Within the fields of child care and child and adolescent mental health there are a range of professionals engaged in the task of safeguarding and promoting the emotional and psychological well being of children. This inter-professional course aims to work with professionals across all sectors to develop knowledge and skills in the complex field of child, adolescent and family mental health. The course is organised within a psychodynamic and systemic theoretical framework and draws on relevant research evidence, practical clinical experience and legislation.

The course provides understanding of essential issues in therapeutic work with children young people and families. These will include the latest developmental theory and research in childhood and family development, key presenting issues, key therapeutic concepts in the context of the contemporary socio-political and legal contexts of child care and mental health care practice in England and Wales. It aims to develop sophisticated observational and assessment skills for use in practice work with children young people and families and in use with inter-professional colleagues and agencies the student comes into contact with. The course draws on students’ personal and practice experience and facilitates the integration of relevant theoretical ideas and research in order to advanced clinical and supervisory practice.

The course encourages the development of critical analysis and an awareness of self in relation to the integration of theory and practice. Anti-oppressive practice forms an integral part of the teaching on the course. Particular attention is paid to anti-oppressive practice, first by examining the place of difference in the development of self, and later reflecting on the impact of difference, power and oppression in clinical and professional relationships.

This course represents the common provision which we believe should underpin practice with children and their families, across the children’s workforce. This Postgraduate Certificate is a one year course in its own right and is also a possible pathway to one of five linked Postgraduate Diploma/MA courses:

• Postgraduate Diploma in Applied Systemic Theory (D4*)
• Postgraduate Diploma/MA in Psychological Therapies with Children, Young People and Families (M34)
• Postgraduate Diploma/MA in Child and Adolescent Primary Mental Health Care Work (M42*)
• Postgraduate Diploma/MA in Child Protection and Complex Child Care (M22*)

* Validated by the GSCC for the Higher Specialist and Advanced Award in Social Work (Children, Young People and Families).

This approach allows the Trust to make better use of the rich multidisciplinary mix of students for shared exploration and learning, in the presence of an integrated children’s service (ICS) policy agenda, whilst also maintaining the balance between small group teaching and larger lectures/seminars.

The course is underpinned by the Common Core of Knowledge and Skills central to The Every Child Matters agenda which is shaping child care policy and practice in England and Wales and CAMHS common core functions (Skills for Health/DOH 2007). It is designed to provide an advanced level of study for Counsellors, Social workers, Child and adolescent primary mental health care workers, CAMHS practitioners, Nursing practitioners and Fostering and adoption staff and Carers. 

The course would be suitable for practitioners in Counselling, Social work, nursing, CAMHS, CPMHW, Education and other childcare/family settings and welcomes applications from the statutory, voluntary and private sectors.

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 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 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, through which the course draws upon and integrates the individual’s practice experience with relevant theory and research.
• Teaching by practising clinicians, practitioners and researchers in the field of child and family work.
• A focus on the organisational dynamics of child and family care and mental health practice in the Interdisciplinary and Inter-agency context of an Integrated Service Agenda (ISA).
• A focus on developing highly capable skilled and reflective practitioners, able to apply ideas and work creatively in complex and changing environments.

1. Normally, an appropriate professional qualification relevant to their chosen career. Progression onto one of the four linked MA pathways may require students to hold a professional qualification. Social workers should have a C.Q.S.W. or Dip.SW or equivalent.
2. Normally, at least two years practice experience since qualification, preferably more. 
3. Normally a first degree, degree equivalent or evidence of other relevant post registration education/experience.
4. 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.
5. Candidates eligible to register for a post Qualifying Award in Social Work at the Higher Specialist and Advanced Level undertaken over the second and third years of some Integrated PGDip/MA’s validated against GSCC competences (D4, M22, M42) will need a PQ Award in Specialist Social Work (children, young people and families) or demonstrate at interview that their practice experience meets the specialist level requirements and that they are ready to engage with higher specialist and advanced levels of learning and practice.
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:  (a) Application form
(b) A written reference from the student’s workplace supporting their application and another relevant reference
(c) 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.

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. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the units for which they are seeking exemption.

This taught course consists of the following: lectures, observation seminars, application seminars, supervised work discussion seminars of therapeutic practice undertaken in work placement, tutorials, an experiential group. In addition, students are expected to attend a non assessed 3 day working conference exploring inter-agency work in child and family settings; Interagency Working: Exploring its complex realities in order to successfully complete the Post Graduate Certificate

Candidates are assessed academically and in respect of their clinical practice. In Year 1 candidates undertake three written assignments that are linked to distinct curriculum areas and are assessed on their clinical work with children and families. The three written assignments are linked to the three distinct curriculum Units A, B (a or b) & C and a percentage mark is given for each of these pieces of work.

Unit A: Therapeutic Practice, Concepts and Contexts: applications for practice in working with children, young people and families with emotional and mental health - A 4000 word reflective essay + additional evidence of clinical work congruent with modality of work  i.e.2 process recordings or 2 transcripts of videotaped clinical sessions.. This counts towards 70% of the overall aggregate mark.

In Unit A there is an assessment of the student’s clinical work with children and families by their work discussion group leader at the end of the academic year, which counts as 30% of the aggregate mark.

Both of the two assignments for this Unit, the academic and clinical assessment components, need to be passed. In addition, given the significant weight given to developing clinical capability in students over the lifetime of this course, this unit is not compensable if failed.

OPTION Unit Ba:  Young Child Observation - A reflective commentary of 3,000 words (based on 3 child observation reports of 1500 words)

OR

OPTION Unit Bb:  Family Observation and Systemic Theory -  A theoretically informed essay of 3500 words, which will include a transcription of a section of the interview and the family genogram.

Unit C: Introduction to Child Development Research and Presenting Issues - An essay of 3,500 words on some aspect of child development research studied and children’s presenting issues, in response to a question taken from a specified list provided at the beginning of the academic year.

A core element of the course is a three day conference which students are required to attend although there is no formal assessment. The conference explores the complexities of interdisciplinary and interagency working in mental health work with children, young people and families. Attendance at this conference is required for successful completion of the Postgraduate Certificate.

The candidates’ professional practical work experience is the basis for much of the learning. This is evidenced in the work discussion seminars and the supervision of therapeutic practice with a child or family where the students are required to apply theory, legislation and research to cases with which they are working in their agencies. Two of the three assignments are based on the students work experience.

-

1. The opportunity for candidates to engage in multi-disciplinary and multi-agency learning and share inter-professional experience in the context of policy imperatives regarding integrated children’s services (ICS)
2. The Tutors are working practitioners: Tutors include practising psychiatrists, clinical and educational psychologists, social workers, nurses, child and adolescent psychotherapists, psychologists, family therapists. Many of them work in other clinics, hospitals or therapeutic settings. Training is designed to provide a space in which individuals may learn to think, to experiment, and to develop a greater capacity for observation and reflection.
3. Different opportunities to learn from experience and different training forums have been designed to provide a space in which individuals may learn to think, to experiment, to consider the personal/professional interface of such work and to develop a greater capacity for observation and reflection.
4. Expert research: the training we provide is further enriched by the strength of our research activities. Many of the staff who teach and practice at the Clinic, are actively involved in research activities and are recognised nationally and internationally as experts in their field subject.
5. The course serves as the 1st year for one of 4 possible Post grad Diploma/MA pathways offering both a rich multidisciplinary student cohort but equally a choice of possible pathways into further specialism
6. Social Workers undertaking the relevant GSCC validated pathways (D4, M22, M42) can obtain the Higher Specialist/Advanced Award in Social Work and with successful completion of the MA the full Advanced Award in Social Work (Children, Young People and Families)
7. Supervised Clinical work: Students who undertake clinical training in the 2nd (M22, M42, M34) and 3rd year (M34) do supervised clinical work either in The Tavistock & Portman NHS Foundation Trust or in another institution. Clinical trainees are responsible to a senior member of staff for all the clinical work they do in connection with their training and provided with supervision on their work.
8. Flexible and relevant learning: the course has been developed to meet the needs of those who work in the CAMH mental health field, or whose work contains a mental health dimension. Our aim is to provide a rich resource for a wide range of professionals, disciplines and those working in relevant voluntary sector organisations.

The course equips students with the knowledge and skills for advancement in clinical work, management or consultancy in working with children, young people and families

Candidates are supported through individual and group tutorials. There are also regular course meetings whereby the candidates can engage with a dialogue with staff about the course. The library provides an excellent service for candidates studying in the field of child care/ mental health including electronic access to journals.

The opportunity to undertake supervised work practice seminars with a range of highly skilled professionals in the Tavistock Centre which has an international reputation for its work in the field of child, adolescent and adult mental health. 

In 2006-07 the trust implemented MOODLE.  MOODLE is a virtual learning environment accessible to students on courses validated by the trust’s university partners.  Each academic course has been allocated a MOODLE page which contains substantial information and resources.  Students can hold virtual meetings in chat rooms and debate over a longer period of time using the discussion forum.  MOODLE represents a significant technological advance for the Trust and offers excellent support to students, particularly those studying part time or at a distance.  Students also have access to UEL libraries.

This stimulating and creative course offers a unique opportunity for qualified professionals working in all branches of the caring professions with children, young people and families to engage in study for a higher academic award and to develop knowledge, skills and capabilities in understanding the essential issues in therapeutic work with children young people and families; such as the latest developmental theory and research in childhood and family development, key presenting issues  and evidence based practice in relation to these and key therapeutic concepts.

The course draws on students’ personal and practice experience and facilitates the integration of relevant theoretical ideas and research in order to advanced clinical and supervisory practice.

It aims to develop sophisticated observational and assessment skills for use in practice work with children young people and families and in use with inter- professional colleagues and agencies the student comes into contact with. The course encourages the development of critical analysis and an awareness of self in relation to the integration of theory and practice.

The course is informed by the current legal, policy and research frameworks underpinning child care practice in England and Wales. Learning is supported through lectures, seminars (including seminars supervising therapeutic practice undertaken in the student’s agency), an experiential group and individual tutorials. The course encourages the development of critical analysis and an awareness of self in relation to the integration of theory and practice. Anti-oppressive practice forms an integral part of the teaching on the course. The multi-professional nature of both the course membership and teaching staff encourages collaborative links with other agencies and disciplines.

Excellent library facilities are available.