Skip to main content

Description

Programme Specification for the 2020/1 academic year

GradDip Mental Health Practice in Education Settings

1. Programme Details

Programme nameGradDip Mental Health Practice in Education Settings Programme codeLDP1PSYPSY02
Study mode(s)Full Time
Academic year2020/1
Campus(es) NQF Level of the Final Award6 (Honours)

2. Description of the Programme

This programme is designed to develop the clinical competencies and knowledge of trainees in order to practice as an Education Mental Health Practitioner (EMHP)? Study will lead to the development of clinical competency in the low intensity cognitive behavioural therapy clinical method and whole school approaches to mental health in education settings? The programme will also focus upon an understanding of ways to adapt your clinical practice with children, young people and parents / carers to accommodate diversity and increase access to evidence-based psychological therapies? This programme will provide you with an outstanding opportunity to develop the competencies and knowledge associated with practice as an EMHP. 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, where members of your teaching team have first-hand experience within the clinical setting.
  • Your learning experience will be enriched by nationally recognised, innovative, clinical teaching approaches, designed to develop you on your terms.

3. Educational Aims of the Programme

The aims of the GradDip Mental Health Practice in Education Settings (EMHP) are to:

  • Provide you with a thorough grounding in the Department of Health curriculum for Education Mental Health Practitioners working within Mental Health Support Teams.
  • Develop your understanding and clinical competency in the low intensity CBT clinical method and whole schools approaches to mental health and enable you to adapt your practice to work effectively with children and young people (CYP), their parents/carers and professionals with diverse needs.
  • Provide you with the foundations to establish a commitment to continuing professional development and becoming an evidence-based practitioner.
  • 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

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.

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

Stage 1


120 credits of compulsory modules

Compulsory Modules

CodeModule Credits Non-condonable?
PYC3022 Children and Young People's Mental Health Settings: Context and Values 20Yes
PYC3023 Fundamental Skills: Assessment and Engagement 20Yes
PYC3024 Evidence-based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills) 20Yes
PYC3025 Working, Assessing and Engaging in Education Settings 20Yes
PYC3026 Common Problems and Processes in Education Settings 20Yes
PYC3027 Interventions for Emerging Mental Health Difficulties in Education Settings 20Yes

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. Describe the low intensity clinical method and whole school approaches as defined by the Mental Health Support teams programme and demonstrate clinical competency in low intensity CBT assessment, low intensity interventions and whole school approached to mental health.
2. Outline the skills required to effectively engage and maintain therapeutic relationships, even in the face of difficulties and ruptures.
3. Apply an understanding of health behaviour and system change to inform and demonstrate competency in providing support for low intensity CBT interventions and whole school approaches.
4. Apply skills of scientific writing with a particular focus upon enhancing clinical practice associated with the clinical applications of psychology, through a range of methods, at a level appropriate to a GradDip.

Knowledge and detailed information are largely developed through a ‘flipped classroom’ pedagogy based on the directed reading of texts and journals before lectures with the knowledge discussed, critically evaluated and applied within the classroom. Independent but highly directed and prescribed study and practice therefore forms a major part of our teaching and learning methods.

Clinical competency is developed through clinical skills modelling, case studies, role play, placement-based supervision and self-practice/self-reflection, supported by directed research of texts and journals. Independent study and practice also form a major part of our teaching and learning methods.

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

ILOs 1-4: competency assessment, reflective commentaries, clinical case reports, audit report practice-based outcomes portfolio, examination.

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:

5. Demonstrate skills of scientific writing and presenting results.
6. Review and critically evaluate empirical evidence using a range of defined techniques.
7. Review and critically evaluate published work as well as your own work.
8. Explain the wider ethical issues relating to the subject and its application.

All ILOs are developed through a ‘flipped classroom’ pedagogy based on the directed reading of texts and journals before lectures with the knowledge discussed, critically evaluated and applied within the classroom. Independent but highly directed and prescribed study and practice therefore form a major part of our teaching and learning methods.

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

ILO 5: reflective commentary, clinical case reports, audit report

ILO 6: reflective commentary, clinical case reports, examination, audit report

ILO 7: reflective commentary, clinical case reports, audit report

ILO 8: clinical portfolio and practice outcomes document, clinical case reports, audit report

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:

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

All ILOs are achieved through supported reflection on own practice, clinical skills modelling, case studies, role play, placement-based and university-based supervision and self-practice/self-reflection. Independent study and practice also form a major part of our teaching and learning methods.

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

ILO 9: reflective commentary, clinical case reports, audit report.

ILOs 10, 14: reflective commentary, clinical case reports, audit report and competency assessments.

ILOs 9-15: practice outcomes documents, and practice outcomes portfolio.

7. Programme Regulations

Programme-Specific Progression Rules

You must pass all the modules in the table above. The pass mark for these modules is 40% with an additional requirement to pass all individual assessments within individual modules. There is a further requirement to pass any competency assessment within a module at 50%. If you fail any modules you will not be permitted to continue with the programme and your registration as a student will be terminated with immediate effect.

Programme-Specific Award Rules

You are not permitted to exit with a GradCert on passing 60 credits.

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

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

A range of services is 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.

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

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.

Graduates who hold an Honours degree of Lower Second Class Honours or above should apply for the Postgraduate Diploma in Mental Health Practice in Education Settings in place of the Graduate Diploma.

Candidates will need to provide evidence of a satisfactory Disclosure and Barring Service (DBS) check. Non-standard applications will be considered where applicants can demonstrate existing knowledge experience and skills developed in the workplace, relevant to this degree. Please contact the Programme Director for consideration, if you feel you qualify as a non-standard applicant.

To undertake the GradDip students must be employed on a paid or voluntary basis within a healthcare setting that has access to patients with depression or anxiety and is compliant with the requirements associated with an Improving Access to Psychological Therapies service (specifically in receipt of weekly case management supervision and fortnightly clinical skills supervision or its equivalent).

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 is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).

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

GradDip Mental Health Practice in Education Settings

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

6 (Honours)

21. Credit

CATS credits ECTS credits

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

15/01/2019

Date of last revision

09/11/2020