one full day approximately every other week in the second year for part-time students.

In addition, there is a three day taught intensive session for all students three times per year (first year only). In addition to this, students will be expected to attend one-to-one tutorials at least twice per trimester.

Assessments

The assessment strategy is designed to include a broad range of assessment methods, in order to ensure that students have the maximum opportunity to demonstrate that they have met the learning outcomes for the programme. These include: essays, case studies, self-reflective log books, critical reviews, video recorded role plays and oral presentations. There are no examinations.

The Research Methods and Dissertation module supports the students in completing a supervised but original and independently undertaken research and it is assessed through a 12,000 to 15,000 word dissertation.

Facilities and Special Features

-The MSc promotes an advanced theoretical understanding of Counselling with Children and Young People, integrating opportunities to develop practical and professional counselling skills.
-The programme equips students with a working knowledge of child development, psychological difficulties in children and young people in their contexts and counselling based skills for working with them and their carers within an an eco-systemic perspective integrating Systemic Family Therapy, CBT, and Creative therapies.
-This is developed through roleplays, small group process and other skill oriented taught sessions. Supervised placement in a counselling context is mandatory to the enhancement of skills.
-In addition, opportunities for students are structured into the programme to engage in personal development, self-awareness, reflective practice and to benefit from the supervisory relationship. Our CAMH conference (see highlight video below) is an excellent example of extra opportunities available as part of the course.
-Our experienced course team includes specific expertise in CBT, systemic family therapy, Creative therapies, Play therapy and Gestalt approaches, who are able to teach students and integrated approach to counselling with children and young people.

Careers

As a professional master programme, the MSc CCYP leads to a counselling qualification and opens a range of employment possibilities up for its graduates (e.g. private practice, educational and healthcare institutions, community and youth work services, third sector organizations, residential facilities). Graduates may take the MSc as a stepping stone towards further postgraduate study (e.g. Clinical Doctorate).

For students with a first degree in psychology (which is Graduate Basis for Chartered Membership (GBC) accredited) further postgraduate training opportunities will include doctoral training on British Psychological Society (BPS) accredited courses in Counselling Psychology. Graduates of the programme will be able to work as a counsellor in a range of settings such as healthcare and educational institutions, residential facilities and community and youth work agencies.

For students with a professional background (such as teaching, nursing and social work) the programme will strengthen your skills and competencies and allow you to develop a strong specialism in children’s mental health. You will have the skills to appropriately position yourself as a counsellor and will have a good critical and in-depth understanding of professional practices when working with children, young people, families, parents and carers.

Work Experience - A supervised placement practice of a minimum of 100 hours is compulsory.

On-course requirements

To count towards a professional body accreditation, such as UKCP or BACP, the course require students to undertake a supervised placement practice of a minimum of 100 hours and a minimum 40 hours of personal therapy with an approved and BACP or UKCP accredited counsellor or therapist. A student membership of the British Association for Counselling and Psychotherapy (BACP), a professional indemnity insurance and a Disclosure and Barring Service (DBS) check are also mandatory. These requirements imply additional costs on the top of the fee.

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The MSW in Social Work is a 2-year, full-time, postgraduate degree course. The qualification is recognised throughout the UK and it’s expected that in due course it will meet the criteria for recognition in the EU and elsewhere overseas. Read more

Why this course?

The MSW in Social Work is a 2-year, full-time, postgraduate degree course.

The qualification is recognised throughout the UK and it’s expected that in due course it will meet the criteria for recognition in the EU and elsewhere overseas. The course is based on the Standards in Social Work Education (SiSWE) and is to be validated by social work's professional body in Scotland, the Scottish Social Services Council (SSSC).

The course provides a stimulating blend of university-based teaching and agency-based learning opportunities across both years.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/socialwork/

You’ll study

You'll undertake a range of taught modules, a dissertation and assessed placements in a range of social work service settings.

Work towards the Masters dissertation is mostly scheduled for the period beyond Year 2 of the programme. You’ll be told of the arrangements during year 1.

Teaching staff

The School of Social Policy and Social Work has a long and rich tradition of education, research and consultancy in social work. It brings together a staff group with extensive experience in the varied areas of social work practice i.e. children and families, criminal justice social work and community care.

Facilities

The Centre for Excellence for Looked After Children in Scotland (a multi-million pound development funded by the Scottish Government to support research and training in residential child care), the Centre for the Child and Society, and Community Care Works are all based within the School and contribute to teaching in the course as well as to research and consultancy.

Relevant work experience

We normally expect you to have had at least six months full-time work experience, or its equivalent in part-time work, at the point of the application.

We’re more concerned with the quality of experience than whether or not it’s paid. It’s useful to think about experience in three dimensions - duration, range and depth. While longer and more diverse experience is of great value, depth (or quality) is perhaps more important since this is what allows learning and professional development. Often experience is "deeper" in contexts where supervision is offered regularly, allowing for in-depth discussion in practice issues and dilemmas. Undertaking relevant reading and training while working often helps people to "deepen" the quality of their work experience.

- Criteria for work experience
The following indicate the kinds of criteria we look at in considering the relevance and suitability of your work experience:
- does it involve direct contact with people either as service users e.g. individuals, families or groups where the focus is on helping them live with or manage major difficulties in their lives, or in stimulating collaborative ventures to seek social change?

- does it develop critical awareness of the range, depth and complexity of social and personal problems and the variety of individual and agency responses which can address these?

- does it develop basic knowledge of the functions of social work, social care and/or community development agencies?

- does it develop skills in helping other people in difficulty e.g. skills in identifying and assessing problems, jointly planning and supporting a response to them or coping with stress?

- does it provide opportunities to reflect on, and take action to combat, discrimination and oppression in people's lives?

- does it generate an awareness, and an ability to act in the light of the value dilemmas involved in both helping activities and social change activities e.g. reflecting on the tensions between individual rights and freedoms and collective social obligations?

- Relevant work settings:
- work may be undertaken in a wide variety of settings e.g. community-based offices, residential provision, day care services, community organisations.
- work may be carried out with a range of client groups. These will commonly be people who experience various forms of disadvantage.
- it should be supervised by a member of staff of the status and experience to provide a reference indicating suitability for entry to social work education.

Personal qualities

The kinds of personal qualities which we look for in an applicant include:
- the ability to convey genuine warmth and interest in people
- an ability to see strengths and potential in even the most difficult circumstances and people
- a genuine interest in difference and diversity and an obvious ability to adapt and change
- a willingness to question conformity and risk discomfort in challenging attitudes which encourage discrimination and complacency
- the ability to support people who live with difficult, sometimes worsening circumstances
- an ability to help people set and follow their own agendas while being capable of asserting your authority where their welfare requires it
- being level-headed and helpful in the face of people's distress, pain and anger, even when it's turned on you
- a quiet confidence in your own ability and the capacity to argue and defend your views in a constructive way
- satisfaction in helping manage and, where possible, resolve conflict, but never at the expense of sacrificing the interests of vulnerable people
- taking enjoyment from both using your own initiatives as well as working accountably as part of team
- the ability to accept constructive criticism and learn from your mistakes
- a passion to fight for the rights of disadvantaged people

Communication skills

The communication skills which we would expect all applicants to demonstrate would include the capacity to:
- engage appropriately with a wide range of people
- communicate expressively, fluently and convincingly in verbal and written form
- understand, calculate and present accurately, basic numerical and financial information
- possess at least a basic understanding of information and communication technology and be able to acquire sufficient competence by the end of year 1/level 1 of the course

Age

There are no specific age restrictions for undertaking the course although funding bodies may impose an upper limit. Employability on course completion is a factor in selection.

Professional suitability

All entrants must register with the Scottish Social Services Council (SSSC) and meet suitability criteria regarding offending history, employment record etc.

Overseas students

As with home students, overseas applicants should be able to demonstrate their motivation, aptitude and preparedness for social work training. You must have substantial relevant paid or voluntary work experience. In addition, you must have a recognised degree or an equivalent qualification.

Application for entry to the course must be made through UCAS. The subsequent selection process is broadly the same as for UK and EC applicants. However, in order to ensure that applications from out-with the UK are given full consideration it is advisable that in addition to applying to UCAS you should send additional information directly to us. This should include:
- detailed information about degrees held and the awarding institution(s)
- where English is a second language please provide information about your levels of proficiency in English
- details of work experience, with particular reference to the aspects referred to in the guidelines on work experience
- a statement about reasons for wanting to study in the UK
- financial arrangements for meeting the cost of tuition fees and living expenses during the two year course
- an indication that you would be available to come to the UK for interview. Applicants who are not able to come for interview may be asked to supply additional written material and/or references.

Learning & teaching

The teaching and learning approach is student-centred and aims to promote reflective learning. Our key approach is problem-based learning which is universally recognised as an effective way of developing the critical thinking and problem-solving skills needed by busy professionals.

The course is taught through lectures, seminar groups, simulations and individual skills rehearsal with a commitment to use interactive e-learning wherever relevant. At the heart of the course is practice learning in social work service agencies with formally assessed placements being undertaken in both years.

Assessment

Our assessment methods consist of regular feedback on specific tasks related to teaching and learning as you work through a module.

Modules are formally assessed in a range of different ways, including essay, report, presentations and peer group assessments.

Careers

Qualified social workers are increasingly valued. Promotion and career development opportunities are excellent. Social workers can be found in:
- Local authorities - from main-grade workers to directorate level. Social workers will be providing, managing, purchasing and organising services to people with very diverse needs across the life span in different settings

- Voluntary organisations - at all levels, usually working in relatively specialist ways with children and young people with particularly challenging needs, as well as vulnerable adults, especially those with learning disabilities and those affected by mental health issues. Settings and contexts vary as widely as in local authorities.

- Private sector - often at senior practitioner and management level with services focusing on home-based support to vulnerable adults and residential services to older people as well as foster care support and services to people with offending histories.

- Central government - experienced social work managers advise and support ministers in monitoring and developing social work services.

- Social work regulation - a range of independent bodies, like the Care Inspectorate and Scottish Social Services Council employ social workers at a senior level to lead and manage registration and inspection of social work services to ensure they meet appropriate standards.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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