Programme Specification for Psychodynamic Approaches to Working with People with Learning Disabilities PGDip
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Final award |
PGDip |
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Intermediate awards available |
PgCert |
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UCAS code |
N/A |
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Details of professional body accreditation |
N/A |
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Relevant QAA Benchmark statements |
Psychology |
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Date specification last up-dated |
August 2003 |
Profile
The summary - programme advertising leaflet
Programme content
This programme aims to provide:
- i) A grounding in psychodynamic theory as applied to people with learning disabilities
- ii) A forum in which the skills required for effective communication of the above ideas can be developed.
This will be achieved by student’s participation in lively and relevant discussion groups, attendance at lectures and seminars, and through a short observation task, which integrates understanding through learning through experience.
Admission requirements
The entrance requirement for the PGCert/Dip in Psychodynamic Approaches to Working with People with Learning Disabilities programme is a bachelor level degree or other qualification at equivalent level. You will be required to be working (on either an employed or voluntary basis with people with learning disabilities in the public or independent sector). We will expect you to be working a minimum of two days a week with the client group, though we will consider applications with lesser direct contact, if we consider you will be able to participate fully in the programme, based on your current direct work time.
The context where you work should support the development of your thinking and practice and should allow you to bring examples of their work for discussion and reflection. Once accepted on the programme, we will work with you on developing and establishing an appropriate contract with your employer, so as to best support your participation in this programme.
Candidates will usually have a degree or professional qualification, however, consideration will be given to potential candidates who may not have a straight forward academic history but who have appropriate and relevant experience, at the discretion of the programme tutors.
Students will be enrolled for the full Post Graduate Diploma programme. Students who have successfully completed year 1 of the programme may opt to step off the programme and will be eligible for a Post Graduate Certificate Award
Programme structure
The programme is undertaken on a part time 2 year basis, one afternoon a week during term time
Learning environment
Theory and applications models are taught through seminars and lectures to the whole year group. This is supplemented by weekly small (no more than five students per group) work discussion groups
Assessment
Year one:
- Theory assessment: one 4000 word essay
- Professional development: one 2500 word essay
- Work discussion: one portfolio of observations (3xshort reports 1500 words)
Year two:
- Theory: one 4000 word essay
- One portfolio of work discussion papers (3xshort reports 1500 words)
- One short observation essay: 2500 words
Relevance to work/profession
This programme aims to deepen and develop the participant’s experience in their work settings and to help consideration of career development
Thesis/Dissertation/project work
This programme does not require a dissertation
Added value
Whilst this programme does not offer professional body exemptions as such, credits may be applied to other Tavistock/UEL programmes.
Your future career
This programme is not a clinical programme with clear career progression; participants may use it to develop their roles in their current posts or as a starting point for other psychodynamic trainings. We are also in negotiation with the Institute of Psychotherapy and Disability regarding possible career progression to a psychotherapy training programme.
How we support you
All students have a personal tutor to co-ordinate learning and experience on the programme. The Professional development seminars are also designed to support students with their development in their own work place. In addition the students are invited to join a trust-wide study skills day to help develop skills to enhance written assignments.
Bonus factors
The Tavistock Clinic is a centre of excellence for psychodynamic thinking and as such has an excellent library system available both in the institution and through the internet. The programme provides the opportunity to meet a wide range of experienced and published psychodynamic clinicians and to work with a diverse student body.
Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- A grounding in psychodynamic theories as applied to people with learning disabilities,
- A forum for exploring psychotherapeutic approaches to working with people with learning disabilities,
- A forum in which the skills required for effective communication of the above ideas can be developed.
What will you learn?
Knowledge
- a detailed knowledge of the key texts relevant to learning disabilities
- An understanding of the theoretical issues and debates within the literature of learning disabilities
- A knowledge regarding the origin of psychodynamic ideas
Thinking skills
- To make meaningful links between theory and your own practice
- To make thoughtful observations that take into account relevant theory
- To reflect on your contributions to the team within which you work
- To reflect on the impact of integrating your new knowledge and insights into your work practice.
Subject-Based Practical skills
- To make meaningful observations and to develop skills in recording these
- To develop skills in talking to multidisciplinary groups
- Presentation skills
- To explore different options for integrating new knowledge and insights into current work practice.
Skills for life and work (general skills)
- Enhancing ability and confidence in large and small multi disciplinary groups
- Presentation skills, both written and verbal
Structure
The programme structure
Introduction
All programmes are credit-rated to help you to understand the amount and level of study that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).
Credits are assigned to one of 5 levels:
- 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
- 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
- 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
- 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
- M - equivalent in standard to a Masters degree
Credit rating
The overall credit-rating of this programme is 120 credits.
Typical duration
Two years part time.
How the teaching year is divided
The teaching year begins in October and ends in July. A typical part-time student will study for one half day and will complete 60 credits.
What you will study when
Students must complete 60 credits in year one and 60 credits in year 2
Year one 60 Credits
- Theory one lecture per week (20 credits)
- One work discussion seminar per week (20 credits)
- Three professional development seminars per term (20 credits)
Year two 60 credits
- One theory seminar per week (20 credits)
- One work discussion/observation seminar per week (20 credits)
- Three professional development seminars per term (20 credits)
Requirements for gaining an award
- 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. These credits will include a 60 credit level M core unit of advanced independent research.
Masters Award Classification
Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification
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70% - 100% |
Distinction |
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60% - 69% |
Merit |
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50% - 59% |
Pass |
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0% - 49% |
Not Passed |
Assessment
Teaching, learning and assessment
Teaching and learning
Knowledge is developed through
- In depth study of psychodynamic theory as applied to people with learning disabilities
- The study of the development of theory within mainstream psychoanalysis
- The observation model, and its application in the work setting
Thinking skills are developed through
- The enhancement of thinking and discussion skills in small seminars
- The participation in larger multidisciplinary groups
- The preparation of case material from student’s own work settings
Practical skills are developed through
- Group discussion
- Preparation of detailed work place observations
- Discussion with relevant lecturers
- Consideration of how new skills and knowledge may be integrated within students’ workplaces and the impact of such integration on the students work.
Skills for life and work (general skills) are developed through
- The development of the capacity to link theory with practice
- Discussion based seminars
- The production of written material
- Self directed learning
Assessment
Knowledge is assessed by
- An essay in theory (first and second year)
- The production of portfolios of students own work and observations
- An essay on personal development (1st year) or observation (2nd Year)
Thinking skills are assessed by
- Discussion within the groups
- Students will self assess through the process of tutorials
Practical skills are assessed by
- The developing capacity to observe and record
- Essay writing
Skills for life and work (general skills) are assessed by
- The ability to develop thinking based on different points of view
- Developing confidence through case discussion
- Developing capacity for thoughtful observation and reflection
- Developing capacity to explore the impact of new knowledge and insights on both a personal level and in one’s workplace.
Quality
How we assure the quality of this programme
Before this programme started
Before this programme 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 convening a panel of academic experts including some subject specialists from other institutions. Each panel scrutinises available documents and talks to the staff who will teach the programme before deciding whether it can be approved
How we monitor the quality of this programme
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 an Annual Quality Improvement Plan is drawn up by the staff who teach the programme that is reviewed at departmental and faculty level.
Once every five years the University undertakes an in-depth review of the whole subject area. This is undertaken by a panel that includes at least three 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 role of the programme committee
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 is responsible for the quality of the programme. It oversees preparation of the Annual Quality Improvement Plan and proposes changes to improve quality. The programme/subject area committee plays a critical role in the University's quality assurance procedures.
The role of external examiners
The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:
- To ensure the standard of the programme
- 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
Listening to the views of students
The following methods for gaining student feedback are used on this programme:
- Anonymous evaluation questionnaires. At the end of each unit students will be required to complete an evaluation form of the unit. There will be a box for the collection of these forms kept with the programme administrator, in room 250.
- The student group will be required to nominate a representative to sit on the programme committee which will meet twice, once in the first term and once in the third term.
- Students will be encouraged to discuss any concerns they have about any aspect of their programme with their tutor in the tutorial.
Students are notified of the action taken through:
- Minutes of the programme committee meeting with students representatives will be circulated regularly
Listening to the views of others
The following methods are used for gaining the views of other interested parties:
- Questionnaires to former students
- Consultation with the Chair of the Assessment Board and with the External Examiner
Further Information
Alternative locations for studying this programme
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Where you can find further information
Further information about this programme is available from:
- The UEL web site (http://www.uel.ac.uk)
- The student handbook
- Unit study guides (give web-site where available)
- UEL Manual of Regulations and Policies http://www.uel.ac.uk/qa/
- UEL Quality Manual http://www.uel.ac.uk/qa/
- Tavistock & Portman NHS Trust website http: www.tavi-port.nhs.uk
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
