This course will be of interest to anyone working in front line primary care, who would like to develop their knowledge, skills and practice capabilities in the field of child, adolescent and family mental health.

This inter-professional course aims to develop in professionals and care workers, capabilities in both promoting psychological and emotional well-being and in working with mental health difficulties in children, young people and families. It will enable these workers to support primary care and front line staff through supervision, liaison, consultation and or training, in there work in complex multi-agency settings. In particular, it is aimed at those workers taking up new and specialist roles in this field, as part of the integrated children's services (ICS) agenda within health, local authority, education and the independent sector.

This programme of study takes place at the Tavistock clinic in London. It is taught by clinical practitioners, actively engaged in clinical practice, research and consultancy. It is a course that will enable you to develop knowledge, clinical capabilities and skills in 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.

In the second year the course focuses upon and explores in more detail, the development of skills and capabilities in health promotion, assessment and triage work and develops knowledge in the application of different therapeutic approach's, in working with specific client groups, in particular contexts (i.e. Looked after children, Young Offenders, Education, Minority Ethnic/Refugee communities).

Direct and indirect clinical interventions in primary care will be explored theoretically and through direct clinical practice in a multidisciplinary team in the Tavistock Clinic, or within the students own work setting through intensive supervision. The course will develop student's skills in providing supervision, consultation/liaison and in developing training for primary care staff. The second year research unit will develop an understanding of research methodologies for everyday use, leading to a research proposal for a relevant work based dissertation in the 3rd year.

The course draws on students' personal and practice experience and facilitates the integration of relevant theoretical ideas and research in order to advance clinical and supervisory practice. The programme 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 will be of interest to anyone working in primary care, who would like to develop their knowledge, skills and capabilities in child and adolescent mental health work. The course is suitable for Child Primary Mental Health Workers, Practitioners in Social work developing child and adolescent mental health roles, Nurses developing their CAMH roles(i.e.) School Nurses, Community Paediatric Nurses, Health Visitors, CAMHS workers, those in Education and welcomes applications from the statutory, voluntary and private sectors.

This innovative multidisciplinary course was initially commissioned by the National CAMHS support service/CSIP to develop the knowledge, skills and capabilities of Child Primary Mental Health Workers (PMHWs), as part of the newly emerging CAMHS workforce. It is underpinned by Common Core of Knowledge and Skills central to the Every Child Matters Agenda, the CAMHS Common Core Functions (DOH 2007) and the Competency and Capability Framework for Primary Mental Health Workers (2005).

The course has been accredited by the GSCC for the Advanced Award in Social Work (Children, Young People and Families). The course is also informed by the National Competency Framework for Primary Mental Health Worker Role and other relevant National Occupational Standards and Sector skill council endorsed standards.

1. Normally, an appropriate professional qualification relevant to their chosen career. Progression onto one of the five linked PGDip/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, M25, 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.

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.

Selection

By:  (a) Application form
(b) A written reference from the student's workplace supporting their application
(c) By personal interview. Applicants are required to bring to the interview a written account of a case with which they have been involved and this will be discussed during the interview process. Applicants wishing to register for the AASW will need to demonstrate how this piece of work demonstrates equivalence to the PQ Specialist Award in Social Work (Children, Young People and Families). The criteria for the assessment of the case study are as follows:

• The candidate’s capacity for critical reflection.
• The candidate’s capacity to work with colleagues and teams within and across different disciplines and agencies.
• Evidence of the candidate's ability to competently engage and intervene in the life of service users (in specialisms) and to recognise and work with diversity.
• Evidence of the candidates capacity to draw upon research and theory to inform their practice
• The candidate's capacity to use supervision to inform their practice and to support and develop the practice of others.
• The candidate's capacity to work with and think about risk, uncertainty and conflict.

There is provision for entry with advanced standing, subject to applicants fulfilling other entry criteria. The integrated academic and professional requirements of individual units serve as the baseline against which each advanced standing claim is assessed. Candidates wishing to make such a claim will be provided with the learning outcomes of the unit for which exemption is sought and will be expected to complete the task within the word limit of the unit’s designated assessment task. Such claims may be based on either prior certificated or prior experiential learning.

Staff members from the Tavistock Clinic undertake all interviews. The principle of equality of opportunity informs all admission activities and the Clinic positively encourages the application of students from a wide range of backgrounds, including those with special needs. Applicants are expected to submit photocopies of their professional and academic qualifications at interview.

All students applying for a place on this course will be required to produce a current Enhanced Level Criminal Records Bureau Disclosure. If original and up to date documentation is not available at interview, only a conditional offer can be made, pending submission of disclosure certificate.

The MA (180 M level credits) is part – time, one day per week and organised in three terms per academic year. The programme is completed after 3 years. The PG Cert (60 M level credits) can be obtained after one year and the PG Dip after two years (120 M level credits)

This taught course consists of a study day once a week at the Tavistock clinic, London and includes the following: an experiential group, a 3 day working conference exploring Interagency Working, lectures, observation seminars, application seminars, workshops, supervised seminars of direct work undertaken in work placement, clinical supervision of practice undertaken at the Tavistock and individual tutorials

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.  Higher Specialist Award: 1,2,3,4, 5 and values. In Unit A there is an assessment of the student’s clinical work with children and families which is marked as pass or fail.

• Both 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. Higher Specialist Award: 1, 6 and values

• 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. Higher Specialist Award: 1, 2 4 and values

A core element of the course is a conference which students are required to attend although there is no formal assessment. Attendance at this conference is required for successful completion of the Postgraduate Certificate.

In Year 2 there are three written assignments, again linked to specific curriculum areas in Units D, E and F. Written Assignments in Units D, E and F are given a percentage mark.

• Unit D Therapeutic and Clinical Practice – A 4,000 word Case study

A clinical assessment of supervised clinical work is undertaken in Unit D, this is marked pass or
Fail. Higher Specialist Competency:  1, 2, 3, 4 and 6

• Unit E Consultation, Supervision and Training – A 4,000 Critical review of a piece of supervision or consultation undertaken or of a piece of relevant training undertaken. Higher Specialist Competency: 1, 4, 7, 8 & 9

• Unit F Research – A 3,500 word research proposal as the basis for the year 3 dissertation. Higher Specialist Competency: 1 & 6

Students need to complete successfully both clinical assessments in years one and two in order to pass both the first and second year and need to complete both years in order to obtain the Higher Specialist Award.

This course aims to use assessment as a way of enhancing and consolidating learning and developing capability, not only as a way of testing knowledge and skills.

In Year 3 the dissertation is undertaken. There are no exams.

Unit G - Students are required to complete a dissertation of a maximum of 14,000 words exclusive of appendices and data. 

Professional Accreditation

See Higher Specialist and Advanced Award Competency Descriptors below
The assessment of professional competence is as follows:

Year 1

• 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  i.e .2 process recordings. An assessment of the student’s clinical work with children and families which is marked as pass or fail. Higher Specialist Award: 1,2,3,4, 5 and values
• 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. Higher Specialist Award: 1, 6 and values
• Unit C: Introduction to child development research and presenting issues - An essay of 4,000 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. Higher Specialist Award: 1, 2 4 and values

Year 2

• Unit D Therapeutic and Clinical Practice – A 4,000 word Case study. A clinical assessment of supervised clinical work is undertaken in Unit D, this is marked pass or fail Higher Specialist Competency:1, 3 and 6
• Unit E Consultation, Supervision and Training – A 4,000 word critical review. Higher Specialist Competency: 1,7 and 8
• Unit F Research –  A 3,500 word research proposal as the basis for the year 3 dissertation
  Higher Specialist Competency:  1 and 9

In addition students are required to submit two Professional Reflective Commentaries during year 2

Professional Reflective Commentary 1

The student will draw on their experience of the workshops on Working with Diversity and The perspective of Service Users: holding on to professional values when working with complexity and critically examine how they have addressed the complexities of working with race, equity and diversity, and service user’s perspectives, when specialising in work with children, young people, their families and carers.  2,000 words.
Higher Specialist Competency: 1, 3 and 5

Professional Reflective Commentary 2

The student will draw on their experience of the experiential group, the working conference and their placement in a multidisciplinary team to critically explore the development of their capacity to work effectively in complex interprofessional and multi agency networks. 2,000 words.
Higher Specialist Competency: 1 and 9

Year 3

Unit G Dissertation students undertake a dissertation of 14,000 words.
In addition students are required to submit Professional Development Commentary 3. This commentary will specifically consider how their dissertation findings will inform and develop practice within their agency and detail a strategy for the dissemination of their findings. 2000 words. This is to be accompanied by a formal presentation of their dissertation and its findings within the agency. Advanced Award Social Work (Children, Young People and Families)

Higher Specialist Competency Requirements

1. Meet the academic standards for work at level M in the QAA framework.
2. Use independent critical judgement to  systematically develop their own practice  in the context of the GSCC codes of practice, national and international codes of professional ethics, the principles of diversity, equality and social inclusion in a wide range of situations including those associated with inter-agency and inter-professional work.
3. Demonstrate a substantially enhanced level of competence in a defined area of professional practice, professional management, professional education or applied professional research to the agreed national standards for higher specialist work in this area.
4. Demonstrate a fully developed capacity to take responsibility for the use of reflection and critical analysis to continuously develop and improveown performance and the performance of professional and inter professionalgroups, teams and; analysing, evaluating and applying relevant andup-to-date research evidence including service user research.
5. Use a critical knowledge and understanding of service user and carer issues to actively promote, develop and implement service user and carer rights and participation in line with the goals of choice, independence and empowerment.
6. Work effectively as a practitioner, researcher, educator or manager in a context of risk, uncertainty conflict and contradiction or where there are complex challenges and a need to make informed and balanced judgements.
7. Takeresponsibility for managing key aspects of complex change processes, including those involving other professions or other agencies, in the context of professional practice, professional management, professional education and training or applied professional research.
8. Support, mentor, supervise or manage others to enable them to identify and explore issues and improve their own practice.

Development and implement effective ways of working in networks across organisational, sectoral and professional boundaries, taking a responsibility for identifying, analysing and resolving complex issues, problems and barriers, promoting partnership, collaboration, inter-professional teamwork, multi-agency and multi-disciplinary communication and ensuring the delivery of integrated and person-centred services.

Advanced Award in Social Work

1. Meet the academic standards for work at level M in the QAA framework.
2. Use independent critical judgement to take a leading role in systematically developing their own practice and that of others in the context of the GSCC codes of practice, national and international codes of professional ethics, the principles of diversity, equality and social inclusion in a wide range of situations including those associated with inter-agency and inter-professional work.
3. Demonstrate a substantially enhanced level of competence in a defined area of professional practice, professional management, professional education or applied professional research to the agreed national standards for higher specialist work in this area and take a leading role in promoting good practice.
4. Demonstrate a fully developed capacity to take responsibility for the use of reflection and critical analysis to continuously develop and improveown performance and the performance of professional and interprofessionalgroups, teams and networks in the context of professionalpractice, professional management, professional education or appliedprofessional research; analysing, evaluating and applying relevant andup-to-date research evidence including service user research.
5. Use a critical knowledge and understanding of service user and carer issues to actively promote, develop and implement service user and carer rights and participation in line with the goals of choice, independence and empowerment.
6. Undertake research designed to address issues or problems in the context of professional practice, professional education, applied professional research or professional management.
7. Work creatively and effectively as a practitioner, researcher, educator or manager and take a leading role in a context of risk, uncertainty conflict and contradiction or where there are complex challenges and a need to make informed and balanced judgements.
8. Take a lead responsibility for managing key aspects of complex change processes, including those involving other professions or other agencies, in the context of professional practice, professional management, professional education and training or applied professional research.
9. Support, mentor, supervise or manage others, exercising practice, research, management or educational leadership to enable them to identify and explore issues and improve their own practice.
10. Take a leading role in the development and implementation of effective ways of working in networks across organisational, sectoral and professional boundaries, taking a lead responsibility for identifying, analysing and resolving complex issues, problems and barriers, promoting partnership, collaboration, inter-professional teamwork, multi-agency and multi-disciplinary communication and ensuring the delivery of integrated and person-centred services.

Embedded Values

Requirement 5: In addition to the general underpinning values associated with the GSCC codes of practice there are a number of specific user-focused values which need to be firmly embedded in social work practice with children and young people their families and carers. These are:

• engaging with others to develop trust;
• exploring ways to share control over decision-making with young people and their families;
• respect for others, including respect for difference;
• honesty and openness; and
• an ability and a willingness to look at the needs of children and young people in a holistic way, setting problems alongside overall interests, talents and abilities and drawing on an awareness and appreciation of the diversity of lifestyles and experiences of children and young people in our society.

Competency Allocation and Academic Award

The candidates’ professional experience is the basis for much of the learning. This is evidenced in the work discussion seminars and the supervision of direct work with a child or family seminars where the students are required to apply theory, legislation and research to cases with which they are working in their agencies. Five of the seven written assignments are based on the students work experience and are aimed at developing knowledge and skills for clinical and work setting use.

1. The opportunity for candidates to engage in multi-disciplinary and multi-agency learning and share interprofessional experience in the context of policy imperatives around integrated children services.
2. Social Workers obtain the Higher Specialist/ Advanced Award in Social Work. The MA is validated for the full Advanced Award in Social Work (Children, Young People and Families)
3. 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.
4. 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.
5. Supervised clinical work: Students who undertake clinical training 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.
6. Flexible and relevant learning: The programme has been developed to meet the needs of those who work in the CAMHS 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, discipline’s and those working in relevant voluntary sector organisations. The course is designed in part for Primary Mental Health Workers and for those working with Children and families who may wish to take up a PMHW role.
7. Expert research: The training we provide is further enriched by the strength of our research activities. Many of the staff that teach and practice at the Clinic, are actively involved in research activities and are recognised nationally and internationally as experts in their fields.

The programme equips students with the knowledge and skills for advancement in clinical work, management or consultancy in the field of complex child care and child and family mental health work and care.

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 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. This event is compulsory to those wishing to commence the second year.

In the second year students receive weekly clinical supervision on their work within/outside of the Tavistock Clinic and have termly meetings in a group with the Programme leader.

During the third year students are supported by fortnightly research seminars and tutorials.
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.

The opportunity to undertake supervised 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. 

This stimulating and creative course offers a unique opportunity for qualified professionals working with children, young people and families, who are interested in developing specialist capabilities in the field of promoting mental health and emotional well-being. An opportunity to engage in study for a higher academic award and to develop skills and capabilities in clinical intervention (direct and indirect), supervision, liaison, consultation, training and management/leadership in the field of child and adolescent primary mental health care work.

The course is informed by the current legal, policy and research frameworks underpinning childcare and child and adolescent mental health care practice. Learning is supported through lectures, seminars (including seminars supervising direct work undertaken in the student’s agency), workshops, individual tutorials and the opportunity of intensely supervised clinical work within a multidisciplinary team in the Tavistock Clinic. The course encourages the development of reflexive 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 on site and through dial up links. 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 technical 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.