The PG Dip/MA Child Protection and Complex Child Care provides a clear conceptual framework with which to understand the complex dynamics in families, including the dynamics of violence and abuse, and how to build relationships with troubled families.

The approach to learning combines lectures, with the opportunity to work in small groups which focus on the student’s professional experience. The disturbance inherent in many complex cases can make it very difficult for practitioners to make sense of what they are seeing and feeling and by implication of really knowing the lived experience of the child, parent or family.  The small groups provide an environment in which to critically reflect on such complex cases, including the student’s emotional response, and to develop an understanding of what is happening. This process enables students to develop confidence and skill in their professional judgment and decision making. The teaching team consists of experienced clinicians who are actively working with children and their families which ensures our teaching is informed not only by theory and research but also an ongoing engagement with the realities of practice.

The course is open to all professionals working with child protection and complex child care cases, in either the statutory or voluntary sector. This multidisciplinary context enriches the learning environment as it enables professionals to examine theoretically and experientially, how and why difficulties can arise in professional networks, and how to improve communication across organisations.

“[It has been an] incredible experience of studying with you. All I can say is it has been amazing, I have grown both personally and professionally under your guidance.” - Year 3 student

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

• A specific and organised theoretical framework for intervention in complex child care cases including child protection.
• A multidisciplinary programme with candidates drawn from the range of disciplines.
• Using a range of different teaching methods, such as application seminars, child and organisational observation and practice placements, the programme draws upon and integrates the individual’s practice experience with relevant theory and research.
• A focus on the organisational dynamics and management of child protection practice
• A focus on developing highly skilled practitioners who are equipped to work with complexity in demanding circumstances
• The integration of the competencies for the Advanced Award in Social Work (Children, Young People and Families)  enabling eligible candidates who successfully complete the programme to obtain a Masters qualification and the AASW. Candidates who exit the programme on successful completion of the PG Dip obtain the Higher Specialist Award (Children, Young People and Families)

Normally, an appropriate professional qualification relevant to their chosen career. Social workers should have adegree in Social Work or professional equivalent. Nurses should have an active registered nursing qualification with the Nursing and Midwifery Council.Candidates who do not posses a professional qualification should be able to demonstrate substantial relevant practice experience.

Social Work applicants applicants who wish to register for the AASW should possess the PQ Specialist Award in Social Work (Children, Young People and Families) or demonstrate equivalent practice experience.

Normally, at least three years practice experience since qualification, preferably more. 

Normally a first degree, degree equivalent or evidence of other post registration education/experience.

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)

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

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.

Application

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.

Selection

By:

1. Application form
2. A written reference from the student's workplace supporting their application
3. 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 recognize 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 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.

This taught course consists of the following: an experiential group, lectures, observation seminars, application seminars, supervised seminars of direct work undertaken in work placement, clinical supervision of practice undertaken at the Tavistock and individual tutorials.

Academic Assessment

Year 1 assessment  consists of the assessment requirements for the  common provision of the Postgraduate Certificate in Child, Adolescent and Family Mental Well-Being: Multidisciplinary Practice (D24).

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, Ba & 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 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.

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

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 in the spring, which students are required to attend although there is no formal assessment. The conference explores the complexities of interdisciplinary and inter agency working in mental health work with children, young people and families. 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.

Unit E Organisational Context of Child Protection:  A 4,000 word analysis of an aspect of the child protection process within an organisation

Unit F Research:  A 3,500 word research proposal which is the basis for the year 3 dissertation

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

In Year 3 students undertake Unit G Dissertation which consists of a 14,000 word dissertation.

This programme 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. The dissertation is undertaken in the third year. There are no exams.

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 difficulties                         
Higher Specialist Competency: 1,2,3,4,5 and values

Unit Ba Young Child Observation Seminar
Higher Specialist Competency: 1,6 and values

Unit C Introduction to child development research and presenting issues Higher Specialist Competency: 1,2, 4 and values

Year 2

Unit D Therapeutic and Clinical Practice – A 5,000 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 Organisational Context of Child Protection – A 4,000 Organisation Case Study. Higher Specialist Competency: 1,7 and 8

Unit F Research – The development of a research proposal (3,500 words) as the basis for the year 3 dissertation Higher Specialist Competency:

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 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 between 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. This is to be accompanied by a formal presentation of their dissertation and its findings within the agency.

Higher Specialist Competency Requirement

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 improve own performance and the performance of professional and interprofessional groups, teams and; analysing, evaluating and applying relevant and up-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. Take 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.
8. Support, mentor, supervise or manage others to enable them to identify and explore issues and improve their own practice.
9. 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.

There will be opportunities throughout the course to explore these values in greater depth, while assignments and reflective commentaries will evidence students’ capacity to take a leading role in applying these values to practice and research in social work with children, young people and their families and carers. 

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.

In year 3, Unit G requires students to undertake a dissertation of 14,000 words.  The dissertation will be based on either a small scale case study project using primary data, or an analysis using secondary sources, or a library based conceptual enquiry. Whatever the mode of enquiry, the objective is to facilitate the student to investigate a topic of professional relevance and make some discoveries that can inform practice and management in the field of child care.

1. The opportunity for candidates to engage in multi-disciplinary and multi-agency learning and share in inter-professional practice.
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 are all practising psychiatrists, clinical and educational psychologists, social workers, nurses, child and adolescent psychotherapists. Many of them work in other clinics, hospitals or therapeutic settings.
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 undertake a clinically applied training, undertaking supervised clinical work either in The Tavistock & Portman NHS 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. Expert research: The training we provide is further enriched by the strength of our research activities. Many of the staff 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.

Prior to commencing the programme 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 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 with 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 clinical practice seminars with a range of highly skilled professionals in innovative clinical work settings. The Tavistock Centre 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 in all branches of the caring professions, working with children, young people and families, to engage in study for a higher academic award and to develop skills in clinical intervention (direct and indirect), supervision, liaison, consultation, training and management/leadership in the field of child care/protection. The programme is informed by the current legal, policy and research frameworks underpinning childcare 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 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.