Programme Specification (Postgraduate) Date amended: May 2013

Transcription

1 Programme Specification (Postgraduate) Date amended: May Programme Title(s): Master of Science in Child and Adolescent Mental Health Postgraduate Certificate in Child and Adolescent Mental Health (Postgraduate Diploma in Child and Adolescent Mental Health is available as an interim or exit award only) 2. Awarding body or institution: University of Leicester 3. a) Mode of study Part-time b) Type of study Distance learning 4. Registration periods: MSc in Child and Adolescent Mental Health (180 credits): The normal period of registration is 24 months The maximum period of registration is 48 months Postgraduate Certificate in Child and Adolescent Mental Health (60 credits): The normal period of registration is 8 months The maximum period of registration is 16 months 5. Typical entry requirements: The prerequisites to entry for the Certificate and Masters are a second class honours degree or equivalent professional qualification from any discipline, which involves the care of or working with children and adolescents (including teachers, residential care workers, nurses, primary mental health workers, etc.). Applicants whose first language is not English and who have not lived in a country where the first language is English for at least three years immediately prior to the commencement of the course are required to provide evidence of a minimum standard of English language ability (this will apply to more students now that we are moving towards international recruitment). The usual requirement is a score of 6.5 or above in the British Council s International English Language Testing System (IELTS) or its equivalent, for example, a score of 575 in a Test of English as a Foreign Language (TOEFL) including a score of 4.0 in the Test of Written English (TWE). Where one of the above qualifications has not recently been obtained or where, for any other reasons, there is doubt about an applicant s English language ability, the University reserves the right to set a special test of competence, validated by its English Language Teaching Unit. For the Certificate only, we will consider students who do not have a first degree but they will have to submit a written piece of work to enable us to identify if they have the basic skills to manage a postgraduate course although some support is available N.B. It is emphasised that this course is not aimed at students looking to continue their undergraduate studies, it is designed for practising professionals. 6. Accreditation of Prior Learning: None Page 1 of 13

2 7. Programme aims: The principal aim of the course is to equip practitioners with a sound knowledge and understanding of a range of topics in child and adolescent mental health. This knowledge not only underpins students existing practical experience with evidence-based expertise, but also develops an appreciation of the strengths and limitations of research evidence. This should enable students to enhance their careers in the field of child and adolescent mental health, and to generate new skills for the benefit of their clients and service provision. 8. Reference points used to inform the programme specification: The programme has been developed with reference to the National Framework for Higher Education Qualifications (FHEQ) and also complies with the Leicester of University Learning and Teaching Strategy ( ). 9. Programme : The broad learning outcomes of the Certificate are that students should be able Compare and contrast how mental health and illness are understood in different contexts and cultures Evaluate the impact of sociological and legal factors on how mental health is formulated Describe child and family development and evaluate the strengths and limitations of the different explanatory theories Describe and critically evaluate the relevance of biological, psychological and social aetiological factors in child mental health Describe the different components of an effective child mental health assessment Reflect on their own assessment skills and those that need further improvement Describe the presentation of some common child mental health problems Describe the key principles of commonly used therapies including behaviour therapy, cognitive therapy, social skills training, family therapy and family work and counselling support. Identify those problems that can be managed in primary care and those that need referral to more specialist services Apply the learning from the module to their own practice Critically evaluate their organisation s part in the management of children with multiple needs for the Diploma Identify the importance and relevance of research Assess the relevance and have practical experience of applying an ethical code Formulate a research question or hypothesis Describe the complexity of research and be able to compare and contrast the approaches Differentiate between approaches and be able to justify their preferences for particular methods Organise their research Apply research principles to child mental health research and evaluate such research Critically analyse published research Recognise the value of good quality research and the limitation of poorly constructed research Compare and contrast the different service models for the delivery of child mental health Demonstrate an ability to evaluate whether a service is delivering quality care or not Consider the factors they may need to take into account when planning service developments Page 2 of 13

3 Critically evaluate emerging evidence from the literature and their own service for effective evaluations Undertake a basic audit project or service evaluation Compare and contrast the advantages and disadvantages of working with different partners Identify the factors that enhance and inhibit partnership working Apply the basic principles of effective training Describe commonly used models of supervision and their evaluate their application in practice for the Masters Undertake a comprehensive literature search and critically evaluate the literature Clearly state aims and objectives if their research project Describe the methods used and justify their use Demonstrate effective data collection, analysis and presentation of the results in a recognised format Write a focused and structured discussion supported by examples Link the gathered data to the existing literature Demonstrate an awareness of the strengths and weaknesses of the research Use clear prose, accurate grammar, spelling appropriate use of illustrations and other methods of representing data Give a full and consistent bibliography Offer ideas for further research or application of their findings to practice Intended Learning Describe the different components of an effective child mental health assessment Describe the presentation of some common child mental health problems [Postgraduate Diploma & (a) Subject and Professional skills Knowledge Specified reading, seminars, tasks and group discussion Specified reading, seminars, tasks and group discussion Through facilitated discussion and moderated exercise in which they describe how the structure and framework presented relates to their remit and practice Through facilitated discussion and summative assessment (submission of anonymised case material which demonstrates application of the learning in practice). Describe the key principles of commonly used therapies including behaviour therapy, cognitive therapy, social skills training, family therapy and family work and counselling support. Identify the importance and relevance of research Specified reading, seminars, tasks and group discussion Specified reading and examples of how research has influenced understanding Through facilitated discussion and submitted assessment of case study (module 2) Reflective exercise Page 3 of 13

4 Describe the complexity of research and be able to compare and contrast the approaches Apply the basic principles of effective training Describe the commonly used models of supervision and evaluate their application in practice Compare and contrast how mental health and illness are understood in different contexts and cultures Formulate a research question or hypothesis Compare and contrast the advantages and disadvantages of working with different partners Reflect on their own assessment skills and those that need further improvement Identify those problems that can be managed in primary care and those that need referral to more specialist care Reading, group activities and case examples Through specified reading, video materials for critique of teaching in action Specified readings, group discussion of their experiences to consider effective supervision practices. Concepts The knowledge outcomes all involve some degree of concept but for these specific conceptual ones students are asked to reflect on specific issues in addition to use also using the learning methods for knowledge outcomes Reading and provision of examples regarding how an idea becomes a research question Specific readings and group exercises to consider how this works in practice Techniques As for knowledge outcomes and also use of case studies to apply the learning in practice Through guided exploration of written materials and using the literature in specific situations as examples of how it can be applied Through guided exploration of written materials and using the literature in specific situations as examples of how it can be applied Protocol submission for module 3 and MSc dissertation Assessment (submit a video segment of themselves delivering specified training) Reflective exercise in which they consider the supervision they receive or provide in their own practice. Through reflective writing and application in moderated exercise Research protocol Discussion board As for knowledge outcomes but also response to case material. Production of video of students applying the learning in practice Critique by peer which they report in a blog. Assessment of interview segment. Through case discussion and assessment of submitted written case management Page 4 of 13

5 Apply the learning from the module to their own practice Evaluate the impact of sociological and legal factors on how mental health is formulated Describe child and family development and evaluate the strengths and limitations of the different explanatory theories Describe and critically evaluate the relevance of biological, psychological and social aetiological factors in child mental health Critically analyse published research Recognise the value of good quality research and the limitation of poorly constructed research Consider the factors they may need to take into account when planning service developments [Postgraduate Diploma & Through guided exploration of written materials and using the literature in specific situations as examples of how it can be applied Critical analysis Combination of techniques used for knowledge, concepts and techniques Readings and exercise to relate the theory to their own practice and reflection of how their perspectives influence their views of the different models Reading, case scenarios, discussions and relating the theory to their clinical experience Guided step by step process through which they critique a paper Readings and facilitated discussion Readings, case examples and discussion forums Through written submitted assignment by demonstrating application to own practice and reflection This is expected and assessed throughout the programme By specific tasks to ensure that these specific outcomes are met as this is higher level learning and application that for knowledge and techniques as we are asking students to justify the stance taken and evidence that justification which is part of their written assignment Through moderated exercise and group discussion Submitted assessment related to specific case study (that is students have to identify the relevant factors from a scenario which is provided) Literature section of research protocol for module 3 and also MSc dissertation. However, this skill is assessed as part of any submitted written work Literature section of research protocol for module 3 and also MSc dissertation Discussion forum in which they relate theoretical concepts to their own context Page 5 of 13

6 Critically evaluate emerging evidence from the literature and their own service for effective evaluations [Postgraduate Diploma & Demonstrate effective data analysis and presentation of the results in a recognised format [Postgraduate Diploma & Demonstrate an awareness of the strengths and weaknesses of research Offer ideas for further research or application of their findings to practice [ Some background reading with examples and through guided critique of how the material presented relates to their context Step by step approach of how to undertake basic statistical tests and qualitative analysis Reading and critical analysis of papers with worked examples Provision of examples of this based on research that is presented to them Submission of a project plan to evaluate their service or an audit protocol Exercises during module 3 in which they carry out specified statistical tests Module 3 assessment and dissertation. Also through how they critique references used in written work. MSc dissertation Page 6 of 13

7 Critically evaluate their organisation s part in the management of children with multiple needs Differentiate between approaches to research, be able to justify their preferences for particular methods Appraisal of evidence A range of teaching methods as appraisal of evidence necessitates pulling together various parts of the learning Reading and examples in practice of different research studies By specific tasks to ensure that these specific outcomes are met as this is higher level learning and application that for knowledge and techniques as we are asking students to justify the stance taken and evidence that justification. For example in considering the clinical governance application they are asked to compare and score their service out of 10 for a model proposed by the Royal College if Nursing and then discuss with peers. They have to provide supporting evidence to justify the score given. Another task is to consider audit in their service and the challenges of undertaking effective audit in your work context and how these challenges might be overcome. Please consider the following: In another activity they have to consider how they would prepare and justify a business case for the development or expansion of a service, within a given budget and based on available evidence. Students will be expected to demonstrate that they can make some judgement about the quality of the evidence and justify their stance through assessment Through protocol submission for module 3 and MSc dissertation Page 7 of 13

8 Apply research principles to child mental health research and evaluate such research Compare and contrast the different service models for the delivery of child mental health Undertake a comprehensive literature search and critically evaluate the literature Assess the relevance and have practical experience of applying an ethical code Organise their research [ Demonstrate an ability to evaluate whether a service is delivering quality care or not Undertake a basic audit project or service evaluation Identify the factors that enhance and inhibit partnership working with different partners [Postgraduate Diploma & Clearly state aims and objectives of their research project Examples of research in this area and critical analysis skills taught through discussion, critiques and group discussion Reading and facilitated discussion Through library support and on line materials regarding how to carry out literature searches and critical analysis with worked examples in the reading (b) Transferable skills Research skills Explanation of the relevance of ethics and an opportunity for students to consider ethical problems and research when ethical principles were not adhered to Explanation of how to plan and structure research through reading and application of course text Examples of service evaluations and reading Readings and examples from practice Specified reading and relating this to their own context through guided discussion Reading and provision of examples regarding how an idea becomes a research question Through how literature is used and presented in submitted work Reflection of how their service model relates to the models presented as part of the teaching programme Through how research is used in submitted written work (reflective short essays and justification presented in written essay (Certificate level), through protocol submission (Diploma level) and dissertation (MSc level) Through course activity (Diploma) and through carrying out research and dissertation (MSc level) Through assessment of their dissertation Written critique of their service as it relates to the evidence presented and group discussion Assessment through a submitted written project plan of an audit or service evaluation and also through course activity Moderated activity and reflection Through protocol submission (diploma) and dissertation (MSc level) Page 8 of 13

9 Describe the methods used and justify their use Link the gathered data to the existing literature [ Give a full and consistent bibliography Compare and contrast the advantages and disadvantages of working with different partners (Diploma) Write a focused and structured discussion supported by examples Use clear prose, accurate grammar, spelling appropriate use of illustrations and other methods of representing data Appropriate use of illustrations and other methods of representing data Through readings of different research methods and illustrations of when they are used Through group and individual supervision Through providing examples of bibliographies Communication skills Through group discussion and communication with peers through discussion boards. Examples and supervision Self study modules as presented by Student support Data presentations specific examples Data presentation Through guided course activities and through group and individual supervision at the Masters level Through the methods section of the dissertation and of the research protocol which is the assessment method for module 3 Through the discussion section of the MSc dissertation The MSc dissertation is expected to include a bibliography. Additionally students are expected to reference all submitted written work using standard referencing styles Through course participation in an activity in which they reflect on their experiences of multiagency practice and how it relates to the theoretical evidence. Also through assessment in which they have to submit a video in which they define the purpose of multiagency working and how it can be effectively delivered (this is one of two options so students choose the area that is most relevant to their work context and role) Through dissertation and written assessments in which they have to present two sides of an argument and then justify their stance Through assessment of written submitted work as essays, case studies and reflections Through data presentation as part of Module 3 assessment. Through data presentation as part of MSc dissertation Page 9 of 13

10 Apply the basic principles of effective training (Postgraduate Diploma) Apply the learning from the module to their own practice Identify those problems that can be managed in primary care and those that need referral to more specialist care Apply the learning from the module to their own practice Learn to submit work as required by the programme timetable Not directly applicable as students will already be in post. However, the programme provides a comprehensive overview of child mental health so may enable students to move into more direct work in this field. Information technology Specific materials on how to engage with on line learning and student support on how to use technology to facilitate their learning Problem solving Discussions and examples of how to relate the taught material to their own practice and contexts Through guided exploration of written materials and using the literature in specific situations as examples of how it can be applied Working relationships Through group discussion and communication with peers through discussion boards. Managing learning Expected to manage learning and submit by deadlines. Career management The programme as a whole takes a child centred approach which utilises the evidence base to consider how to deliver high quality mental health care to children and young people at the level appropriate to the student s skill and remit. Students submit a video/dvd segment of themselves delivering training and this demonstrates the use of technology which is required for successful submission Submitted essays and case studies as part of their assessments and course activities (discussion of specific issues related to the reading and material presented) Through case discussion and submitted written case study which is formally assessed Through course participation and also through assessment in which they are specifically asked to relate the learning to their own practice (that is the assessment specifically asks them to do this) Through meeting deadlines for course work and assignments Through guided discussions of course contents and through moderation and advice provision by appropriately skilled staff. 10. Special features: The opportunity to learn in a multi-disciplinary forum from tutors who have an extensive wealth of experience in clinical practice and academia relating to child and adolescent mental health and research. Page 10 of 13

11 An evidence-based framework of child mental health and other key issues relevant to child mental health professionals to support practice-based experience. Theoretical background supported by clinical relevance to improve the delivery of clinical care, especially in areas which are major components of the child mental health worker role, such as primary care, inter-agency and community services. An internationally respected, formal qualification awarded by the University of Leicester. The following professional groups will find it of particular interest: doctors, registered mental health nurses, psychologists, paediatric nurses, teachers, occupational therapists, school nurses and other nurses, professionals working in voluntary agencies such as the NSPCC, Open Door, etc., Social workers and other child health professionals who have a particular responsibility for child mental health The contents of this course are guided by research evidence wherever possible, national workforce plans to improve and increase professional skills and staff across a number of agencies, in order to achieve a comprehensive CAMHS and provide an effective and evidence-based service. 11. Indications of programme quality: The taught programme was run for nearly a decade and received excellent student feedback. In 2010, we also took undertook some interviews with past students and managers to ascertain the impact of the course on practice. The interviews were consistent with the student feedback that the course is very relevant to staff working with children and successfully meets the learning outcomes set. 12. Scheme of Assessment As defined in Senate Regulation 6: Regulations governing Taught Postgraduate Programmes of Study (see Senate Regulations) 13. Progression points As defined in Senate Regulation 6: Regulations governing Taught Postgraduate Programmes of Study (see Senate Regulations) In cases where a student has failed to meet a requirement to progress he or she will be required to withdraw from the course and a recommendation will be made to the Board of Examiners for an intermediate award where appropriate. 14. Rules relating to re-sits or re-submissions: As defined in Senate Regulation 6: Regulations governing Taught Postgraduate Programmes of Study (see Senate Regulations) 15. Additional information [e.g. timetable for admissions] We will only have one start date every other year (from October 2013) and students are expected to progress through the course as a cohort. The learning involves working with their peers rather than alone although the timing between the completion of units (within the modules) enables flexibility. The course will be run as follows Academic Year 1 Oct- Jan Module 1 Feb-May Module 2 June-September Module 3 Academic Year 2 Oct-Jan Module 4 Feb-Sept Masters stage Page 11 of 13

12 As eight months may be a difficult timeframe for projects that involve human research subjects and therefore require ethics approval, students who want to progress to the Masters will be expected to submit projects for ethics approval by the end of the November of the second academic year. We would also strongly urge students to study populations that would only require University of Leicester ethics approval (at a minimum as they will also need to comply with any local institutional requirements). Whilst this may limit the range of topics students can research, it does increase the likelihood of a successful project. Appendix 1: Programme structure (programme regulations) Module 1: Mental Health and the Community (30 credits) To provide a sound academic knowledge base of the factors that influence child mental health and also to enable students to effectively question the basis of their understanding and perspectives and to build on these. The module is divided into four key units which are Setting the context, Child and family Development, The aetiology of child mental health problems and Assessment in Child mental health. The emphasis is on a sound theoretical knowledge of normal development and critical analysis of the theories of development. Module 2: Specific Mental Health Problems of Childhood and Therapeutic Interventions (30 credits) This module aims to provide a sound and thorough understanding of key disorders in child mental health and their management. It considers the group of mental health problems that can occur in childhood and adolescence as well as considering specific common disorders/problems. It is also designed to cover the key principles in the management of child mental health problems. There is an overview of strategies available with an emphasis on planning management with effective resource use. The principles of team working to deliver quality care will be addressed. Students will also be expected to consider in more detail those strategies that can be applied by non-mental health professionals. This module includes extensive practice-based learning, which is reflected in the total hours of study for the course. PG Diploma in Child and Adolescent Mental health The Diploma in Child and Adolescent Mental Health is comprised of two modules: Module 3: Research with Children (30 credits) An overview This module begins with unit one setting the context for doing research with children. Unit one guides you through planning a research project with children and provides important information regarding the inherent characteristics within you as a researcher which may influence your research practice. The next unit focuses on particular ethical concerns regarding doing research with children. This unit explores the history of developments in ethics, the core ethical principles and gives particular attention to informed consent. The module then moves on to practical issues in data collection and analysis. We acknowledge that there are no particular differences in analysing data collected from children to adults, and therefore focus more on data collection than analytic methods in this module. The final unit pulls together all the issues of child based research by helping you to consider how you might effectively disseminate your research findings, with some special attention regarding techniques for disseminating your project to children. The emphasis for the whole module is on a sound theoretical and practical knowledge of research methods and critical analysis of the specific issues that might affect you conducting a research project with children participants. This module includes extensive practice-based learning, which is reflected in the total hours of study for the course. Page 12 of 13

13 Aims: To provide a sound academic knowledge base of the broad practical issues involved in conducting a research project with children and also to enable students to effectively question the basis of their understanding and perspectives in terms of how they might influence the research process. Module 4: Service Development, Provision and Evaluation (30 credits) An overview This module is designed to reflect on the key areas that are central to the role of a mental health worker. The module focuses on different service models and how these can be developed and evaluated. The objectives of liaison, consultation and multiagency working are explored as models of engaging with other services and agencies. In the final part of the module specific skills such as negotiation skills and clinical supervision are addressed. Students will be provided with opportunities to consider different training strategies and the strengths and weaknesses of different approaches. An introduction into evaluating training will also be covered. This module includes extensive practicebased learning, which is reflected in the total hours of study. Aims: To describe a range of service models, to consider how to develop and evaluate such services and working with other agencies. The module finishes by considering the specific issues and skills required to undertake service delivery and evaluation effectively. MSc Dissertation in Child and Adolescent Mental Health (60 credits) Students who have been successful in completing the Diploma will be invited to continue their studies and complete a research dissertation in order to be awarded an MSc in Child and Adolescent Mental Health. An overview The Masters dissertation is designed to build on the concepts of evaluation and critical thinking that the former modules have introduced. The module aims to utilise the skills that students have learned and addresses more advanced research issues by implementing different research methodologies, designing and implementing a comprehensive research protocol, gathering and analysing data, selecting and critically evaluating literature and information and writing a sound conclusion which both brings together the arguments raised within the research and provides answers to the questions raised. Aims: To be able to undertake a rigorous research project and prepare a dissertation to the standard of, a Masters level thesis. Appendix 2: Module Specifications See module specification database Page 13 of 13