Programme Specification for Social Care & Emotional Wellbeing MA
|
Final award |
MA |
|
Intermediate awards available |
Postgraduate Certificate Postgraduate Diploma |
|
UCAS code |
N/A |
|
Details of professional body accreditation |
To be sought following validation (GSCC PQ awards) |
|
Relevant QAA Benchmark statements |
N/A |
|
Date specification last up-dated |
November 2011 |
Profile
The summary - programme advertising leaflet
Programme content
The course provides a unique integrated and highly flexible programme of study, with opportunities for professional and academic study and development towards a range of professional post-qualifying and academic awards ultimately leading to the Masters in Social Care & Emotional Wellbeing.
The course enables advanced and intensive learning and research to be rooted in professional practice, and thus contributes to the professional development of the individual and the wider professional and social care community. The intermediate qualifications similarly support both professional and academic development.
Students on the course undertake work discussion and supervised practice within any of three settings (clinical practice, management/consultation and education/training). They also study theory, observation, policy and research methods.
Entry requirements
Minimum entry requirements are:
- A good (first or second class) honours degree or demonstration of the professional equivalent
- Substantial experience at senior or managerial level as a social care professional in any sector where social care is a recognised aspect of service delivery
- Employment within a social work or social care agency
- Evidence of suitability for senior and leadership practice, a commitment to learning from experience, and deploying psychoanalytic and systemic concepts for professional understanding
- Applicants with either prior-certified learning or prior-experiential learning that closely matches the specified learning outcomes of the taught part of the programme may be able to claim exemption via agreed university procedures. Up to half of the credits for an award may be achieved through accredited experiential learning, and up to two thirds of the credits for an award may be achieved through accredited certified learning. No exemption can be claimed against the research part of the programme or in situations where a professional body excludes it.
- Where English is not the applicant's first language, a minimum IELTS Academic English, or such qualifications as our University deems comparable, score of 7.0 overall, with a minimum of 6.5 in all components, is required at entry. Such assessment of English language competence must normally have been undertaken no more than two years prior to application, though relevant and more recent study in a United Kingdom Higher Education Institution may be accepted as sufficient proof of ability.
Admission Procedure
- Application form
- A written reference from the student's workplace supporting their application
- By personal interview. Candidates wishing to register for a Post Qualifying Award in Social Work at the Higher Specialist and Advanced Level who do not possess the Specialist Award will be expected to demonstrate how their previous work and experience evidences specialist level practice.
- All candidates are required to supply a satisfactory, up to date criminal records disclosure. (This cannot be a photocopy.)
All interviews are undertaken by Trust staff members. Applicants are expected to submit photocopies of their professional and academic qualifications at interview. Candidates will receive written notification of whether they have been successful in their application
Programme structure
The Masters in Social Care & Emotional Wellbeing is a flexible part-time course leading up to the MA and taken over two years part time study, one day a week, consisting of a number of taught elements including a course of structured work discussion and professional development.
All students take a 'major' pathway over two years from clinical practice, management or education. Those studying for the MA by dissertation route undertake a research dissertation during their 2nd year. Those studying for the MA by clinical route have a work-related taught and assessed component for their 2nd year.
Learning environment
Work discussion, theory, observation, policy and research methods are all taught in small seminar groups. Clinical supervision, tutorials and research supervision take place either in small discussion groups or on a 1-1 basis.
Assessment
In Term 2 there are the following assessed elements:
- Psychoanalytic & Systemic theories paper: 3000 words
- Work discussion paper: 3000 words
- Reflective assignment: 1000 words
- Infant Observation: 3000 words, plus 2 ancillary observations of 1500 words each
In Term 4 there are the following assessed elements:
- Policy process, organisational culture and social care presentation/paper: 3000 words
- Professional Practice development paper: 3000 words, plus 2 ancillary recordings of 1500 words
- Reflective assignment: 1000 words
- Individual-in-context (social care) observation paper: 3000 words, plus ancillary
- observation of 1500 words
MA dissertation route:
- MA dissertation: Term 6, 14,000 words
MA clinical route:
- Social care theory and research : clinical, management or educator paper:
- Term 6, 5000 words
- Clinical Practice Paper: Term 6, 5000 words
- Reflective assignment: 1000 words
Relevance to work/profession
This course is a unique course of study that offers opportunities to develop professional practice to a very high standard. It integrates practice, policy and research and contributes to the development of the individual and the professional and social care community.
The course aims to contribute to the consolidation and recovery of professional identity. Students will develop capacities for leadership in relation to colleagues and services.
Research/project work
Throughout the course, students have opportunities to develop and discuss their ideas and experiences in small seminar groups and individual tutorials/supervisions. All the assignments provide opportunities for making creative contributions to understanding practice based on experience.
Students studying for the MA Dissertation engage in advanced study of research methods and apply this learning to the design and implementation of a practice based project. Those studying for the MA Clinical engage in advanced study of research methods and theory that support and inform clinical practice, and apply this is an extended practice study.
Added value
This is an extremely flexible course that facilitates the professional and academic learning of social work and social care students at different stages of their careers. It offers a range of post-qualifying and academic awards - ultimately leading to the Masters in Social Care & Emotional Wellbeing.
Your future career
The course provides opportunities to develop specialist and advanced social care practice, leadership and management skills. Our experience on closely related programmes is that students acquire a much enhanced sense of professional confidence and find their career direction as a result, often gaining promotion or advancement in their chosen area. The key to this lies in expanded capacities to understand, analyse and act upon complex, emotionally and intellectually challenging situations.
How we support you
Support is offered through the individualised learning course, one to one relationships with tutors and supervisors and learning in a small group setting.
Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- to enable senior and experienced 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 their own research skills and theoretical sophistication
What will you learn?
Knowledge
- an in depth advanced understanding of the theoretical, methodological and research literature relevant to psychotherapeutic social care 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 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 care 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
Subject-Based Practical skills
- communication skills, especially those that relate to working with vulnerable adults and children
- organisational skills, planning and evaluating direct work with people
- interpersonal skills
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 course of considerable personal intensity, the emotional experiences of learning and working in social care
- continuing development and enhancement of suitability for practice skills
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 course is:
- 60M for PG Certificate,
- 120M for PG Diploma,
- 180M for MA,
Typical duration
The course involves study in seminars for two years, one day a week - Tuesday. Additionally, time is needed for tutorials, observation (in the first two years) and reading.
How the teaching year is divided
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.
What you will study when
Years 1 & 2 seminar teaching takes place on Tuesdays;
Terms 1-4:
Psychoanalytic & systemic theories/ Policy process, organisational cultures and social care: One reading seminar per week in Terms 1-4
Professional Practice Development for Social Care: 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:
i) MA Dissertation route
Research methods /proposal seminars: 10 seminars
Dissertation supervision: Individual supervision (6-10 meetings) plus 2 day workshops
ii) MA Clinical route
Social care 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
|
Level |
SEPTEMBER, OCTOBER 20 DAYS |
Module Title |
Credit |
Status |
|---|---|---|---|---|
|
M |
Unit 101 |
Psychoanalytic & Systemic Theories & their Application to Individuals and Families |
20 |
core |
|
M |
Unit 102 |
Work Discussion & Reflexive Log |
20 |
core |
|
M |
Unit 103 |
Infant Observation |
20 |
core |
|
M |
Unit 202 |
Policy Process, Organisational Cultures and Social Care |
20 |
core |
|
M |
Unit 203 |
Professional Practice Development & Reflexive Log |
20 |
core |
|
M |
Unit 205 |
Individual-in-context (social care) observation & Group Relations |
20 |
core |
| MA Clinical Route | ||||
|
M |
Unit 302 |
Social care theory and research: clinical, management or educator |
30 |
core for clinical route |
|
M |
Unit 303 |
Professional Development: Clinical Practice/Placement |
30 |
core for clinical route |
| MA Dissertation route | ||||
|
M |
Unit 304 |
MA Dissertation |
60 |
Core for Dissertation route |
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.
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
|
70% - 100% |
Distinction |
|
60% - 69% |
Merit |
|
50% - 59% |
Pass |
|
0% - 49% |
Not Passed |
Assessment
Teaching, learning and assessment
Teaching and learning
Knowledge is developed through
- In depth study of psychoanalytic theory and its application to social care 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 literature relevant to this
- Developing capacities to integrate observation, practice, theory and research
- In depth study of qualitative research methods and their application to social work and social care
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 course 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
Assessment
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 dissertation/ 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
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 consulting academic experts including some subject specialists from other institutions.
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, 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.
At least two members of academic staff will review each application before a decision is made.
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 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 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;
- ensuring that students demonstrate attainment of the required levels of professional competence in accordance with General Social Care Council requirements
Listening to the views of students
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
Listening to the views of others
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.
Further Information
Where you can find further information
Further information about this programme is available from:
- The UEL web site (http://www.uel.ac.uk)
- Tavistock & Portman NHS Trust website www.tavi-port.org
- The programme handbook which can be viewed on The Tavistock & Portman NHS Foundation Trust website 'student area'.
- UEL Manual of General Regulations http://www.uel.ac.uk/qa/
- UEL Quality Manual http://www.uel.ac.uk/qa/
- Regulations for theAcademic Framework http://www.uel.ac.uk/academicframework/
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
