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
University of Central Lancashire Preston
3. University School/Centre
School of Nursing
4. External Accreditation
N/A
5. Title of Final Award
BSc (Hons) Child and Adolescent Mental Health
Practice
6. Modes of Attendance offered
Part-Time
7. UCAS Code
N/A
8. Relevant Subject
Benchmarking Group(s)
QAA framework for HE qualifications (2008)
9. Other external influences
No Health without Mental Health (2011)DOH (2004)
NSF for Children, Young people and Age
appropriate environment duty following changes to
S131 of the mental health act (2010)DOH (2004)
Every Child Matters: Next Steps. New Horizons the
vision for improving mental health across all ages
(2009)London: Department of Health.
Local (North West) Core Capabilities for those
working with Children, Adolescent and their Families
around Mental Health
The Ten Essential Shared Capabilities for Mental
Health Practice (NIHME / Sainsbury Centre)
10. Date of production/revision of
this form
January 2014
11. Aims of the Programme
To enable a range of students the opportunity to enhance their existing practices, through
development of specialist knowledge and skills for working with children, young people and
their families.
To enable students to integrate learning accumulated through knowledge of research and
reflective processes culminating in the development of a practice based project
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1 Examine the major child and adolescent mental health problems and discuss appropriate
therapeutic interventions.
A2 Critically analyse the rights of the child / young person with mental health problems and
their family, including law, ethics and politics which influence decision-making.
A3 Evaluate multidisciplinary, multi-agency working in the provision and monitoring of quality
resources and standards of care for the child /young person with mental health problems.
A4 Critically reflect on the effect of family dynamics and developmental issues on the mental
health of child / young person in order to develop effective family centred care.
A5 Critically explore social attitudes, social constructs, cultural and political influences
towards children / young people and mental health problems
A6 Identify and reflect on child development issues
A7 Identify the contexts where children and families receive care and the impact of
development
A8 Explore, analyse and evaluate the nature and organisation of professional clinical
practice
Teaching and Learning Methods
Formal lectures will be used to introduce topics and provide a framework for further study.
An integrated theory/practice Problem Based Learning (PBL) approach will also be utilised
with lecturing staff guiding and supporting students. Seminars, discussions and debate will
extend analytical skills, promoting professional critical thought required at this level of study
and practice. Analysis and evaluation will result from critical reflection on the study of recent
research and reports, on instances of conflict and /or difficult decision-making in practice.
Resources will be made available through Blackboard, as appropriate.
Assessment methods
Case study, production of a health promotion leaflet, Oral presentation, A written project
B. Subject-specific skills
B1 Develop formulation skills related to the major child and adolescent mental health
problems and discuss appropriate therapeutic interventions.
B2 Evaluate use of assessment tools and processes and skills required for assessment
B3 Assess the impact that developmental issues have on children, young people and their
families
B4 Evaluate opportunities for mental health promotion in a variety of practice areas
B5 Present written and oral evidence to support the development and completion of the
project
B6 Be independent in their choice of study in order that individual knowledge, skills,
commitment and personal responsibility are promoted
B7 Review and analyse understanding and ability to conceptualise and utilise theory in
practice, identifying key research/evidence to support activities and interventions culminating
in a written project
Teaching and Learning Methods
The student is placed at the centre of a co-operative learning process that will develop skills
and knowledge to critically analyse and evaluate approaches to child and adolescent mental
health and social care provision. Formal lectures will be used to introduce topics and provide
a framework for further study. An integrated theory/practice Problem Based Learning (PBL)
approach will also be utilised with lecturing staff guiding and supporting students.
For project work, action learning sets will be used following an induction and using ongoing
supervision. A key lecture will also address issues around oral presentation skills and the
production of a written project
Assessment methods
Case study, production of a health promotion leaflet, essays, A written project, Oral
presentation
C. Thinking Skills
C1 Identify skills and attributes in relation to reflective processes
C2 Review and summarise the available evidence base including systematic reviews in
order to inform evidence based practice
C3 Identify relevant theory and appropriate research in order to help determine the need for
change
C4 Utilise reflective theories and research appraisal techniques to enhance practice
C5 Be resourceful and innovative in formulating research problems/practice development
areas, locating and managing data and information, synthesising findings and drawing
conclusions from the work.
Teaching and Learning Methods
Lead lectures, computers labs, seminars, discussions, student led presentations, diary
writing and the use of small groups to analyse students own practice experience and
appropriate literature. Analysis and evaluation will result from critical reflection on the study
of recent research and reports, on instances of conflict and /or difficult decision-making in
practice.
Resources will be made available through Blackboard, as appropriate.
Assessment methods
Reflective assignment; Oral presentation; A written project
D. Other skills relevant to employability and personal development
On successful completion of the programme the student will be able to
D1
Demonstrate literacy through analytical thinking and reflection, assignment
development
D2 Demonstrate numeracy skills by analysis of data e.g. evidence base, audit.
D3
Demonstrate communication and team working skills by presenting information,
contributing to Problem Based Learning activities, discussion and debate.
D4 Demonstrate I.T skills via Blackboard, literature searching, PBL, presentation skills
using
PowerPoint.
D5 Demonstrate use of personal development planning by managing own learning and
reflection on practice.
Teaching and Learning Methods
Scheduled opportunities which provide the student with feedback about their progress
towards meeting the module outcomes / transferable skills are available through the use of
critical incident analysis, feedback, presentations, Problem Based Learning and personal
development planning through personal tutorials and Elearn/Blackboard.
Assessment methods
Essays, presentations, Problem Based Learning, and group discussions
13. Programme Structures*
Level
Level 6
Module
Code
Module Title
NU3530
Professional Practice Project (C)
NU3024
Enhancing Practice: Child and
Adolescent Mental Health (C)
14. Awards and
Credits*
Credi
t
rating
40
40
BSc (Hons) Child
and Adolescent
Mental Health
Requires
120 credits at Level
6
Plus 40 credits at level 6 derived from
the option modules below
Option Modules
Level 6
NU3035
Facilitating Cognitive Behavioural
Interventions with Children,
Adolescents and Parents
40
NU3307
Solution Focussed Interventions
20
NU3090
Dual Diagnosis – Substance Misuse
and Mental Health Co-Morbidity
20
NU3609
Self harming Behaviours
20
NU3019
Managing Relationships, Team &
Environments
20
NU3161
Enhancing capability for working with
personality disorder
20
15. Personal Development Planning
Personal Development Planning will form the basis for ongoing personal development
discussions with personal tutors. This will not be formally assessed but will support learning
and develop skills for reflection on practice. Students will be supported in the development of
their PDP by:
1 Developing skills of reflection on their academic, personal and professional performance
and development will be continually encouraged within the module teaching and learning
strategies.
2 The use of personal tutorials whereby progress will be reviewed using personal reflection,
setting goals and through the development of action plans.
3 The identification of strengths and weaknesses, skills, qualities, attitudes and capabilities
will be developed throughout the course with the use of case studies, PBL, reflection and the
evaluation of therapeutic interventions.
4 Improving learning and performance by taking responsibility for their own development and
the necessary skills for independent learning
5 Planning realistically for career progression and the management of lifelong learning by
reflection on multi-agency and multidisciplinary working.
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.
Core professional qualification e.g. nursing, social work, occupational therapy, counselling,
health visiting, school nursing, teaching or working within specialist areas of practice, and
education to Diploma in Higher Education. Students need to be working in an appropriate
care/educational setting.
17. Key sources of information about the programme
 BSc (Hons) in Child and Adolescent Mental Health Fact sheet
 University Web page
 CPD Prospectus
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Core (C),
Compulsor
y (COMP)
Module
or Option
Knowledge and
Thinking
Level Code Module Title
(O)
understanding
Subject-specific Skills
Skills
LEVEL 6
A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7
NU3530
Professional Practice
Project
Enhancing Practice:
Child and Adolescent
NU3024
Mental Health
Facilitating Cognitive
Behavioural
Interventions with
Children Adolescents
NU3035
and Parents.
Solution Focussed
NU3307
Interventions
Dual Diagnosis –
Substance Misuse and
Mental Health CoMorbidity
NU3090
Self Harming
NU3609
Behaviours
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Other skills
relevant to
employability
and personal
development
C C C C C
D1 D2 D3 D4 D5
1 2 3 4 5
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Managing
Relationships, Teams
NU3019
and Environments
Enhancing capability for
working with
NU3161 personality disorder
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