Programme Specification (Postgraduate)
Date amended:
19th January 2012
1. Programme Title(s):
Postgraduate Certificate in Child and Adolescent Mental Health (campus-based course)
2. Awarding body or institution:
University of Leicester
3. Typical entry requirements:
The prerequisites to entry for the Certificate are a second class honours degree or equivalent
professional qualification from any discipline, which involves the care of or working with
children and adolescents (including teachers, residential care workers, nurses, primary
mental health workers, etc.). Applicants whose first language is not English and who have
not lived in a country where the first language is English for at least three years immediately
prior to the commencement of the course are required to provide evidence of a minimum
standard of English language ability (this will apply to more students now that we are moving
towards international recruitment). The usual requirement is a score of 6.5 or above in the
British Council’s International English Language Testing System (IELTS) or its equivalent, for
example, a score of 575 in a Test of English as a Foreign Language (TOEFL) including a
score of 4.0 in the Test of Written English (TWE).
Where one of the above qualifications has not recently been obtained or where, for any other
reasons, there is doubt about an applicant’s English language ability, the University reserves
the right to set a special test of competence, validated by its English Language Teaching
Unit.
N.B. It is emphasised that this course is not aimed at students looking to continue their
undergraduate studies, it is designed for practising professionals.
4. Programme aims:
The principal aim of the course is to equip practitioners with a sound knowledge and
understanding of a range of topics in child and adolescent mental health. This knowledge
not only underpins students’ existing practical experience with evidence-based expertise, but
also develops an appreciation of the strengths and limitations of research evidence. This
should enable students to enhance their careers in the field of child and adolescent mental
health, and to generate new skills for the benefit of their clients and service provision.
5. Reference points used to inform the programme specification:
The programme has been developed with reference to the National Framework for Higher
Education Qualifications (FHEQ) and also complies with the Leicester of University Learning
and Teaching Strategy (2011-16). The background to the original course is included below.
For College
The programme specification has been reached at through modification of an existing
successful face to face taught programme. The initial course was developed after
considerable consultation as follows.
a)
b)
c)
d)
Consultation with the Primary Child Mental Health Network.
Consultation with primary child mental health workers.
Requests following study days on specific child mental health topics.
Survey of primary care staff needs
e)
Meeting with senior managers and commissioners
The course has successfully continued to recruit viable numbers and continues to being
demand as changing policies still require staff with an academic understanding of child and
adolescent mental health that is clinically applicable.
6. Programme Outcomes:
The broad aims of the Certificate are:
To provide a sound academic knowledge base of the factors that influence child mental
health and also to enable students to effectively question the basis of their understanding
and perspectives and to build on these. The certificate also aims to provide a sound and
thorough understanding of key disorders in child mental health and their management. It
considers the group of mental health problems that can occur in childhood and adolescence
as well as considering specific common disorders/problems. It is also designed to cover the
key principles in the management of child mental health problems.
The broad learning outcomes of the Certificate are that students should be able











Compare and contrast how mental health and illness are understood in different
contexts and cultures
Evaluate the impact of sociological and legal factors on how mental health is
formulated
Describe child and family development and evaluate the strengths and limitations
of the different explanatory theories
Describe and critically evaluate the relevance of biological, psychological and
social aetiological factors in child mental health
Describe the different components of an effective child mental health assessment
Reflect on their own assessment skills and those that need further improvement
Describe the presentation of some common child mental health problems
Describe the key principles of commonly used therapies including behaviour
therapy, cognitive therapy, social skills training, family therapy and family work and
counselling support.
Identify those problems that can be managed in primary care and those that need
referral to more specialist services
Apply the learning from the module to their own practice
Critically evaluate their organisation’s part in the management of children with
multiple needs
(please see appendix one at end of this document)
7. Special features:




The opportunity to learn in a multi-disciplinary forum from tutors who have an
extensive wealth of experience in clinical practice and academia relating to child and
adolescent mental health and research.
An evidence-based framework of child mental health and other key issues relevant to
child mental health professionals to support practice-based experience.
Theoretical background supported by clinical relevance to improve the delivery of
clinical care, especially in areas which are major components of the child mental
health worker role, such as primary care, inter-agency and community services.
An internationally respected, formal qualification awarded by the University of
Leicester. The following professional groups will find it of particular interest: doctors,
registered mental health nurses, psychologists, paediatric nurses, teachers,
occupational therapists, school nurses and other nurses, professionals working in

voluntary agencies such as the NSPCC, Open Door, etc., Social workers and other
child health professionals who have a particular responsibility for child mental health
The objectives, content and structure of this course are guided by national workforce
plans to improve and increase professional skills and staff across a number of
agencies, in order to achieve a comprehensive CAMHS and provide an effective and
evidence-based service.
8. Indications of programme quality:
The taught programme was run for nearly a decade and received excellent student feedback.
In 2010, we also took undertook some interviews with past students and managers to
ascertain the impact of the course on practice. The interviews were consistent with the
student feedback in that the course is very relevant to staff working with children and
successfully meets the learning outcomes set. The external examiners have consistently
recognised the quality of the programme delivered.
9. Outline of Programme Structure
The Certificate comprises two 30-credit modules.
Module 1: Mental Health and the Community (30 credits)
To provide a sound academic knowledge base of the factors that influence child mental
health and also to enable students to effectively question the basis of their understanding
and perspectives and to build on these. The module is divided into four key units which are
Setting the context, Child and family Development, The aetiology of child mental health
problems and Assessment in Child mental health. The emphasis is on a sound theoretical
knowledge of normal development and critical analysis of the theories of development.
Module 2: Specific Mental Health Problems of Childhood and Therapeutic
Interventions (30 credits)
This module aims to provide a sound and thorough understanding of key disorders in child
mental health and their management. It considers the group of mental health problems that
can occur in childhood and adolescence as well as considering specific common
disorders/problems. It is also designed to cover the key principles in the management of child
mental health problems. There is an overview of strategies available with an emphasis on
planning management with effective resource use. The principles of team working to deliver
quality care will be addressed. Students will also be expected to consider in more detail
those strategies that can be applied by non-mental health professionals. This module
includes extensive practice-based learning, which is reflected in the total hours of study for
the course.
10. Progression and awards (including Scheme of Assessment)
The Certificate comprises two 30-credit modules both of which are core modules following
Assessment Scheme B. Each module has a series of summative assessments as well as
some formative tasks. Each summative assessment has to be passed to pass the module
overall.
11. Rules relating to re-sits or re-submissions
Students are able to resubmit on one occasion only. Students will be allowed to progress on
with the module and resubmit any failed assessments by a specified deadline. Students can
also resubmit whilst progressing to the next module.
12. Additional information [e.g. timetable for admissions]
The launch of the programme is planned for April 2012.
APPENDIX ONE: Learning outcomes for the Certificate in Child and Adolescent Mental
Health and the assessments
There is clearly some overlap between the different types of outcomes and outcomes have
been listed in the section in which the majority of learning for that broad outcome will take
place.
Intended Learning
Teaching and Learning
Outcomes
Methods
(a) Subject and Professional skills
Knowledge
Describe the different
Specified reading, seminars,
components of an
tasks and group discussion
effective child mental
(applies for all learning
health assessment
knowledge outcomes)
How Demonstrated?
Through facilitated discussion
and assessment (this applies
for all knowledge learning
outcomes)
Describe the presentation
of some common child
mental health problems
Describe the key
principles of commonly
used therapies including
behaviour therapy,
cognitive therapy, social
skills training, family
therapy and family work
and counselling support.
Concepts
Compare and contrast
how mental health and
illness are understood in
different contexts and
cultures
Techniques
Reflect on their own
assessment skills and
those that need further
improvement
The knowledge outcomes all
involve some degree of
concept but for these specific
conceptual ones students are
asked to reflect on specific
issues in addition to use also
using the learning methods for
knowledge outcomes
Through reflective writing and
application
As for knowledge outcomes
and also use of case studies
to apply the learning in
practice
As for knowledge outcomes
but also response to case
material.
Through guided exploration of
written materials and using the
literature in specific situations
as examples of how it can be
applied
Production of video of
students applying the
learning in practice
Critique by peer
Assessment
Intended Learning
Outcomes
Identify those problems
that can be managed in
primary care and those
that need referral to more
specialist care
Teaching and Learning
Methods
How Demonstrated?
Combination of techniques
used for knowledge, concepts
and techniques
As above and by specific
tasks to ensure that these
specific outcomes are met as
this is higher level learning
and application that for
knowledge and techniques as
we are asking students to
justify the stance taken and
evidence that justification
A range of teaching methods
as appraisal of evidence
necessitates pulling together
various parts of the learning
As above and by specific
tasks to ensure that these
specific outcomes are met as
this is higher level learning
and application that for
knowledge and techniques as
we are asking students to
justify the stance taken and
evidence that justification
Apply the learning from
the module to their own
practice
Critical analysis
Evaluate the impact of
sociological and legal
factors on how mental
health is formulated
Describe child and family
development and evaluate
the strengths and
limitations of the different
explanatory theories
Describe and critically
evaluate the relevance of
biological, psychological
and social aetiological
factors in child mental
health
Appraisal of evidence
Critically evaluate their
organisation’s part in the
management of children
with multiple needs
Students will be expected to
demonstrate that they can
make some judgement about
the quality of the evidence
and justify their stance
(b) Transferable skills
Research skills
Not applicable for
certificate level
Communication skills
Data presentation
Not applicable for
certificate level
Working relationships
Managing learning
Career management
Written Assignments/tasks:
Assessment for module 1
Module One has four units and each unit is assessed.
The proportion of marks for each unit are as follows:
Unit 1 20 marks maximum
Unit 2 20 marks maximum
Unit 3 40 marks maximum
Unit 4 20 marks maximum
The final mark for the module will be a total of the marks obtained to given an overall mark
out of 100. Each unit will need to be passed in its own right. A mark of less than 50% will
require resubmission of the work for that particular unit.
Unit 1 assessment
A written reflective piece of 500 words limit.
Highlight a feature of one subunit that is especially relevant to your context and how this
directly influences your work with children who have mental health problems. Note form is
acceptable.
Unit 2 assessment
MCQs. There will be 40 MCQs in total and each is worth half a mark so maximum mark is 20
marks.
Unit 3 assessment
Case study with tasks attached
Unit 4 assessment
Submission of a taped interview with a child/family
Assessment for module 2
There are five unit assessments
Unit 1: 20 marks
Unit 2: 20 marks
Unit 3: 20 marks
Unit 4: 10 marks
Unit 5: 30 marks
Each is equally weighted.
Unit 1 assessment:
500 word summary on “Should behavioural problems be classified as psychiatric disorders?”
Justify your position.
Unit 2 assessment
Both ADHD and ASD are relatively controversial conditions. Choose one of the two
conditions and highlight the key controversies related to the condition’s diagnosis and
management. Then reflect on why it is relevant to professionals working with children to
recognise the controversies surrounding the subject. In bullet form highlight the key
interventions for the disorder chosen and in terms of low, moderate or good, indicate the
evidence for the intervention chosen.
Unit 3 assessment:
Either
From previous activities, as well presenting a critical literature review, discuss the similarities
and differences in treating children and adolescents with anxiety problems (750 word limit).
or
From previous activities, as well presenting a critical literature review on the current
challenges in the treatment of adolescent depression (750 word limit)
(This choice enables students to focus on areas that are most relevant to their own practice
and thereby better apply the learning)
Unit 4 assessment
Ask a patient if possible or friends or colleagues if it is not possible to do this with a patient to
make a video.
Either
Record a maximum 10 minute session in which you explain to a young person what
psychosis is and what the future prognosis for the young person is based on the case
scenario discussed in the subunit.
Or
Record a maximum 10 minute session in which you explain to a young person what anorexia
nervosa is and what the prognosis is for the next five years based on the case scenario
discussed in the subunit.
(fewer marks as is more straightforward assessment and builds on Module 1 in which they
were already assesses interviewing children)
Unit 5 assessment:
You are required to identify a case which you have been actively involved in. Introduce the
case briefly and describe the intervention undertaken. Justify the intervention and treatment
approach used paying attention to the literature base and your working context.