COVID-19 Updates: For advice and updates for staff, students, and applicants who may have concerns about the coronavirus outbreak please visit our Situation Updates page.

Graduate Certificate in Enhanced Evidence-Based Practice in Child and Adolescent Mental Health

Overview

TEF Gold. Teaching Excellence Framework.

The Graduate Certificate in Enhanced Evidence-Based Practice in Child and Adolescent Mental Health focuses on enhancing skills in assessment. It enables students to work collaboratively with children, young people and families to facilitate shared decision making. It enables the development of skills to deliver brief, low intensity, evidence-based with children and young people with common mental health problems.

You can contact a member of the IAPT team if you require more information.

Updated 30/07/2020

Key Facts

  • Level:

    Undergraduate

  • Duration:

    1 year part time

  • Starting:

    April, September

  • Location:

    Waterside

Get in touch

For questions regarding study and admissions please contact us:

UK/EU Students enquiries

study@northampton.ac.uk
0300 303 2772

Highlights

  • Develop a working and critical understanding of common mental health difficulties
  • Develop clinical skills required to assess children, young people and families with a range of mental health problems and to agree on possible next steps
  • Provide essential knowledge and skills necessary to provide an evidenced informed, brief-targeted intervention with children and young people.

Course Content

  • The aims of this programme are aligned to the aims of NHS England and the UK Government’s Improving Access to Psychological Therapies (IAPT) for Children and Young People project (CYP IAPT). This curriculum has been developed as part of the Child and Young People Improving Access to Psychological Therapies programme (CYP IAPT), and complements other programmes offered in this training development.

    The EEBP curriculum is designed to develop skills and knowledge to work with children and young people suitable for frontline staff working across different organisations that offer child and adolescent mental health services (CAMHS).

  • Given the nature of the work expected as a component of the programme, and its emphasis on local CAMHS transformation, this programme will not be available to international applicants.

    You will need to have a first or second class honours degree from a UK university or international equivalent and applicants should normally have access to a suitable context in which they work with children and young people and to an appropriate supervisor

    Students will normally hold some post 19 educational qualifications. However, suitably experienced students will be considered based on an evaluation of their ability to work at Level 6.

    Given the specialist and bespoke nature of this degree, Prospective students will initially be identified through the joint action of the University of Northampton programme leader, and participating NHS services and linked organisations, who will identify appropriate participants from within their workforces. Additional programme places for non-CYP-IAPT related applicants may be considered subject to programme places being available.

    The programme is suitable for staff whose role includes brief interventions for children, adolescents and families and who already have basic clinical competencies. During the period of training students will be required to hold a caseload, to be receiving regular clinical supervision, to be able to video record their sessions with children and families, and to use the range of CYP IAPT routine outcome measures. Students should be working in services that have access to colleagues in specialist CAMHs for consultation and where they can refer children and young people for specialist multidisciplinary care as necessary.

    Suitability for the programme will be ascertained by employer nomination, application form and personal statement, and admissions interview (which may include a young people’s representative, and an employer representative, as well as a representative of the HEI).  The interview will focus on the suitability of the applicant to work at Level 6, and their Project to work intensively with children and young people. A proforma will be developed to support standardisation of the interview process, and to enable fair and transparent feedback to candidates.

    Students will need to evidence that they are working in such a context in their application and admissions interview.

    English Language Requirements

    All International and EU students applying for a course with us must meet the following minimum English language requirements:

    Minimum standard – IELTS 6.5 overall (or equivalent)
    with a score no lower than 6.0 for writing and no remaining band/component below 5.5 for study at postgraduate level.

    For information regarding English language requirements at the University, please see our IELTS page.

    • Creswell (2017) Parent-led CBT for child anxiety: helping parents help their kids
    • Martell and Addis (2004) Overcoming depression one step at a time: the new behavioral activation approach to getting your life back.
    • Bennet-Levy (2004) Oxford guide to behavioural experiments in cognitive therapy.
    • Burton, Pavord and Williams (2014) An introduction to child and adolescent mental health.
    • Carr (2000) What works for children and adolescents? a critical review of psychological interventions with children, adolescents and their families.
    • Cartwright-Hatton (2010) From Timid to Tiger.
    • Cooper, Hooper and Thompson (2005) Child and adolescent mental health: theory and practice.
    • Dogra (2009) A multidisciplinary handbook of child and adolescent mental health for front-line professionals.
    • Friedberg & McClure (2002) Clinical practice of cognitive therapy with children and adolescents: the nuts and bolts.
    • Fuggle, Dusmuir and Curry (2013) CBT with children, young people & families.
    • Gellatly, Bower, Hennessy and Richards (2009) What makes self-help interventions effective in the management of depressive symptoms? Meta-analysis and meta-regression
    • Graham and Reynolds (2013) Cognitive behaviour therapy for children and families
    • Greenberger and Padesky (2016). Mind over mood: change how you feel by changing the way you think

Is this course for you?