Aims:

• to provide a course of integrated professional and academic study towards and above the level offered by the General Social Care Council's Advanced Award
• to enable social work and social care professionals and teachers to pursue advanced study based in clinical, practice or applied management and educational experience with theorisation and research
• to enhance the capacity to manage change, adapt creatively to rapidly changing policy environments, and develop the advanced competences necessary to respond professionally within reconfigured modes of service delivery.
• to enable students to further the development of theory and research within the profession, by deepening and extending (ultimately to doctorate level) their own research skills and theoretical sophistication
• to enable students to plan and implement a detailed and rigorous applied professional research project that makes an original contribution to the state of professional knowledge, and prepare to defend this work in an oral examination with senior academics and professionals.

At Masters level:

Knowledge

• An in depth advanced understanding of the theoretical, methodological and research literature relevant to psychotherapeutic social work and be able to relate this creatively to your own specialised roles and areas of practice
• An advanced understanding of the nature of processes which can inform interventions and change processes
• an in-depth and advanced understanding of the dynamics of policy processes and the interaction between change processes in society and their impact on these at local level in the social work and social care sector
• an advanced understanding of the dynamics of marginalisation, exclusion, power, and difference in professional practice and policy

Thinking skills

• An advanced awareness of therapeutic process and the ability to apply this to practice, organisational processes and social policy within social work settings
• The capacity to make connections between observations, relevant theoretical constructs and practice interventions
• The capacity to develop and think through an individual research project or clinical study
• The ability to make informed judgements on complex issues, often in the absence of complete data and be able to communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences

Subject-Based Practical skills

• Developing capacities for complex decision-making and high levels of professional responsibility
• Developing capacity for taking a leading role in your area of expertise
• Developing capacities for influencing the development of colleagues and services through initiatives in management, training or practice supervision
• Skills in developing and implementing a programme of research and/or in-depth clinical study
• Advanced observation skills (infant and organisational)
• Advanced practice, management or educator knowledge, values and skills
• Develop the capacity to work with and in complex processes of change
• Manage and work with risk and uncertainty

Skills for life and work (general skills)

• Helps you to make links across subject areas, paradigms and theoretical orientations
• Enhances ability and confidence to discuss ideas in a group setting
• Enriches your capacity to tolerate, in a programme of considerable personal intensity, the emotional experiences of learning and working in social work
• Continuing development and enhancement of suitability for practice skills
• Enables you to appreciate the contribution that service users and carers make to your continuing professional development
• Enables you to work effectively in multi-agency and inter-professional work environments

At Professional Doctorate level:

In addition to the above, students completing the professional doctorate gain the following knowledge and skills

Knowledge

• Creating and interpreting new knowledge, through original research, of a quality to satisfy peer review, which extends the forefront of the discipline and merits publication
• Systematically acquired an understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice

Thinking skills

• The ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline and to adjust problem design in the light of unforeseen problems
• The ability to make informed judgements on complex issues, often in the absence of complete data and be able to communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences

Subject-Based Practical skills

• A detailed understanding of applicable techniques for research and advanced academic enquiry

Skills for life and work (general skills)

• Ability to continue to undertake research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches
• The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative, in complex and unpredictable situations

The course involves study in seminars for two years (Part 1) one day a week - Tuesday. Additionally, time is needed for tutorials, observation (in the first two years) and reading. In Part 2, there is a further taught year requiring attendance at seminars for one day a week - Thursday. Additionally, time is needed for tutorials, observation and reading. Subsequent research seminars take place either fortnightly or monthly with additional individual meetings with research supervisors and time needed for individual study and research.

The normal minimum and maximum periods of registration for a Professional Doctorate are as follows:

There are three 10-week academic terms, the first starting in October, and the third finishing in July. In addition we offer a termly research forum and twice a year a research study day.

• Years 1 & 2 seminar teaching takes place on Tuesdays;
• Year 3 seminar teaching takes place on Thursdays.

Terms 1-4:
Psychoanalytic & systemic theories/ Policy process, organisational cultures and social work: One reading seminar per week in Terms 1-4
Professional Practice Development: One seminar per week in Terms 1-4
Observational Studies: One seminar per week in Terms 1-4
Group relations event: 5 days in December in Year 2

Terms 5 & 6:
MA and Advanced Award Clinical/ Professional Doctorate route
Social work theory and research: clinical, management or educator paper: One reading seminar per week in Terms 5 & 6
Professional Practice Development: Clinical Practice/Supervision: 20 individual or small group supervisions in Terms 5 & 6

Year 3: Professional Doctorate
Professional Practice Development: Clinical Practice or Management/ Education Development project: 30 individual or small group supervisions
Research methods and Literature review: 4 lectures and 2 workshops per term; additional seminars in summer term
Research & Policy: 10 seminars (autumn/ spring term)
Institutional Observation: One seminar per week in Terms 7 & 8

Years 4 & 5: Professional Doctorate
Supervision of research projects: as negotiated on an individual basis
Research seminars: fortnightly or monthly

• In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.
• In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M
• In order to obtain a Masters, you will need to obtain 180 credits at Level M.

In order to gain a Professional Doctorate, you will need to obtain 180 credits at Level M & 380 credits at Level D. These credits will include a 300 credit level D core module of doctoral level independent research.

Knowledge is developed through

• In depth study of psychoanalytic and systems theories and their application to social work practice
• Relating this knowledge to the institutional and societal contexts, including the dynamics of marginalisation, exclusion, power and difference
• Study of the observational method and relevant literature
• Developing capacities to integrate observation, practice, theory and research
• In depth study of qualitative research methods and their application to social work.

Thinking skills are developed through:

• Making increasing links in the three fields (observations, theoretical constructs and practice interventions)
• The enhancement of thinking and discussion skills in seminars
• The requirement to individualise learning throughout the course

Practical skills are developed through:

• Increasing the capacity to make links between theory and practice, thus developing both expertise and leadership skills
• The application of research methodologies to an individualised research programme and/or in-depth clinical study
• Supervised practice placements in practice, management and/or education

Skills for life and work (general skills) are developed through

• Enhancing the transferable skill of making links across theories and paradigms
• Discussion based seminars
• Developing the ability to recognise the emotional impact of others on one self and vice versa
• Ongoing feedback in supervisions, seminars and tutorials developing awareness of suitability for practice skills
• The ongoing reflective log and the annual reflective assignment, as facilitating the increasing capacity to reflect on learning and professional development

For Professional Doctorate course:
In addition to the above, students completing the professional doctorate develop knowledge and skills through the following methodologies:
Knowledge is developed through

• The undertaking of original research involving the creation and interpretation of new knowledge at the forefront of the profession

Thinking skills are developed through:

• Designing and implementing a research project for the generation of new knowledge, applications or understanding at the forefront of the profession - requiring the capacity to adjust problem design in the light of unforeseen problems and the development of an ability to make informed judgements on complex issues, often in the absence of complete data, and to communicate ideas and conclusions effectively to specialist and non-specialist audiences

Practical skills are developed through:

• Detailed study and application of relevant techniques for research and advanced academic enquiry

Skills for life and work (general skills) are developed through

• Developing the knowledge and capacity to undertake research and development at an advanced level, thus contributing to the development of new techniques, ideas or approaches
• Enhancing the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative, in complex and unpredictable situations

For Masters Course:
Knowledge is assessed by

• Essays in theory, policy and research methodologies
• Work discussion papers in practice and social policy
• Linking observational experiences with theory in the observation essays
• The capacity to develop and implement a research project and/or in-depth case study

Thinking skills are assessed by

• The capacity to integrate theory and practice, policy and observation, as evidenced through assignments
• Discussion within the groups
• Developing and implementing the research project and/or in-depth case study

Practical skills are assessed by

• The developing capacity to observe and record, as demonstrated in assignments
• Essay and case study writing
• Assessment of supervised placements in practice, management and/ or education
• Developing research skills as evidenced through research assignments and in-depth case study
• Capacity for influence and leadership, evidenced by seminar, workshop and conference presentations and through the policy presentation

Skills for life and work (general skills) are assessed by

• The ability to hold different points of view and make links across theories and paradigms, as evidenced through written assignments
• Enhanced confidence through group discussion
• Increasing the capacity to tolerate anxiety when faced with new ideas and challenged by areas of experience inside the self, evidenced by seminar discussions and written assignments
• The annual reflective assignments as demonstrating the student's increasing capacity to maintain a reflexive relationship both with their learning and with its impact on their practice
• Suitability for practice assessed through supervisions and work discussion seminars

For Professional Doctorate course:
In addition to the above, students completing the professional doctorate are assessed through the following:
Knowledge is assessed by

• The undertaking and completion of an original research course, involving the creation and interpretation of new knowledge, of a quality to satisfy peer review, which extends the forefront of the profession and merits publication

Thinking skills are assessed by

• Thesis and viva presentation demonstrating the capacity to design and implement a research course which generates new knowledge, applications or understanding - including the ability to adjust problem design in the light of unforeseen problems and to make informed judgments on complex issues, in the absence of complete data, and communicate ideas and conclusions effectively to various audiences

Practical skills are assessed by

• Application of research techniques evidenced through thesis.

Skills for life and work (general skills) are assessed by

• Continuing capacity to undertake research and development and developing skills in autonomous initiative evidenced through thesis

Before this course started the University checked that:

• there would be enough qualified staff to teach the programme;
• adequate resources would be in place;
• the overall aims and objectives were appropriate;
• the content of the programme met national benchmark requirements;
• the programme met any professional/statutory body requirements;
• the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions

The quality of this programme is monitored each year through evaluating:

• external examiner reports (considering quality and standards)
• statistical information (considering issues such as the pass rate)
• student feedback

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

The Tavistock Clinic will apply the principle of equality of opportunity to all its admission activities and positively encourages the application of students from a wide range of backgrounds, including those with special needs.

The Tavistock Clinic will apply the principle of equality of opportunity to all its admission activities and positively encourages the application of students from a wide range of backgrounds, including those with special needs.

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.

The standard of this course is monitored by at least one external examiner. External examiners have two primary responsibilities:

• To ensure the standard of the course
• To ensure that justice is done to individual students

External examiners fulfil these responsibilities in a variety of ways including:

• Approving exam papers/assignments
• Attending assessment boards
• Reviewing samples of student work and moderating marks
• Ensuring that regulations are followed
• Providing feedback to the University through an annual report that enables us to make improvements for the future

The following methods for gaining student feedback are used on this course:

• Course Committee meeting once termly (students represent year groups)
• Use of the personal tutor system
• Termly year group reviews
• Feedback forms once yearly

Students are notified of the action taken through:

• Circulating the minutes of the Course Committee
• Termly year group reviews

The following methods are used for gaining the views of other interested parties:

• The views of employers are obtained through an employer forum held once a year.
• This facilitates discussions between course tutors students and employers.
• Service users are also integrally involved in all aspects of the programme.