The CAMHS review (DfCSF 2008) identified the need to develop specialist practitioners to work in Child, Adolescent and Family Mental health (CAMH), informed by the best available evidence. Government initiatives, such as Children’s IAPT (Improving Access to Psychological Therapies) (NWW IAPT 2010) point to the need to skill up and develop more specialist psychological therapists to deliver psychological therapies in CAMH, in line with those developed to work in adult services (IAPT) (DCSF2010).

This course has been explicitly developed in response to the policy evidence and initiatives above, through discussions with the CAMHS workforce Leads and in the light of the establishment of new posts and a market drive for multimodal best evidence based interventions.  It is designed to equip people for a role that has become recognised in policy and in practice as increasingly needed in the CAMHS workforce. It will train professionals who want to work therapeutically in child mental health settings with children, parents, young people and families. It will provide foundations in developmental theory, key presenting issues in CAMHS, an understanding of systemic, psychoanalytic and other (evidence based) modalities and offer a range of supervision and forums for case presentation in which students will develop practice based capabilities in a number of specialist areas of assessment, therapeutic understanding and psychological therapeutic practice. It is intended to develop capable and skilled child adolescent and family mental health specialist practitioners, whose training will be informed by a range of evidence based psychological therapies for use in child, adolescent and family mental health work.

Over the course of the two years,  students will be trained in and develop an in-depth knowledge, skills and capabilities in the use of at least two evidence based therapeutic treatments (e.g. Cognitive Behavioural Therapy, Systemic Therapy, Brief Psychodynamic Approaches, Parenting strategies: Webster Stratton, Triple P, Strengthening families strengthening communities, Families and Schools Together (FAST), Parent and couple work, Mentalisation based approaches (Anna Freud Centre), Group approaches, Interpersonal therapy. Practitioners will learn to be adept at working in and with universal services offering both targeted services to vulnerable children and in conjunction with others, specialist services for those with complex, severe or persistent problems. Their training will equip them to work effectively within universal services, in community based CAMHS offering specialist provision; personalised assessment and treatment for children with significant needs, accessible and responsive to children, young people, service user, their parents and or carers needs. Trainees will learn through immersion in CAMH specialist workshops to be able to provide targeted early interventions for vulnerable children and young people i.e. infants at risk, looked after children, children with autism, children who are refugees, children from black and minority ethnic backgrounds, children with learning difficulties, substance misusing young people, adolescents at risk from self harm, children in contact with the youth justice system, children whose parental circumstances make them vulnerable (mental ill health or substance misuse).

The course is organised within a psychodynamic and systemic theoretical framework and draws on relevant research evidence, practical clinical experience and legislation. It aims to develop sophisticated observational and assessment skills for use in therapeutic practice work with children, young people and families and in use with inter-professional colleagues and agencies the practitioner comes into contact with. The course draws on students’ personal and practice experience and facilitates the integration of relevant theoretical ideas and research in order to advanced clinical and supervisory practice.

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. Particular attention is paid to anti-oppressive practice, first by examining the place of difference in the development of self, and later reflecting on the impact of difference, power and oppression in clinical and professional relationships.
The course is underpinned by the Common Core of Knowledge and Skills central to The Every Child Matters agenda which is shaping child care policy and practice in England and Wales and CAMHS common core functions (Skills for Health/DOH 2007). It is designed to provide an advanced level of study for Counsellors, Social workers, Child and adolescent primary mental health care workers, CAMHS practitioners, Nursing practitioners and Fostering and adoption staff and Carers. 

The course would be suitable for practitioners in Counselling, Social work, nursing, CAMHS, CPMHW, Education and other childcare/family settings and welcomes applications from the statutory, voluntary and private sectors.

Professional accreditation

We are actively seeking the optimal route for this. The process for registration of therapeutic practitioners is currently being re-organised. The most likely routes for accreditation are through at least one of the following: Health Professions Council (HPC), British Association for Counselling and Psychotherapy (BACP), United Kingdom Council for Psychotherapy (UKCP), or possibly Association of Clinical Psychologists (ACP). Professional accreditation would take place on successful completion of the units over the three years with the award of MA. Student for accreditation may in addition need to demonstrate sufficient hours in clinical work and supervision, some of which will be taken within the course and some by students in their own clinical placements.

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

• A specific and integrated multimodal theoretical framework drawing upon psychodynamic and systemic theory for understanding, safeguarding and promoting good developmental outcomes and emotional and psychological  well being for children, young people and families.
• A multidisciplinary (MDT) course with candidates drawn from the range of disciplines, in which this rich wealth of experience is used to promote greater understanding of the issues in MDT and interagency work and explore the difficulties and potential of inter-professional and multi agency work with children, young people and families.
• The use of a range of different teaching methods, such as application seminars, child observation, family observation and work practice discussion seminars, training in specific therapeutic/psychological therapy modalities and immersion in the clinical work of specialist CAMH workshops through which the course draws upon and integrates the individual’s practice experience with relevant theory and research.
• A focus on the organisational dynamics of child and family care and mental health practice in the interagency context.
• A focus on developing highly capable skilled and reflective practitioners, able to apply ideas, work creatively and offer authoritative leadership in complex and changing environments.

1. To have successfully completed the D24 Postgraduate Certificate in Child, Adolescent and Family Mental Well-being – Multidisciplinary Practice or completed a successful AP(E)L application.
2. Normally, an appropriate professional qualification relevant to their chosen career.
3. Normally, at least two years practice experience since qualification, preferably more. 
4. Normally a first degree, degree equivalent or evidence of other relevant post registration education/experience.
5. 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) as candidates will be required to bring examples of their work for discussion and reflection.
6. Students wishing to undertake M34 will be required to demonstrate that they have had personal experience of some form of psychotherapy, prior to the 2nd and 3rd years of the course and or will be expected to undertake therapy during the lifetime of the course.

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.

Selection 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.

This taught course consists of the following: lectures, observation seminars, application seminars, supervised work discussion seminars of therapeutic practice undertaken in work placement, Specific therapeutic/psychological therapy training, attendance at specialist CAMH workshops, tutorials, an experiential group. In addition, students are expected to attend in the first year a non assessed 3 day group relations conference exploring inter-agency work in child and family settings; Interagency Working: Exploring its complex realities

Candidates are assessed academically and in respect of their clinical practice, through the two years and units of the course

Year 1 comprises D24 the Postgraduate Certificate in Child, Adolescent and Family Mental Well-Being: Multidisciplinary Practice which is a common year one provision for 5 courses.

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. There are two clinical assessments linked to Units D & E ( All assessment needs to be passed)

Unit D: Therapeutic skills and evidence base –  A 3500 word clinical paper. This paper will concentrate primarily on 1 or 2 cases assessed and worked with 70%

Unit Tutor clinical assessment 30%

Unit E: Developing Skills in Specialist Areas of Child and Adolescent Mental Health Practice - A 4000 word Clinical paper/Critical case study of a case from within this specialism informed by relevant clinical and research evidence. 70%

Clinical assessment by Supervisor 30%

Unit F: Research for clinical practice: understanding, appreciation and application of research for use in clinical work - A 4000 word Critical Literature review of evidence base in relation to one modality or CAMH speciality 100%

In Year 3 there are two written assignments, again linked to specific curriculum areas in Units G and H but equally linked to significant independent research and study consolidating the learning of the three years (incorporating the first year D24). Written Assignments in Units G is given a percentage mark. The mini dissertation in Unit H is also given a percentage point. There are two clinical assessments linked to Units G & H ( All assessment needs to be passed)

Unit G: Therapeutic skills and evidence base -  A 5000 word clinical paper. This paper will concentrate  on 1 or 2 cases. It will demonstrate the student’s ability to make a case formulation and will also give the opportunity to describe how the student uses a particular evidence based therapeutic modality/psychological therapy to engage the client. 70%

Unit Tutor clinical assessment 30%

Unit H: Developing and enhancing Skills in Specialist Areas of Child and Adolescent Mental Health Practice  -  A 5000 word mini- dissertation, which will within the appendices incorporate a Professional development portfolio/project drawing together learning and emerging professional identity 70%

Clinical assessment 30%  

This course aims to use assessment as a way of enhancing and consolidating learning and developing clinical capability, not only as a way of testing knowledge and skills. The mini dissertation is undertaken in the third year. There are no exams.

The candidates' professional practical work experience is the basis for much of the learning. This is evidenced in the work discussion seminars, CAMH specialist workshops, psychological therapy training and supervision of work where the students work (undertaken in their own work placement) are required to apply theory, research, research evidence(i.e. NICE guidelines) legislation and other relevant research to cases with which they are working in their agencies. All of the assignments are based on the students work experience.

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1. The opportunity for candidates to engage in multi-disciplinary and multi-agency learning and share inter-professional experience in the context of policy imperatives regarding integrated children’s services (ICS)
2. The Tutors are working practitioners: Tutors include practising psychiatrists, clinical and educational psychologists, social workers, nurses, child and adolescent psychotherapists, psychologists, family therapists. Many of them work in other clinics, hospitals or therapeutic settings. Training is designed to provide a space in which individuals may learn to think, to experiment, and to develop a greater capacity for observation, reflection and analysis.
3. 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.
4. Expert research: the training we provide is further enriched by the strength of our research activities. Many of the staff that teach and practice at the Clinic, are actively involved in research activities and are recognised nationally and internationally as experts in their field subject.
5. Supervised Clinical work: Students who undertake clinical training in the 2nd and 3rd year  do supervised clinical work either in The Tavistock & Portman NHS Foundation 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. Training is evidence based psychological therapies in work with children, young people and families.
7. Flexible and relevant learning: the course has been developed to meet the needs of those who work in the CAMH mental health field, or whose work contains a mental health dimension. Our aim is to provide a rich resource for a wide range of professionals, disciplines and those working in relevant voluntary sector organisations.

The course equips students with the knowledge, skills and independent capabilities for advancement in specialist clinical work, management and or consultancy in working with children, young people and families in Universal, Targeted as well as Specialist settings.

Prior to commencing the course 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 planned into the course timetable and others available from library staff on request. Over the first year (D24) 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. Students will be required to prepare Reflective Commentary 1 for the Introductory Event. The preparation of the Reflective Commentary is an opportunity for students to reflect on the learning in Year 1 and identify areas of consolidation and those requiring further development. The Reflective Commentary will form the basis of a seminar discussion in the Introductory Event and will be made available to your clinical supervisor. This event is compulsory to those wishing to commence the second year.

In the second and thirds year students receive weekly clinical supervision on their work within/outside of the Tavistock Clinic associated with the specialist CAMH clinical workshops. They will also receive supervision and work discussion in relation to the specific psychological therapy training they will undertake. In the second year they will undertake a research unit that expands their understanding and use of research, research relevant to therapeutic practice and the use of psychological therapies in CAMH They will have termly meetings in a group with the course leader.

There are also regular course committees whereby the candidates can engage in 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 work practice seminars with a range of highly skilled professionals in the Tavistock Centre, which has an international reputation for its clinical work in the field of child, adolescent and adult mental health. 

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 technological 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.

This stimulating and creative course offers a unique opportunity for qualified professionals working in all branches of the caring professions with children, young people and families to engage in study for a higher academic award  and to develop specific knowledge, skills and capabilities to enable them to be able to offer timely high quality evidence based services, high quality assessment, therapeutic interventions and practice;  packages of care and treatment practice (informed by NICE guidelines where available), working in alliance with the children, young people, families, parents and carers, where ever possible. They will be able to offer effective services with proven positive outcomes for young people; be able to assess the impact of interventions measuring outcomes and review and amend practice accordingly.

Ultimately it is anticipated this training will attract a professional award – subject to accreditation and validation.

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.

The course as a whole enables advanced and intensive learning, including research, to be rooted in professional practice and contribute to the professional development, capabilities and therapeutic approaches’ of the individual - In an educational environment that integrates clinical theoretical underpinnings with adult learning theories and the student’s experience, opportunities are created to make connections between experience, application and conceptualisation.

Excellent library facilities are available.