Graduate Diploma in Children and Young People’s Wellbeing Practice

Key Facts

  • Level


  • Duration

    Full Time

  • Starting


  • Location

Get in touch

For questions regarding study and admissions please contact us:

UK/EU Students enquiries
0300 303 2772


PWPs support children and young people with common mental health problems (such as anxiety and depression) using evidence based Low Intensity Cognitive Behavioural Therapy approaches. Low-intensity CBT places a greater emphasis on parent and CYP self-management and are designed to be less burdensome and intensive for families than traditional psychological therapies. The overall delivery of these interventions is informed by behaviour change models and strategies.

Updated 16/04/2024


  • To equip you with knowledge and skills needed to assess and engage children, young people and families experiencing a common mental health difficulty
  • To enable you to deliver effective low intensity interventions with children, young people and families, informed by a critical and advanced understanding of contemporary research and evidence in child and adolescent mental health
  • To enable you to collaborate effectively with children, young people and families, and with other professionals, in a multi-agency service context
  • To develop and enhance your ability to reflect on your clinical practice, using a variety of methods including reflective models, supervision and observational feedback.

Course Content

  • Key skills are embedded in the learning, teaching and assessment strategies for the Graduate Diploma.

    It is likely that students on this Graduate Diploma will come from a broad range of backgrounds and will have varied skills when they begin the programme. The modules are structured to support you in developing your existing skills to enable graduate success. The focus now is on taking skills to an advanced level and encouraging you to develop greater expertise in chosen areas.

    The transferable skills which are particularly emphasised on this programme include the ability to critically evaluate, synthesise and apply research and theory in a practical organisational context. You are encouraged to examine the tensions between theory and practice and to develop flexibility and creativity in applying research and theory to real-world contexts.  You are encouraged to work in action learning sets and in reflexive and problem focused group work, building strong skills in teamwork, equipping you to facilitate group projects in a variety of employment settings.

    The diploma places a strong emphasis on work-based learning, and you will develop and assess the knowledge and skills developed in workshops, individual and online learning contexts, supported by academic staff as well as supervisors in learning sets in your places of work.  The certificate consists of two, 30 credit modules assessed at Level 6.

    Please note the modules shown here relate to the academic year 24/25. The modules relating to the academic year 25/26 will be available from June 2025.

  • Academic
    • Will hold an Honours degree or holds a third-class degree or Ordinary Degree
    • Will have studied at level 4 or above, in a relevant area of study
    • Good basic literacy and numeracy qualifications at a minimum of level 2

    A minimum of one year experience of supporting children/young people with their mental health.

    • Ability to manage a caseload of children, young people and families that are experiencing mental health difficulties
    • A self-motivated learner, who has the ability to use technology to support their learning
    • Ability to reflect on own development
    • Excellent oral and written communication skills
    • Able to travel to meet the requirements of the post
    • A Disclosure and Barring Service (DBS) checks will be required for students being admitted to this programme.

    This is a ‘Recruit to Train’ programme, and students will work in a relevant Child and Adolescent Mental Health Services setting in the voluntary sector, NHS, or a local authority setting, as they study. 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, through an open recruitment process. Due to the above process, this course is not open to international or self-funded applicants.

    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 battery of CYP IAPT routine outcome measures. Students therefore must have been recruited to a relevant organisation and 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 an application form and personal statement, and admissions interview (which may include a young people’s representative, and representatives from an employer and the University of Northampton).  The interview will focus on the suitability of the applicant to work at Level 6, and their suitability 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.

    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.

    During the period of training students will be required to:

    • Hold a small clinical caseload of children with mild to moderate anxiety, behavioural difficulties, low mood, or self-harm, and work as appropriate with their parents/carers and other professionals who support them
    • Be receiving regular clinical supervision from an appropriately trained and qualified supervisor.
    • Video record their sessions with children and families for supervision and assessment purposes;
    • Use approved CYP IAPT Routine Outcome Measures (ROMs).

    With your application you need to complete and submit an Employer Declaration form which has been signed by your manager with your online application.

    If you would like to find out more information about applying for postgraduate study, please visit the postgraduate application page.

  • The course is fully funded by Health Education England (HEE) and students’ participation in the diploma is with the full support of their employer, who will nominate or employ students to undertake the diploma.


Placeholder image for Alysia Janes, Senior Lecturer in Psychological Therapies
Alysia Janes

Senior Lecturer in Psychological Therapies

Graduate Diploma in Children and Young People’s Wellbeing Practice

Placeholder image for Jynna Yarrum, Senior Lecturer in Psychological Therapies (Clinical Lead)
Jynna Yarrum

Senior Lecturer in Psychological Therapies (Clinical Lead)

Faculty of Health, Education and Society

Placeholder image for Tamana Bassi, Senior Lecturer in Children and Young People(LIST)
Tamana Bassi

Senior Lecturer in Children and Young People(LIST)

Graduate Diploma in Children and Young People’s Wellbeing Practice

Placeholder image for Kathryn Congreve, Lecturer in Psychological Therapies
Kathryn Congreve

Lecturer in Psychological Therapies

Graduate Diploma in Children and Young People’s Wellbeing Practice


Careers and Employability

Upon successful completion of the programme plus one year post qualifying experience, students may consider our Postgraduate Diploma in Low Intensity Senior Practice. This can provide trainees an opportunity to extend the clinical skillset of their existing roles, enhance their specialisation for community and educational settings respectively, expand supervisory capacity, support workforce retention within the low intensity profession and enable widened participation and social mobility within this workforce.

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