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 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

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 areas of practice
• an advanced understanding of the nature of processes which can inform interventions and change processes
• an advanced understanding of the dynamics of marginalisation, exclusion, power, and difference in professional practice and policy
• at doctorate level, 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

Thinking skills

• an advanced awareness of therapeutic process and the ability to apply this to practice, organisational processes and social policy
• 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
• at doctorate level, 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
• also at doctorate level, 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

• 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 work
• continuing development and enhancement of suitability for practice skills
• at doctorate level, ability to continue to undertake research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches
• at doctorate level, 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 three 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, research seminars take place once a fortnight. Additionally there are individual meetings with research supervisors and time needed for individual study and research.

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.

All seminar teaching takes place on Tuesdays.

Years 1and 2:

Observation: One seminar per week in Years 1 and 2

Theory: One reading seminar per week in Years 1 and 2
Social policy: 20 seminars in Year 2
Work discussion: One seminar each week in Year 1 and 2
Group relations event: 5 days in December in Year 2

Year 3: MA and Advanced Award (dissertation) route

Research methods /proposal: 20 seminars

Dissertation supervision: Individual supervision (6-10 meetings) plus 2 day workshops

Year 3: MA and Advanced Award (clinical)/ Professional Doctorate route

Policy Process: 10 seminars (Autumn term)
Research methods and case study proposal : One seminar per week
Clinical supervision: 30 individual supervisions

Years 4 and 5

Supervision of research projects: as negotiated on an individual basis
Research seminars: one per fortnight

• 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.

Knowledge is developed through

• In depth study of psychoanalytic theory and its 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 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
• At doctorate level, the undertaking of original research involving the creation and interpretation of new knowledge at the forefront of the profession

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
• At doctorate level, 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

• 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
• At doctorate level, detailed study and application of relevant techniques for research and advanced academic enquiry

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
• At doctorate level, 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
• At doctorate level, enhancing the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative, in complex and unpredictable situations

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
• At doctorate level, 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

• The capacity to integrating 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
• At doctorate level, 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 judgements on complex issues, in the absence of complete data, and communicate ideas and conclusions effectively to various audiences

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
• At doctorate level, application of research techniques evidenced through thesis.

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
• At doctorate level, continuing capacity to undertake research and development and developing skills in autonomous initiative evidenced through thesis.