Programme Specification for the 2015/6 academic year

PGDip Psychological Therapies Practice (Children, Young People and Families)

1. Programme Details

Programme namePGDip Psychological Therapies Practice (Children, Young People and Families) Programme codePDP1PSYPSY06
Study mode(s)Full Time
Academic year2015/6
Campus(es)Streatham (Exeter)
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

This Postgraduate Diploma programme 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 Psychological Therapies for Children and Young People (CYP IAPT) Programme. You will complete all the requirements of the CYP IAPT national curriculum for your modality 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).

3. Educational Aims of the Programme

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.

4. Programme Structure

The PGDip Psychological Therapies Practice (Children, Young People and Families) programme is a 12 month full-time programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme is offered in a single stage.

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 review of this programme.

Stage 1


120 credits of compulsory and non-condonable modules

a CBT practitioners must take this module

b Parenting practitioners must take this module

c Systemic Family Practitioners must take this module

d Systemic Family Practitioners (Adolescent Eating Disorders Pathway) must take this module

e Systemic Family Practitioners (Adolescent Conduct Disorder and Depression Pathway) must take these modules

Compulsory Modules

 

CodeModule Credits Non-condonable?
PSYM300 Core Skills for Working with Young People with Mental Health Problems and Their Families 60Yes
PSYM301 Evidence-based CBT with Children and Young People [See note a above]60Yes
PSYM302 Evidence-based Parenting Interventions [See note b above]60No
PSYM303 Systemic Family Practice in CAMHS [See note c above]30No
PSYM304 Systemic Family Practice for Adolescent Eating Disorders [See note d above]30No
PSYM305 Systemic Family Practice for Adolescent Conduct Disorders [See note e above]15No
PSYM306 Systemic Family Practice for Adolescent Self-harm/Depression [See note e above]15No

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. Demonstrate generic and modality-specific skill competencies in evidence based psychological therapy as determined by the CYP IAPT national curriculum.
2. Synthesise the key underpinning knowledge in evidence-based psychological therapies for children, young people and families.
3. Critique the context within which psychological therapies are provided (including relevant professional, ethical and legal frameworks).

Lectures and group tutorials based at the University. Guided independent study. Clinical practice placement. Group supervision of practice incorporating video analysis and written supervision feedback. 

6000 word practice portfolio including supervisor feedback (ILO 1).

2 x 3000 word case reports (ILOs 2, 3).

3000 word evidence-based theory essay (ILOs 2, 3).

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:

4. Explain in detail the key theoretical bases for evidence-based psychological therapy models and link their relationship to practice.
5. Understand, interpret, critically evaluate, and apply evidence-based practice.
6. Evidence appropriate use of supervision in developing clinical skills.

Lectures and group tutorials. Guided independent study and clinical practice. Group supervision of supervision practice incorporating video analysis and written supervision feedback.

6000 word practice portfolio including supervisor feedback (ILOs 5, 6).

2 x 3000 word case reports (ILOs 4, 5).

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:

7. Analyse and manage the implications of ethical dilemmas and work proactively with others to formulate solutions.
8. Manage complexity, incompleteness and contradiction.
9. Function independently and reflectively as a learner and practitioner.

Group supervision and tutorials. Practice-based peer review and self-directed learning. Clinical practice placement.

30 minute case presentation (ILOs 8, 9).

5000 word extended case report (ILOs 7, 8).

2000 word reflective practice log (ILO 9).

7. Programme Regulations

Credit

The programme consists of 120 credits taken full-time over a year.

Progression to Award

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 PGDip programme. If you fail any modules but your mark is in the range 40-49% you will be transferred to the GradDip Psychological Therapies Practice (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.

The award of PGDip will be achieved upon successful completion of the programme. You will also be permitted to progress onto the MSc Psychological Therapies Practice and Research (Children, Young People and Families). For progression to the MSc component there is an additional requirement to pass the module PYCM002 Methodological Approaches in Psychological Therapies Research. If successful the marks will not be included in the MSc award calculation.

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

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.

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 Diploma programme, may be considered for admission onto the Graduate Diploma in Psychological Therapies Practice (Children, Young People and Families).

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 confirmation of appropriate registration to practice (eg Health Professions or Nursing and Midwifery Council Registration) and evidence of a satisfactory Disclosure and Barring Service (DBS) check.

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

On successful completion of this programme you may be able to submit your practice portfolio and other assignments towards accreditation by an appropriate professional or statutory body (eg BABCP), subject to additional requirements as necessary.

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)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

0

18. Final Award

PGDip Psychological Therapies Practice (Children, Young People and Families)

19. UCAS Code

N/A

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

120

ECTS credits

60

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

25/11/2014

Date of last revision

29/09/2015