Programme Specification for the 2024/5 academic year

GradCert Psychological Wellbeing Practice (Higher Apprenticeship)

1. Programme Details

Programme name	GradCert Psychological Wellbeing Practice (Higher Apprenticeship)	Programme code	UDC1PSYPSY01
Study mode(s)	Distance Learning Part Time	Academic year	2024/5
Campus(es)	Streatham (Exeter)	NQF Level of the Final Award	6 (Honours)

2. Description of the Programme

Are you interested in a career as a Psychological Wellbeing Practitioner? Would you like to develop clinical competency in Low-Intensity Cognitive Behavioural Therapy (LICBT)? Are you aiming to develop an understanding of ways to adapt your practice to accommodate diversity and improve access to evidence-based psychological therapies? If the answer to these questions is ‘Yes’ then this may be the apprenticeship for you. This programme will provide you with an outstanding opportunity to develop the competencies and knowledge associated with practice as a Psychological Wellbeing Practitioner (PWP). A strong emphasis throughout the programme is placed upon your personal and professional development. Advantages of the programme:

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.
Your learning experience will be enriched by members of the training team having first-hand experience working as PWPs within the LICBT clinical setting with nationally-recognised experts holding senior advisory positions to the NHS Talking Therapies programme.
Training delivery will be informed by the very latest clinical teaching approaches, with innovations in pedagogic approaches and remote delivery.
Clinical skills supervision provided after the end of University based training component will enable you to better prepare for the End Point Assessment.
Programme content is informed by major national textbooks and learning resources written and contributed to by members of the training team
You will have the opportunity to study within the Clinical Education, Development and research (CEDAR) department within the University of Exeter, which is renowned for its contribution to the field of mental health research, development and training.
The programme also has a strong focus on widening participation, with potential option of completing the programme via an adapted route for part-time staff over a longer duration. This option aims to support those unable to commit to working/studying full time to still be able to successfully access and complete the programme to become a qualified PWP.

3. Educational Aims of the Programme

The aims of the Level 6 Certificate in Psychological Wellbeing are to:

Provide you with a thorough grounding in the National Curriculum for the Education of Psychological Wellbeing Practitioners working within an NHS Talking Therapies Service.
Develop your understanding and clinical competency in the LICBT low intensity CBT clinical method and enable you to adapt your practice to work effectively with adult patients 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 Psychological Wellbeing Practitioner Apprenticeship is a 12-month (pre-End Point Assessment) part-time programme of study at National Qualification Framework (NQF) level 6 (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.

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

Stage 1

60 credits of compulsory modules

Compulsory Modules

Code	Module	Credits	Non-condonable?
PYC3019DA	Engagement and Assessment of Patients with Common Mental Health Problems	20	Yes
PYC3020DA	Evidence-based Low Intensity Treatments for Common Mental Health Problems	20	Yes
PYC3021DA	Values, Diversity and Context	20	Yes
PYC3034DA	End Point Assessment	0	Yes

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 as defined by the NHS Talking Therapies Service and demonstrate clinical competency in low intensity CBT assessment and supporting low intensity interventions 2. Demonstrate competence in the skills required to effectively engage and maintain therapeutic relationships through a variety of modes of support, even in the face of difficulties and ruptures, and demonstrate cultural competency 3. Apply an understanding of health behaviour change and demonstrate competency in providing support for low intensity CBT interventions 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 Level 6	1 - Knowledge and detailed information are largely developed and critically evaluated through lectures, seminars, tutorials, group and individual problem-based learning, directed reading of texts and practice-based learning. Independent but highly directed and supported study and practice is therefore a key part of our teaching and learning methods. 2 - Clinical competency is developed through clinical skills modelling, role play, case studies, clinical skills sessions, vignette and scenario-based learning, placement-based learning, supervision, self-practice/self-reflection, supported by directed research of texts and journals.	The ILOs are assessed by the following individual methods or a combination of these. ILOs 1-4: competency assessment, essay, reflective commentaries, clinical planning presentation, practice- based outcomes portfolio, examination.

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 as defined by the NHS Talking Therapies Service and demonstrate clinical competency in low intensity CBT assessment and supporting low intensity interventions
2. Demonstrate competence in the skills required to effectively engage and maintain therapeutic relationships through a variety of modes of support, even in the face of difficulties and ruptures, and demonstrate cultural competency
3. Apply an understanding of health behaviour change and demonstrate competency in providing support for low intensity CBT interventions
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 Level 6

1 - Knowledge and detailed information are largely developed and critically evaluated through lectures, seminars, tutorials, group and individual problem-based learning, directed reading of texts and practice-based learning. Independent but highly directed and supported study and practice is therefore a key part of our teaching and learning methods.

2 - Clinical competency is developed through clinical skills modelling, role play, case studies, clinical skills sessions, vignette and scenario-based learning, placement-based learning, supervision, self-practice/self-reflection, supported by directed research of texts and journals.

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

ILOs 1-4: competency assessment, essay, reflective commentaries, clinical planning presentation, 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, at a level appropriate to Level 6 6. Review and critically evaluate empirical evidence using a range of defined techniques, at a level appropriate to Level 6 7. Review and critically evaluate published work as well as your own work, at a level appropriate to Level 6 8. Explain the wider ethical issues relating to the subject and its application	All ILOs are developed and critically evaluated through lectures, seminars, tutorials, group and individual problem-based learning, vignette and scenario-based learning supported by directed research of texts and journals. Independent but highly directed and prescribed study and practice therefore forms a key 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, essay, clinical planning presentation ILO 6: reflective commentary, essay, clinical planning presentation, examination ILO 7: reflective commentary, essay, clinical planning presentation ILO 8: reflective commentary, clinical planning presentation and practice outcomes document.

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, at a level appropriate to Level 6
6. Review and critically evaluate empirical evidence using a range of defined techniques, at a level appropriate to Level 6
7. Review and critically evaluate published work as well as your own work, at a level appropriate to Level 6
8. Explain the wider ethical issues relating to the subject and its application

All ILOs are developed and critically evaluated through lectures, seminars, tutorials, group and individual problem-based learning, vignette and scenario-based learning supported by directed research of texts and journals. Independent but highly directed and prescribed study and practice therefore forms a key 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, essay, clinical planning presentation

ILO 6: reflective commentary, essay, clinical planning presentation, examination

ILO 7: reflective commentary, essay, clinical planning presentation

ILO 8: reflective commentary, clinical planning presentation and practice outcomes document.

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. Identify and solve complex problems demonstrating 10. Use electronic information retrieval and management tools proficiently and access information from a variety of sources. 11. Interact effectively within a group 12. Work effectively on your own or as part of a team 13. Manage your own learning (autonomy, time management, self-teaching, self-reflection, seeking and using feedback, personal responsibility, self-criticism) 14. 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 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, essay, clinical planning presentation, competency assessment. ILOs 10, 14: reflective commentary, essay, clinical planning presentation, competency assessments. ILOs 9-14: practice outcomes documents

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. Identify and solve complex problems demonstrating
10. Use electronic information retrieval and management tools proficiently and access information from a variety of sources.
11. Interact effectively within a group
12. Work effectively on your own or as part of a team
13. Manage your own learning (autonomy, time management, self-teaching, self-reflection, seeking and using feedback, personal responsibility, self-criticism)
14. 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 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, essay, clinical planning presentation, competency assessment.

ILOs 10, 14: reflective commentary, essay, clinical planning presentation, competency assessments.

ILOs 9-14: practice outcomes documents

7. Programme Regulations

Programme-specific Progression Rules

You must pass all the modules in the table above as the Gateway to the EPA module. The pass mark for these modules is 40% with an additional requirement to pass all individual assessments within individual modules. All competency assessments have a pass mark of 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.

You must attempt all parts of the End Point Assessment to achieve the full suite of qualifications available.

In line with PWP training accreditation requirements, 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 and you will be required to repeat the module.

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, with further support provided by a dedicated IT and statistics helpdesk.

A range of services is available to support your study including:

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.

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

Not applicable to this programme.

17. Programme Accredited / Validated by

18. Final Award

GradCert Psychological Wellbeing Practice (Higher Apprenticeship)

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

6 (Honours)

21. Credit

CATS credits	60	ECTS credits	30

22. QAA Subject Benchmarking Group

[Honours] Psychology

23. Dates

Origin Date	29/07/2021	Date of last revision	10/10/2022

Programme Specification for the 2024/5 academic year

GradCert Psychological Wellbeing Practice (Higher Apprenticeship)

1. Programme Details

2. Description of the Programme

3. Educational Aims of the Programme

4. Programme Structure

5. Programme Modules

Stage 1

Compulsory Modules

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes C: Personal/Transferable/Employment Skills and Knowledge

7. Programme Regulations

8. College Support for Students and Students' Learning

9. University Support for Students and Students' Learning

10. Admissions Criteria

11. Regulation of Assessment and Academic Standards

14. Awarding Institution

15. Lead College / Teaching Institution

16. Partner College / Institution

Partner College(s)

Partner Institution

17. Programme Accredited / Validated by

18. Final Award

19. UCAS Code

20. NQF Level of Final Award

21. Credit

22. QAA Subject Benchmarking Group

23. Dates

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge