Awards
Target Award
Award Description:Certificate of Professional Development - CP
Accreditation
British Psychological Society (BPS)
Programme Offerings
Part-Time
F2F-JMU-APR
F2F-JMU-AUG
F2F-JMU-DEC
F2F-JMU-FEB
F2F-JMU-JAN
F2F-JMU-JUL
F2F-JMU-JUN
F2F-JMU-MAR
F2F-JMU-MAY
F2F-JMU-NOV
F2F-JMU-OCT
F2F-JMU-SEP
Educational Aims of the Course
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.
Analyse and be competent 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.
Analyse and be competent 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 be competent 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.
Analyse concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models.
7.
Analyse and be competent in the use of a range of low-intensity, evidence based psychological interventions for common mental health problems.
8.
Analyse and 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.
Analyse and apply 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.
Analyse and be competent 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.
Analyse and evaluate a range of evidence-based interventions and strategies to assist patients manage their emotional distress and disturbance.
12.
Analyse and be competent 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.
Understand the theory of, and be competent in, planning a collaborative low intensity psychological and/or pharmacological treatment programme for common mental health problems, including managing the ending of contact.
15.
Analyse and demonstrate competency in delivering low intensity interventions using a range of methods including face-to-face, telephone and electronic communication.
16.
Analyse and be competent in managing a caseload of people with common mental health problems efficiently and safely.
17.
Analyse and be competent 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 sensitivity and respect for and the value of individual differences in age, sexuality, disability, gender, spirituality, race and culture.
20.
Demonstrate 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.
Critically analyse and respond to power dynamics in professional / patient relationships.
22.
Analyse and be competent in gathering patient-centred information on employment needs, well-being and social inclusion.
23.
Analyse and be competent 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.
Distinguish between high and low intensity psychological treatments.
26.
Demonstrate knowledge and understanding of, and competence in using behaviour change models and strategies in the delivery of low-intensity interventions.
27.
Analyse and be competent in recognition and accurate assessment of risk posed by patients to themselves and others.
28.
Analyse and be competent in the use of standardised symptom assessment tools and other psychometric instruments to aid problem recognition and definition and subsequent decision making.
29.
Analyse and be competent in giving evidence based information about treatment choices and in making shared decisions with patients.
30.
Analyse and be competent 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.
Analyse and be competent in supporting people with medication for common mental disorders, to help them optimise their use of pharmacological treatment and minimise any adverse effects.
32.
Analyse and be competent 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.
Programme Structure
Programme Structure Description
All modules include supervised clinical practice, students must demonstrate successful achievement of practice skills underpinned by the application of knowledge and intellectual skills. Pattern of study: Semester 1: 6210PQHEAL and 6212PQHEAL Semester 2: 6220PQHEAL The following will also be a requirement of the course • The student will be made … For more content click the Read More button below.
Structure
Level 6 Core
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.