Course Specification

Transcription

1 LEEDS BECKETT UNIVERSIT Course Specification MA Art Psychotherapy Practice (ARPS)

2 Record of Enhancement No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated) Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply) Version Control Version Control Version number and date effective For completion by Quality Assurance Services only: Next Re-validation date

3 School of Health & Community Studies Award and programme title: MA ART PSCHOTHERAP PRACTICE Validated for delivery by the Northern Programme for Art Psychotherapy, Sheffield Health and Social Care NHS Trust Level of qualification: 7 Contained awards available Award Title Level PGDip Studies of Wellbeing 7 PGCrt Studies of Wellbeing 7 Length and status of programme and mode of study Full-time, 2 years, at Northern Programme for Art Psychotherapy Part-time, 3 years, at Northern Programme for Art Psychotherapy More information can be found at the Northern Programme s web site: Course Specification Overview and Aims The aim of the MA Art Psychotherapy Practice is to provide the successful graduate the eligibility to apply for registration with the Health & Care Professions Council as an Art Therapist/Art Psychotherapist. Once successfully registered they will be equipped to make a thoughtful contribution to the Art Therapy profession and if possible to research the field and do work towards supporting the understanding of the profession s profile. Graduates will be able make a useful contribution to the work of their employing organisations and their service users; to their communities; and to society in general. Course Learning Outcomes 1 Professional autonomy and accountability (HCPC 2013) 2 Knowledge of professional relationships 3 Identification and assessment of health and social care needs 4 Formulation and delivery of plans and strategies for meeting health and social care needs 5 Critical evaluation of the impact of, or response to one s own and others professional practice 6 Knowledge, understanding and the skills necessary to the fulfilment of professional responsibilities (HCPC 2013)

4 Course Structure The course structure is presented below. The different pathways for full-time and parttime students are described here. The course enables full-time students to complete in two years and part-time students to complete in three years. All modules are core. Course structure Level 7 Full-time route A full time student in semesters one and two follows and completes the taught Psychotherapeutic and Mental Health Theories for Art Therapy/Art Psychotherapy module concerned with psychotherapeutic and mental health theories; and the taught Adapting Art Therapy/Art Psychotherapy practice for different contexts module concerned with adapting practice to different contexts. They begin with the experiential Studio Based Training Groups, Reflective Practice, and Workshops module and they begin the Dissertation module with research and study skills preparing initially for the learning group one essay, and later for the dissertation. In learning group two student work culminates with the completion and presentation of a literature review in readiness for the dissertation which is presented during the final year (learning group three). They also begin the Clinical Placement and Supervision Groups module which is study and experiential work (in, for example, supervision groups) concerned with placement. A full time student in semesters three and four follows and completes the Synthesis of Art, Psychotherapy and Practice module concerned with the linking of theory, art and therapeutic practice for employment relevant the profession. They follow and complete modules started earlier in the course, i.e. Studio Based Training Groups, Reflective Practice, and Workshops, Dissertation and Clinical Placement and Supervision Groups modules. The Studio Based Training Groups, Reflective Practice, and Workshops module is studio based and experiential. The Dissertation module involves the continuation of research and study towards the dissertation: the year begins with student s presenting an outline for their dissertation proposal; and a dissertation is normally presented by the beginning of the Easter break in the fourth semester. The Clinical Placement and Supervision Groups module is continued with the study and experiential work concerned with placement. Part-time route A part-time student in semesters one and two follows and completes the taught Psychotherapeutic and Mental Health Theories for Art Therapy/ Art Psychotherapy module concerned with psychotherapeutic and mental health theories. They begin the experiential Studio Based Training Groups, Reflective Practice, and Workshops module; they begin the Dissertation module with research and study skills preparing initially for the learning group one essay, and later for the dissertation. In learning group two student work culminates with the completion and presentation of a literature review in readiness for the dissertation which is presented during the final year (learning group three). They

5 also begin the Clinical Placement and Supervision Groups module which is study and experiential work (in for example, supervision groups) concerned with placement. A part-time student in semesters three and four follows and completes the taught Adapting Art Therapy/Art Psychotherapy practice for different contexts module concerned with adapting practice to different contexts. They continue and develop the Studio Based Training Groups, Reflective Practice, and Workshops module and the Dissertation started earlier, which involve studio work and study and research skills: in this year student work culminates with the completion and presentation of a literature review in readiness for the dissertation. They also begin the Clinical Placement and Supervision Groups module which is study and experiential work concerned with placements. A part-time student in semesters five and six: follows and completes the taught Synthesis of Art, Psychotherapy and Practice module concerned with the linking of theory, art and therapeutic practice for employment relevant to the profession. They follow and complete modules started earlier in the course, i.e. Studio Based Training Groups, Reflective Practice, and Workshops, Dissertation and Clinical Placement and Supervision Groups modules. The Studio Based Training Groups, Reflective Practice, and Workshops module is studio based and experiential. The Dissertation module involves the continuation of research and study towards the dissertation, the year begins with student s presenting an outline for their dissertation proposal and a dissertation is normally presented by the beginning of the Easter break in the fourth semester. The Clinical Placement and Supervision Groups module is continued with study and experiential work, in the supervision groups concerned with placement. FULL TIME COURSE ear 1 Semester 1 Core () ear 1 Semester 2 Core () Psychotherapeutic and Mental Health Theories for Art Therapy/ Art Psychotherapy (20 credits) Studio Based Training Groups, Reflective Practice, and Workshops (20 credits) continued in year 2 Adapting Art Therapy/Art Psychotherapy practice for different contexts (20 credits) Clinical Placement and Supervision Groups (40 credits) continued in 2 Dissertation (60 credits) continued in year 2 ear 2 Semester 1 Core () ear 2 Semester 2 Core () Synthesis of Art, Psychotherapy and Practice (20 credits) Studio Based Training Groups, Reflective Practice, and Workshops (20 credits) continued. Dissertation (60 credits) Clinical Placement and Supervision Groups (40 credits) continued. PART TIME COURSE ear 1 Semester 1 Core () ear 1 Semester 2 Core ()

6 Psychotherapeutic and Mental Health Theories for Art Therapy/ Art Psychotherapy Studio Based Training Groups, Reflective Practice, and Workshops continued in years 2 and 3 Dissertation (60 credits) continued in years 2 and 3 ear 1 Semester 3 Clinical Placement and Supervision Groups continued in 2 and 3 ear 2 Semester 1 Core () ear 2 Semester 2 Core () Adapting Art Therapy/Art Psychotherapy practice for different contexts Dissertation continued Studio Based Training Groups, Reflective Practice, and Workshops continued Clinical Placement and Supervision Groups continued ear 3 Semester 1 Core () ear 3 Semester 2 Core () Synthesis of Art, Psychotherapy and Practice Dissertation continued Studio Based Training Groups, Reflective Practice, and Workshops continued Clinical Placement and Supervision Groups continued Learning and Teaching Learning and Teaching Approaches The course employs a range of different learning and teaching approaches. These include academic components, experiential work (including a professional body requirement for the student to be in therapy) and supervised placement or placements. It is intended that all the elements of the training work together to provide the student with a good grasp of the relationship between evidence based theory and practice. The course provides opportunities for in-depth study in the conventional sense and opportunities for experiential learning in the art studios and on placement. The experiential parts of the course involve working in practical and interactive sessions with student peers, course staff and placement. The course combines different modes of delivery within six modules and there are formal and informal opportunities, through the students networks, for the students to engage in academic and social discussion beyond the taught parts of the course. The course modules have been designed to meet both the academic requirements for an MA and in order to meet the HCPC Standards of Proficiency (SOPS) for arts therapists. They include the study of psychotherapy and mental health theories relevant to the discipline; art studio based experiential work; the study of evidence based professional adaptations needed for different areas and contexts of practice; the use of research in the moves towards greater evidence based practice; and an understanding of professional accountability and ethical conduct in practice and research.

7 The course overtly encourages the notion of service user empowerment, as part of the course s unique identity in the North of England. Students are encouraged to carefully consider the social, political and economic contexts of the work involved in therapeutic practice and services settings, and in service users lives. However, the use of art making within the therapeutic relationship is seen as central. Formative and summative assessments include a combination of traditional academic work in essays, poster and literature review presentations and a dissertation; they also include reflexive journals and a professional portfolio. A dissertation based on a discursive discussion of theory and practice is presented in the final year of study. A Professional portfolio containing examples of case work and professional documentation is also presented in the final year. The experiential workshops provide students with the chance to explore processes of art making and their relevance to self-reflection, and to a range of different clients, and to different models of psychotherapeutic practice. Supervision Groups and Reflexive Practice Sessions within the course enable students to share and critically review with staff and other students their art therapy/art psychotherapy practice on placement. The seminars, study skills and research elements of the course, alongside the lectures and experiential components, allow students to engage with the evidence base for art psychotherapy in many of the settings in which it is practiced, and to begin to consider their own role in contributing to that evidence base through the use of outcome measures, research and reflexive case studies. Placement work is assessed by the placement supervisor and course staff, with a written reflexive contribution from the student. All elements of the training are structured and designed to present opportunities for guided, peer and self-directed learning alongside assessment, i.e. formative and summative assessment. An important element of the course involves self-directed learning, which is built upon the premise that, if the appropriate learning environment can be provided, students access resources within her or himself to develop in the direction most appropriate to her or his needs. This requires members of the course team to be sufficiently secure within themselves and their relationship with others, so that they may experience an essential trust in the capacity of others to think for themselves and to learn for themselves. In practice, this means that staff will provide a facilitative climate for the students to develop their own learning. Through active participation in the learning community, the course team shares responsibility for facilitating the learning process. Within the parameters of the course learning aims and outcomes, responsibility for the process of structuring the delivery of the curriculum and the modes of delivery, will rest with the learning community. Lecturers help facilitate a learning climate, characterised by an atmosphere of support, challenge and empowerment.

8 A wide range of external lecturers; therapists who are specialists in their field; local therapists, art therapy/art psychotherapy specialists, and managers also make regular contributions to the course through key lectures and workshops. Increasingly Service Users and Carers are taking a role in the curriculum and having direct input to the evidence base for practice, and it is intended that this contribution will develop and grow in keeping with the additional HCPC Standard for education and training. We ask that all presenters offer a clear evidence base for their practice where appropriate. Academic members of staff maintain their therapeutic and creative practices and publish whenever possible, they are regularly joined by external staff. There are regular opportunities for all staff, core and external, to share, explore and enhance their teaching experiences on the course. Inter-professional learning is facilitated by art therapy/art psychotherapy staff working for SHSC Trust, who make regular inputs about their specialist areas. Core course staff also provide a number of role play sessions aimed at enhancing respect for other staff. They also provide a number of case examples about public enquiries where the lack of clear staff communication between disciplines has been highlighted. Additionally, students learn at first-hand about the roles of other professionals and the need for clear communication and co-operation during placements. The contemporary range of practice for art therapists includes a wide range of settings: community settings; schools (mainstream and special); forensic; care homes; work with refugees; work in particular communities, e.g. with people and young people on the streets of council estates, with people and young people in gypsy and traveller camps, and also people with particular cultural needs. Practice settings also include a range of NHS services, but the NHS is no longer the main source of placement. Learning and Teaching Activities The course is designed to enable students to use and share the wide range of transferable skills from previous academic, life, and working experiences in order to become a registered art therapist/art psychotherapist. Although the advent of higher fees means that widening access is more problematic, our admissions approach still means that we have recruited a mixture of people with different backgrounds, life experiences, ages, disabilities, ethnicities and cultures. The course team are proud to have successfully trained a number of former Service Users. The course curriculum includes regular group and collaborative work which means students share their different practical, academic and research skills. Enquiry based learning and problem solving learning are necessarily a part of the training. They are promoted throughout the curriculum with: seminars; experiential workshops (often using art making); lectures; poster and topic presentations delivered by students; reflexive journals; written essays; literature review development and presentation; a dissertation; and a professional portfolio.

9 The research base for art therapy/art psychotherapy and other, relevant and related disciplines, and the students development of its use and application, is an integral part of the teaching and learning environment and is specifically supported in the seminars, lectures and in preparation for the written and presented assignments. In keeping with the promotion of models of empowerment and consistent with the overall philosophy of the course is the belief that students, in the last analysis, must take a critical and self-reflective responsibility for their own development and learning, while being provided with a learning community to encourage and support such a process. Course work is structured and designed to present opportunities for guided, peer and self-directed learning and assessment. Students are asked to make written self-assessments of their overall learning for each year of their course and these contribute to their exam and professional portfolios as well as to their developing awareness and understanding of academic assessment. The further development of professional knowledge, competence and experience is supported by supervision groups within the course and by placement experiences of working alongside other professionals, having a client caseload and receiving supervision and/ or mentoring. Staff members help to guide student learning through contact with the placement providers and through the supervision groups. Placements are found and established by the course staff in a wide range of appropriate settings. Use of the Virtual Learning Environment From the outset students are encouraged to use the Skills for Learning and Library sites on the University web. University Library staff visit the course; an associate lecturer works with students individually in the computer suite ensuring that they know how to make full use of web materials It has not been possible so far for students onsite to access the VLE. Some training was undertaken by staff, but the University and NHS computer systems have not so far been compatible. Nevertheless, many course communications with students are now electronic: Electronic copies of seminar and research papers are sent whenever possible/ much communication through / some formative teaching. The whole community shares resources pointing to relevant online materials/ visual art forms; films; lectures and articles. Use of Blended-Learning HCPC Standards of Practice would make it difficult to provide the course wholly online. However, course staff use online resources as preparation for taught parts of the course and the students are encouraged and supported to access and make use of journal databases. Also the whole community/cohort shares links to relevant web materials post taught sessions. Much of what would be done via a working VLE is managed via contact, notice boards based in the building, and the use of hand outs, printed copies of handbooks and timetables, and pointers to other relevant online materials.

10 Assessment Strategy The Course Team incorporate the University Postgraduate Taxonomy of Assessment Domains in module and assessment planning as well as standard Assessment Criteria at Level 7. Given the professional nature of this course the assessment also matches the Health & Care Professions Council s Standards of Proficiency for the Arts Therapies (2013) and Standards of Education and Training (2013). Formative and summative assessments are used by academic staff to develop students skills and abilities and to assess their levels of competence. The six modules for the award combine different modes of assessment which are spaced throughout the course to allow the students to assimilate the comments on each piece before the next is due. Psychotherapeutic and Mental Health Theories for Art Therapy/ Art Psychotherapy: concerning psychotherapy and mental health theory uses a formative allocated topic group presentation, designed to support discovery of the topic and develop collaborative skills, and a summative written essay. Studio Based Training Groups, Reflective Practice, and Workshops: uses formative studio based reflexive work often done in small groups, and a summative illustrated reflexive essay. This is designed to support development of self-awareness and the ability to utilise that self-knowledge in helping others. Adapting Art Therapy/Art Psychotherapy Practice for Different Contexts: concerning the use of practice in different contexts and knowledge of clients contexts, this module uses formative collaborative work to develop both leadership and collaborative skills, and a summative individual poster presentation. Synthesis of Art, Psychotherapy and Practice: this module, which synthesises elements of theory and practice for professional practice, uses formative exercises towards a summative professional portfolio, which include case examples and professional documentation. Dissertation: using literature-based research skills, includes elements of case material and professionally orientated study. The dissertation module requires a formative outline presentation of the thesis, a formative literature review presentation, and a [summative] dissertation. Clinical Placement and Supervision Groups: the module for the placement or placements involves formative work on placement, in supervision groups, and in an illustrated supervision journal. There is a summative written report from placement supervisor or mentor and course staff. The report includes a space for written commentary from the student.

11 Feedback on Assessed Coursework Students are offered the opportunity for feedback on all assessments. For oral presentations they receive general group verbal feedback and some feedback on designated forms. For written assignments they receive written feedback on designated forms. Marking for course based oral and poster presentations is moderated internally by the course team. Marking for written assignments is moderated both internally by the course team and by external assessors and the external examiner. Students have a sense of how they are doing by accruing a series of marks for each module as they progress through the course. They also receive verbal feedback in group interactive sessions, in supervision groups and in individual tutorials which happen twice during each academic year. There is also the opportunity for feedback during each taught day of the course, because the days begin with ten minute tutorial slots which can be booked. Additionally students can make contact with staff if there is a need. Time is given between each set of assignments for the students to reflect on and discuss areas for improvement. Students share thoughts and ideas with peers and with staff in order to assimilate the impact of marking and comments. Module Assessment Methods Assessment Method Mapping Core () Essay Module Titles Psychotherapeutic and Mental Health Theories for Art Therapy/ Art 100 P/F Psychotherapy L7, 20 credits Studio Based Training Groups, Reflective Practice, and P/F Workshops L7, 20 credits Adapting Art Therapy/Art Psychotherapy practice for different contexts L7, 20 P/F credits Synthesis of Art, Psychotherapy and Practice 100 L7, 20 credits Dissertation L7, 60 credits 100 Presentation Report Poster Portfolio Journal Literature review Dissertation

12 Clinical Placement and Supervision Groups L7, 40 credits P/F P/F Employability and Professional Context The course provides students with the education and training that enables them to meet the HCPC Standards of Proficiency for Arts Therapists (2013). Recent years have demonstrated that art therapists are finding and creating employment in a wider range of settings than the NHS. The professional association, British Association of Art Therapists (BAAT) makes an annual audit of employment which provides evidence of a wide range of employment opportunities. The results of the 2014 BAAT Workforce Surveys represent a third of professional association members: with 70 responses from Scotland and 567 responses from England, Wales and Northern Ireland (E. W &NI). The survey suggests: The NHS no longer appears to be the main employer of art therapists and the rate of NHS employment is now as follows: 46.27% in E, W & NI and 40.63% in Scotland. In E. W & NI Education and Third Sector organisations (Charities, Voluntary and independent Organisations) together now employ more art therapists than the NHS with a total of 55%. In Scotland, the third sector is particularly prominent and employs 48.44% art therapists. A majority of art therapists now use generic skills in their work possibly reflecting a change towards generic posts with art therapists employed to deliver other services and provide some art therapy as well. The client groups served are nearly equally divided between adults, and children and young people. Smaller proportions of these two employment groups are concerned with work with elderly people and with families respectively. The range of mental health difficulties brought to those art therapists responding to the 2014 survey include: those affecting adults; people with learning difficulties; children, young people and families in CAMHS services; alcohol and substance use; criminal justice; forensic mental health; elderly people; palliative care; and complex trauma and abuse. The course provides employment workshops for former students and it supports their work in a range of professional body developments. It pursues a strategy of encouraging former students to create a mixed portfolio of relevant employment until they manage to create larger amounts of specific art therapy work. Specific examples of recent graduate employment includes: Mainstream schools Special schools Children s hospital CAMHS NHS adult mental health services: forensic, and prison services: inpatient and community

13 Social Service residential and community developments Third sector residential and community developments Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement. Regulatory Exemptions details The course adheres to the University Academic Principles and Regulations except for the exceptions noted below. The award is subject to the Fitness to Practise Policy & Procedure. HCPC requirements Profession specific requirements are listed below; A curriculum designed to meet the HCPC standards of proficiency for arts therapists (2013) and the HCPC standards of education and training (2013) with adequate attendance requirements. Combination of a series of art therapy/art psychotherapy training groups and studio workshops with HCPC registered art therapists days (minimum of 100 days) of placement with an experienced placement mentor Course based supervision groups provided by HCPC registered art therapists aimed at monitoring the students quality of practice and professional conduct on placement Throughout the duration of the course the student is required to be in personal therapy with an appropriately qualified therapist

14 Exceptions to Postgraduate Framework and Academic Regulations As part of the Postgraduate Review the following exceptions for this course as described above, and in more detail below are to be agreed: Attendance requirement There is an attendance requirement of 80% for all taught and placement parts of the course. Non-attendance for any reason is reported to the Course Leader, normally via the Course Administrator. If a student s non-attendance is sufficient to give cause for concern regarding the students fitness to practise this will then be managed through the Fitness to Practise Policy & Procedure. Passing assessments All assessments and all modules must be passed at 40% to achieve the MA award. HCPC REQUIREMENTS In addition to the profession specific requirements above: the following generic information is stated for PSRB purposes. Achievement of the award Masters degrees are awarded for the attainment of a minimum of 180 credit points at HE level 7. The course has an exception to the Regulations noted above regarding passing all assessments for conferment of the award. The Academic Regulations do not allow for compensation of marks by the Board of Examiners. Contained Awards PG Diploma Studies of Wellbeing candidates for the MA who do not attain the required credit points for that award but who attain sufficient points for a PG Diploma, may be awarded a PG Diploma Studies of Wellbeing (120 L7 credit points). PG Certificate Studies of Wellbeing candidates for the MA who do not attain the required credit points for that award but who attain sufficient points for a PG Certificate, may be awarded a PG Certificate Studies of Wellbeing (60 L7 credit points). These contained awards do not provide eligibility to apply for registration with the HCPC. Aegrotat awards For students awarded an Aegrotat award, this award does not provide eligibility to apply to for registration with the HCPC. Student Complaints and Appeals To meet the HCPC Standards of Education and Training the University should have explicit effective student complaints procedures including appeal about an academic decision and these can be found on these links:

15 External Examiner The HCPC Standards of Education and Training requires the appointment of at least one External Examiner who must be appropriately experienced and qualified and unless other arrangements are made, be from the relevant part of the Register (6.11). Student Support Network If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. ou may also like to contact your Course Rep or the Students Union Advice team for additional support with course-related questions. If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. ou can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is , and the address is StudentHub@leedsbeckett.ac.uk. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.