Programme Specification for Working with People with Eating Disorders MA
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Final award |
MA |
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Intermediate awards available |
Postgraduate Certificate Postgraduate Diploma |
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UCAS code |
N/A |
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Details of professional body accreditation |
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Relevant QAA Benchmark statements |
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Date specification last up-dated |
May 2010 |
Profile
The summary - programme advertising leaflet
Programme content
The course is designed for experienced professionals working with patients with eating disorders or feeding difficulties in a variety of settings. The approach adopted is based on the thoughtful application of psychoanalytic principles and ideas.
Admission requirements
The PG Cert/PG Dip/MA in Working with People with Eating Disorders is an integrated programme of studies at Masters Level. Students will follow a standard admissions procedure for each of the courses and will be admitted if they satisfy the entry criteria specified in this programme specification.
Students enrolled on the PG Dip who achieve a pass at 60% will be eligible for admission to the Masters (with advanced standing of 120 credits).
The entrance requirement for the PG Cert/PG Dip course is a degree or other qualification at equivalent level. A lower qualification together with appropriate experience or, exceptionally, substantial related experience alone, may be acceptable. For the Master’s course, the entrance requirement is an Honours degree or postgraduate diploma or professional qualification as equivalent to an Honours degree.
Students are required to have current relevant work experience throughout their participation on the courseProgramme structure
The course is a part-time course.
In London, the course is delivered one day a week during term time. In Bologna, the course is delivered on a ‘block’ basis, with teaching taking place at weekends on a three weekly basis.
Learning environment
The core teaching events in year one consist of the Clinical Seminar, the Theoretical Seminar and the Work Discussion/Observation Seminar.
Assessment
Yr I
Students present a portfolio of 3 work discussion reports, each of about 1,500 words. These may be edited for clarity and length. The portfolio of work should have a contextualising introduction, outlining the setting in which the work was undertaken.
YR II
Students will EITHER present a portfolio of 3 work discussion reports, each of about 1,500 words OR undertake the detailed observation of an infant with a feeding difficulty in a pediatric unit or family centre. The duration of such observations may vary and it is not expected that each student will undertake a weekly observation for a full year. The observations are recorded in detail and a portfolio of 3 written reports, each about 1500 words, is submitted OR combine observation (when this is less than 1 year) with work discussion.
Relevance to work/profession
MASTERS LEVEL TRAINING FOR MANAGERS OF SPECIALIST UNITS
Thesis/Dissertation/project work
Dissertation of 12-14,000 words
Added value
Programme taught alongside other members of NHS Multidisciplinary teams
How we support you
Small group work discussion seminars and tutorials
Bonus factors
As an international centre of excellence for psychoanalytic studies the Tavistock Centre has an excellent library system both on the web and at the institution itself. There are also opportunities to hear highly qualified and influential speakers and to meet colleagues from diverse backgrounds who share an interest in psychoanalysis
Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- Reflect on the dynamic relationships with patients.
- Examine your own defences
- Work towards the integration of new ideas
What will you learn?
Knowledge
- Current Literature
- Range of theoretical perspectives
- Historical development
Thinking skills
- Reflect on own role
- Understand your own ad others’ difficulties in the work
- Monitor your own attitudes
Subject-Based Practical skills
- Observe details of interaction
- Write an accurate account based on observation
- Follow and engage in detailed discussion of clinical work
Skills for life and work (general skills)
- Formulate clinical hypotheses
- Evaluate interventions
- Present views verbally in a group
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 insert relevant overall credit rating e.g. 180 for Masters, 120 for PG Dip, 60 for PG Cert.
Typical duration
Two years, plus one term for the Dissertation
How the teaching year is divided
Three, ten-week terms
What you will study when
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Year |
Unit title |
Credit |
status |
|---|---|---|---|
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1 |
Theoretical Seminars |
20 |
Core |
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1 |
Clinical Seminar |
20 |
Core |
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1 |
Work Discussion |
20 |
Core |
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2 |
Theoretical Seminar |
20 |
Core |
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2 |
Clinical Seminar |
20 |
Core |
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2 |
Work Discussion OR Infant Observation |
20 |
Core |
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3 |
Dissertation |
60 |
Core |
Requirements for gaining an award
- Postgraduate Certificate – Pass in 3 written year 1 assignments (60 credits)
- Postgraduate Diploma – Pass in 6 written year 1 & 2 assignments (120 credits)
- MA - At least 5/6 written assignments at 60% or above Dissertation at 60% or above
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
Quality
How we assure the quality of this programme
Before this programme started
Before this course started, the following was checked:
- there would be enough qualified staff to teach the course;
- adequate resources would be in place;
- the overall aims and objectives were appropriate;
- the content of the course met national benchmark requirements;
- the course 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 course 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 course 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, course 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 role of the programme committee
This course has a course committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the course (e.g. library/technician staff). The committee has responsibilities for the quality of the course. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The course committee plays a critical role in the quality assurance procedures.
The role of external examiners
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 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 course:
- Written feedback – Termly
- Course Committee - Termly
Students are notified of the action taken through:
- Course Committee
Listening to the views of others
The following methods are used for gaining the views of other interested parties:
- Verbal feedback from those attending the Clinical Seminars
Further Information
Alternative locations for studying this programme
| Location | Which elements? | Taught by UEL staff | Taught by local staff | Method of Delivery |
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Centro Studi Martha Harris, Florence (delivered in Bologna) |
Entire Course |
No |
Tavistock and Local Staff |
Part- time |
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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 programme handbook (will be available from October 2003 on Tavistock website see below, ‘student area’
- Unit study guides
- 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.org
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
