(Graduate Certificate) Graduate Certificate
Specialist Adult Mental Health (Mental Health and Wellbeing Practitioner)
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Graduate Certificate
Full-time
None
CERLB94309
27/06/2023
Details
Professional accreditation
None
Admission criteria
Entry to the programme is subject to successful interview.
Employment as a Trainee Mental Health Wellbeing Practitioner is a pre-requisite for applying for the programme. Alternatively, transferrable experience within the mental health field or other as appropriate will be considered.
Applicants must have achieved a minimum of NQF Level Six (6) or have proof of degree level study.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS with an overall score of 7.0, with minimum component scores of 6.5.
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
Mr Matthew Paul Beaton
Principal Mental Health Practitioner and Training Specialist
Sussex Partnership NHS Foundation Trust
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
The Specialist Adult Mental Health course aims to support and develop trainee Mental Health Wellbeing Practitioners (MHWPs) in their knowledge and understanding of the complexities of severe mental health problems.
Trainee MHWPs will learn how to deliver a range of wellbeing-focused, psychologically informed, interventions and coordinate care plans for adults with severe mental health problems. The course will generate understanding of the purpose of collaborative care planning, and how to work alongside other members of the multi-disciplinary team, as well as families.
The course will facilitate an understanding of mental health theory and practice and develop a critical knowledge of the theoretical and research literature relating to wellbeing interventions. The course will develop clinical skills to work as safe and competent practitioners within a community setting. Trainee MHWPs will learn about how to support personal recovery and promote hope and connectedness and will gain 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
A101: Knowledge and understanding of the incidence, prevalence and presentation of severe mental health problems, and of evidenced-based treatment choices
A102: Knowledge and understanding of the contribution of research that informs wellbeing-focused, psychologically-informed interventions for people with severe mental health problemsKnowledge and understanding of the contribution of research that informs wellbeing-focused, psychologically-informed interventions for people with severe mental health problems
A103: Knowledge and understanding of a range of wellbeing-focused, psychologically-informed interventions for people with severe mental health problems
A104: Knowledge and understanding of collaboration and care-planning with the patient, families and multi-disciplinary teams
A105: Knowledge and understanding of ethical issues, cultural competence and anti-discriminatory practice whilst working in culturally diverse and changing communities
A106: A knowledge and understanding of the complexity of people's health, social and occupational needs.
Learning methods
- 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.
Adaptations will be made to ensure that every aspect of the teaching is inclusive
Assessment methods
A101-A106 are assessed through reflective accounts, clinical OSCEs and workplace portfolio
Assessment processes will be explained in a clear and accessible way. Students will be allocated sufficient time to discuss the assessment processes. Where possible, adaptations will be made to meet the needs of the individual student.
B: Intellectual and cognitive skills
B1: To be able to integrate research and related literature in terms of how such informs, advances and critically appraises wellbeing-focused, psychologically-informed interventions in diverse settings
B2: Develop cognitive skills to demonstrate adaptability, flexibility, and transferability of knowledge with the aim of remaining current within the ever-changing climate of practice.
B101: Build the use of deductive reasoning to analyse issues pertaining to care provision and delivery within the mental health field
B102: Engage in advanced reflection
B103: Evaluate the strengths and limitations of the range of evidence in order to deliver interventions and related practice successfully
Learning methods
- 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.
Adaptations will be made to ensure that every aspect of the teaching is inclusive.
Assessment methods
- B1 - B2 and B101 - B103 are assessed through reflective accounts, clinical OSCEs and work place assessment.
Assessment processes will be explained in a clear and accessible way. Students will be allocated sufficient time to discuss the assessment processes. Where possible, adaptations will be made to meet the needs of the individual student.
C: Practical skills
C1: To engage and assess people with severe mental health problems and collaboratively plan for personal recovery
C2: To practice wellbeing-focused, psychologically-informed interventions for severe mental health problems systematically, creatively and with good clinical outcomes
C3: Demonstrate enhanced ethical and anti-discriminatory practice and adaptability to support patients and those that support them in diverse and changing communities
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: To demonstrate the ability to extend and/or develop a range of skills in wellbeing-focused, psychologically-informed interventions and assessments and the use of supervision
C6: Use reflection, feedback and professional reasoning to draw on professional knowledge, skills and understanding, benefitting service users, services and communities
Learning methods
- 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.
- Individual and small group tutorials will support apprentices with the End Point Assessment.
Adaptations will be made to ensure that every aspect of the teaching is inclusive.
Assessment methods
C1-C6 are assessed through reflective accounts, clinical OSCEs and workplace assessment.
Assessment processes will be explained in a clear and accessible way. Students will be allocated sufficient time to discuss the assessment processes. Where possible, adaptations will be made to meet the needs of the individual student.
D: Key skills
D1: Develop and adapt clinical management, liaison, collaboration and decision-making competencies in the delivery of support to patients
D2: Expand competencies and capabilities in using information technology skills
D3: Manage caseloads and operate safely and to high standards, using supervision to aid their clinical decision making
D4: Recognise and analyse problems emerging from theory and practice, using sound reasoning processes to identify appropriate outcomes.
D5: Operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity
D6: Identify, plan and engage in activities to evaluate and to contribute to continuing professional development
Learning methods
- 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.
Adaptations will be made to ensure that every aspect of the teaching is inclusive.
Assessment methods
D1-D6 are assessed through reflective accounts, clinical OSCEs and work place assessment.
Assessment processes will be explained in a clear and accessible way. Students will be allocated sufficient time to discuss the assessment processes. Where possible, adaptations will be made to meet the needs of the individual student.