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Study information

Programme Specification for the 2023/4 academic year

PGCert Enhanced Practice for Children and Young People (Low Intensity Cognitive Behavioural Therapy)

1. Programme Details

Programme namePGCert Enhanced Practice for Children and Young People (Low Intensity Cognitive Behavioural Therapy) Programme codePCT1PSYPSY10
Study mode(s)Part Time
Academic year2023/4
Campus(es)Streatham (Exeter)
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

This programme provides you opportunity to develop advanced clinical practice competencies in low intensity practice for children, young people (CYP), and families. It will enable you to develop knowledge and clinical practice skills that align with priority development areas of the national CYP mental health workforce strategy and are responsive to areas of enhanced practice need as identified by services and stakeholders. Guided by the national curriculum, the training programme will provide you with extensive professional development opportunity that will enhance and expand your clinical practice acumen. The programme will include enhanced practice modules.

This programme will enable you to expand on your previous psychological therapies practice training. You will be required to have successfully completed a related low-intensity training programme e.g., Education Mental Health Practitioner (EMHP) and Wellbeing Practitioner for Children and Young People (CWP), within CEDAR, or an equivalent HEE commissioned programme ahead of undertaking this programme. You will need to be at least one year post qualified as a low-intensity practitioner prior to attendance. This is to ensure that as a practitioner, you have the appropriate time and opportunity to consolidate your foundational low intensity practice skills and competencies.

3. Educational Aims of the Programme

The training will help support the delivery of the NHS Long Term Plan commitments as related to improving access to CYP MH services and extending specialist support to children and young people  The development of Enhanced Practice for Children and Young People (Low Intensity Cognitive Behavioural Therapy) aims to extend the clinical skillset of the low-intensity practice roles and enhance their specialisation for delivery in health, community and educational settings and enable widened participation and social mobility within this workforce

The benefits of this training will include:

 

1. Support for a broader range of CYP and families across educational and community settings including:

   a. Interventions for moderate to severe anxiety and for obsessive compulsive disorder and social anxiety.

   b. Working with neuro-diverse CYP with and their families, including those with ASC and LD

2. Improved staff skills-base through transparent career development within low intensity pathways

 

Learning, teaching, and assessment methods will be comparable to our other clinical training programmes delivered by CEDAR where we have developed an innovative approach to learning combining distinctive pedagogic approaches for the delivery of declarative, procedural and reflective content. We have developed strengths in self-reflection and self-practice (experiential/ reflective learning techniques), live competency assessments and are using technologies such as the “flipped classroom” to maximise the learning experience and accessibility to learning.

 

4. Programme Structure

PGCert Enhanced Practice for Children and Young People (Low Intensity Cognitive Behavioural Therapy)
is a 1-year part-time programme of study at Regulated Qualifications Framework (RQF) Level 7 (as confirmed against the FHEQ). The certificate will be delivered over approximately 44 taught days in addition to service-based learning and independent study. The training will be delivered in a blended format including both remote and face to face training.

Number of taught days:

Module PYCM124: To include approximately 24 days teaching (to include supervision of clinical practice)
Module PYCM125: To include approximately 20 days teaching (to include supervision of clinical practice)

The training programme will contain workshops on theoretical and clinical skills practice in relation to clinical knowledge, skills, and competencies of practice. Supervision of these enhanced practice and practice with CYP and families in the context of neurodiversity may be offered by the programme team if the knowledge and skills do not exist within the existing MHST or CYPMH workforce.

While knowledge, facts, theories, and approaches to problems and solutions will be taught, an equal weighting will be given in the course to learning through reflection on the process of learning itself, underpinned by peer support and mentoring process. You will be required to bring tapes of your own practice to the smaller supervision of practice groups as applicable. Tapes may be viewed remotely or in person depending on the format of the session. Each module will contain a combination of direct teaching, discussion, group work and experiential learning via:

  • Workshops covering relevant theory and practice
  • Clinical skills practice
  • Additional / Optional supervision of clinical practice

Exit Awards: No exit awards are available for this programme
Interim Awards: No interim awards are available for this programme

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?
PYCM124 Enhanced Practice in Early Intervention 30Yes
PYCM125 Adapting Low Intensity Practice with Children and Young People (and Families) with Neurodiversity 30Yes

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. Deliver enhanced low-intensity practice; effectively transferring these clinical skills across a range of presentations and settings for CYP and families
2. Critically evaluate and effectively apply advanced low-intensity evidence-based practice into your role.
3. Understand the core features of Autism, ADHD and Learning Disabilities (and associated conditions) and be able to extend and adapt low intensity support where a child or young person has autism, ADHD or additional learning needs
4. Understand how collaborative practice and participation values can effectively be incorporated into high quality care.

Clinical knowledge and practice competency is largely developed through a mix of lectures, workshops, small group seminars, reflective sessions, and core clinical supervision. A range of pedagogic approaches will be used including skills modelling, case study review, role play, peer feedback, and reflective blogs. This learning will be supported by directed reading of relevant literature, texts, and journals. Independent study and practice also forms a major part of our teaching and learning methods.

The development of clinical practice (theory into practice) will further be supported by placement-based supervision / optional university-based supervision of supervision and self-practice/self-reflection.

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

ILOs 1-4: Clinical Practice Competency Assessment, Reflective Commentary, Case Report.

ILOs 1-4: Practice-Based Outcomes Document and Portfolio

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 academic writing
6. Review and critically evaluate empirical evidence.
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.
9. Utilise evidence-informed measures to conduct performance management, appreciating how to use these measures to look at helpful changes and development of clinical skills in others.
10. Building confidence for achieving and sustaining a culture for effective delivery and improvement, including personal and system resiliency.

All ILOs are achieved through supported reflection on own practice, supervisory/clinical skills modelling, case studies, role play, placement-based and / or university-based supervision and self-practice/self-reflection. Workshops and small group seminars, individual coaching sessions, reflective blogs.

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 5-10 : Clinical Practice Competency Assessment, Reflective Commentary, Case Report. Practice-Based Outcomes Document and Portfolio

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:

11. Think critically, creatively, and independently, and communicate your ideas professionally and confidently
12. Identify and solve complex and demanding problems demonstrating confidence and flexibility.
13. Give accurate and constructive feedback
14. Use electronic information retrieval and management tools proficiently and access information from a variety of sources.
15. Manage, plan and direct your own learning (autonomy, time management, self-teaching, self-reflection, seeking and using feedback, personal responsibility)
16. Use supervision and personal reflection as a means to improve your personal effectiveness as demonstrated in the reflective commentaries.
17. Where desired, take a lead in applying concepts associated with evidence-based practice to enhance service delivery and evaluation.

All ILOs are achieved through supported reflection on own practice, clinical skills modelling, case studies, role play, placement-based and / or university based supervision and self-practice/self-reflection. Workshops and small group seminars, individual coaching / tutorial sessions, reflective blogs.

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 11-17: Clinical Practice Competency Assessment, Reflective Commentary, Case Report.
Practice-Based Outcomes Document and Portfolio

7. Programme Regulations

Programme-specific Progression Rules

You must pass all the modules in the table above in order to pass the programme. The pass mark for all modules is 50% with an additional requirement to pass all individual assessments within each module. There is a 100% attendance requirement. Should your attendance fall below that level you will be contacted and an action plan put into place. Should your attendance fall below 80% on any individual module above, you will not be able to pass the module. 

Exit awards:

No exit awards are available. 

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

All students will be assigned a personal tutor whilst enrolled on the programme.

A range of services is available to support your study from within Psychology. These include:

  • 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.  

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.

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.

Applicants are put forward for the programme through their employing NHS healthcare service.  Both individual service providers and HEE may inform us of the allocation and / or request for places for Wellbeing for or on behalf of each participating service. CEDAR may undertake brief interview with proposed applicants to ensure awareness of course demands.  Applicants must have successfully completed a CYP Low Intensity (Cognitive Behavioural Therapy) programme within CEDAR, or an equivalent HEE nationally commissioned CYP-IAPT programme and must be currently employed within a relevant CYP mental health service setting  on a FT/PT basis.

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.

(Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Health and Life Sciences

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

N/A

17. Programme Accredited / Validated by

0

18. Final Award

PGCert Enhanced Practice for Children and Young People (Low Intensity Cognitive Behavioural Therapy)

19. UCAS Code

N/A

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

02/12/2022

Date of last revision

02/12/2022