(Graduate Certificate) Graduate Certificate
Psychological Wellbeing Practice
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Graduate Certificate
Full-time
None
CERLB94009
10/05/2023
Details
Professional accreditation
Accredited by the British Psychological Society (BPS) against the requirements for qualification as a Psychological Wellbeing Practitioner.
Admission criteria
Entry to the programme is through interview for a trainee PWP post in one of our local IAPT compliant partners. Roles are advertised via NHS Jobs Website or other local IAPT compliant provider organisations.
Employment as a trainee PWP is a pre-requisite for applying for the programme.
A NQF Level Three qualification (A Level or equivalent) and a demonstrated capacity to study at NQF Level 6 (Degree level study)
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 7.0 overall, with a minimum of 6.5 in each component.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Mrs Jennie Hague
IAPT Programme Director
University of Sheffield
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
- Facilitate an understanding of mental health theory and practice and,
- Create an understanding of how this can be used within diverse and changing communities.
This will be achieved through a number of learning outcomes including:
- Establishing practical skills in psychological wellbeing interventions for common mental health problems such as depression and anxiety
- Developing a critical knowledge of the theoretical and research literature relating to psychological wellbeing interventions
- Establishing and develop capabilities and competencies in managing contemporary practice within psychological wellbeing interventions
- Incorporating all current policy, legal, ethical and value contexts within which low-intensity therapists are expected to work
- Critically analysing the range of strategies by which mental health can be promoted at multiple levels and contexts by psychological wellbeing interventions
- Enhancing capability to initially reflect on experience and / or practice
- Facilitating a greater understanding of, and capacity to engage with, issues of culture and diversity within mental health
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: The incidence, prevalence and presentation of common mental health problems, and of evidenced-based treatment choices.
A2: A2: The contribution of research that informs Psychological Wellbeing interventions therapies within primary mental health care.
A3: A3: The principles of, and the evidence base for, the application of Psychological Wellbeing therapies in a stepped care model.
A4: A4: Psychological Wellbeing interventions for depression and anxiety disorders.
A5: A5: The diversity of low-intensity interventions and the ability of the worker to be responsive.
A6: A6: Ethical issues with respect to regulating service user concordance with treatment within culturally diverse and changing communities.
A7: A7: The complexity of peoples health, social and occupational needs.
A8: A8: Collaboration with the client/service user in primary mental health.
Learning methods
A1-A8 are achieved through: Lectures, small group tutorials and seminars, which introduce material in a structured manner with the opportunity for discussion and interaction in both a face to face and e-learning context.
Clinical simulation in small groups.
Guided reading and independent study.
Workplace experience, including direct patient contact.
Assessment methods
A1-A7 are assessed through reflective accounts, written examination and vivas (role play scenarios, clinical planning scenario), work place assessment.
A8 is assessed in the workplace via the clinical skills document
B: Intellectual and cognitive skills
B1: B1: Integrate research in terms of how such informs and advances Psychological Wellbeing interventions in diverse settings
B2: B2: To be able to critically evaluate the appropriateness and diversity of the range of evidence in order to practice Psychological Wellbeing interventions successfully
B3: B3: Build the capacity for critiquing and use of deductive reasoning to analyse issues pertaining to care provision and delivery within the mental health field
B4: Critically engage in advanced reflection
Learning methods
B1- B4 are achieved via: Lectures, small group tutorials and seminars, which introduce material in a structured manner with the opportunity for discussion and interaction in both a face to face and e-learning context.
Clinical simulation in small groups.
Guided reading and independent study.
Workplace experience, including direct patient contact.
Assessment methods
B1-B4 are assessed through reflective accounts, written examination and vivas (role play scenarios, clinical planning scenario), work place assessment.
C: Practical skills
C1: C1: Assess and support people with common mental health problems in the self-management of their recovery.
C2: C2: Practise Psychological Wellbeing psychological therapies with depression and anxiety disorders systematically, creatively and with good clinical outcomes
C3: C3: Demonstrate enhanced ethical practice through a critical awareness of own values, beliefs and attitudes and their impact on Psychological Wellbeing treatments with clients/service users and those that support them within culturally diverse and changing communities
C4: C4: Demonstrate enhanced capability and competence in order to communicate and work effectively across inter-professional boundaries and with service users and those who support them
C5: C5: Actively utilise local, regional, national and international Psychological Wellbeing therapies related networks in order to develop practice
C6: C6: Interpret and evaluate the impact and application of legislation and policy on Psychological Wellbeing therapies
C7: C7: Extend and/or develop a range of skills in Psychological Wellbeing therapies
Learning methods
C1 to C7 are achieved via: Lectures, small group tutorials and seminars, which introduce material in a structured manner with the opportunity for discussion and interaction in both a face to face and e-learning context.
Clinical simulation in small groups.
Guided reading and independent study.
Workplace experience, including direct patient contact.
Assessment methods
C1-C7 are assessed through reflective accounts, written examination and vivas (role play scenarios, clinical planning scenario), work place assessment.
D: Key skills
D1: D1: Develop clinical management, liaison and decision-making competencies in the delivery of support to patients
D2: D2: Expand competencies and capabilities in using information technology skills
D3: D3: Manage caseloads, operate safely and to high standards and use supervision to aid their clinical decision making
D4: D4: Critically evaluate how own and or others emotional responses/experiences contribute to enhancing practice
D5: D5: Operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity
D6: D6: Sustain and build a commitment to lifelong learning through evaluating own academic and professional developmental needs in the current context of primary mental health practice.
Learning methods
D1- D6 are achieved via: Lectures, small group tutorials and seminars, which introduce material in a structured manner with the opportunity for discussion and interaction in both a face to face and e-learning context.
Clinical simulation in small groups.
Guided reading and independent study.
Workplace experience, including direct patient contact
Assessment methods
D1- D6 are assessed through reflective accounts, written examination and vivas -role play scenarios, clinical planning scenario, work place assessment