University of East London Homepage

Programme summary for MA / PGDip Psychological Therapies with Children, Young People and Families(M34)

About the programme

The unique character of the course is rooted in the following:

  • A specific and integrated multimodal theoretical framework drawing upon psychodynamic and systemic theory for understanding, safeguarding and promoting good developmental outcomes and emotional and psychological  well being for children, young people and families.
  • A multidisciplinary (MDT) course with candidates drawn from the range of disciplines, in which this rich wealth of experience is used to promote greater understanding of the issues in MDT and interagency work and explore the difficulties and potential of inter-professional and multi agency work with children, young people and families.
  • The use of a range of different teaching methods, such as application seminars, child observation, family observation and work practice discussion seminars, training in specific therapeutic/psychological therapy modalities and immersion in the clinical work of specialist CAMH workshops through which the course draws upon and integrates the individual’s practice experience with relevant theory and research.
  • A focus on the organisational dynamics of child and family care and mental health practice in the interagency context.
  • A focus on developing highly capable skilled and reflective practitioners, able to apply ideas, work creatively and offer authoritative leadership in complex and changing environments.

Programme structure

The MA (180 M level credits) is part – time, one day per week and organised in three terms per academic year. The course is completed after 3 years. The PG Dip can be awarded after two years (120 M level credits). The PG Cert in Child, Adolescent and Family Mental Well-Being: Multidisciplinary Practice can be awarded after one year (60 M level credits).

Career opportunities

The course equips students with the knowledge, skills and independent capabilities for advancement in specialist clinical work, management and or consultancy in working with children, young people and families in Universal, Targeted as well as Specialist settings.

Support

Prior to commencing the course students are invited to an induction to explore the components of the course, the study skills that will be required and developed and any other practical issues that may need to be addressed prior to starting the course proper. This will include an introduction to the library, with further tutorials on databases planned into the course timetable and others available from library staff on request. Over the first year (D24) candidates are allocated a personal Tutor and supported via regular tutorials in the first year (approx 1-2 per term).

The second year begins with a 3 day Clinic wide Introductory Event that takes place before the commencement of first term. Here students are inducted into the clinical, administrative and governance processes of the clinic. Students will be required to prepare Reflective Commentary 1 for the Introductory Event. The preparation of the Reflective Commentary is an opportunity for students to reflect on the learning in Year 1 and identify areas of consolidation and those requiring further development. The Reflective Commentary will form the basis of a seminar discussion in the Introductory Event and will be made available to your clinical supervisor. This event is compulsory to those wishing to commence the second year.

In the second and thirds year students receive weekly clinical supervision on their work within/outside of the Tavistock Clinic associated with the specialist CAMH clinical workshops. They will also receive supervision and work discussion in relation to the specific psychological therapy training they will undertake. In the second year they will undertake a research unit that expands their understanding and use of research, research relevant to therapeutic practice and the use of psychological therapies in CAMH They will have termly meetings in a group with the course leader.

There are also regular course committees whereby the candidates can engage in a dialogue with staff about the course programme.
The library provides an excellent service for candidates studying in the field of child care/ mental health including electronic access to journals, with a personal named librarian for students on this course.

Admission

  1. To have successfully completed the D24 Postgraduate Certificate in Child, Adolescent and Family Mental Well-being – Multidisciplinary Practice or completed a successful AP(E)L application.
  2. Normally, an appropriate professional qualification relevant to their chosen career.
  3. Normally, at least two years practice experience since qualification, preferably more. 
  4. Normally a first degree, degree equivalent or evidence of other relevant post registration education/experience.
  5. To be in full time or part time posts in which they are working with children and/or families experiencing difficulties (this may include managing, teaching or supervising staff) as candidates will be required to bring examples of their work for discussion and reflection.
  6. Students wishing to undertake M34 will be required to demonstrate that they have had personal experience of some form of psychotherapy, prior to the 2nd and 3rd years of the course and or will be expected to undertake therapy during the lifetime of the course.

English Language Requirements

In the case of applicants whose first language is not English, then the normal requirement for postgraduate courses is IELTS 6.5 TOEFL IBT 91 + (min 18 in each component) depending on the course; UEL and the Trust also accept other English language requirements including country specific examinations. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate courses.

All applicants are sent a detailed written account of the course and an application form.

Selection By: 

  1. Application form
  2. A written reference from the student’s workplace supporting their application and another relevant reference
  3. By interview. Candidates are required to bring to the interview a written account of a piece of work with a child, young person or family which they will be expected to discuss

All interviews are undertaken by staff members from the Tavistock Clinic. Applicants are expected to submit photocopies of their professional and academic qualifications at interview. In addition all students offered a place are required to have an enhanced CRB check which will be arranged the Trust.

 International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate courses.

Students that apply to enter stages of the course may be admitted through normal Accreditation of Prior Experiential Learning (APEL) or Accreditation of Prior Certificated Learning (APL) processes, or through an approved articulation agreement. It should be noted that given the developmental nature of this course in order for students to make a claim for Accreditation of Prior Learning (APEL or APL) they will have to both demonstrate and evidence that they have achieved the learning outcomes of any particular unit of the course for which they are seeking exemption and that in the opinion of the Course Tutors, that the APEL/APL being applied for, does not disadvantage the student in terms of future learning on the course

Information for screenreader users:

For a general description of these pages and an explanation of how they should work with screenreading equipment please follow this link: Link to general description

For further information on this web site’s accessibility features please follow this link: Link to accessibility information