UNIVERSITY OF KENT
Programme Specification
Please note: This specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she passes the programme. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be found either by
following the links provided or in the programme handbook. The accuracy of the information
contained in this specification is reviewed by the University and may be checked by the Quality
Assurance Agency for Higher Education.
MSc in Mental Health Studies
1.
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5.
Awarding Institution/Body
Teaching Institution
Teaching Site
Programme accredited by:
Final Award
6. Programme
7. UCAS Code (or other code)
8. Relevant QAA subject
benchmarking group(s)
9. Date of production/revision
10. Applicable cohort(s)
University of Kent
University of Kent
University of Kent at Canterbury or Medway
CWAL
PG Certificate/PG Diploma/MSc in Mental Health
Studies
PG Certificate Mental Health Studies -(Personality
Disorders)
PG Certificate Mental Health Studies -(Violence and
abuse)
PG Certificate Mental Health Studies - (Cognitive
Behaviour Therapy)
PG Certificate/PG Diploma/MSc in Mental Health
Studies-(Children and Adolescents)
PG Certificate/PG Diploma/MSc in Mental Health
Studies -(Adult)
Mental Health Studies
Oct 2004 January 2008 April 2009
September 2009
11. Educational Aims of the Programme
The programme aims to:
1. Provide a research minded forum in which students can critically evaluate contemporary theories
and debates relating to mental wellbeing, the development of mental illness and the provision of
mental health services
2. To facilitate understanding of the political, cultural and social contexts that challenge or support
inequalities (race, gender, sexuality) associated with poor mental health
3. Develop and enhance the professional practice required to provide effective client centred care
that supports service users’ rights to self determination and promotes therapeutic engagement
4. Provide a forum in which students can critically evaluate their own area of practice, informed by
evidence based research and grounded in an ethos of self reflection and clinical supervision.
5. Gain a critical understanding of the systemic factors that help and hinder gender informed
collaboration with service users, their families and networks of support, other professionals and
service providers
6. Critically analyse the range of strategies used to improve the mental wellbeing of service users with
complex needs
7. Stimulate and equip students to undertake research and service reviews in all areas of mental
health
12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas. The programme outcomes
have references to the subject benchmarking statement for the Framework of National Occupational
Standards for Mental Health. The outcomes are informed by:
Creating a Gender Equality Scheme (2007)
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_066068
Capabilities for Inclusive Practice (2007)
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_078095
The Ten Essential Shared Capabilities - A Framework for the whole of the Mental Health Workforce
(2004)
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4087169
Women’s mental health into the mainstream (2007)
http://www.dh.gov.uk/en/Consultations/Closedconsultations/DH_4075478
New ways of working for everyone (2007)
http://www.newwaysofworking.org.uk/
National service framework for children, young people and maternity services (2004)
http://www.dh.gov.uk/en/Healthcare/NationalServiceFrameworks/Children/DH 4089111
Every child matters (2003)
http://www.ich.ucl.ac.uk/website/ich/academicunits/Centre_for_evidence_based_child_health_/CustomMenu_02
/Every_child_matters_2003.pdf
National CAMHS review
http://www.dcsf.gov.uk/CAMHSreview/downloads/CAMHSReview-Bookmark.pdf
Knowledge and Understanding
Teaching/learning and assessment methods and
strategies used to enable outcomes to be
achieved and demonstrated
A. Knowledge and Understanding of:
1.Contemporary debates, theoretical
frameworks, evidence based research and
service user perspectives relating to mental
health and well being
2. the principles and values that promote
ethical practice such as equality of citizenship
and the right to self determination
3. In depth understanding of the principles
and values that promote and support
inclusive practice
4. A critical understanding of the many
factors that contribute to health inequalities
Teaching and learning methods:
Teaching and learning methods: Teaching will combine
lectures with
clinically focussed seminars which will
provide the students with the opportunity to link
theory to clinical practice (LO’s 1 –11) . Students will
be expected to take an active part in seminar
discussions and to demonstrate their ability to apply
theoretical knowledge to clinical practice.
and the role services play in challenging or
supporting those inequalities
5. the principles and values that enable
services to engage with and promote the
voice of the service user in mental health
6. the contexts and influences that shape
mental health over an individuals lifetime
7. the systemic factors that facilitate or
hinder collaboration with service users,
other professionals, and service providers
8. factors promoting a mentally healthy
workplace where individuals are enabled to
reflect on their own personal, professional
and service development needs.
9. common and complex patterns of
presenting the signs and symptoms of mental
distress and ill health
10. Contemporary evidence based
interventions and the challenges of applying
theory to practice
11. Knowledge and critical understanding of
clinical research methods
Skills and Other Attributes
B. Intellectual Skills:
12. Critically evaluate research in terms of
its ability to inform and advance practice in
diverse settings
13. Synthesise information from a wide range
of perspectives and sources in order to
inform client care
14. Critically engage in advanced reflection
15.Critically articulate and utilise knowledge
of therapeutic practice in client and family
work
16. Develop capacity to understand and
articulate complex information in an
interdisciplinary and interagency context
17. Develop the capacity to conduct clinically
relevant and practice based research
Assessment methods:
Workplace Journal (LO’s 1-11)
Practice assessment exercises which will assess your
capacity to apply theory to practice and communicate
your understanding to others
Teaching and learning methods: Teaching will
combine lectures with clinically focussed seminars
which will provide the basic underpinning
knowledge for clinical applications. Formal teaching will
take place alongside workbased practice which will
provide the clinical component of learning. Learning will
be
supported by a workplace journal. Students will be
expected to take an active part in seminar discussion
and will concentrate on the application of theoretical
concepts in clinical practice.
(LO’s 12-17)
Assessment methods:
Learning will be assessed through clinical case
discussion, which will demonstrate the increasing ability
to link theory and
practice; through the workplace journal; and through
written assignments that closely follow the student’s
work based practice (LO’s 12-17). In addition, your
capacity to link theory to practice and communicate
your understanding will be assessed in a practice based
assessment exercises.
C. Subject-specific Skills:
18. Develop the capacity for ethical decision
making in pressurised situations
19.Assess the needs, strengths, abilities and
skills of individuals and their families and
carers using a collaborative and inclusive
approach
20. Demonstrate competence in the
integration of evidence to practice and utilise
reflective practice during supervision
21.Expand the ability to deliver research and
evidence based interventions in order to
meet the needs of service users with
complex needs and in a variety of settings
22.Demonstrate enhanced ethical awareness
of own values, beliefs and attitudes and their
impact on mental health service users and
those that support them within culturally
divers and changing communities
23. Demonstrate enhanced capability and
competence in order to communicate and
work effectively across professional,
interagency boundaries and with service
users and those that support them
24. Interpret and evaluate the impact and
application of mental health legislation and
policy on practice
25. able to critically analyse many positions
of a complex issue or dilemma and resolve
informational conflicts
Teaching and learning methods: Teaching will
combine lectures with clinically focussed seminars
which will
provide the student with the opportunity to link theory
to clinical practice (LO’s 18-25), making use of audiovisual resources where appropriate to demonstrate
clinical skills. Formal
teaching will take place alongside workplace supervised
practice which will provide the clinical component of
learning (LO’s 16 – 27). Students will be expected to
take an active part in seminar discussion and will be
assessed on their
capacity to share information and solve problems with
others. The workplace journal will enable the student
to develop links between theory and practice.
Assessment methods:
Your ability to communicate and reflect on clinical
practice, to collaborate with others and to formulate
and carry out care plans will be assessed by your case
presentations, work based journals and written case
studies (LO’s 18- 27)
Your ability to integrate theory and practice will be
assessed through the workplace journal, a practice
based assessment exercise, and/or a final dissertation.
(LO’s 18-27)
26.Ability to undertake a mental health risk
assessment and take appropriate action
within a legal and ethical framework
27. Develop and enhance skills in formulating
client case notes, referral letters and case
summaries that recognise and respect the
client’s concerns
D. Transferable Skills:
28. Ability to communicate effectively to
others both orally and in written form, and
to respond effectively to others’
communications in the context of work-
Teaching and learning methods:
LO’s 28-34 will be acquired through work-based
clinical practice, supported by clinical case discussion in
based clinical practice
29. Ability to apply interpersonal and self
understanding to working with others in a
multi-disciplinary context
30. Ability to define and solve problems in
the context of multi-professional practice
31. Ability to manage risk, conflict and
anxiety with appropriate reflection on their
impact on self and others
32. Ability to exercise authority and work
autonomously with high levels of
responsibility making appropriate use of
consultation and supervision
seminars.
Additionally LO33 and 34 will be supported by formal
teaching and study requirements.
Assessment methods:
Summative assessment of all learning outcomes will be
based on the workplace journal, written assignments
and/orthe final dissertation.
33. Ability to use and manage electronic
information and resources in the
management of work-based clinical practice
34. Ability to make use of a wide variety of
resources in developing your clinical
knowledge base, including the independent
use of professional journals and research
publications
For more information on which modules provide which skills, see the module mapping.
13. Programme Structures and Requirements, Levels, Modules, Credits and Awards
This is a part time programme of study that offers both generic and specialist study of the complexities of
working in the mental health field. Individual modules can be taken as part of continuing professional practice
or a combination of modules can be put towards an award. Students aiming for the award of MSc can spread
their study over a maximum of 5 years. The choice of modules reflects the complexity of the field with some
students entering with little or no clinical experience and others coming with substantial caseloads and specialist
knowledge. Students will be allocated to a tutor who will help them to assess which combination of modules
best responds to their current levels of knowledge and skills. Modules will be available on a 3 yearly repeated
cycle. Modules may vary if there is increased/decreased demand for them.
The Post Graduate certificate modules can be taken as a generic Mental Health Study or can be combined into
specific specialist pathways:
PG Certificate/PG Diploma/MSc in Mental Health Studies
PG Certificate Mental Health Studies -(Personality Disorders)
PG Certificate Mental Health Studies -(Violence and abuse)
PG Certificate Mental Health Studies - (Cognitive Behaviour Therapy)
PG Certificate/PG Diploma/MSc in Mental Health Studies-(Children and Adolescents)
PG Certificate/PG Diploma/MSc in Mental Health Studies -(Adult)
All combinations must enable students to achieve 60 credits in total. The required module patterns for each of
the specialisms are listed below. Students may exit the programme having obtained the Post Graduate
Certificate (60 Credits)
Students entering at Diploma Level or continuing on from the Certificate can select any modules for a generic
Diploma in Mental Health Studies or specialise in Children and Adolescents or Adult Mental Health. All
Diploma Students are required to take KI789 Multi-agency and collaborative working (30 Credits) For specialist
pathways n additional 30 credits must be selected as follows:
Children and Adolescents: Supervising and being supervised in a mental health setting(15 credits)
Introduction to CBT theory (15 credits)
Introduction to CBT skills (15 credits)
Applying CBT to practice (30 credits)
Systemic Therapy (15 credits)
Observational Studies (30 credits)
Domestic Violence (15 credits)
Sexual abuse: working with victims and perpetrators (15 credits)
Primary Mental Health work (15 credits)
Working with Self Harming clients (15 credits)
Principles of evidence based practice (15 credits)
Adults:
Principles of Group Work (30 Credits)
Clinical Treatment of Personality Disorder (30 credits)
Supervising and being supervised in a mental health setting(15 credits)
Introduction to CBT theory (15 credits)
Introduction to CBT skills (15 credits)
Applying CBT to practice (30 credits)
Systemic Therapy (15 credits)
Domestic Violence (15 credits)
Sexual abuse: working with victims and perpetrators (15 credits)
Working with Self Harming clients (15 credits)
Principles of evidence based practice (15 credits)
To achieve the Diploma students need to obtain 60 credits (in addition to the 60 credits obtained at certificate
level). Students may exit the programme having obtained the Post Graduate Diploma (120 Credits)
To obtain an MSc students must first obtain 120 credits at M level. Students can then chose to undertake a
Dissertation achieving 60 credits OR can obtain a further 60 credits through selecting from the module options
listed above. This decision must entail consultation with the course tutor.
Accreditation of prior learning and experience (APEL) will apply to those who have already reached equivalence
for some of the module. Apel can only be awarded for up to 50% of the total number of M Level credits
required for the award being sought.
Modules for Mental Health Studies
Post Graduate Certificate in Mental Health Studies (Adult and/or CAMHS)
Restricted Choice Modules (30 Credits)
The choice of modules will depend on prior clinical experience and must be selected in
consultation with your course tutor. Module choices should also follow the requirements of
your chosen specialism. Modules will run on a 2 yearly cycle
WL801
Introduction to
M
15
Variable
mental health
WL802
Child and
M
15
Variable
Adolescent
Mental Health
KI956
Gender equality
M
15
variable
and mental health
KI936
Introduction to
M
15
Variable
CBT theory
WL803
Supervising and
M
15
Variable
being supervised
Optional Modules (to achieve a total of 30 credits)
The choice of modules will depend on prior clinical experience and must be selected in
consultation with your course tutor. Students following a specialism must take the modules
required for their specialism.
KI954
Clinical
M
30
variable
treatment of
personality
disorder
KI788
Working with
M
15
variable
domestic
violence
WL804
Working with
M
15
Variable
Sexual abuse:
working with
victims and
perpetrators
KI936
Introduction to
M
15
Variable
CBT theory
KI958
Introduction to
M
15
Variable
CBT Skills
WL805
Primary Mental
M
15
Variable
Health Work
KI943
Assessment &
M
15
variable
Diagnosis
KI949
Mental Health
M
15
variable
Risk Assessment
and Management
KI953
Observational
M
30
Variable
studies
WL806
Working with
M
15
Variable
Self Harming
clients
Post Graduate Certificate Clinical Specialisms
PG Cert in Mental Health Studies (Personality Disorders)
KI954
Clinical
M
30
variable
treatment of
personality
disorder
Optional (30 credits)
WL801
Introduction to
M
15
Variable
mental health and
well being
WL803
Supervising and
M
15
being supervised
KI956
Gender equality
M
15
variable
and mental health
KI789
Multi-agency and
collaborative
working
M
30
PG Cert in Mental Health Studies (CBT)
KI936
Introduction to
M
15
CBT theory
KI958
Introduction to
M
15
CBT Skills
KI959
Applying CBT to M
30
practice
PG Cert in Mental Health Studies (Violence and abuse)
KI788
Working with
M
15
domestic
violence
WL804
Working with
M
15
Sexual abuse:
working with
victims and
perpetrators
KI789
Multi-agency and M
30
variable
Variable
Variable
Variable
variable
Variable
variable
MSc in Mental Health Studies
collaborative
KI960
Dissertation
working
M
60
Variable
Post Graduate Diploma in Mental Health Studies (Adult and/or CAMH)
Required modules
KI789
Multi-agency and M
30
variable
collaborative
working
Optional Modules (to achieve a total of 30 credits)
TBA
Supervising and
M
15
Variable
being supervised
KI936
Introduction to
M
15
Variable
CBT theory
KI958
Introduction to
M
15
Variable
CBT Skills
KI959
Applying CBT to M
30
Variable
practice
KI934
Systemic theory
M
15
Variable
& practice
KI922
Principles of
M
30
variable
group work
KI951
Principles and
M
15
variable
practice of
evidence based
mental health
KI954
Clinical
M
30
variable
treatment of
personality
disorder
KI788
Working with
M
15
variable
domestic
violence
WL804
Working with
M
15
Variable
Sexual abuse:
working with
victims and
perpetrators
KI953
Observational
M
30
Variable
studies
WL805
Primary Mental
M
15
Variable
Health Work
WL806
Working with
M
15
Variable
self harming
clients
Or 60 credits obtained through any combination of optional modules from certificate or diploma levels
14. Work-Based Learning
Students will be required to link their academic learning to practice. Seminars will draw on
examples from the practice the student uses in their workplace. This will require the student to
be working in the field of mental health either in an employed or voluntary capacity. Staff may be
able to advise you on local options for volunteering.
15. Support for Students and their Learning.
 Programme Handbook
 General regulations for students (University and Professional bodies)
 Library and IT Induction
 Introduction to University and NHS internet information search facilities, including ‘ATHENS’
access
 Student induction and termly meetings
 University of Kent central support services
 Individual progress review with a personal tutor/mentor
 Academic tutorials
 UELT
16. Entry Profile.
Entry Routes
For fuller information, please refer to the University prospectus
 A relevant professional qualification at Undergraduate level plus at least 6 months experience of
work with children and adolescents in a primary care context (e.g., counselling; teaching)
 Undergraduate qualification in a health or social care profession (e.g., in nursing, or social work, or
occupational therapy)
 Work experience in the mental health field and a first degree
 For therapy based modules (CBT etc) either completion of year 1 core modules or significant
experience of direct clinical work.
What does this programme have to offer?
 Flexible, modular approach to further professional development
 A choice of pathways and the opportunity to specialize according to individual training needs
 A high standard of teaching delivered by professionally qualified clinical specialists
 The opportunity to develop and enhance skills in working in multi-professional teams
 The opportunity to develop basic skills in specific models of psychological therapies
 A programme of study that links closely to the work based experience of the students
Personal Profile.
Applicants will be those with
 Desire to develop clinical skills to a high standard
 Desire to enhance professional career prospects through post-graduate study which leads to



academic qualifications
Desire to enhance the capacity to work effectively in the context of contemporary evidence
based, multi-professional clinical practice
Desire to acquire the essential skills for becoming an inclusive practitioner
Desire to understand what helps and hinders best practice in the delivery of integrated mental
health services
17. Methods for Evaluating and Enhancing the Quality and Standards of Teaching and
Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum
and outcome standards.
 Student module evaluation questionnaires
 Annual monitoring reports
 Eternal examiner’s scrutiny and reports
 Termly student meetings
 Termly Board of Studies
 Annual Staff appraisal
 Continuous monitoring of student progress and attendance
 QAA Periodic Review
 Peer review
Committees with responsibility for monitoring and evaluating quality and standards.
 CWALs Mental Health Studies Programme monitoring meetings
 CWALs Division of Mental Health meetings
 CWALs Learning and Teaching Committee
 Faculty Learning and Teaching Committee
 Mental Health Studies Board of Examiners
Mechanisms for gaining student feedback on the quality of teaching and their learning
experience
 Termly student meetings
 Student module evaluation forms
 Discussion with tutors
Staff Development priorities include:
 Regular (twice monthly) formal collaboration in programme development plus informal
collaboration
 Research led teaching
 Peer review
 University of Kent staff appraisal for clinical/academic staff
 Adaptation to local and regional NHS needs and requirements
 CWALs Staff appraisal
 Research seminars
 Clinical and research conference attendance
 Membership of relevant professional/academic bodies
 High level professional qualifications expected for appointments to lecturing posts
 Current professional and/or research practice
18. Indicators of Quality and Standards.
 1998 TQA report: a grade of 21 was awarded
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Student completion rates and level
Monitoring reports from external examiners
Monitoring reviews by the professional regulating authority (UKCP)
Student employment record
The following reference points were used in creating these specifications:
 Guidelines, Royal College of Psychiatrists training standards
 Royal College of Nursing – post-qualification standards
 General Social Care Council - PQSW standards
 National CAMHS Support Service, DOH
 National Service Framework for Mental Health
 National Service Framework for Children
 National Occupational Standards for Mental Health