UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme 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 takes full advantage of the learning opportunities that
are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and
Location of Delivery
Ashworth Hospital
3. University School/Centre
School of Nursing
4. External Accreditation
None
5. Title of Final Award
Postgraduate Certificate in Personality Disorder
6. Modes of Attendance offered
Part-time
7. UCAS Code
N/A
8. Relevant Subject
Benchmarking Group(s)
Personality Disorder www.personalitydisorder.org.uk
No longer a Diagnosis of Exclusion and Breaking the
Cycle of Rejection (NIMHE/DH 2003)
PD Capability Framework (NIMHE/DH 2003)
Recognising Complexity (DH 2009)
NICE guidelines BPD, ASPD (2009)
9. Other external influences
No Health Without Mental Health (2011)
Ten Essential Shared Capabilities for Mental Health
(Department of Health) (2004)
High Quality Care for All (the Darzi Report)(2008)
Francis (2013)
Closing the Gap (2014)
10. Date of production/revision of
this form
January 2014
11. Aims of the Programme
The aim of this programme is to provide students with a theoretical understanding of
personality disorder and its philosophical and ideological underpinnings. Students will be
facilitated to broaden and deepen their approaches to therapeutic assessment and
interventions in the context of mental health research and policy.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1.Analyse research findings behind the study of personality disorder, and utilize these in
furthering clinical practice
A2.Evaluate current assessment strategies and therapeutic approaches for personality
disorder and produce recommendations for practice
A3.Evaluate a range of assessment tools available for use with a person with a personality
disorder
Teaching and Learning Methods
Small interactive group discussions facilitated by the lecturer and/ or service user/
practitioner. Students will be required to participate in a formal debate during the course.
Case presentations, (case analysis), use of video and electronic resources including E-learn
for support. Facilitated wider reading and deeper analysis of subject matter.
Assessment methods
Essay, report and case study.
B. Subject-specific skills
B1. Utilise research based evidence to synthesise and implement effective assessment
planning
B2. Analyse the concept of risk assessment and management strategies to ensure the
safety of the service users and staff
B3. Explore and evaluate the therapeutic relationship to provide an analysis of the dynamics
present within the helping relationship
B.4 Appraise the classification systems of personality disorder and their usefulness to
practice.
Teaching and Learning Methods
Student supervision/ tutorial to support individual approaches and needs. Practice and
service user representatives assist in the delivery of the modules.
Assessment methods
Essay, report and case study.
C. Thinking Skills
C1. Analyse personal effectiveness in promoting social inclusion of people with personality
disorder
C2. Examine the ideological basis of personality disorder and place this in context of current
practice.
C3. Critically appraise the concepts surrounding and supporting the principles of therapeutic
relationships, peer supervision and support in working with personality disorder.
Teaching and Learning Methods
Students will participate in formal reflection and self development through structured
workshops. Students will participate in facilitated self awareness groups. Students will be
required to participate in a formal debate during the course.
Assessment methods
Essay, report and case study.
D. Other skills relevant to employability and personal development
D1. Demonstrate innovative practice and critically discuss this concept in the light of role and
professional boundaries.
D2. Critically review personal attitudes, values, attitudes and beliefs regarding personality
disorder in order to establish personal presence and influence whilst maintaining personal
integrity.
Teaching and Learning Methods
Student supervision/ tutorial to support individual approaches and needs
Assessment methods
Essay, report and case study
13. Programme Structures*
Level
Level 7
Level 7
Module
Code
NU4015
Module Title
Assessment & Therapeutic
Approaches to personality
Disorder
NU4309
Classification and Theory of
Personality Disorder
15. Personal Development Planning
14. Awards and Credits*
Credit
rating
40
Postgraduate certificate
Requires 60 credits at Level 7
20
According to QAA (2004), Personal Development Planning (PDP) is:
 A structured process that is integral to higher level learning
 Concerned with learning in an holistic sense (academic and non-academic)
 Something done with guidance and support
 A process that involves reflection, creation of personal records, planning and
monitoring progress towards achievement of personal objectives
 Intended to improve the capacity of the individual to communicate their learning to
others who are interested in it (academic staff/ employers)
This is a multi-agency course that pre-dominantly attracts students from health and social
care and criminal justice agencies who bring with them models of support and supervision in
their workplace. All students are appraised annually within their employment. In order to
enhance individual personal development planning students will be encouraged to develop
their learning contract with their chosen mentor identifying areas for development during and
after the course. During the course students will be supported in this process through
negotiated discussions, tutorials, interactions and assessments. This will help them to
explore and record their progress and to set goals and devise action plans to meet their
needs thus extending their personal and professional development.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have
been made after these documents were published and you should consult the University’s website for
the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Informal enquiries are welcomed. Students should have a first degree (2:2 class or above)
or equivalent, in a relevant subject (i.e. health related, pure science or social science) from
an approved institution of higher education. If you do not meet these criteria you are advised
to contact the course leader for advice. Transfer of credits in accordance with University
regulations may be possible.
 Students normally have at least two years post qualifying clinical experience in practice
OR proof of equivalent experience in practice
 Be working in, or able to access a practice environment that will enable them to meet
and achieve the course learning outcomes.
 Have identified a work based mentor, who will support and guide your development
throughout the course.
 Be able to provide two references (one practice/work and one academic).
 Be able to satisfy the Course Leader that you are competent to pursue the programme.
 All students will be interviewed. The purpose of this discussion is first to ensure that you
understand the nature of the programme and its demands and to pathway plan your
modular route leading to the identified award and exit point. Identification of financial
support will be noted.
Your application will be considered on its merits and in the light of the nature and scope of
the programme.
If you do not meet the above criteria you may still be considered for admission to the
programme; you will be required to provide evidence of suitable experience and supportive
qualifications.
17. Key sources of information about the programme


Fact sheet University of Central Lancashire website
CPD prospectus
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Module
Level Code Module Title
Core (C),
Compulsory
(COMP) or
Knowledge and Subject-specific
Option (O)
understanding
Skills
LEVEL
7
LEVEL
7
A1
NU4015 Assessment & Therapeutic Compulsory
Approaches for personality
Disorder
NU4309 Classification and Theory
of Personality Disorder
Compulsory

A2
A3 B1 B2
B3






B4
Thinking
Skills
C1
C2


Other skills
relevant to
employability and
personal
development

C3
D1
D2



