Programme Specification for the 2015/6 academic year

PGCert Enhanced Evidence-based Practice for Children, Young People and Families

1. Programme Details

Programme namePGCert Enhanced Evidence-based Practice for Children, Young People and Families Programme codePCT0PSYPSY02
Study mode(s)Part Time
Academic year2015/6
Campus(es)Streatham (Exeter)
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

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.

3. Educational Aims of the Programme

This programme aims to provide you with the basic competences for working with children and young people. On completion of the programme you will be able to:

  • Understand the core components of a successful CYP IAPT programme
  • Demonstrate how these core components are incorporated into your work with children, young people and their families
  • Conduct a comprehensive clinical assessment of a child/young person/family, considering elements of risk, development and mental health diagnosis
  • Carry out brief evidence-based interventions for anxiety disorders and depression in children and young people
  • Use clinical supervision and demonstrate evidence of self-reflection in relation to your clinical work.

4. Programme Structure

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

http://cedar.exeter.ac.uk/programmes/

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review.

Stage 1


60 credits of compulsory and non-condonable modules

Compulsory Modules

CodeModule Credits Non-condonable?
PYCM007 Core Skills for Working with Young People with Mental Health Problems and Their Families 15Yes
PYCM008 Engagement and Assessment Skills with Children, Young People and Families 15Yes
PYCM009 Evidence-based Interventions with Children, Young People and Families 30Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Develop knowledge and understanding of mental health services for children, young people and families, including assessment, outcome measurement, service user involvement, and low intensity, evidence-based interventions.
2. Identify core competences for addressing mental health problems in children and young people.
3. Discuss ethical issues associated with treating mental health problems in this age group.
4. Describe and implement core theory and interventions associated with an evidence-based low intensity approach.
5. Engage and treat young children and people with mental health problems to a competent standard.
6. Assess children and young people’s mental health difficulties
7. Treat children and young people with common mental health problems using low-intensity, evidence-based interventions.

For ILOs 1-4 methods include lectures/small group work; video recordings; role-play exercises, self- practice/self-reflection, use of MindEd materials, problem-based learning and discussion.

For ILOs 5-7 methods include direct discussion of theoretical material relevant to patients within supervision context; ‘homework’ to plan intervention for next treatment session, SP/SR and PBL seminars. Workshops/small group work; video recording review; role-play exercises and discussion; ‘homework’, case material preparation and presentation.

ILOs 1-7 will be assessed by (i) formal assessment of videos of assessment and treatment sessions with patients, (ii) ability to reflect on those sessions, (iii) practice portfolio, (iv) in-class tests (depending on module).

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

8. Identify leading evidence-based psychological interventions for specific disorders.
9. Constructively discuss and appraise the clinical work of yourself and others presented in small discussion groups.
10. Understand and apply basic evidence-based psychological theories.
11. Use basic evidence-based psychological interventions in your own clinical setting.
12. Apply what you have learned to current patients.

Methods include lectures/small group work; video recordings; role-play exercises, self-practice/self- reflection, use of MindEd materials, problem-based learning and discussion.

ILOs 8-12 will be assessed by (i) formal assessment of videos of assessment and treatment sessions with patients, (ii) ability to reflect on those sessions, (iii) practice portfolio, (iv) in-class tests (depending on module).

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

13. Think critically, creatively and independently.
14. Identify and solve complex problems demonstrating confidence and flexibility.
15. Use electronic information retrieval and management tools proficiently and access information from a variety of sources.
16. Interact effectively within a group.
17. Work effectively on your own or as part of a team.
18. Manage your own learning (autonomy, time management, self-teaching, self-reflection, seeking and using feedback, personal responsibility, self-criticism).
19. Use supervision and personal reflection as a means to improve your personal effectiveness as demonstrated in the reflective commentaries.

Transferable skills are integrated in subject-based teaching.

All ILOs are developed through participation in lectures, seminars, use of the electronic managed learning environment, clinical skills role-play, problem-based learning, self-practice/self-reflection, receiving individual and group based supervision in the clinical and university setting. Independent study and practice also forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods, or a combination of these.

ILOs13-15: Examination, practice outcomes document, reflective commentaries.

ILO16: Practice outcomes document.

ILO17: Practice outcomes document.

ILO18: Practice outcomes document, reflective commentary, oral presentation, competency assessment

ILO19: Competency assessment, reflective commentary.

7. Programme Regulations

Programme-specific Progression Rules

You must pass all the modules in the table above. The pass mark for these modules is 50% with an additional requirement to pass all individual assessments within individual modules. If you fail any modules you will not be permitted to continue with the PGCert programme. If you fail any modules but your mark is in the range 40-49% you will be transferred to the GradCert Enhanced Evidence-based Practice for Children, Young People and Families. If you fail any modules with a mark of less than 40% your registration as a student will be terminated with immediate effect.

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

IT Support within Psychology: Within Psychology there is a well-equipped suite of PCs dedicated for postgraduate use, with further support provided by a dedicated IT and statistics helpdesk.

Student Support Services: A range of services are available to support your study both from within Psychology. These include:

  • Team development programme.
  • Personal and professional development planning.
  • Student handbooks and programme guides.
  • Range of specialist advisors, including for: women students, non-school leavers, and overseas students.
  • Computing and Statistics Help Desk.
  • Virtual Resource Room and other web-based learning materials.
  • Clinically focused seminars, the ‘Think Tank’, provided by the Mood Disorders Centre.

ELE: All modules will have ELE pages. ELE is the University of Exeter's online Virtual Learning Environment (VLE). It provides an online set of integrated tools to support e-Learning activities and enables students to access course materials and use tools such as Discussion Forums and Quizzes to interact online.

Student/Staff Liaison Committee: Enables students and staff to jointly participate in the management and review of the teaching and learning provision during termly meetings.

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates must satisfy the general admissions requirements of the University of Exeter. (http://www.exeter.ac.uk/undergraduate/applications/index.html)

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

Entrants to this programme will be working in a children and adolescents mental health service (CAMHS) funded by Health Education England to attend training at University of Exeter. For those entrants to this programme with an Honours Degree, it is expected that they will have gained a degree class equivalent of 2:2 or better (i.e., 50%+). Those holding Third Class Honours may apply and each case will be considered on its own merits. Those without an Honours degree, or those holding Third Class Honours who are not accepted onto this Postgraduate Certificate programme, may be considered for admission onto the Graduate Certificate in Enhanced Evidence-based Practice for Children, Young People and Families.

Candidates will need to provide evidence of a satisfactory Disclosure and Barring Service (DBS) check.

Applicants must normally have completed a recognised professional clinical training or relevant undergraduate degree. Non-standard applications will be considered where applicants can demonstrate the required academic ability alongside existing knowledge, experience and skills developed in the workplace, relevant to this programme. Please contact the Programme Director if you would like to explore whether your prior learning, experience and skills would be acceptable. Candidates will need to undertake an interview and confirm appropriate registration to practice (eg Health Professions or Nursing and Midwifery Council Registration).

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)

12. Indicators of Quality and Standards

The Programme will be reviewed by the Improving Access to Psychological Therapies National Programme Board. Currently no professional body accredits this programme.

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of educational provision. The College documents the performance in each of its taught programmes, against a range of criteria on an annual basis through the Annual Programme Monitoring cycle:

  • Admissions, progression and completion data
  • In Year Analysis data
  • Previous monitoring report
  • Monitoring of core (and optional) modules
  • External examiner's reports and University and College responses (reported to SSLC)
  • Any Professional, Statutory and Regulatory Body/accrediting body or other external reports
  • Consultation with employers and former students
  • Staff evaluation
  • Student evaluation
  • Programme aims

Subject areas are reviewed every four years through a periodic subject review scheme that includes external contributions. (http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9JREVISEDPSRSCHEME.pdf)

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Life and Environmental Sciences (CLES)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

0

18. Final Award

PGCert Enhanced Evidence-based Practice for Children, Young People and Families

19. UCAS Code

N/A

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

24/11/2014

Date of last revision

15/12/2014