Advanced Diploma in Child and Family Mental Health Work

School of Health and Social Sciences

Programme Leader: Peter Griffiths

Student Name:

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CONTENTSUniversity and Programme Academic Calendar...............................................................................1

WELCOME TO THE SCHOOL.......................................................................................................2Welcome from the Dean...................................................................................................................2

WELCOME TO YOUR PROGRAMME...........................................................................................3Programme Leader’s Welcome........................................................................................................3Purpose and status of your student handbook.................................................................................4Programme staff list and contact details...........................................................................................4Bridging Materials.............................................................................................................................5Programme Structure Diagram.........................................................................................................6Module Information...........................................................................................................................7Attendance requirements..................................................................................................................8Assessment schedule.......................................................................................................................9Assessment Officer support..............................................................................................................9Careers Service................................................................................................................................9

LEARNING, TEACHING AND ASSESSMENT............................................................................11Learner Development Unit..............................................................................................................12Learning Resources........................................................................................................................12Assessment Feedback...................................................................................................................12Personal Development Planning....................................................................................................15Progressing on your programme....................................................................................................15

COMMUNICATION......................................................................................................................18Accessing your own records including your timetable and letter requests.....................................1824-7.................................................................................................................................................19Middlesex e-mail – your account for life.........................................................................................19What is OASISplus?.......................................................................................................................20OASISplus (how it is used in relation to the programme)...............................................................20

SUPPORT.................................................................................................................................... 21Academic Support..........................................................................................................................21Counselling.....................................................................................................................................22Disability Support Service...............................................................................................................23Health, Safety and Welfare.............................................................................................................23Middlesex University Students’ Union – The Student Voice of Middlesex.....................................24Financial Issues..............................................................................................................................25

QUALITY OF YOUR PROGRAMME AND EXPERIENCE...........................................................26Quality assurance and enhancement of your programme..............................................................26Feedback from you.........................................................................................................................26Campus Forums.............................................................................................................................27Student representatives..................................................................................................................27School Board and/or other School committees..............................................................................28Programme evaluation forms..........................................................................................................28Suggestions and Complaints..........................................................................................................29

APPENDICES.............................................................................................................................. 30A. Accessing University IT systems................................................................................................31B. Programme Specification and Curriculum Map..........................................................................34C. Module Narratives......................................................................................................................44

University and Programme Academic Calendar

Relevant calendar and dates to be inserted.

1Student Programme Handbook 2010/2011

WELCOME TO THE SCHOOLWelcome from the Dean

Welcome to the University and to the School of Health and Social Sciences. This programme handbook should be treated as though it is our contract with you – keep it safely so that you may refer to it throughout your time here at Middlesex. It contains an overview of the framework of your programme and the content of its modules and signposts key contacts and information you need to progress your studies and to get the most out of student life.

From our side we will deliver the best student experience we can so that you can build on your skills and knowledge and fulfil your full potential. In return we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.

In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here. You are not expected to absorb everything in detail, but to be aware of the main resource documents and their contents. In particular as an enrolled Middlesex student, you have certain rights but also specific responsibilities. See the full University Regulations http://www.mdx.ac.uk/regulations in particular ‘University Membership’, and if you have not already done so, explore http://www.24-7.mdx.ac.uk, the student portal which contains detailed advice and support to assist you further.

We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be your Student Office. Staff there will be pleased to help and direct you. We wish you well in your future studies. Here at Middlesex we are very proud of our academic programmes and students and we look forward to meeting you.

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WELCOME TO YOUR PROGRAMME

Programme Leader’s Welcome

Welcome to Middlesex University and thank you for choosing to study on the Advanced Diploma in Child, Adolescent and Family Mental Health Work. You are about to start on an innovative, flexible and unique programme. A programme that aims to update and develop your knowledge and skills in child and family mental health work (CAMH). The programme will advance knowledge and understanding of early childhood and family emotional and mental development and of the common issues that can impact adversely upon this; the assessments and early work that might be possible to ameliorate later difficulty and how to refer on appropriately to other agencies. The programme will enable you to identify early mental health difficulties in childhood and learn how you can critically undertake brief work with children and families, aimed at promoting mental health. The programme will explore, examine and evaluate the contemporary health and social policy initiatives which support such work and develop both the knowledge needed and capabilities required for those working with children and families to confidently and safely realise that children’s mental health can both be their business (“Children’s mental health is everyone’s business” DoH 2006, DfES 2004 and CAMHS review 2008) and that they feel capable to address it. The programme will address and explore through its taught and supervised components, issues of equality and inequality, diversity, ethnic and cultural difference, ethical considerations in relation to practitioners work with service users and carers in child and family mental health work.

A key unique component of the programme will be developing knowledgeable but crucially capable practitioners for child and family mental health work, whatever your sphere of practice and at whatever level of tiered provision you may work within, be it in the health, local authority, education or voluntary sector of child care provision. To facilitate this, the content in the taught modules is delivered by experienced and capable Child and Adolescent Mental Health clinicians who share joint appointments as Senior Lecturers at Middlesex University/Camden CAMHS PCT and at the Tavistock Clinic and teaching staff will also be drawn from the resources at the Tavistock Clinic, as well as other CAMHS providers in London. Supervision and mentorship of practice based project modules will also be provided by clinicians with experience and resonance of students work based issues. All of the course tutors are present at Middlesex University on the days that the modules run. In addition, some tutors are available on other days.

On completion of the programme you will feel more confident in the recognition and identification of mental health problems in children and adolescents and be familiar with referral pathways for further assessment and treatment for both the child, adolescent and the family. You will become aware of both the different disciplines and agencies involved in such work and have an awareness of some of the difficulties that can arise with such complex interdisciplinary and inter-agency work. The programme will crucially provide you with the opportunity to reflect on your current practice and upon your own work environment and perhaps take a lead in developing aspects of both in relation to CAMH.

Students are expected to attend the programme study day on a fortnightly basis and undertake the necessary additional study, related to academic activities. We have also

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asked you to undertake one study/ information visit to another team, unit or organisation which works with children and families with mental health issues/problems. As well as your study here at Middlesex, there is a considerable amount of study to be undertaken in your own time and you need to make some space for this. We will provide a letter for your employer highlighting this and an introductory letter to outside agencies. As part-time students in paid employment and often with responsibilities for family outside of work and study, we recognise taking up study can occasionally put students under tremendous pressure, if this happens to you, please do not hesitate to contact the programme leader.

You will find information about the modules towards the end of the handbook followed by a series of appendices which you will need to use and which offer guidance. Any comments or suggestions for improvement to the structure and/or delivery of the programme are very much welcomed.

We wish you every success as you embark on your Advanced Diploma programme.

Peter Griffiths Programme Leader

Programme Team MembersDaniel MiddlehurstMartin SmithJanet Holmshaw

Purpose and status of your student handbook

The purpose of this handbook is to provide you with information about your Programme of study and to direct you to other general information about studying at Middlesex University.

This handbook must be read in conjunction with the University Regulations at www.mdx.ac.uk/regulations/ The material in this handbook is as accurate as possible at the date of production.

Your comments on any improvements to this handbook are welcome - please put them in writing (with name of handbook) to:

Peter Griffiths Clerkenwell Building (2nd floor)Principal Lecturer and Archway CampusProgramme Leader London N19 5LW

Telephone 020 8411 5598 Email: p.griffiths@mdx.ac.uk

Programme staff list and contact details

Teaching staff

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Peter Griffiths see above (Fridays only)

Daniel Middlehurst F BlockSenior Lecturer Holborn Union Building(Mondays, Tuesdays & Fridays) Campus: Archway

Telephone: 020 8411 4645Email: d.middlehurst@mdx.ac.uk

Martin Smith F BlockSenior Lecturer Holborn Union Building(Thursdays and Fridays) Campus: Archway

Telephone: 020-8411 6736Email: m.smith@mdx.ac.uk

Chris Baker Clerkenwell Building (2nd floor)Senior Lecturer Campus: Archway

Telephone: 020-8411 4187Email: c.baker@mdx.ac.uk

Janet Holmshaw Clerkenwell Building (2nd Floor)Senior Lecturer Campus: Archway

Telephone: 020-8411 4507Email: j.holmshaw@mdx.ac.uk

Other invited staff from Middlesex University, The Tavistock Clinic and Local Child and Adolescent Mental Health teams

Administrator F BlockMental Health Cluster Holborn Union BuildingShui Man Campus: Archway

Telephone: 0208-411 5533Fax: 020-8411 5276Email: s.man@mdx.ac.ukOffice hours: 09.00 - 17.00

Postal address for Archway Campus Middlesex UniversityArchway CampusHighgate HillLondon N19 5LW

Staff cannot guarantee to be available throughout normal office hours due to various commitments. If you wish to contact a member staff you are advised to make a prior appointment. The best way to communicate with staff is through e-mail via Oasis plus.

Bridging Materials

Prior to entry you will have received access to the ‘My Middlesex/getting started’ and ‘My Programme’ materials on OASISPlus. The ‘My Middlesex/getting started’ materials will have given you an insight into studying at Middlesex University, what is expected of you

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as a student of Middlesex and also what to expect from the university. Information on the services and facilities to support your studies and transition to student life can also be found here.

The My Programme materials provide an introduction to many aspects of your programme including; your programme team, the modules you will be studying, assessments methods and also hints and tips from previous students studying on that programme.Programme Structure Diagram

MHR 3626: Infancy, Child and Family Mental Health: Working with children and families from 0 to 11 years of age

30 credit module level 6 (previously level 3)

MHR 3630: Practice Based Learning Project module

30 credit module level 6 (previously level 3)

Advanced Diploma in Child and Family Mental Health Work

Students undertaking this programme have to successfully complete two core modules MHR 3626: Infancy, Child and Family Mental Health: Working with Children and Families from 0-11 years of age (30 credits) and MHR 3630: Practice Based Learning (30 credits) in order to be awarded the Advanced Diploma in Child and Family Mental Health Work. The taught module MHR 3626 needs to be started prior to commencement of the Practice based Learning Project Module MHR3630.

Should you wish you are able to create an individual programme of study, choosing to undertake modules from a wide range of Continuing Professional Development (CPD) modules within the School, that will best meet your personal, professional, academic and service development needs, for example contributing towards the BSc Mental Health (top-up) pathway at Middlesex University.

MHR 3626 is also available as an optional module for the Graduate Diploma Specialist Social Work Award (Children and Families, a PQ award within the GSCC PQ framework (GSCC, 2005, 2007).

Change to levels of modules and programmes Middlesex University will change the way it describes the levels of its modules and programmes. The university will adopt the widely used Framework for Higher Education Qualifications (FHEQ) levels, as defined in the table below. The new level structure will be fully adopted across the university by September 2011. Until then you may experience some inconsistency in the description of module levels.

Description New Middlesex University / FHEQ levels (from Sep 2011)

Current Middlesex University levels

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Foundation level 3 0Certificate level 4 1Intermediate level 5 2Honours level 6 3Masters level 7 4Doctoral level 8 5Module Information

MHR 3626: Infancy, Child and Family Mental Health: Working with children and families from 0 to 11 years of age is aimed at all those workers working with young children and families who wish to identify early mental health difficulties and undertake brief work with children and families aimed at promoting mental health.

The module will advance knowledge and understanding of early childhood and family emotional and mental development and the common issues that can impact adversely upon these, the assessment and early work that might be possible to ameliorate later difficulty and refer to other agencies. It explores the contemporary health and social policy initiatives which support such work and develops both the knowledge and capabilities required for those working with children and families to ensure that children’s mental health can be their business.

On completion of this module, students feel more confident in understanding the context and policy drivers, the recognition and identification of mental health problems in these age groups and are familiar with referral pathways for further assessment and treatment for children and families. Students become familiar with the application of systemic theory, attachment theory and psychodynamic theory principles in relation to children and families and the wider system.

Learning and teaching opportunities are provided for students to reflect on current practice within their own work environment and consider changes that may be beneficially made to their own or colleagues practice. There is a real focus here on exploring both the impact of child and family mental health work on the practitioner and their colleagues/service and the difficulties of inter-professional and interagency work in this field, gaining a greater understanding of both of these and capabilities in working with them .

MHR 3630: Practice Based Learning Project module aims to give students the opportunity to review and reflect on the learning that they have achieved during the first module and to plan and negotiate a professionally and academically coherent project for practice based study. The rationale, aims and objectives of this module are drawn up by students in a learning agreement negotiated with the module leader and a designated person in their workplace e.g. their manager. Each project will be unique in terms of its aims, however students will be required to demonstrate that the module clearly links the learning for the related module to practice development within their own work, and that the project leads to useful outcomes for specific practice/ work based activity.

The syllabus for this module is unique to each student project. Guidelines are provided for the project work, and the content of the project will be negotiated in the learning agreement.

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Academic support for the Practice Based Learning Project module consists of three workshops and individual tutorial support. Integral to this module is the acknowledgement that module members bring with them a wealth of knowledge and experience which can be utilised to promote both individual and shared learning. Student participation is encouraged in discussion and peer feedback on projects as well as through critical evaluation of current practices.

There is potential to APL for this module if a student is able to demonstrate that they have already completed a suitable project in the last two years which meet the outcomes. This is assessed on a case by case basis and will require students to demonstrate how they have already done this by way of a portfolio.

Attendance requirements

You should attend all scheduled classes and prescribed activities to be eligible for formal assessment. We believe attendance at the lectures, seminars and practice discussion is a crucial learning component of the taught module. The Practice discussion is in particular an opportunity to explore and apply ideas and theories’ and where students can crucially learn from their colleagues practice experiences and workplace issues. Not attending in a consistent regular way disadvantages both the student concerned in terms of their learning and in their ability to undertake successfully the modules formal assessments. It also deprives their module colleagues of their student colleagues input. Where your attendance fails to meet the minimum required 75% (in normal circumstances’) to meet the learning outcomes of the modules you may be excluded from the assessment and be graded X in the module. The definition of the X grade is “Fail – incomplete without good reason: may not be reassessed”. It is your responsibility to ensure that your attendance fulfils the published attendance requirements.

The X grade is applied if you fail to participate in the learning processes of a module for which you are registered. It is not a “punishment” for poor attendance but recognition that you have not been able to prepare yourself for assessment in the content of the module. It is also given when you drop a module without formally removing it from your registered programme of study.

If you receive an X grade you may have the opportunity of taking the whole module again with permission from the Programme Leader, without grade penalty, though you will have to pay the module registration fee. You may only do this at Summer School (if available) or at the end of your programme.

For further guidance on attendance requirements, refer to the section entitled “Attendance & Withdrawal” which is also available at www.24-7.mdx.ac.uk/admin/attend.htm. The formal regulations about attendance can be found in Section C2 of the University Regulations and at www.mdx.ac.uk/regulations/ .

Policy on late arrival

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Late arrival for programmed events is disturbing both for presenters and fellow students and can interfere with the learning process. Students arriving 10 minutes later than the designated start of a lecture, seminar etc will be asked to not join the group until the next scheduled break. Students consistently late will be asked to meet with the module leader to discuss and review the reasons for this, the effects on their and others learning and make plans to avoid this happening.

Assessment schedule

MHR 3626a. 3,000 word critical analysis of how students’ own agency address and provide for the child and family mental health needs of their identified client group, and secondly reflect upon and consider their own professional development needs in the light of this. (50%) – to be submitted by 7th January 2011

b. 3,000 word critical appraisal of an intervention with a child and their family/carers, with reference to the evidence base and its application to practice ( 50%) – to be submitted by 29th April 2011

MHR 3630 6,000 word portfolio (100%) comprising: Review of learning relevant to the project work Project report Evaluation of the project’s usefulness and application

To be submitted by 23rd September 2011.

See also assessment map below

Assessment Officer Support

Assessment is an important aspect to your programme but you may find that at times personal circumstances can impact on your studies. Should you have circumstances which mean you need to defer your assessment you will find valuable guidance on 24-7, but you can also contact the Assessment Team, Email: hsscassessmentdata@mdx.ac.uk , who will guide you through the process. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm .

In addition, your Module Leaders will be more than happy to assist you with any queries you may have about assessment of a particular module.

Careers Service

The Careers Service provides impartial and confidential guidance and information to Middlesex University students and alumni (for up to two years after graduation) to help them in their career planning and job seeking.

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The careers advisers can assist you with planning your academic programme and personal development in relation to your career goals from your first year to final year. This includes exploring career and study options, self awareness and decision making. The advisers can also help you to: find full and part-time employment, write CVs, covering letters and application forms, prepare for interviews, psychometric tests and assessment centres, identify voluntary and work experience opportunities and research postgraduate/further study and funding.

You have access to careers information, individual guidance appointments, drop-in advice sessions, careers seminars and workshops, employer presentations, Careers Fairs, other campus based careers events and alumni links to support students with their career development. The careers advisers also work with tutors to deliver and support careers related activities on course programmes, such as career opportunities for graduates, job study research, the graduate employment market, developing employability skills, sector specific information, pre-placement preparation, job search skills and strategies and post graduate study options.

The main careers library is based at Hendon and careers advisers are available on most campuses offering a flexible service to support the needs and any specific requirements of all students. To check opening times and availability of careers advisers on your campus or to book an appointment please see the website http://www.24-7.mdx.ac.uk/careers/careers.html, telephone 020 8411 5523.

The Careers Service’s website as above (or accessible through the 24-7 website) offers a wide range of information and links to other graduate careers websites. The website contains an on-line job vacancy service, JobsPlus, where opportunities notified by employers for full time, part time, voluntary work or work experience are posted. If you are unable to visit on campus there is also a link to ‘MeG’, an e-guidance service, through which you can email your queries to a careers adviser.

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LEARNING, TEACHING AND ASSESSMENTLearning, Teaching and Assessment approaches will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning and opportunities to reflect upon and learn from that feedback.

You will be actively involved in a range of learning, teaching and assessment approaches as part of your Advanced Diploma in Child and Family Mental Health Work

Such active learning approaches put students at the centre of their learning where they are actively involved and engaged in all aspects of their learning and the assessment of their learning. Your programme will require your active participation in learning activities and engagement with your peers both individually and collaboratively, working and learning with other students as part of a small group. Learning activities may also occur both within and outside the classroom.

Your learning will also be supported by technology. Increasingly your tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (OASISplus, podcasts, wikis, etc) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by time and space you will be able to take part in online discussions and learning activities from wherever you are studying.Our tutors and the Web Helpdesk will provide any support you may need whilst learning online.

By engaging with e- learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to: working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

Further information about the learning teaching and assessment approaches incorporated into both of the modules can be found in the module information sections at the end of this handbook.

Assessment is an integral part of learning, and you may hear it referred to as formative or summative. Formative assessment is primarily developmental in nature, and is designed to give feedback to learners on their performance and how it can be improved. Formative assessment is a key part of the learning process, and has been shown to contribute to enhancement of learning and raising of standards.

Summative assessment is designed to measure the extent to which a learner has achieved the intended learning outcomes of a module. The summative component of an assessment task is designed solely to provide a measure of the achievement of a learning outcome by a learner. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner.

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Learner Development Unit

The Learner Development Unit (LDU) is a team of specialists in academic writing and English language development, Numeracy and Dyslexia Support.

If necessary, we can provide you with an individual programme of support, which could involve intensive courses, self-study materials and close monitoring of your progress.Help with maths is available from our Numeracy Support team, in the form of embedded, small group, online and individual provision.

If you are dyslexic, you can receive specialist help from our Dyslexia Support team, who work closely with the Disability Support Service. You will also find support at the University’s Learning Resources Centres, which are equipped with assistive technologies and services, and have disability support representatives.

Contact details Information on what we do can be found on our 24-7 pages at http://www.24-7.mdx.ac.uk/ldu or by contacting us on 020 8411 5116 or at LDU@mdx.ac.uk.

If you have questions about specific teams within LDU, please contact:Academic writing and English language020 8411 4609english@mdx.ac.uk

Numeracy Support020 8411 6280numeracy@mdx.ac.uk

Dyslexia Support020 8411 6073dystutor@mdx.ac.uk

Learning Resources

Learning Resources (LR) provides library and academic computing services to support student learning. Middlesex University has a Learning Resource Centre (library) on each campus. The Museum of Design and Domestic Architecture (MODA) is also part of Learning Resources. Details of all our opening hours, services, facilities and resources can be found at http://www.lr.mdx.ac.uk.

Learning materials and resourcesLR provides electronic and print books and journals, DVDs, CDs, etc to support you in your studies. We also provide materials listed in your module handbooks. You can access these resources via the LR website and you can also find specialist resources from the Library Subject Guides at http://libguides.mdx.ac.uk. Many of our resources are web-based so you can access them from wherever you are.

Equipment and facilitiesThe libraries (Learning Resources Centres) supply the computers and other equipment you will need for study on the programmes at that site. This could include video cam-eras, Mac computers, and DVD players; printing and copying facilities; small study rooms with projectors so you can practice presentations; or space to cut, paste and cover your project report.

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Help and supportLearning Resources staff are here to help and support you throughout your studies providing IT, and media support, and help with your information/research needs. We provide one-to-on support at the Enquiry Desk, group training in library workshops and online help through the Web Helpdesk (http://webhelpdesk.mdx.ac.uk) and Ask a Librarian http://askalibrarian.mdx.ac.uk

You can get specialist subject support from your Liaison Librarian (http://libguides.mdx.ac.uk) who also provides information and research skills workshops relevant to your subject. Librarians work closely with your lecturers to ensure that the resources and support that you need are available. Contact your librarian if you require individual support or if you would like to suggest a book/DVD etc for the library etc.

Assessment Feedback

Assessment feedback provides the opportunity for you to engage with feedback on your assessed work, to reflect on it, and to use this feedback as the basis for learning and to improve your work. Feedback can take many forms, and may be informal; for example, it may be offered and discussed in classroom sessions either collectively or individually. It may also be more formal and delivered for example in written or audio form from peers or academic staff. Understanding your feedback is very important; to achieve this you are encouraged to discuss feedback with your peers and academic staff.

All forms of assessment are part of the learning process, both formative and summative. Receiving feedback on your work is an essential and important part of your learning, and all programmes will therefore provide regular opportunities to assess your work formatively and provide feedback on it. The nature of the formative assessment and the feedback will vary from Programme to Programme. You will find further information in the University Regulations detailed under the Code of Assessment Practice. Arrangements for the provision of feedback shall include the minimum provision detailed in section M of the University Regulations and shall be included in the relevant Module Handbook.

You will normally be provided with feedback within 15 working days of the published coursework component submission date.

Assessment Map

Module Formative Assessment During module teaching time

Summative Assessment Date of submission

Feedback

MHR 3626Assignment a Students will be

required to provide a 1000 word precis in preparation for their first summative assignment –

3000 critical analysis of your own work practice and setting, with reference to CAMH (50%)

7.01.2011 Individual written comments by 28.01.2011

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Assignment b

formatively discussed and assessed by peers and tutor

Presentation of case to peers - formatively discussed and assessed by peers and tutor

3000 word Critical appraisal of intervention with a family related to evidence base (50%)

29.04.2011 Individual written comments by 20.05.2011

MHR 3630 A learning agreement developed through negotiation with module leader and relevant personnel in work situation.

Student presentation of work in progress to module leader and peers + 250-300 word outline of project work

6,000 word portfolio comprising:

i Review of learning relevant to the project work

ii Project report

iii Evaluation of the project’s usefulness and application

23.09.2011 Individual written comments by 14.10.2011

Feedback on formative assessment will be offered as peer and tutor verbal feedback as well as written feedback from module leader/ project supervisor.

Feedback on summative assessment will be in the form of individual written comments from project supervisor. All summatively assessed work will be marked and moderated in line with the University Regulations Code of Assessment Practice: http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm

Return of courseworkYou are expected to keep a copy of your coursework. As the marked copy is not normally returned to you, retention of a copy is important so that you can relate feedback to your work.

Marking, second marking and marking moderation

Submitted coursework for this programme will be subject to internal moderation and external examination. All borderline grades and referrals will be moderated and sent to the external examiner, along with a sample of each grade range (e.g. 1-4, 5-8, 9-12 etc.). A minimum of 10% of all course work will be moderated.A member of the teaching team will mark assignments using the marking criteria given in the individual module handbooks. They are then moderated via the University internal and external systems, including presentation to Assessment Boards, before publication of results. Once the grades have been validated at the Assessment Board they will be published on MISIS. Details of these procedures can be found in the University Guide and Regulations

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Copies of past examination papers and other forms of assessmentA sample of past coursework may be retained by module leaders and available on request.

Personal Development Planning

Many of the students on this programme will have been nominated by their employing organisations following appraisal or training needs analysis. The learning activities on this programme will be closely linked to the students’ own continuing professional development.

Progressing on your programme

An explanation of the University grading scale can be found in the University Regulations (www.mdx.ac.uk/regulations/). Further information on the use of the University grading scale can be found on 24-7 (www.24-7.mdx.ac.uk/assess/grading.htm). If you have any specific queries on your module grade, contact your Link Tutor.

Grading ScaleThe University grading scale is used in relation to, and in conjunction with, the University grade criteria guide and guidance on the generation and use of module level descriptors (see Regulations “Module Level Descriptors” and “Grade Criteria Guide” www.mdx.ac.uk/regulations/).

Module GradesGrades 1 to 16, the Y grade and 17C and 18C (compensated fail grades) are all pass grades. If you do not get one of these grades in any of your modules it is very important that you check the exact details of what you need to do in order to pass. Therefore, if you are given any of the following grades, you will need to take action: grades 17 to 20, X, I or U.

You have the right to be reassessed once only, in any module, with a grade of 17 to 20. Reassessment will be taken at the next available opportunity, unless deferred (see below). A maximum grade of 16 will be applied to the reassessed component. For example:

Component A (50%) Component B (50%) Overall Module Grade1st attempt 8 17 17RC2nd attempt 8 (as before) 10 (capped at 16) 12 (17/12)

An example in percentages Component A (50%)

Component B (50%) Overall Module Grade

1st attempt 55% 22% 39%2nd attempt 55% (as before) 60% (but capped at 40%) 48%

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It is really important that students complete all assessed work that is required to complete each module. Failure to do so will result in failure in the component or the module concerned (grade 20 – failure incorporating failure to undertake all assessment components; compensation not allowed) should the required learning outcomes not be met.

For more information on the X grade (fail – incomplete without good reason: may not be reassessed) see the earlier section titled ‘Attendance requirements’.

DeferralYou may seek permission to defer all or part of the assessment in a module to the next available opportunity. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm . This can only be granted where exceptional circumstances prevent you from completing assessment through no fault of your own and where documentary evidence is supplied.

Deferral requests should be submitted to the School Student Office counter on your base campus by completing the relevant form and attaching supporting documentation, e.g. medical certificates. The final deadline for deferral applications is 2 weeks after the end of the examination period. The deferral form is available at:http://www.24-7.mdx.ac.uk/assess/defer.htm .

Requests for deferral of assessment that is due to be submitted up to Learning Week 17 should be submitted to the relevant Assessment Officer by the end of that week. The request will be considered under the usual deferral regulations, and if it is granted the assessment will be deferred until the final module assessment deadline. Module grades for this deferred work will be published in June (for September start students) and July for January start students.

Requests for deferral of assessment that is due to be submitted after Learning Week 17 should be submitted to the relevant Assessment Officer by the final assessment deadline. The request will be considered under the usual deferral regulations, and if it is granted the assessment will be deferred until the module reassessment deadline. Module grades for this deferred work will be published in September (for September and January start students).

If you have difficulties accessing resources (e.g. access to the University network, library, OASIS etc.) after deferral, contact the web helpdesk at http://webhelpdesk.mdx.ac.uk .

Extenuating CircumstancesIf you do not wish to defer assessment, but are concerned that exceptional personal circumstances (e.g. ill health) might affect your performance in assessment, you should complete an extenuating circumstances form and attach supporting documentary evidence. This form should be submitted to your School Student Office.

16Student Programme Handbook 2010/2011

The extenuating circumstances will be summarised by the Assessment Officer and brought to the attention of the appropriate assessment board. Extenuating circumstances are only considered when determining the progression or the final classification of borderline students. They are not used to change the grade in a module.

The final deadline for submission of extenuating circumstances forms, attaching supporting documentation, is the last date of the examination period. The extenuating circumstances form is available at:http://www.24-7.mdx.ac.uk/assess/extenu.htm

RegulationsAssessment and progression regulations for taught programmes of study can be found in Section E of the University Regulations www.mdx.ac.uk/regulations/. This section covers: The calendar of assessment Progression of undergraduate and postgraduate students Qualifications and classification, including methods of determining classification of

qualifications The grading scheme Reassessment in and deferral of modules Publication of results Production of certificates and issuing of diploma supplements / transcripts. You will find additional guidance in the Assessment Section on 24-7 which is

available at www.24-7.mdx.ac.uk/assess.

The University Regulations also detail procedures in relation to: Infringement of Assessment Regulations – Academic Misconduct (Section F)

including collusion and plagiarism Appeal Regulations and Procedures (Section G) Student Conduct and Discipline Student Complaints and Grievance Procedures Equal Opportunities (See www.mdx.ac.uk/regulations/ )

Academic MisconductPlagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one's own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by the University to be a serious offence. The University will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories, formulae, etc are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus learning resource centres. Academic misconduct also covers cheating in examinations.

Detailed information can be obtained at www.24-7.mdx.ac.uk/assess/plagiarism.htm

17Student Programme Handbook 2010/2011

COMMUNICATIONMiddlesex is committed to keeping students informed about developments and changes and constantly reviews the tools it uses to keep students informed.

The University's policy is to make all standard information easily available to students on and off campus.

Your university e-mail account is a key tool in communications and it is critical that you check your university e-mail address regularly.

Middlesex also has its own website for current students http://www.24-7.mdx.ac.uk and all important information is posted on there.

The university will also text you with important and urgent information so ensure that you provide us with an up-to-date mobile phone number when you register as a student.

There are also student offices on all campuses if you prefer to ask questions face to face.

The university is committed to ensuring communication tools allow students to provide feedback as well as receive information. See section Quality of your programme and experience to find out more about ways to give your feedback.

Accessing your own records including your timetable and letter requests

You can enrol, see timetables, view your module registrations, academic records (including assessment results) and other information using MISIS (Middlesex Integrated Student Information System). You can access MISIS at https://misis.mdx.ac.uk or by clicking the link via student website 24/7 http://www.24-7.mdx.ac.uk. If you are having problems accessing MISIS, please contact the Computer Helpdesk in the Learning Resources Centre or contact the web helpdesk at http://webhelpdesk.mdx.ac.uk.

Timetable

You are allocated to timetabled lectures, labs, seminars, and workshops based upon your module registrations. Once this is done you can view your own personal timetable via MISIS.

If your timetable is incomplete, you are unable to view it or you wish to change your timetable please contact a member of Student Support Staff. You can view the entire university timetable via MISIS using the 'Search University Timetable' facility.

18Student Programme Handbook 2010/2011

Letter RequestsFull-time, UK based, students can request Council Tax exemptions letters. Both full and part-time students can request student status and bank letters. These letters are requested via MISIS.

24-7

24-7 is the Middlesex website for current students. It can be accessed whether you are in the university or not and is not password protected. It has the latest news and events from the university, as well as a complete guide to services available to assist you with your studies. At certain times of the year 24-7 is also an important source of key information such as exam timetables. To find out more visit http://www.24-7.mdx.ac.uk

Middlesex e-mail – your account for life

As an enrolled student, you have your own university email address. This is in the form xxnnn@live.mdx.ac.uk, where xx are your initials, and nnn is a number generated by the system. This code will be found on the reverse of your student card. Your initial password is: Student Number + mmm, where mmm is the month (in lower case) of your date of birth. At first login you will be invited to complete a simple registration process.Any students experiencing difficulties accessing their account should contact the web helpdesk at http://webhelpdesk.mdx.ac.uk

Your Middlesex University e-mail is an e-mail address that is available to you for life and will be the principle tool the university will use to communicate with you.  Your tutors, the student support team, the Learning Resource Centre and other areas of administration will use this e-mail address to contact you so it is critical that you check your account regularly (at least twice a week). We’ll also use this account to tell you about events and activities that will help enhance your time at university and enable you to make new friends. The university adheres to the usual data protection policies and will not share your address within any external companies and organisations, except those working with the university to gather your feedback.

To access your email account, go to: http://www.outlook.com or click on the Email link on the 24-7 website. Your local computer centre will help you gain access to your account during your Learning Resource Centre induction after enrolment.

For quick guides on user accounts and using the network, go to: www.lr.mdx.ac.uk/document.htm and click on Computing Network and Software. If you are having continuing difficulty in its use, consult the web helpdesk at http://webhelpdesk.mdx.ac.uk

Important note on privacyTo ensure security, continuity and privacy, the University discourages the use of private accounts for University business. You should ensure that the MISIS database of personal information about you is accurate and up to date, but you are not required to publicise this private information to other students or individual members of staff.

19Student Programme Handbook 2010/2011

What is OASISplus?

OASISplus is the University’s online learning environment where you can find online materials, including lecture notes, to support your studies together with: discussion boards, quizzes, module information, announcements and important information.

Most modules and programmes now have an online presence delivered through OASISplus. Your tutors will be providing you with more information about how you will be expected to interact online with your peers and your tutors.

Instructions on how to access OASISplus are available in the appendix section of this handbook. For the most up to date information on how to access OASISplus please go to: http://www.24-7.mdx.ac.uk/oasisplus/index.htm

OASISplus (how it is used in relation to the programme)

In this programme material placed on OASISplus may consist of relevant articles, case studies, quizzes and it can offer the opportunity for students and tutors to interact with one another, sharing information and commenting upon course topics to bolster learning.

A wide range of articles, policy documents and information relating to CAMHS is available on OASISplus. There is also a discussion board for further development of ideas and to stimulate debate.

20Student Programme Handbook 2010/2011

SUPPORTAcademic Support

Programme and Curriculum Advice You are expected to be independent and to take responsibility for your own academic and personal life. However there is a lot of help available.

Your tutors will direct your studies and ensure that you know what work you need to cover in any given module. Seek advice from academic staff either after class, during their office hours (published on their doors), by email or telephone.

General Educational Guidance and EnquiriesGeneral educational guidance, clarification of University Regulations and help with planning your programme is available from the student support team’s duty/student advisers, who can be contacted by telephone or e-mail or in person on any campus and who normally have regular drop-in hours.

You can get a wide range of support, advice and information direct from the student website 24-7 (http://www.24-7.mdx.ac.uk) where you can also find the telephone numbers and email addresses of student/programme support team staff. If you need personal advice call the School Student Office, Email: (Hendon) hsscso@mdx.ac.uk Tel: 020 8411 5700/ (Archway and Hospitals) csoarchway@mdx.ac.uk Tel: 020 8411 6600. If they cannot help you, they will refer you to someone who can.

Do not hesitate to approach the student support team by telephone, email or in person for support services including: Changes to your personal record such as address, name, etc. (Alternatively this can

be done on-line via MISIS https://misis.mdx.ac.uk ) Using MISIS (Middlesex Integrated Student Information System) Programme regulations advice Revising or recording module registrations Submission of coursework Assessment deferral requests Recording extenuating circumstances Recording reasons for unavoidably being absent Arranging to interrupt your studies, change or withdraw from your programme Advice on where to make a suggestion or a complaint Personal Counselling

Specialist advice is also available from the Disability Support Service, Careers Advice and Placement Services, Accommodation Service, Childcare Service, Sport and Leisure, International Support Services, Money and Welfare Advise Services, Counselling Services, and Financial Services; and from the Middlesex University Students’ Union (MUSU). Ask at your school office for more information.

Counselling

21Student Programme Handbook 2010/2011

During the course of your studies at Middlesex, if you encounter problems concerning your coursework or personal or emotional difficulties, you can consult one of our professional counsellors confidentially. Counselling involves one or more meetings with your counsellor in a safe and confidential setting. You will have the time and space to discuss difficulties in your life which may be interfering with your ability to study and enjoy your time as a student. Students come to counselling for all sorts of reasons but generally it is a good idea to seek help before things start to feel unmanageable. Counselling can give you the opportunity to talk and think things through with someone from outside your social circle. This can feel both supportive and also offer the possibility of developing a fresh perspective on your difficulties. For more information please go to intranet www.24-7.mdx.ac.uk/counsel Contacting a counsellor:Archway & Hospitals - Alison JefferiesRoom 15a Trevor Clay Building, Whittington Hospital & for Royal Free Hospital.Tel: 020 8411 6152email: a.jefferies@mdx.ac.uk Cat Hill & Trent ParkLindsey Othen-Price Room 5 Peter Green Building CH / Room 210 The Mansion TPTel: 020 8411 5548email: l.othen-price@mdx.ac.uk

Caroline Hallett Room 5 Peter Green Building CH/ Room 210 The Mansion TPTel: 020 8411 6421email: c.hallett@mdx.ac.uk HendonSandra TaylorRoom CG24 College BuildingTel: 020 8411 4719email: s.taylor@mdx.ac.uk

Bernard Shapley Tel: 020 8411 5779email: b.shapley@mdx.ac.uk

Nadina Al-Jarrah Room CG25 College BuildingTel: 020 8411 5779email: n.al-jarrah@mdx.ac.uk

Sandra PrimackRoom CG23 College BuildingTel: 020 8411 6169email: s.primack@mdx.ac.uk Disability Support Service

22Student Programme Handbook 2010/2011

If you have a long term medical condition, physical difficulty, sensory impairment, mental health problems or a specific learning difficulty (e.g. dyslexia) that you feel could impact on your studies, and would like information about support provision that can be made available, please contact the University’s Disability Support Service. You are encouraged to make your situation known at the earliest opportunity to ensure due provision is made. Support can include, but is not restricted to: advice on Programme related study needs, arranging support such as note takers, personal assistants, liaison with tutors and funding authorities and arranging special provision for examinations and undertaking needs assessments for students applying for support through the Disabled Student’s Allowance. Confidentiality will be respected and relevant details will only be disclosed with your permission.

For further details contact the Disability Support Service on 020 8411 4945; e-mail disability@mdx.ac.uk or see 24-7 http://www.24-7.mdx.ac.uk/Disability/index.htm

Please also refer to the Programme Specification included in this Handbook which will state whether the programme excludes students with particular disabilities. See also Personal Evacuation Plans below.

Health, Safety and Welfare

Information and advice regarding health, safety and welfare is accessible on a University wide basis at: www.mdx.ac.uk/24-7 . The information resource for Middlesex University students contains a summary of this advice. On this web site you will find useful information on:

Health related issues such as registering with a doctor, dentist or optician. A summary of key infectious disease and a range of health matters such as minor illnesses, alcohol, drugs and travel.

Health and safety issues such as the University’s Health and Safety policy, first aid arrangements, fire procedures, accident reporting procedures and how to raise concerns. Also, several other key health and safety related policies such Alcohol and Substance Misuse and No Smoking.

Personal safety related issues such as, reporting and dealing with crime. These are supported by useful numbers to contact while on campus or in halls.

The University strongly advises you to register with a local doctor on enrolment if you have moved away from home. More detailed guidance on the above will be brought to your attention at the start of your studies.

Personal Evacuation PlansIf you have specific long or short-term disabilities, it may be that you will require a specific plan to be agreed and in place so that you can evacuate, or be evacuated from university buildings safely during an emergency. If you think you need to discuss an evacuation plan, please contact your School Student Office in the first instance. Otherwise, if you are registered as disabled, you should independently be contacted by your School safety representative early in the new term to agree an emergency plan.

23Student Programme Handbook 2010/2011

The Health and Safety Officer for the School of Health and Social Sciences is: Graham Shennan, Tel: 020 8411 4260 Email: g.shennan@mdx.ac.uk

Middlesex University Students’ Union – The Student Voice of Middlesex

MUSU (Middlesex University Students’ Union) is a democratically elected, student-led, not-for-profit organisation to which all enrolled Middlesex students are automatically members. MUSU exists in order to promote, support, respond to, campaign on behalf of and above all represent the student body both to the University and, through its affiliation with the NUS (National Union of Students), nationally and to the wider community as a whole – in essence MUSU aims to be the definitive student voice of Middlesex.

MUSU is a membership organisation with officers elected annually each spring by the student body to represent their interests. These officers, along with the staff team, oversee the day to day running of MUSU and its longer-term strategic direction.

MUSU provides a number of services, activities and projects in addition to its democratic function in order to fulfil its mission. These include financial and resource support for Student Clubs and Societies, welfare and academic advice, referral, representation and campaigning via SWIRL (Student Welfare & International Resource Lounge), the Student Course Rep scheme which provides a formal and organised system of feedback on course provision, an online radio station with shows entirely hosted by student presenters (MUD Radio) and a monthly magazine written and edited by current, and sometimes former, Middlesex students (MUD Magazine).

The Union also runs a number of specific projects, campaigns and events throughout the year including society, cultural & social event nights, the Freshers’ Fairs during Induction Week, MYfriend the student-to-student buddy scheme and the MUSU Star Awards Ceremony an annual celebration of student volunteering plus many more.

For more information, to access services, support and activities, or to get involved in your Union at any level simply call us on 020 8411 6450, contact one of the MUSU Campus Administration Offices below, or visit musu.mdx.ac.uk

Hendon MUSU Campus Administration Office Open 10:30am – 4:00pm Monday - FridayT: 020 8411 4296 E: S.Davies@mdx.ac.uk

Cat Hill MUSU Campus Administration OfficeOpen 10:00am – 4:00pm Monday – FridayT: 020 8411 5511 E: P.Aylott@mdx.ac.uk

Trent Park MUSU Campus Administration Office

24Student Programme Handbook 2010/2011

Open 10:30am – 5:00pm Monday – FridayT: 020 8411 6450 E: Y.Adjei-Bohyen@mdx.ac.uk

Financial Issues

Tuition Fee PaymentThe University has a strict policy on fee payment. If you do not pay your fees when due you may be deregistered or have a financial hold automatically placed upon your record. This can prevent you from accessing certain University services and from viewing parts of your MISIS record.

University Services include, but are not restricted to: OASISplus Library Lending Disclosure of your module grades Letter Requests, etc Access to classrooms and library buildings

The annual tuition fee is due upon enrolment. You are allowed two weeks from the start of the academic year to make payment or provide proof of sponsorship. Failure to do so may result in you being de-registered i.e. cancellation of your enrolment.

If you are having difficulty in paying your fees you should contact the Credit Control Team as soon as possible by telephone on 020 8411 6400 option 3 or by email at stufin_credcon@mdx.ac.uk

Withdrawal, Interruption or TransferTuition fee charges are determined on the basis of enrolment and not actual attendance. Charges will be incurred until such time as an official notification of withdrawal, interrup-tion or transfer to another institution has been received from you and submitted to your School Student Office. See http://www.24-7.mdx.ac.uk/admin/attend.htm for more advice on attendance and withdrawal.

Money and welfare adviceFinancial, practical and legal assistance is offered by the Money, Welfare and Interna-tional Advice Service (MWIAS) (http://www.24-7.mdx.ac.uk/mwas/index.htm). There are advisers available on a drop-in basis on every campus who can help with issues such as:

Student funding, debt and loans Welfare benefits and housing rights Immigration queries

Contact your adviser via Student Services, or email welfare@mdx.ac.uk

25Student Programme Handbook 2010/2011

QUALITY OF YOUR PROGRAMME AND EXPERIENCEQuality assurance and enhancement of your programme

To ensure the high standards and quality of Middlesex University provision, all Programmes are subject to the University’s academic quality assurance procedures (which include those procedures related to programme approval, monitoring and review). A key feature of these processes is the input from external subject experts who ensure that awards of Middlesex are comparable to those of other UK universities, and that the programme curriculum, teaching, assessment and resources are appropriate.

You also have a very important role in enhancing Programmes, feeding back on a regular basis via feedback forms, Boards of Study, and other mechanisms. Your feedback also plays a major role in Programme monitoring and review. Middlesex University, and its Programmes, are subject to periodic audit or review by external quality agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place confidence in the quality and standards of provision as operated at Middlesex University. The most recent QAA audit of quality and standards of Middlesex University awards, conducted in 2009, was of those programmes delivered in-house. The outcomes were that confidence can reasonably be placed in the soundness of the University’s current and likely future management of the academic standards of its provision, and, of the quality of the learning opportunities available to students. QAA review and audit reports can be viewed at: www.qaa.ac.uk .

Feedback from you

Boards of StudyThe purpose of the Board of Study is to provide a forum for discussion between you and staff involved in all aspects of your Programme.

You elect student members of the Board at the start of each academic year to ensure that all the various interests on the Programme are adequately represented. For advice and training contact the MUSU Student Representative and Development Co-ordinator on 020 8411 6481.

Each Programme holds regular Boards of Study. The membership includes:

Student representatives Director of Programme/Head of Department Academic staff aligned to the delivery of the Programme or modules Support services representatives

Your student representative represents the Programme or year group and is responsible for notifying the Board of issues which have been brought to them by you. You should be aware of the function of the Board of Study, and should ensure that representatives are alerted in good time to matters of concern, or to suggest initiatives.

26Student Programme Handbook 2010/2011

Minutes are made of the discussion and decisions of each Board meeting, and these are circulated to members with outcomes. The minutes are included with the Programme Quality/Annual Monitoring Report for consideration by the University. The points raised at the meeting are carefully recorded for issues arising, and the action taken upon them, and are available at http://www.24-7.mdx.ac.uk. These are also published on OASISplus for each of the modules.

Terms of referenceFull terms of reference are available in the Learning and Quality Enhancement Handbook which is available from: http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspxdates, minutes, actions and further information can be found on 24-7 at www.24-7.mdx.ac.uk/campusforums/index.htm

DatesDates to be confirmed at the beginning of the programme.

Campus Forums

The purpose of Campus Forums is to optimise the student experience by asking you to raise campus-specific issues relating to the operation of academic, administrative and service support for students, but not to deal with programme-specific curriculum issues which are dealt with by Boards of Study. For clarification please check with your MUSU Campus Sabbatical Officer. (MUSU Representatives please refer to your training kit.)

Campus Forums are usually held once per term. All students are welcome. The membership includes:

Student Representatives (contact the Student’s Union or the Campus Director’s office if you wish to attend – even if you are not a formal representative)

Representatives from Campus Team, Campus Facilities, Campus Learning Resource Centre, Estate Services, Computing, Catering, Printing and MUSU

A representative of each School and each Service based on the campus Deputy Vice Chancellor, Academic or the Deputy Vice-Chancellor and Director of

Corporate Services (Chair)

Your student representatives represent your Programme or year group and are responsible for notifying the Forum of issues which have been brought to them by you.

Student representatives

A Student representative is identified to represent their year group for the programme. For more information and training contact the MUSU Student Representative and Development Co-ordinator on +44 (0)20 8411 6481.

If you are elected as a student representative your role will be to gather the views and opinions of the students you represent and to represent these to either the Board of

27Student Programme Handbook 2010/2011

Study or the relevant Campus Forum and to feed back the results and information to other students following the meeting.

Student representatives should be selected, either by election or self-nomination, by the end of week 2 each year. Training and support throughout the year is provided for student representatives by MUSU – details of times and dates for training can be found on the MUSU website at www.musu.mdx.ac.uk.

As a representative you can receive a certificate that recognises your representational achievement. For the certificate you will have to attend the training sessions and be present at the Board of Study each term. This is a great opportunity to add value to your CV.

School Board of Study

The School Board of Studies is the School level committee that deals with issues affecting students. All programme student representatives are invited to attend the School Board of Studies which occurs twice per year. Dates of meetings will be confirmed at the start of the year. Minutes from the meetings can be found on Oasisplus.

Programme evaluation forms

Programme feedback forms are distributed throughout the academic year. The forms are completely anonymous. The aim of this feedback process is to elicit your views on the quality of your programme of study.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality/annual monitoring process. The whole feedback process will also be reviewed on a regular basis, to ensure that that it is effective in helping provide a good quality experience for students.

The Students Union and the University also conduct periodic surveys of your levels of satisfaction with various University services. Further information will be available from time to time on MISIS and 24-7.

Other surveysFrom time to time the University will distribute surveys to elicit your views on the quality of the services offered by the University and your student experience on areas other than your programme of study. These surveys will be completely anonymous.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality/annual monitoring process. This process will be reviewed on a regular basis, to ensure that it is effective in helping provide a good quality experience for students.

28Student Programme Handbook 2010/2011

Suggestions and Complaints

We welcome your suggestions on how we might improve your experience of university life, even when this takes the form of a complaint about a service, a member of staff or another student.

If you have a suggestion or a complaint about any aspect of university life, raise it with the person concerned in the first instance. If you are not satisfied with the outcome you can progress the matter through informal and formal procedures step by step up the management structure of the university. Full details of these steps are available in the University Regulations (www.mdx.ac.uk/regulations/) within the Student Complaints and Grievance Procedures.

If you are not sure who to speak to, seek advice from a school office or advice centre. If the matter is serious, talk directly to your school's Director of Resources.

If something goes wrong we aim to put it right as quickly as possible. Your advice and comments are essential.

29Student Programme Handbook 2010/2011

APPENDICES

30

A. Accessing University IT systems

Logging onto the computer network

This enables you to use computers in the Learning Resources Centres or anywhere else on a Middlesex University Campus. To access a computer you will need:

1. Your IT User ID: this is printed on the back of your student card, consist-ing of your initials and three or more digits, e.g. SO807

2. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric,

please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun

3. You will need to change your password the first time you login. Your new password MUST include the following: - at least 8 characters - at least one letter in UPPERCASE - at least one letter in lowercase - at least one number e.g. Sunsh1ne or Monday63

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/index.htm

Logging onto OASISplus

To access OASISplus take the following steps:

1. From the 24-7 website click on the ‘OASISplus’ link or alternatively type http://oasisplus.mdx.ac.uk/

2. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login page. 3. Enter your Username. This is your Student Number and can be found on

your student card. 4. For the most up to date information about OASISplus passwords

please go to: http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf

5. You should now be able to see the list of modules for which you are registered although only those with content will be listed here. Click on the module name to access the materials, discussions, assignments and other activities within the module.

For more information and troubleshooting advice visit the OASISplus pages on 24-7 at http://www.24-7.mdx.ac.uk/oasisplus/index.htm

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Logging onto Athens

Your Athens username and password will enable you to access the full text databases or journal articles that the library subscribe to; wherever you are - on or off-campus; in the UK and abroad.

1. Enter your User ID and Password = these are the same as for the computer network. But please note that the initial password will not work off campus so if you have not yet changed or cannot change your password on campus then please apply to a helpdesk for your password.

2. There are two ways to use Athens: you will usually be asked to login when accessing a specific article. Alternatively you can login once to all the resources authenticated by Athens at: http://www.lr.mdx.ac.uk/lib/athens

Logging onto MISIS

1. From the 24-7 website click on the ‘MISIS’ link or alternatively type http://misis.mdx.ac.uk

2. Enter your Username. This is your Student Number and can be found on your student card.

3. Enter your PIN. If you are logging on for the first time, your default password will be your date of birth (DDMMYY).

4. You will need to change your password the first time you login, and create a six-digit number.

For further information and assistance go to: http://www.24-7.mdx.ac.uk/misis/

Logging onto your Middlesex University email account

1. From the 24-7 website click on the ‘Student email’ link or alternatively type http://www.outlook.com

2. Your email address and login is: ITuserID@live.mdx.ac.uk 3. Your IT User ID: this is printed on the back of your student card,

consisting of your initials and three or more digits, e.g. SO807@live.mdx.ac.uk

4. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric,

please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun

5. You will asked to complete a simple registration and change your pass-word the first time you login

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

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Logging onto your Sky Drive online file store

1. This provides you with 25GB of online storage which can be accessed at http://www.skydrive.live.com

2. Your User ID and Password are the same as your email account

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto the Library catalogue

1. Access the library catalogue at: http://library.mdx.ac.uk 2. Enter your Borrower ID. This is your Student Number and can be found

on your student card. 3. Enter your PIN. Your password will be your date of birth (DDMMYY). If

you are unsuccessful type in the default PIN number: 111111

If you have difficulties accessing any university system please contact the computing helpdesk on your campus or the Web Helpdesk available online at http://webhelpdesk.mdx.ac.uk/

33

B. Programme Specification and Curriculum Map for Advanced Diploma in Child and Family Mental Health Work

1. Programme title Child and Family Mental Health Work

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by GSCC for Graduate Diploma Specialist Social Work Award (Children and Families, a PQ award within the GSCC

5. Final qualification Advanced Diploma

6. Academic year 2010/2011

7. Language of study English

8. Mode of study Part-time

9. Criteria for admission to the programmeStudents admitted to this programme must have:

Normally evidence of successful study at UK Higher Education level 5 (previously level 2) and or other evidence or relevant experience and the capacity to suc-cessfully complete this programme.

If a non-mental health professional, one year’s experience in child and family work where mental health issues are present.

To be currently working with children and families experiencing mental health is-sues

Basic IT skills English language requirement - GCSE in English at grade C or Key Skills / Func-

tional Skills a Level II in communication or Literacy or ILETS 7.0, for international students

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10. Aims of the programmeThe programme aims to:

Provide an opportunity to allow all those working with young children and adolescents to update and develop their knowledge and skills in child and family mental health work.

Advanced knowledge and understanding of early childhood and family emotional and mental development and of the common issues that can impact adversely upon this and of the assessments and early work that might be possible to ameliorate later difficulty and or refer on appropriately to others agencies.

Enable students to identify early mental health difficulties in childhood.

Learn how they critically undertake brief work with children and families, aimed at promot-ing mental health.

Explore, examine and evaluate the contemporary health and social policy initiatives which support such work and develop both the knowledge needed and capabilities required for those working with children and families to confidently and safely realise that children’s mental health can both be their business (“Children’s mental health is everyone’s busi-ness” DoH 2006 and DfES 2004) and that they feel capable to address it.

Explore issues of equality and inequality, diversity, ethnic and cultural difference, ethical considerations in relation to practitioners work with service users and carers in child and family mental health work.

Develop an understanding of the need and means to make children and young peoples voices heard in practice and as key stakeholders in any service improvements and devel-opments.

Develop knowledgeable but crucially capable practitioners for child and family mental health work, whatever their sphere of practice and at whatever level of tiered provision and take a lead in their own practice and possibly positively influence that of other work-ers in this field of work.

Develop an awareness of both the different disciplines and agencies involved in such work and of some of the difficulties complex interdisciplinary and agency work can gener-ate.

Crucially provide the opportunity to reflect on current practice within the students own work environment.

11. Programme outcomes - the programme offers opportunities for students to achieve and demonstrate the following learning outcomes.

A. Knowledge and understanding On completion of this programme, the successful student will have knowledge and understanding of:

1. Of normal and abnormal childhood and family development.

Teaching and learning methodsStudents gain knowledge and understanding through lectures, seminars, work discussion groups, workshops, small group work and feedback, case studies, problem based

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2. Child and Adolescent Mental Health Services (C.A.M.H.S) in relation to infants, children and their families and awareness of the integrated children’s service agenda (ICS).

3. Of Government and social policy relating to CAMH, diversity and difference in CAMH practice work. A knowledge of contemporary service user and carer involvement initiatives in developing new CAMH services.

4. Of the differing roles and functions within the CAMH Multidisciplinary team

5. An awareness and understanding of relevant knowledge, theories, models and treatment strategies and evidence for child and family mental health issues.

6. Of a variety of assessment tools (geno-grams, CAF, timelines, eco maps) used in working with children and families and in work with other workers

7. Own personal, professional and service development needs in child and family mental health.

8. The contextualisation of CAMH practice, their own and others in light of evidence based findings

9. Of project development processes and change management issues

.

scenarios and role-play, use of video, use of debates, practice based learning project, use of reflective logs, study visits, use of web-based learning, one-one tutorials.

Assessment MethodStudents' knowledge and understanding is assessed by:-

Formative assessment: This will include: presentation of a CAMH policy report relevant and applied to the students own setting (and 1000 word précis); critical discussions of CAMHS policy documents evaluated against students current practice and service provision; case presentations of therapeutic interventions with families, assessed by peers, self and module leader; student presentation of project work in progress; reflective discussions among students and tutors, to help prepare students for summative assessment.

Summative assessment: This will include: a review of the students agencies response to young people mental health drawing on policy findings; a case study of work with young person and critical reflection on practice, a critical discussion/commentary upon work undertaken with a family with reference to evidence base, critical analysis of own agency context and of personal professional development; written assignments, project work and individual reflection and evaluation of work.

B. Cognitive (thinking) skillsOn completion of this programme the successful student will be able to:

1. Reflect upon CAMH policy in evaluating current professional and service practice(including that relating to the need for culturally sensitive work, respecting and working with diversity and difference and addressing service user/carer views and

Teaching/ learning methodsStudents develop cognitive skills through seminar preparation, reading papers and theory application to current work contexts, work practice discussion, presentation, use of web-based materials, reflective learning logs. Through formative and summative assessments used as vehicles for integration of theory

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needs)

2. Utilise a knowledge of developmental theory and risk and resilience factors in the assessment of normal and abnormal patterns of mental health development, identify difficulties be aware of what interventions might be made and by whom.3. Select and apply and utilise relevant evidence based CAMH practice and implement assessment frameworks where appropriate; including addressing child protection and rights of the child, working with cultural and ethnic difference, ensuring equality, and addressing the needs and views of service users and carers.

4. Be able to critically analyse and apply information in order to gain new insights into aspects of CAMH mental health practice.

5. Critically utilise knowledge of therapeutic practice in child and family work.

6. Develop a knowledge and awareness of inter-disciplinary and interagency issues and cultural norms in CAMH practice.

7. Demonstrate competent problem solving.

8. Reflect on personal, professional and service development needs in CAMH work practice, actively eliciting service user/carer views and needs.

and practice.

Assessment MethodStudents’ cognitive skills are assessed by: Formative Assessment Study skills workshops, seminars, practice based case scenarios and case study presentations, debates, service review presentations, policy literature reviews, to help prepare students for summative assessment.

Summative AssessmentCritical discussion/commentary upon work undertaken with a family with reference to evidence base; critical analysis of own agency context and of personal professional practice and that of work based organisation.

C. Practical skillsOn completion of the programme the successful student will be able to:

1. Make effective informed assessments of common childhood and adolescent mental health issues and difficulties (and make use of relevant assessment tools) and be able to identify the different therapeutic interventions that might be used in the assessment and treatment of these.

2. Be able to competently therapeutically engage directly with CAMH issues in respectful and culturally sensitive way’s with children, adolescents and families

3. Develop emotionally empathetic and respectful relationships with children, families

Teaching and learning methodsStudents learn practical skills through the use of: workshops, work practice discussions, critical incident inquires, individual and group tutorials, self-directed study, seminar presentations, experiential role play, reflective learning diaries and project work.

Assessment MethodStudents’ practical skills are assessed by:-Formative Assessment. Reflective journals, seminar presentations, peer and session leader feedback, discussion of case

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and carers; working with diversity, cultural and ethnic difference, respecting the needs of service users and carers.

4. Promote the mental health needs of children, leading and modelling through ones own practice.

5. Recognise the dynamics inherent in inter-disciplinary and interagency CAMH work in order to better work in partnership with service users, carers and other agencies

6. Plan and deliver an individual work based development project

7. Use knowledge and evidence to plan and implement practice/ service improvement and proactively elicit service user and carer user views (and their active involvement), when developing any CAMH work.8. Write clear and accurate reports in rela-tion to own service area.

assessments to help prepare students for summative assessment.

Summative AssessmentCritical discussion/commentary upon work undertaken with a family with reference to evidence base; critical analysis of own agency context and of personal professional development; application of skills in devising and delivering a project.

D. Graduate SkillsOn completion of this programme the successful student will be able to:1. Communicate and use presentation skills ef-

fectively.

2. Work effectively within teams and relevant networks

3. Use a self-directive and reflective approach to lifelong learning.

4. Develop competence in the use of informa-tion technology.

Teaching/learning methodsStudents acquire graduate skills through their participation in workshops, seminars and presentations and their independent study. Students engage in personal development planning to ensure that they maximise their potential

AssessmentStudents’ graduate skills are assessed by both formative and summative work; students will be given detailed feedback from a range of sources, including lecturers, peers and work-based supervisors where appropriate.

12. Programme structure and requirements, levels, modules, credits and awards

12. 1 Overall structure of the programme

The Advanced Diploma in Child and Family Mental Health Work has two 30 credit modules which can be taken over one or two years. MHR 3626 Infancy, Child and Family Mental Health: Working with children and families from 0 to 11 years of age

MHR 3630 Practice Based Learning Project module

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MHR 3626 needs to be started prior to MHR 3630 being commenced

12.2 Levels and modules

Level 6 (previously level 3)

COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS

Students must take all of the following:

MHR 3626: Infancy, Child and Family Mental Health: Working with children and families from 0 to 11 years of age30 credits at level 6 (previously level 3)

MHR 3630: Practice Based Learning Pro-ject module30 credits at level 6 (previously level 3)

N/AMHR 3626 has to be started before the project module, MHR 3630.

Both modules must be passed in order to be awarded the Advanced Diploma in Child and Family Mental Health Work

12.3 Non-compensatable modulesAll modules are non-compensatable

13. A curriculum map relating learning outcomes to modulesSee Curriculum Map attached.

14. Information about assessment regulationsGradingSummative module assignments are assessed using the Middlesex University 20 point grading scale. The minimum pass grade for all summative module assignments is 16.

Where a summative assignment does not achieve a pass mark on first submission, there will be one resubmission opportunity. (please see relevant University regulations Section E of the University Regulations www.mdx.ac.uk/regulations/

No compensation of a failed module is allowable.

Deferral requestsDeferrals will only be considered under exceptional circumstances such as serious illness of the student or the death of a close relative. Students who do not submit their assignment by the deadline date, without submitting a deferral request will be given a grade 20.

Students must submit in writing the reason for their deferral request. The student office

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makes the final decision on the granting of deferrals.

15. Placement opportunities, requirements and support (if applicable)Not Applicable

16. Future careers: how the programme supports graduates’ future career development.Students who successfully complete the Advanced Diploma in Child and Family Mental Health Work will be able to demonstrate commitment to CPD, lifelong learning and practice development in CAMH. Students may choose to undertake further modules to complete a BSc (Hons) in Mental Health.

MHR 3626 is also offered as an optional module within the Social Work Post Qualifying Specialist Social Work Award (Children, Young people, their Families and Carers).

Students will be able to map the learning outcomes from their modules plus the programme outcomes against their own career and development pathway. Within the NHS, this will include using the Knowledge and Skills Framework to develop their Personal Development Reviews.

Students undertaking these modules would be better equipped to move further into the field of child and adolescent mental health, where new roles and opportunities are emerging as government policy prioritises this area. Nurses would be able to move across into more child and adolescent mental health Service (CAMHS) related settings (i.e. Community paediatric nurses to CAMHS) or Community Mental Health Nurses who have specialised in Adult mental health would be able to move into CAMHS. Social workers would be better equipped to work with children and families with mental health issues. In general, these awards would provide currency for those moving between independent and voluntary sector services working with children, families and young people.

17. Particular support for learning Programme planning support Programme review meetings Learning Resources workshops Study skills workshops Each student will have a tutorial meeting over the course of each module University English Language and Learning Support University Dyslexia Support University Disability Support OASISPlus (Web based learning)

18. JACS code (or other relevant coding system)

19. Relevant QAA subject benchmark Health Care subject/professions

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group(s)

20. Reference pointsDoH (2001) The NHS Plan.DoH (2007) Towards a Framework for Post Registration Nursing Careers. Consultation document. DoH (2006) From Values to Action: The Chief Nursing Officer’s Review of Mental Health Nursing. DoH (2006) Report on the Implementation of Standard 9 of the National Service Framework for children, Young people and Maternity services.DoH (2006) Modernising Nursing Careers. DoH (2004) National Service Framework for Children. DoH (2004) Knowledge and Skills Framework.DOH (2004) An Introduction to the NHS Knowledge and Skills Framework. DH (2003) Emerging Findings: Getting the right start: The National Service Framework for children, Young People and Maternity Services. DOH.Department for Education and Skills (2005) Hidden Harm Government response to Hidden Harm, DFES publications.Department of Education and Skills (DfES) and DOH (2004) Every Child Matters: Change for Children: Supporting Local Delivery Hidden Harm three years on (Feb 2006) Realities Challenges and Opportunities, Advisory Council on the Misuse of Drugs (ACMD).Margo, J. Dixon, M. Pearce, N. and Reed, H. (2006) Freedoms Orphans: Raising youth in a changing world. Institute for Public Policy Research IPPR ISBN 1860303x.Mental Health Foundation (1999) Bright Futures: Promoting Children and Young People's Mental Health. The Mental Health Foundation.Middlesex University Learning and Quality Enhancement Handbook, (2007/8)Middlesex University Regulations (2007/8)Middlesex University Learning Framework (2006)Middlesex University School of HSSC Maintenance and Enhancement of Quality and Standards (2002/5)Middlesex University School of HSSC Curriculum Policy and Strategy Framework (2002/5) Middlesex University School of HSSC Learning, Teaching and Assessment Policy and Strategy, (2002/5).National Workforce Programme Child and Adolescent Mental Health (2007) Specialist CAMHS training: Evidenced based development of Guidelines for Providers, Commissioners and Children and Young People who use Services.NIME/Sainsbury Centre for Mental Health (2004)The Ten Essential Shared Capabilities NIMW/CSIP/CCAWI (2007) National continuous quality improvement framework for child and adolescent emotional well-being and mental health education and training. University LincolnRoyal College of Nursing (2003) The post-registration education and training needs of

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nurses working with children and young people with mental health problems in the UK, London: Royal College of Nursing.SCIE/GSCC (2007) Eight Principles for involving service users and carersSkills for Health (2005) Essential Shared capabilities: www.skillsforhealth.org.ukSkills for Health (2007) CAMHS Core functions (Competences) developed by Skills for Health as a Subset of the Common Core competences for the Children’s workforce (2005). Skills for Health.The NHS Confederation (2007) Maintaining the Momentum: towards excellent services for children and young people’s mental health. NHS Confederation.QAA (2002) Subject Benchmark Statement for Health Studies.WAT (2001) Mental Health National Service Framework and the NHS Plan: Workforce Planning, Education and Training: Final Report (WAT 2001).

21. Other information.For any additional information contact the Programme Leader Peter Griffiths, or members of the programme team.

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations.

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Curriculum map for the Advanced Diploma in Child and Family Mental Health Work

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomes:

Knowledge and understanding of Practical skills

A1 Of normal and abnormal childhood and family development. C1 Make effective informed assessments of common childhood and adolescent mental health issues and difficulties (and make use of relevant assessment tools) and be able to identify the different therapeutic interventions that might be used in the assessment and treatment of these.

A2 Child and Adolescent Mental Health Services (C.A.M.H.S) in relation to infants, children and their families and awareness of the integrated children’s service agenda (ICS).

C2 Be able to competently therapeutically engage directly with CAMH issues in respectful and culturally sensitive way’s with children, adolescents and families

A3 Of Government and social policy relating to CAMH, diversity and difference in CAMH practice work. A knowledge of contemporary service user and carer involvement initiatives in developing new CAMH services.

C3 Develop emotionally empathetic and respectful relationships with children, families and carers; working with diversity, cultural and ethnic difference, respecting the needs of service users and carers.

A4 Of the differing roles and functions within the CAMH Multidisciplinary team

C4 Promote the mental health needs of children, leading and modelling through ones own practice.

A5 An awareness and understanding of relevant knowledge, theories, models and treatment strategies and evidence for child and family mental health issues.

C5 Recognise the dynamics inherent in inter-disciplinary and interagency CAMH work in order to better work in partnership with service users, carers and other agencies

A6 Of a variety of assessment tools (geno-grams, CAF, timelines, eco maps) used in working with children and families and in work with other workers

C6 Plan and deliver an individual work based development project

A7 Own personal, professional and service development needs in child and family mental health.

C7 Use knowledge and evidence to plan and implement practice/ service improvement and proactively elicit service user and carer user views (and their active involvement), when developing any CAMH work.

A8 The contextualisation of CAMH practice, their own and others in light of evidence based findings

C8 Write clear and accurate reports in relation to own service area.

A9 Of project development processes and change management issues

Cognitive skills

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B1 Reflect upon CAMH policy in evaluating current professional and service practice (including that relating to the need for culturally sensitive work, respecting and working with diversity and difference and addressing service user/carer views and needs)

B2 Utilise a knowledge of developmental theory and risk and resilience factors in the assessment of normal and abnormal patterns of mental health development, identify difficulties be aware of what interventions might be made and by whom.

B3 Select and apply and utilise relevant evidence based CAMH practice and implement assessment frameworks where appropriate; including addressing child protection and rights of the child, working with cultural and ethnic difference, ensuring equality, and addressing the needs of service users and carers.

Graduate Skills

B4 Be able to critically analyse and apply information in order to gain new insights into aspects of CAMH mental health practice.

B5 Critically utilise knowledge of therapeutic practice in child and family work.

D1 Communicate and use presentation skills effectively

B6 Develop a knowledge and awareness of inter-disciplinary and interagency issues and cultural norms in CAMH practice.

D2 Work effectively within teams and relevant networks

B7 Demonstrate competent problem solving. D3 Use a self-directive and reflective approach to lifelong learning

B8 Reflect on personal, professional and service development needs in CAMH work practice actively eliciting service user/carer views and needs.

D4 Develop competence in the use of information technology.

Module Code A1 A2 A3 A4 A5 A6 A7 A8 A9 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 C5 C6 C7 C8 D1 D2 D3Infancy, Child and Family Mental Health: Working with children and families from 0 to 11 years of age

MHR 3626 x x x x x x x x x x x x x x x x x x x x x x x X X

Practice Based Learning Project module

MHR 3630 x x x x x x x x x x x x x x X X

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Programme outcomes

A1 A2 A3 A4 A5 A6 A7 A8 A9 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 C5 C6 C7 C8 D1 D2 D3

highest level achieved by all graduates = 6 (previously level 3)

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

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C. Module Narratives

You are advised to refer to MISIS for updated Module Information such as reading lists.

Short Code: MHR 3626Title: Infancy, Child and Family Mental Health: Working with Children and

Families from 0 to 11 years of ageLevel: 6 (previously level 3)Credit points: 30Start term: AutumnSubject: Mental Health and Human RelationsModule Leader: Daniel Middlehurst

Aims This module aims to advance knowledge and understanding of early childhood and family emotional and mental development, and the common issues that can impact on this. It will explore assessment and early work that might be utilised to prevent later difficulties, within the current health and social policy context.

Syllabus The module is designed for all professionals coming into contact with infants, children and their families in their practice.

Introduction to Child and Adolescent Mental Health Services (C.A.M.H.S) in relation to in-fants, children and their families and integrated children’s service agenda (ICS) (learning outcomes 1,3)

Normal childhood and family development (learning outcome 2) Child/common Assessment Framework and subsequent care planning (learning out-

comes 4,5,7,8 ) Social policy and political influences in working with children and their families. This will

include; child protection and rights of the child, working with cultural and ethnic difference, ensuring equality, and actively eleciting and addressing the views and needs of service users and carers as key stakeholders. (learning outcomes 1,3, , 9, 10)

Effects of neglect and physical, emotional and sexual abuse on children and families (learning outcome 4)

Common childhood mental health problems - developmental disorder, anxiety disorder (separation anxiety, school refusal/phobia, bullying anxiety, low mood (depression), atten-tion deficit and hyperactivity disorder (ADHD), oppositional difficulties, parental difficulties, (Learning outcome 4).

Effects of deteriorating childhood mental health (learning outcomes 5, 6,7) Communications and communicating in work with service users, carers and families

(learning outcome 8) Multi-disciplinary and multi-agency initiatives in child care – Baby Clinics, Home Start,

Sure Start, Tier 1, Voluntary sector, and early intervention (learning outcomes 7, 8) Family systemic theory (learning outcome 4) Risk and resilience factors, risk assessment and management and child protection (learn-

ing outcomes 1,2, 4, 5, 6) Children at greater risk – refugee groups, learning difficulties (learning outcome 1,5, 7) Therapeutic use of self, reflexive practice and the importance of supervision (learning

outcome 8, 9) Emotional impact of child and family mental health work (learning outcome 8)

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Learning outcomes On completion of this module, the successful student will be able to:-

1. Critically evaluate local and national CAMHS policies for infants, children and their famil-ies and apply to own area of practice, this will also take into account legal and ethical is-sues, including child protection, and how cultural and ethnic difference, ensuring equality and the ability to actively elicit the views and the needs of service users and carers and consider how these might be met.

2. Analyse and use knowledge of normal infant, childhood and family development.

3. Evaluate the function of Tiered CAMHS services for infants, children and their families and the differing roles within the Multidisciplinary team and the organisational dynamics that accompany such work.

4. Examine the effects of early neglect and childhood abuse on the mental wellbeing of in-fants and children, and the importance of attachment and systemic theory.

5. Analyse risk and resilience factors in relation to infants and children.

6. Critically discuss methods of assessment, evaluation and reporting, including to other agencies, of common mental health problems in infants and children.

7. Evaluate the use of genograms, time-lines and other assessment tools in working with children under 11.

8. Reflect on and evaluate own practice and the importance of communication and the use of self in understanding and working effectively with young people.

9. Be aware of how diversity, ethnic and cultural difference and power differentials in practi-tioner service user/carer relationships influence and affect care.

10. Be able to lead and enable others to equally undertake a reflexive appreciation of these issues in their own practice.

Learning, Teaching and Assessment StrategyStudy days will develop and apply knowledge through lectures, seminars, experiential work, workshops, practice work discussion and observational study visits; these will be interactive with group discussion and student participation playing a large part in the sessions. They will be interspersed with practice in the student’s own work area, which should be relevant to child and family mental health and emotional wellbeing, providing opportunities for development, application and reflection upon the learning in practice. The formative and summative assignments are a vehicle for the integration of theory and practice.

Students will be required to keep a reflective journal throughout the module (see guidelines at end of handbook), which will be used as a basis for part of the module assessment and group discussions. Students will be expected to participate in and will reflect upon the development of CAMHS, students reflecting upon the relevance to their own service and upon their own personal professional development. This will facilitate the development of analytical and presentational skills, and create a supervisory forum for the student’s own practice.

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Practice DiscussionWithin the student practice seminars, a case study approach will be utilised in which you will be expected to critically reflect on vignettes from you own practice and professional experience and share it with module student colleagues (see guidance in Appendix 8 Study guidelines). This will provide a context, which will enable you to develop presentational competence, descriptive, reflective, and analytic skills. These will provide you with an opportunity to examine and appraise your own emotional responses in your work with children and adolescents; to make hypotheses, consider possible interventions and to critically examine alternative responses. They will provide a forum in which you will consider the validity of this material, as evidence for evaluating and planning care practice interventions.Practice discussions will also illustrate how different workers approach and tackle child and adolescent mental health issues from a variety of intra and interdisciplinary perspectives. They will hopefully promote the importance of reflective practice and the importance of enquiry and feedback from peers. Due to the importance of these as a learning approach, students will (in normal circumstances) be expected to attend 75% of the sessions.

Reading Seminars and Theoretical LecturesThe lectures provided by the module leader and outside speakers will provide theoretical frameworks for module content in which key information, concepts and themes are introduced. Within these you will develop a greater understanding of the subject area.

Lectures maybe preceded by the suggestion of reading a paper relevant to the lecture which will be given to students prior to the lecture. These will both introduce the lecture topic and raise questions for further discussion within the lectures. Discussions within these lectures and the practice seminars will enable you to critically explore the subject content areas further and critically evaluate your own practice knowledge and skills in the light of your own and others professional experience.

These learning methods will be supplemented by directed and self-directed learning through further reading. Students will be directed towards appropriate resources and reading material as the module progresses both in the library and on the internet.

OASISplusSee page 20 for further details of OASISplus. A considerable range of materials (articles, policy documents and information relating to CAMHS) is available on OASISplus. There is also a discussion board for further development of ideas and to stimulate debate.

Observational Study VisitsDuring the module, students will be expected to undertake a study visit to a unit or organisation, which works with 0 to 11 year olds with mental health issues/problems. Students will be expected to organise these visits but will be given guidance by the module leader.

AssessmentTo ensure students achieve the learning outcomes, a broad assessment strategy is employed consisting of summative and formative components.

Formative AssessmentStudents will be required to provide a 1000 word precis in preparation for their first summative assignment submission. This will outline what they will include in their critical analysis of the functions of their own agency and how their agency addresses and caters for the mental health needs of child and family client group. Contemporary government health and social policy

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legislation will be referred to together with acknowledgement of Tiered CAMHS service provision, developmental factors and other assessment issues and a reflection on the role of self in relation to their own practice. Students will be expected to address how diversity, ethnic and cultural difference and service and carers views are elicited and addressed (guidelines for the precis will be provided). Students will present their precis to other course members in small groups. These will take place around the middle of the first term of the module and will offer an opportunity for students to give and receive feedback from peers and the module leader.In addition, students will be required to give a brief presentation in class on their interventions with a child and their family, with whom they have been working; this will be formatively assessed by peers, self and the module leader.

Summative AssessmentA)Students are required to submit a 3000 word critical analysis of how their own agency address and provide for the child, adolescent and or family mental health needs of their identified client group (including how issues of diversity and service users and carers issues/views are elicited and addressed) and secondly reflect upon and consider their own professional development needs in the light of this. (Learning Outcomes 1, 2, 3, 6, 8, 9)

B)Students are required to submit a 3,000 word critical appraisal of an intervention with a child and their family/carers, with reference to the evidence base and its application to practice. (Learning Outcomes 2, 3, 4, 5, 6, 7, 8, 9, 10)

A pass grade is needed for both assignment A and assignment B in order to successfully complete the programme.

Assessment weightingCritical analysis of CAMH provision in relation to own agency context 50%Critical appraisal of an intervention 50%

Learning materialsThe following is a brief list of materials that may be of use to students on this module. Students will be given an up to date reading list and at times reading lists related to specific days of the module to ensure that contemporary issues are always addressed with the most recent information. Wide reading of appropriate journals and the use of the internet is encouraged.

Essential Reading:

Daniel, B. Wassell, S. (2002) The Early Years: Assessing and Promoting Resilience in Vulnerable Children 1. Jessica Kingsley publishers. London

Dogra, N. Parkin, A. Gale, F. Fake, C. (2008) 2nd Edition A Multidisciplinary Handbook of Child and Adolescent Mental Health for Frontline Professionals. Jessica Kingsley publishers, London

DfCSF (2010) Keeping Children and Young People in Mind. The Government’s Full Response to the Independent Review of CAMHS.http://www.dcsf.gov.uk/CAMHSreview/pdfs/8549-DCSF-%20CAMHS%20Review.pdf

Parrott, L. Jacobs, G. and Roberts, D. (2008) Stress and Resilience Factors in Parents with Mental Health Problems and their Children. Research briefing 23, March 2008 Social Care Institute of Excellence

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Spender, Q. Salt, N. Dawkins, J. Kendrick, T. Hill, P. (2001) Child Mental Health in Primary Care, Abingdon: Radcliffe Medical.

Further reading:BMA Board of Science (2006) Child and adolescent mental health: a guide for health care pro-fessionals www.bma.org.uk

Cooper, A, Hetherington, R and Katz, I (2003) The Risk Factor. Making the Child Protection System Work for Children, London: DEMOS.

Copley, B. and Forryan, B. (1987) Therapeutic Work with Children and Young People. London: Cassell

Dwivedi, K,M. And Varma, V,P. (eds) (2002) Meeting the needs of ethnic minority children including refugee, black and mixed parentage children: A handbook for professionals, 2nd ed. London: Jessica Kingsley.

Dept of Health (2006) Report on the Implementation of Standard 9 of the National Service Framework for children, Young people and Maternity services

DfCSF (2008) CAMHS Review: Improving the mental Health and Psychological well-being of children and young people. National CAMHS review interim report http://www.dcsf.gov.uk/CAMHSreview/downloads/CAMHSreviewinterimreport.pdf

DfCSF (2008) The Bercow report A review of services for children and young people 0-19 with speech and language needs. Visit http://www.dcsf.gov.uk/bercowreview/ to see interim report, Executive summary and full report

Department of Education and Skills (DfES) (2003) Every Child Matters (Government Green paper on Children at Risk) full report and summary can be downloaded online at www.dfes.gov.uk/everychildmatters

Evans, J. and Fowler, R. (2008) Family Minded: Supporting children in families affected by mental illness. Report. Barnados

Gerralda, E. (2006) (ed) Working with Children and Adolescents: an evidence-based approach to risk and resilience, Lanham, MD: Jason Aronson.

Gerhardt, S. (2004) Why Love Matters. How affection shapes a baby’s brain, Hove: Bruner-Routledge.

Green, H. Mc Ginnity, A. Meltzer, H. Ford, T. & Goodman, R. (2005) Mental Health of Children and Young People in Great Britain, London: Office of National Statistics

Howe, D. (2001) The Child’s World: Assessing Children in Need. Jessica Kingsley, London

Mawson, C. (1994) Containing anxiety in work with damaged children p 67-74 in Obholzer, A. And Roberts, V. (1994) The Unconscious at Work: Individual and organisational stress in the human services. Routledge

McDougall, T. (Ed) (2006) Child and Adolescent Mental Health Nursing Blackwell Publishing

Reder, P. McClure, M. and Jolley, A. (Eds) (2000) Family matters: Interfaces between child and adult mental health, London: Routledge.

Southall, A. (2005) Consultation in child and adolescent mental health services. Radcliffe Publishing

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SCIE/GSCC (2007) Eight Principles for Involving Service Users and Carers Social Care Institute of Excellence

Worrall, A. Boylan, J. Roberts, D. (2008) Children’s and Young Peoples Experiences of Domestic Violence Involving Adults in a Parenting Role. Research briefing 25, June 2008 Social Care Institute of Excellence

Werner, E. (2000) Protective factors and individual resilience, Ch 6 in Shonkoff, J. & Meisels, S. (2000) Handbook of Early Childhood Intervention. CUP, Cambridge.

Useful Websites:

Care Services Improvement Partnership Children Young Peoples and Families Programmes: CSIP http://www.cypf.csip.org.uk

Action for sick children: www.actionforsickchildren.org.uk

DOH. www.doh.gov.uk

Dept for Children Schools and Families: www.dcsf.gov.uk

Young Minds: http://www.youngminds,org.uk/ (This site has many useful hyperlinks)

Centre for Evidence-Based Mental Health: www.psychiatry.ox.ac.uk/cebhm/

Thomas Coram Research Unit: www.ioe.ac.uk/tcru/

Action for Sick Children: www.actionforsickchild.ren.org.uk

Childline: www.childline.org.uk

Children's Society: www.the-childrens-society.org.uk

Mental Health Foundation: www.mentalhealth.org.uk

National Children's Bureau (NCB): www.ncb.org.uk

NCH Action for Children: www.nchafc.org.uk/home.html

NCH Self Harm: www.nch.org.uk/selfharm

NSPCC: www.nspcc.org.uk

Tavistock Clinic: http://www.Tavi-port.org

Eating Disorders Association: www.gurney.org.uk/uk/eda/

Enuresis Resource and Information Centre (ERIC): www.enuresis.org.uk

Self Harm: NCB's information resource on the internet: www.ncb.org.uk/selfharm.htm

Finding the evidence: a gateway to the literature in child and adolescent mental health 1 Gaskell (Available on line http://www.rcpsych.ac.ukpub/50_1.htm

Finding the evidence: a gateway to the literature in child and adolescent mental health 2 Gaskell (Available on line http://www.rcpsych.ac.uk/publications/gaskell/68_4.htm

Alcohol and Teenage Pregnancy: www.alcoholconcern.org.uk

Young People and Mental Well Being; Teenager interactive website: www.ru-ok.com

Trust for the Study of Adolescence www. tsa.uk.com

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New reports online on the mental health needs of Young Offenders, Looked after Children, Homeless Young People and Young People with Emotional and Behavioural Difficulties can be found online at Mental Health Foundation Website www.mhf.org.uk

Other specific sites with new developments

CAMHS Beacon councils visit: www.idea.gov.uk/beacons

Bullying effective action in secondary schools available from www.ofsted.gov.uk

The Risk Factor: a report on the way in which risks are managed inn child protection by the think tank DEMOS at www.demos.co.uk

The effects of parental drug abuse on children, Hidden harm available at www.drugs.uk

A campaign to inform parents and children drugs helpline and website: Frank campaign visit: www.talktofrank.com

www.surestart.gov.uk/_doc/0-114cfb.doc What works in promoting children’s mental health: the evidence and the implications of sure start programmes

www.jrf.org.uk/redirect.asp?url=findings/social policy/514 Understanding what children say about living with domestic violence, parental substance misuse or parental mental health problems Published on the Joseph Rowntree website

The Child and Adolescent Faculty at the Royal College of Psychiatrists have produced a list of useful publications, which is available on the web site: The books are divided into sections: Books for Younger Children Books for Teenagers & Adults Self-Help Books for Parents & Adults Other

Resources for Adolescents. Click for the website

http://www.rcpsych.ac.uk/college/faculty/child/public.htm

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MHR 3626 Marking Grid for 3,000 word critical analysis of how the students own agency address & provide for the child, adolescent and family mental health needs of their identified client group & reflection and consideration of their own professional needs in light of this.

School of Health and Social SciencesAssessment Feedback Sheet

Student Full Name:Name of Programme:Module No: Module Title:Name of Module Leader:Name of Seminar Group Leader:

Marking Criteria 1-4 5-8 9-12 13-16 17-19 CommentsA well structured, coherent and logical piece of academic work within word limit.Presentation, grammar, punctuation and spelling are all correct. Referencing is full, accurate, and relevant to the text.Is able to undertake a critical evaluation of national and local CAMH policies (relevant to children and their families, including legal and ethical issues, diversity, ethnic and cultural difference is addressed in the students own area of practice. Demonstrates an ability to analyse and make use of knowledge and research concerning normal infant, childhood and family development in considering own practice setting and policy critique.Demonstrates knowledge of the function of Tiered CAMH services for infants, children, and their families and of the differing roles within multi-disciplinary teams and how they function. Is able to consider the Child and Family assessment tools in use within the students own work setting and how these might be improved or added to both assess and promote mental health.Is able to reflect upon and evaluate own practice, the use of self and the importance of communication in understanding and working effectively with young people, in the light of policy guidance and benchmarks for good practice.

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Is able to demonstrate how service user and carer needs and views, are elicited and addressed.

Strengths of this work:

Areas that need improvement:

Suggestions as to how you may achieve these improvements:

Academic Style:

General Comments:

Provisional Mark Awarded:

Peer Review Exercise:

First Marker: Signature: Date:

Second Marker: Signature: Date:

External Examiner: Signature: Date:

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MHR 3626 Marking Grid for 3,000 Word Critical Appraisal of an Intervention with a Child and their Family/carers, with Reference to the Evidence base and its Application to Practice

School of Health and Social SciencesAssessment Feedback Sheet

Student Full Name:Name of Programme:Module No: Module Title:Name of Module Leader:Name of Seminar Group Leader:

Marking Criteria 1-4 5-8 9-12 13-16 17-19 CommentsA well structured, coherent and logical piece of academic work within word limit.Presentation, grammar, punctuation and spelling are all correct. Referencing is full, accurate, and relevant to the text.Demonstrates an ability to make use of knowledge concerning normal infant attachment, childhood and family development in considering and planning own practice and in working with a child and family.Is able use an understanding of the effects of early neglect and childhood abuse on the mental wellbeing of infants and children, in analysing presenting difficulties and their possible origins and use an understanding of risk and resilience factors to consider care and possible interventions by self and others. The student must utilise relevant theory and evidence based interventions appropriate to the presenting concerns and address issues such as diversity, ethnic and cultural difference Is able to critically discuss methods of assessment, there use, evaluation and reporting, including to other agencies, of common mental health problems in infants and children.Demonstrates a knowledge of the function of Tiered CAMH services (across the statutory sector and voluntary sector) for infants, children, and their families and the

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differing roles within multi-disciplinary teams and how they might be used. Is able to reflect upon and evaluate own practice, the use of self and the importance of communication, in understanding and working effectively with children and families, take a lead in this in their own practice and possibly influence othersIs able to demonstrate how their practice interventions have been experienced by service users and carers and how these views have been obtained and responded too

Strengths of this work:

Areas that need improvement:

Suggestions as to how you may achieve these improvements:

Academic Style:

General Comments:

Provisional Mark Awarded:

Peer Review Exercise:

First Marker: Signature: Date:

Second Marker: Signature: Date:

External Examiner: Signature: Date:

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Module Narrative

Module Code: MHR 3630Module Title: Practice Based Learning ProjectLevel: 6 (previously level 3)Credit Points: 30Start Term: Autumn, WinterSubject: Mental Health and Human RelationsModule Restrictions: NoneAutomatic Deferral: Not allowedModule Leader: Janet Holmshaw

Rationale and AimsThis module has been designed especially for students who have previously completed a 30 credit level 6 module (previously level 3) within the School of Health and Social Sciences, or equivalent. The purpose of the module is to provide a framework for students to continue the learning that they have achieved during the linked module by putting this into practice within their own work setting. This module aims to enable students to review and reflect on the learning that they have earlier achieved, and to plan and negotiate a professionally and academically coherent project for practice based study.

The rationale, aims and objectives of this module are drawn up by students in a learning agreement negotiated with the module leader. Each project will be unique in terms of its aims however students will be required to demonstrate that the module clearly links the learning for the related module to practice development within their own work, and that the project leads to useful outcomes for specific practice/ work based activity.

SyllabusThe syllabus is unique to each student project. Guidelines are provided for the project work and the content of the project will be negotiated in the learning agreement.

Learning OutcomesOn successful completion of this module, the student will be able to:

1. Reflect on and critically review their own learning and its application to practice

2. Use a range of resources to plan and develop a coherent project for practice based study.

3. Identify and critically consider ethical issues relevant to the proposed project work.

4. Critically analyse how the project has been planned and managed.

5. Demonstrate and critically evaluate the potential usefulness of the project to specific audiences and context.

Learning, Teaching and Assessment StrategyStudents will identify a practice based focus for learning that is mainly self-managed and supported by academic supervision. Students will be expected to organise their project to

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reflect the nature of their work situation, its constraints and the goals to be addressed. This will involve reading, negotiation, research and practical activities.

Academic support for this module consists of workshops and individual tutorials.

Workshop outlineThe purpose of the workshops is to provide both a supportive and an educational role, enabling students to come together to exchange ideas and experiences and to use group problem solving approaches in overcoming practical or methodological difficulties. At the same time the workshops will also offer sessions on project design and management to help students develop the knowledge and skills required to carry out their practice based learning (PBL) projects.

1st workshopThe PBL Project Module is strongly focused around individual, self-directed work by students, with the consultation and support of their academic advisors. This constitutes a programme of guided study, in which the first workshop serves a central purpose in focusing the student towards both developing the relevant expertise, as well as assisting in the development of an appropriate focus for their project.

This first workshop covers the following topics:

How to select an appropriate project for practice based learning

How to plan and organise a project to a specified time schedule using appropriate re-sources

Consider implications of carrying out project work within own workplace

Identify relevant ethical issues and consider ways in which these may be addressed

How to carry out a review of relevant literature/ resources where appropriate

Appraising own existing knowledge

Identifying what permissions and approvals will be needed for carrying out the PBL project and how to apply for these

How to draft a learning agreement for the PBL project

How to draft a proposal for PBL

Noting action points to be taken before the next workshop

2nd workshopThe second workshop follows 2-3 weeks after the first. This workshop aims to enable students to firm up their plans for their PBL projects and finalise their proposals and learning agreements. Students should come prepared to present and discuss their draft proposals for the PBL projectsThe same topics covered in the first workshop will be re-visited – this time with specific reference to students proposed projects.

3rd WorkshopThe final workshop, towards the end of the module, gives students the opportunity of sharing their experiences and receiving feedback on how their projects have progressed. A key element of this workshop is student presentations of their project work and feedback from

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peers and tutor. Reflection on this feedback may be used as part of the critical review of learning in the portfolio.

The workshop will also provide clarification of the assessment requirements through discussion of the assignment components and the marking criteria.

Individual tutorial support and supervisionFollowing completion of the project proposal, each student is allocated an academic advisor (the Module Leader or tutor from the earlier module that the PBL project is linked to or other tutor with relevant knowledge/ expertise). Individual tutorial support is available by telephone/ email/ or face to face). The Module Leader is responsible for the co-ordination of academic advisors and is also available for additional support where required.

Getting the best out of tutorial support and supervisionFormal time for individual tutorial support and supervision is scheduled in following on from the first workshop. An individually tailored supervision plan will be drawn up between each student and the Module Leader/ academic advisor, but it should be noted that the following is expected from you and your academic advisor:

Both the student and academic advisor should: Arrange supervision times well in advance Be prepared to negotiate objectives for each tutorial Come to tutorials well prepared, and on time Give as much notice as possible if cancellation of a session is necessary

The student should: Negotiate any change in deadlines with the academic advisor Discuss any difficulties at an early stage Be prepared to act on constructive criticism Be realistic as to what the academic advisor can do Take responsibility for their own work

The academic advisor should: Allow adequate uninterrupted time for tutorials Offer objective, constructive criticism Be honest with the student about the progress of the work Offer advice and support in overcoming difficulties Be realistic as to the constraints experienced by part-time students Guide the student towards alternative sources of support where appropriate

Formative and Summative AssessmentFormative assessment is primarily developmental in nature, and is designed to give feedback to learners on their performance and how it can be improved. Formative assessment is a key part of the learning process, and has been shown to contribute to enhancement of learning and raising of standards. Summative assessment is designed to measure the extent to which a learner has achieved the intended learning outcomes of a module. The summative component of an assessment task is designed solely to provide a measure of the achievement of a learning outcome by a learner. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner.

Formative Assessment for this module

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Formative assessment consists of the following components:

i. A learning agreement developed through negotiation with the module leader and/ or the project supervisor and supported by relevant personnel in the work situation.

ii. Student presentations of their work in progress (see below) in the form of a 5-10 minute presentation to the group and a 250-300 word outline, to be submitted part-way through the module. This will allow students to assess their own progress and gain valuable in-formation from the student peer group and the module leader on academic performance and areas to develop.

Summative Assessment for this module 6,000 word portfolio comprising:

Critical review of learning relevant to the project work (Learning outcomes 1,2,3,5)

Project report (Learning outcomes 2,3)

Evaluation of the project’s usefulness and application (Learning outcomes 1,2,4,5)

The construction of this portfolio needs to be guided by the needs of each student to ad-equately meet the tasks above and address the assessment criteria but as guidance the three elements of the project might be addressed within the following number of words; 2500 for the critical review of learning, 1000 for the evaluation of the project's usefulness and application 2500 for the project report itself (NB this is sometimes replaced by a sum-mary of the report).

Assessment submission deadlineAutumn Term start: learning week 24 Winter Term start: 26.9.2011

APL/APeLThere is potential for APL in exceptional circumstances for those students who can clearly demonstrate that they have already undertaken a substantial project within a relevant period (the previous 2 years) and can demonstrate that they have met the learning outcomes of the module. This is assessed on a case by case basis using the university’s procedures and guidance and where the student can put together a portfolio of work for assessment. Students will still need to register for the module and undergo assessment. Examples might be where someone has developed a substantial project in the workplace for example by implementing a new initiative within their service. The Module Leader will give individual advice on this.

Learning materialsReferences and learning materials will be specific to each project, but also including:

Bell, J. (2005) Doing Your Research Project: a guide for first time researchers in education, health and social science. Maidenhead: Open University Press.

Dewar, B. (2003) Using Work-Based Learning to Enable Practice Development. London: Foundation of Nursing Studies.

Gregory, I. (2004) Ethics in Research. London: Continuum.

Garrick, J. and Rhodes, C. (eds) (2000) Research and Knowledge at Work. London: Routledge

Robson, C. (2002) Real World Research (2nd ed) Oxford: Blackwell Publishing

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Sweetman. D. (1997) How to Plan, Prepare and Present Your Work Successfully (2nd Ed) Oxford: How To Books

Winter, R. & Munn-Giddings, C. (2001) A Handbook for Action Research in Health and Social Care. London: Routledge.

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Marking Criteria Grid MHR 3630

School of Health and Social SciencesAssessment Feedback Sheet

Student Full Name:Name of Programme:Module No: Module Title:Name of Module Leader:Name of Seminar Group Leader:

Marking Criteria 1-4 5-8 9-12 13-16 17-19 CommentsClear, logical and concise written presentation within 10% of word allocation. Includes word count.

Presents a critical review of own learning and its application to practice.

Demonstrates ability to integrate theory and practice

Uses a range of resources to plan and develop a coherent project for practice based study.

Identifies and considers the ethical issues relevant to the project work.

Gives a critical account of how the project has been planned and managed.

Demonstrates the potential usefulness of the project to specific audiences and context.

Gives full and accurate referencing using Middlesex University system.

Strengths of this work:

Areas that need improvement:

Suggestions as to how you may achieve these improvements:

Academic Style:

General Comments:

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Provisional Mark Awarded:

Peer Review Exercise:

First Marker: Signature: Date:

Second Marker: Signature: Date:

External Examiner: Signature: Date:

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