Awards

Target Award

Award Description:Postgraduate Certificate - PC

Accreditation

British Psychological Society (BPS)

Programme Offerings

Part-Time

F2F-JMU-APR
F2F-JMU-JAN
F2F-JMU-JUL
F2F-JMU-SEP

Educational Aims of the Course

The programme aims to: Equip students with the knowledge and skills to implement and evaluate a range of evidence-based low-intensity psychological treatments for people with common mental health problems in primary care settings. Enable students to function effectively as mental health practitioners in primary care settings, equipped with core knowledge and skills in engagement, assessment, problem formulation, collaborative decision making and evaluation. Enable students to function as effective case managers liaising and networking widely with other statutory and non-statutory agencies to facilitate patient centred individualised mental health care for the primary care population. Facilitate the development of knowledge and collaborative skills to promote concordance with medication and treatment for people with common mental health problems. Develop the knowledge and ability of students to engage in, and disengage from therapeutic relationships through the application of appropriate interpersonal theories and skills, demonstrating ethical discernment and sound clinical judgement. Foster the development of collaborative philosophies within students to enable them to work in partnership with patients as unique human beings who have individualised mental health needs. Enable students to operate effectively as fully contributing members of the primary health care team. Produce practitioners who are able to recognise and respect the cultural diversities that arise in health care, challenge discriminatory practice and endeavour to give of their best without prejudice. Lay the foundation for career-long development and lifelong learning in students in order to support best practice and the maintenance of appropriate standards. Understand the complexity of people's health, social and occupational needs and services to support people to recovery through returning to work or other meaningful activity.

Learning Outcomes

1.
Demonstrate critical knowledge of and competence in using 'common factors' to engage patients, gather information, build a therapeutic alliance with people with common mental health problems, manage the emotional content of sessions and grasp the client's perspective or 'world view'.
2.
Demonstrate critical knowledge of and competence in responding to peoples needs sensitively with regard to all aspects of diversity, including working with older people, the use of translation services and taking into account any physical and sensory difficulties service users may experience in accessing services.
3.
Demonstrate knowledge of and competence in using supervision to assist the trainee's delivery of low-intensity psychological and/or pharmacological treatment programmes for common mental health problems.
4.
Demonstrate competence in planning a collaborative low-intensity psychological or pharmacological treatment programme for common mental health problems, including managing the ending of contract.
5.
Demonstrate knowledge, understanding and competence in using behaviour change models in identifying intervention goals and choice of appropriate interventions.
6.
Demonstrate in-depth knowledge, understanding and critical awareness of concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models.
7.
Demonstrate in-depth understanding of and competence in the use of a range of low-intensity, evidence based psychological interventions for common mental health problems.
8.
Critically evaluate the role of case-management and stepped-care approaches to managing common mental health problems in primary care, including ongoing risk management appropriate to service protocols.
9.
Demonstrate critical knowledge of, and commitment to a non-discriminatory, recovery oriented values base to mental health care and to equal opportunities for all and encourage peoples active participation in every aspect of care and treatment.
10.
Demonstrate critical knowledge of and competence in gathering patient-centred information on employment needs, wellbeing, and social inclusion and in liaison and signposting to other services delivering employment, occupational and other advice and services.
11.
Critically evaluate a range of evidence-based interventions and strategies to assist patients manage their emotional distress and disturbance.
12.
Demonstrate critical knowledge of and competence in patient centred information gathering to arrive at a succinct and collaborative definition of the person's main mental health difficulties and the impact this has on their daily living.
13.
Demonstrate competence in accurate recording of interviews and questionnaire assessments using paper and electronic record keeping systems.
14.
Demonstrate theoretical and competence in planning a collaborative low intensity psychological and/or pharmacological treatment programme for common mental health problems, including managing the ending of contact.
15.
Critically analyse and demonstrate competency in delivering low intensity interventions using a range of methods including face-to-face, telephone and electronic communication.
16.
Demonstrate a critical understanding of and competence in managing a caseload of people with common mental health problems efficiently and safely.
17.
Demonstrate critical knowledge of, and competence in applying the principles, purposes and different types of assessment undertaken with people with common mental health disorders.
18.
Demonstrate knowledge of and competence in accurate risk assessment to patient or others.
19.
Demonstrate a critical sensitivity and respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture.
20.
Demonstrate critical knowledge of, and competence in responding to peoples needs sensitively with regards to all aspects of diversity, including working with older people, the use of interpretation services and taking into account any physical and sensory difficulties patients may experience in accessing services.
21.
Demonstrate a critical awareness and understanding of the power issues in professional / patient relationships.
22.
Demonstrate knowledge of and competence in gathering patient-centred information on employment needs, well-being and social inclusion.
23.
Demonstrate critical knowledge of and competence in recognising patterns of symptoms consistent with diagnostic categories of mental disorder from a patient centred interview and is able to assess and recognise any risks to self and others posed by patients.
24.
Demonstrate an appreciation of and critically evaluate the workers own level of competence and boundaries of competence and role and an understanding of how to work within a team and with other agencies with additional specific roles which cannot be fulfilled by the worker alone.
25.
Demonstrate a critical understanding of what constitutes high-intensity psychological treatment and how this differs from low-intensity work.
26.
Demonstrate knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.
27.
Demonstrate critical knowledge of and competence in recognition and accurate assessment of risk posed by patients to themselves and others.
28.
Demonstrate critical knowledge of and competence in the use of standardised symptom assessment tools and other psychometric instruments to aid problem recognition and definition and subsequent decision making.
29.
Demonstrate critical knowledge of and competence in giving evidence based information about treatment choices and in making shared decisions with patients.
30.
Demonstrate a critical understanding of, and competence in the use of, low-intensity, evidence based psychological interventions for common mental health problems. This work will be supported by the use of the COM-B Model.
31.
Demonstrate critical knowledge of and competence in supporting people with medication for common mental disorders, to help them optimise their use of pharmacological treatment and minimise any adverse effects.
32.
Demonstrate critical knowledge of and competence in developing and maintaining a therapeutic alliance with patients during their treatment programme, including dealing with issues and events that threaten the alliance.

Teaching, Learning and Assessment

Teaching and learning methods used to enable outcomes to be achieved are; lectures, seminars, case discussion groups, experiential learning sessions, reflective practice, formative and summative skills assessments, Practice based learning, guided reading and independent study. A range of assessments are used within the programme: Written critical reflection/case report: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32 Exam: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 22, 23, 24, 26, 27, 28, 29, 30, 31, 32 Clinical simulation: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 15, 16, 17, 20, 21, 22, 23, 24, 25, 30, 31, 32 Practice Skills Assessment: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32 Competencies in practice are continually assessed during supervised clinical practice via the Practice Skills Assessment Document (pass/fail) that form part of the student practice portfolio. The appropriately trained clinical Supervisor will provide weekly supervision and assess the clinical competencies of the programme through a variety of methods - direct observation, analytical discussion of clinical interviews undertaken by the student, observations and shadowing. Practice assessment documents are also exposed to verification processes by academic staff as well as external examiner scrutiny.

Opportunities for work related learning

Students on the programme are employed in primary care areas on a part-time basis. Thus they are enabled and supported to implement the skills acquired within the practice area by clinical supervisors. Evidence of their skills is demonstrated by submission of a completed practice skills assessment document assessed and signed by the Supervisor.

Programme Structure

Programme Structure Description

Students starting the programme prior to September 2021 will complete modules 7200PQHEAL, 7202PQHEAL and 7201PQHEAL. All modules are assessed using a variety of strategies including: Essays, critical reflections, clinical simulations, exams All modules include supervised clinical practice, students must demonstrate successful achievement of practice skills underpinned by the application of … For more content click the Read More button below.

Approved variance from Academic Framework Regulations

The following Variances apply; 1) All assessment tasks in each module must be passed independently (Approved 13/09/21). 2) Students can only be given 2 opportunities to pass the assessments (Approved 13/09/21). 3) Two of the assessment items (Skills Assessment and Practice Skills Assessment Document) for the following modules have a … For more content click the Read More button below.

Entry Requirements

Alternative qualifications considered

HECoS Code(s)

(CAH02-06) allied health