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Description

Programme Specification for the 2022/3 academic year

PGDip Psychological Therapies Practice (Low Intensity CBT for CYP and Families)

1. Programme Details

Programme namePGDip Psychological Therapies Practice (Low Intensity CBT for CYP and Families) Programme codePDP1PSYPSY09
Study mode(s)Level 1
Academic year2022/3
Campus(es)Level 1
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

Are you interested in a career as a Children’s Wellbeing Practitioner? Would you like to develop your clinical competency in the low intensity cognitive behavioural therapy clinical method working with children, young people and their families? Would you like to understand ways to adapt your practice to accommodate diversity and increase access to evidence-based psychological practice? If the answer to these questions is ‘yes’ then this may be the programme for you. This programme will provide you with an outstanding opportunity to develop the competencies and knowledge associated with practice as a Children’s Wellbeing Practitioner (CWP). 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.
  • Complete all elements of clinical practice enabling eligibility to work as a CWP.

3. Educational Aims of the Programme

The aims of the PGDip Psychological Therapies Practice (Low Intensity Cognitive Behavioural Therapy for Children, Young People and Families) are to:

  • Provide you with a thorough grounding in the Children’s Wellbeing Practitioner (CWP) curriculum working within the community to meet the mental healthcare need of children and young people.
  • Develop your understanding and clinical competency in the low intensity CBT clinical method 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

The PGDip Psychological Therapies Practice (Low Intensity Cognitive Behavioural Therapy for Children, Young People and Families) programme is a 12-month part-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.

Stage 1


Compulsory Modules

CodeModule Credits Non-condonable?
PYCM079 Children and Young People's Mental Health Settings: Context and Values 20Yes
PYCM080 Fundamental Skills: Assessment and Engagement 20Yes
PYCM081 Evidence-based Interventions for Common Mental Health Problems with Children and Young People (Theory and Skills) 20Yes
PYCM136 Working, Assessing, and Engaging in Community Based and Primary Care Settings 20Yes
PYCM137 Mental Health Prevention in Community and Primary Care Settings 20Yes
PYCM138 Interventions for Emerging Mental Health Difficulties in Community and Primary Care 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 community approaches as defined by the Wellbeing Practitioner for Children and Young People Curriculum (CWP) and demonstrate clinical competency in low intensity CBT assessment, low intensity interventions and community approaches 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 community 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 PGDip.

Knowledge and detailed information is largely developed through lectures and 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 forms a major part of our teaching and learning methods. 

ILOs 1-4: The ILOs are assessed by the following individual methods or a combination of these.

Competency assessment, clinical reports, reflective commentaries, narrated presentations, practice outcomes document portfolio, and 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.

ILOs are developed through a ‘flipped classroom’ pedagogy based on lectures, synchronous and asynchronous 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.

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

ILO 5: reflective commentary, narrated presentations, clinical reports practice outcomes document

ILO 6: reflective commentary, narrated presentations, examination, clinical reports, practice outcomes document

ILO 7: reflective commentary, narrated presentations, clinical reports

ILO 8: practice outcomes document, narrated presentations, clinical 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.

ILOs are developed through a ‘flipped classroom’ pedagogy based on lectures, synchronous and asynchronous 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.

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

ILO 9: reflective commentary, narrated presentations, clinical reports

ILOs 10, 14: reflective commentary, narrated presentations, clinical reports, practice outcomes document, and competency assessments.

ILOs 9-15: practice outcomes document, and 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 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 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 PGCert 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

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

A range of services is available to support your study 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.

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 Mental Health Practice in Education Settings.

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 PGDip 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

This program will be seeking accreditation with the British Psychological Society (BPS) when this process becomes available in the near future

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.

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

PGDip Psychological Therapies Practice (Low Intensity CBT for CYP and Families)

19. UCAS Code

Not applicable to this programme.

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

18/08/2022

Date of last revision

15/09/2022