LEEDS BECKETT UNIVERSITY

Course Specification PG CERT EATING DISORDERS PGCED

2018-19 School of Clinical and Applied Sciences

www.leedsbeckett.ac.uk

Record of Enhancement

No. Detail of modification Date Effective

2 Exemption agreed for RPL for contained award of PG Cert.

June 2015

3 Updated/clarified duration and did a general update (not a modification)

Sept 2018/19

Version Control

For completion by Quality Assurance Services only

Next Re-validation date

Version Control

Version number and date effective

Award and programme title: PG CERT EATING DISORDERS Level of qualification: Level 7 Contained awards available: Not applicable Length and status of programme and mode of study

Programme Length (years) Status (FT/PT/SW)

Mode (campus-based / DL or other)

Part time – September start Part Time 2 years Campus based

Course Specification Overview and Aims The course is aimed at people wishing to work with people with eating disorders. The course provides an opportunity for those working in health-related fields to gain a postgraduate certificate qualification. The Pg Cert in ED is the only level 7 certificate course offered in the UK. One of the strengths of the certificate in ED is that it offers students great flexibility in how they are able to study. Students are able to access all the module as “stand alone”, with the option of completing all three to, make up the certificate award. The mode of delivery for each module is a block of intensive 4-5 day face to face contacts time, with considerable pre and post study (approx. 170 hours of personal study). This allows those in full time employment to take a minimal amount of leave for attendance. The course can be completed within two years, allowing student who also in employment, to extend their study over a longer time period- offering greater flexibly of study for students who are time poor. The course is open to a full range of health care professionals’ working in this field from psychology graduates through to therapists, Nurses, Occupational therapists, and Dieticians, and its multi-professional approach is a part of its strong identity. Target market:

1. Health Care Professionals working in the area of eating disorders who wish to further their skills and knowledge and gain PGcrt Eating Disorders.

2. Health Care Professionals working in the field of Eating Disorders who wish to access specific individual CPD modules

Aims of course

The PG Cert Eating Disorders is designed to provide an integrated approach to developing the knowledge and skills necessary to work with clients affected by eating disorders. A cohesive delivery combines the current nutritional, physiological and psychological perspectives. It aims to enhance understanding of aetiology, treatments and service user needs with the

foundations of cognitive behavioural approaches to therapeutic practice in this area. Development of skills and competencies in assessment, formulation and psychological treatments complements practice and equips students with a specific interventional model for use with clients. It aims to:-

1. Enable students to systematically analyse and evaluate the concepts, theories,

aetiology and evidence-based interventions within the field of eating disorders, applying knowledge creatively to benefit groups and individuals suffering from eating disorders

2. Demonstrate a systematic understanding of the evidenced based approach to the on-going development of their role; working reflectively and autonomously to assess, analyse and process information applicable to their learning and development.

3. Develop a range of practical skills drawn from a variety of talking therapies to establish therapeutic relationships and support behaviour change.

4. Enable practitioners to critically reflect on the needs of the client, service user, carers and support groups and select and deliver a range of interventions to support recover.

Course Learning Outcomes

1 Integrate, analyse and synthesise knowledge, theories and concepts from a range of disciplines to determine ‘best practice’ in managing eating disorders.

2 Analyse and critically reflect upon own practice and development needs demonstrating low intensity CBT based competences using client, and peer feedback to evidence safe, effective practice when planning collaboratively and delivering care.

3 Apply problem-solving approaches, critical evaluation, reflective and creative skills in the interpretation and evaluation of existing interventions, and develop novel interventions in the treatment of eating disorders.

4 Establish a professional approach to learning, through analysis, reflection, and evaluation of your development, applying learning within the context of leadership, collaborative and cross-sector working.

5 Establish a professional approach to learning, through analysis, reflection, and evaluation of your development, applying learning within the context of leadership, collaborative and cross-sector working.

Course Structure

The course structure relies on the layering of core skills and knowledge. The first module “Multidisciplinary Practice in Eating Disorders” develops knowledge of a trans-theoretical model for eating disorders. It focuses on synthesising knowledge and fostering a deep understanding across the nutritional, physiological, psychological and psychosocial facets of eating disorders. It supports students to develop a critical approach to evaluating current practice and analysing the evidence base, and critically reflecting on their own knowledge and skills within this area. Foundations of CBT begins with critical evaluation of the evidence based for this approach, and develops core skills in CBT techniques and CBT_E. The application of these skills in practice is supported by peer feedback and the case study assessment, developing and building on skills of critical reflection, organisation and critical evaluation. Design and development of psychological treatments aims to support student to synthesise and evaluate information from a variety of sources to formulate and develop low intensity psychological treatment interventions. Professional skills in research, data analysis, and critical reflection and evaluation are further developed here, and creativity and innovation is supported through the development of new and novel approached to care. Part time

We aim to ensure this award is accessible to practitioners across the UK and beyond. The programme comprises 4 -5days of face-to-face teaching (delivered as a 3 day block- followed by 1 day, or 5 single days)

Semester 1 Core Semester 2 Core

Multidisciplinary Practice in Eating Disorders

Y Practical Foundations of Cognitive Behavioural Therapy

Y

Semester 3

Design and Delivery of Psychological Treatment in Eating Disorders

Y

Learning and Teaching Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The PG Cert Eating disorders endeavours to deliver learning and teaching strategies and activities which are underpinned by the Leeds Beckett University Values and Strategic Plan. We feel that the curriculum is flexible and current, addressing level 7 competencies and skills for health and delivery of low intensity psychological interventions The examples below identify specific modules which contain excellent teaching and learning strategies and challenging yet authentic tasks. This is a knowledge and skills based course and module tutors come from a variety of professional backgrounds. Therefore module tutors can reflect on their own research, clinical or nutritional background when developing and delivering materials to inspire students, whilst also including module teaching from relevant links to professionals within the

healthcare sector. Module tutors continually strive to deliver content which is up to date, evidence based and relevant and to provide students with realistic tasks which they can reflect upon and provide evidence of in their portfolios. Newer approaches to delivering course material e.g. using podcasts and role play have led to the creation of inspiring modules which it is hoped students will rate well. The use of service users and their carers to deliver and facilitate part of the teaching ensures student can experience authentic development and application of their skills. We believe that we do provide a supportive, inclusive and welcoming environment for our students and this is evidenced by the range of support systems we have in place.. As this course ensures that students are competent in a variety of skills and professional competencies, the contact hours for the two skills based modules are relatively high. This is to ensure that students are assessed in a range of critical evaluation skills, communication skills, psychological and counselling techniques and of course an in- depth evidence based knowledge of their subject area. https://www.leedsbeckett.ac.uk/staff/centre-for-learning-and-teaching.htm Please refer to the Learning & Teaching Strategy document http://www.leedsbeckett.ac.uk/staff/files/Learning_and_Teaching_Strategy.pdf Learning and Teaching Activities The learning and teaching activities are intended to reflect varying learning styles, cultural perspectives and mode of attendance needs. An inclusive induction to the course and School, orientation to Leeds itself and early identification of those who have learning and support needs. Teaching takes place in multi-purpose rooms with additional specialised facilities for technical, clinical and interpersonal skills development. In addition the course has access to a purpose-built counselling and therapy suit rooms. Teaching approaches address a variety of learning styles i.e. staff-led lectures and workshops, student led seminars, practical work, case studies, problem solving exercises, reflective learning techniques, use of video and, computer-assisted learning and also a significant practical element that incorporates practical application of skills developed on the course. During the course students will be encouraged to develop on –line portfolios and learning logs. The course assessment is inclusive, incorporating complementary elements. These include group presentation, analysis of data and presentation of evidence, practical and case study analysis. The course has a strong emphasis on a trans-theoretical approach to the development and management of eating disorders, and a MDT /multifaceted approach to treatment. These are integral to module design and incorporated in targeted assessments that align with working life scenarios. Finally, the course encourages applications from students on a full-time or part-time basis and actively encourages students who are in employment, through a variety of module delivery including on-line, block teaching [3 day + 1 day] to accommodate

http://www.leedsbeckett.ac.uk/staff/files/Postgraduate_course_development_principles.pdf Graduate Attributes (UG only) - Not applicable Use of the Virtual Learning Environment The use of VLE is integral to every module within the course and used for general module information, lecture slides, web links, audio and video material, web-casts and web-conferencing, formative and summative assessment tasks and discussion boards. The course VLE material meets and frequently exceeds the Minimum Requirements for VLE set by the University. Throughout the course development and mapping exercise the course team have endeavoured to ensure that across all modules meet the basic criteria for the e-learning strategy e.g. that:

Students will be able to access a wide range of different learning

experiences, to make informed choices about their use of e-learning services and materials, and to progress from the University with their own learning records

E-Learning will form an integral part of our approach to work-based learning, flexible delivery and enhancing student experiences

All students will have easy access to appropriate, high-quality learning materials and to flexible learning systems and tools, which they will be able to customise to suit their own preferences and needs.

Modules will include one of more of the following- access to e-portfolio, MCQ’s, video and role play links, conference presentations, electronic sharing of students/professional resources

Within MDT Practice in eating disorders, Groups are allocated to critically evaluate an area of practice and students develop and upload reference material and a presentation through an online discussion forum.

Within the module deign and delivery of psychological treatments, videos and web-links are available that support teaching. students have access to video which is used to convey patient experiences and views of care interventions

These are just some examples of use of the VLE. Also, as part of the course development process, the TEL representative is a member of the Course development Team.

Student Support Network If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a

confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions. If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is StudentHub@leedsbeckett.ac.uk. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home. Use of Blended-Learning Blended learning is used throughout the course to enhance teaching delivery and student experience. As teach module has only 4 days face to face teaching, a large amount of support for learning is delivered on line including directed reading, research and support materials. Specific areas of blended learning include: Design and delivery of psychological treatments incorporates Podcasts, web-links and media links to pre-sessional work alongside key-note lectures in demonstrating and developing core skills in psychological interventions. In the module MDT Practice in eating disorders different blended learning strategies are used including on-lectures, group discussion, small group problem focused exercises and reusable learning objects to support student learning. Assessment Strategy The course team utilise a variety of different assessment methods to enable feedback and progression. They are designed to ensure students have been supported to work at master’s level, and develop the M level skills. Assessment has also been designed to be authentic, and applied. Assessments have been chosen to prepare students for future employment. For example development of an e-portfolio for professional CPD. Collating and reflecting upon service user feedback and outcome measures, and critically evaluating specific areas of current practice.

The first assessment is here students focus on assessing their own strengths and weakness, identifying their own development and learning needs, and evidence how these have progressed and new learning has been integrated into practice. The remit of the critical review is broad and allows for students to showcase skills in innovation and creativity. 1) A 3000 word critical review reflecting on newly acquired skills and knowledge, supported by 3-4 pieces of evidence from individual practice. At least one piece of evidence should be in the form of a case study. Examples of work can include:

A Case study A reflective piece of work A journal club reflection Article written Leaflets written Care plans Feedback form service users Outcome measures

This can be developed and submitted using the e-portfolio, as part of professional CPD. The formative assessment is a short presentation of a critical review of an area of current practice to the peer group and tutor, this is done in groups. This supports the skills needed for the final assessment, and develops team working, and a reflective and professional enquiry towards current practice. The practical skill of writing/presenting for a professional audience (peers and tutor) allows the incorporation of authentic assessment where formative and peer feedback is included prior to the final summative presentation. Group presentation allows students to benefit from each other’s strengths and feel supported in this aspect of development. 2) A written assignment which is divided into:

o 1000 word critical review of the evidence for CBT with their client’s main

problem

o 2000 word reflective and critical case study of the use of their cognitive

behavioural skills with a client/service user.

Students will support this with relevant practice appendices. The first part allows students to develop their skills in critical evaluation in relation to a real life issue, and supports them to think critically about the application of a single therapy for their chosen client. The second part again supports the development of critical reflective thinking and skills in critical evaluation. It enables students to showcase their communication skills, and to evidence the application of their knowledge and skills in a clinical setting.

3) A record of the delivery of treatment intervention on 2 or more occasions, and attendance at 2 supervision sessions:

A standardised role play scenario where students are required to demonstrate skills

in planning and implementing a low intensity intervention. This will be assessed

using a standardised assessment measure.

A reflective case study based on the GSH or similar intervention (Demonstrating link

between theory and practice, demonstrating skills in assessment, formulation &

specific intervention competencies). 3000 words

To include 2 appendices:

Feedback from service users

Peer feedback from 1 of the GSH sessions

The last assessment is more practical in approach and focuses on the delivery of knowledge and skills developed throughout the course. In order to ensure competencies have been met, students will undertake a role play and a written case study. The formative assessment for this will be role play practice and peer assessment in small groups, to allow some tutor and peer feedback for developing the skills of planning and implementing a low intensity intervention. It also supports the earlier use of the e-portfolio as a way of collecting evidence of CPD, and outcomes. Students have fed back that the assessments are extremely helpful and practical for their CPD, and mid module and end of module feedback is used to shape adjustments to the assessment, and the assessment journey. Feedback on Assessed Coursework Feedback to students is achieved in the following ways: Formative assessment is integrated throughout all modules on the course including critical evaluation tasks, peer assessment and feedback via role play, and student presentations on line post supervision Summative assessment feedback will be provided in line with University Regulations (i.e. 4 week turn around period) for summative assessment and results will be placed on notice boards and on VLE. Module Assessment Methods

Module Titles Co

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Multidisciplinary Practice in Eating Disorders, level 7

Y X

Practical Foundations of Cognitive Behavioural Therapy, level 7

Y X

Design and Delivery of Psychological Treatment in Eating Disorders, level 7

Y X

Employability and Professional Context Postgraduate employability and the professional context of the course are addressed in a number of ways. On qualification the new graduate should have the flexibility, knowledge and skills to capable of working across a number of sectors within the field of eating disorders. This will include contributing to the provision of health-care within multi-agency settings such as local authorities, voluntary organisations, private practice or the NHS, as well as working within academic research roles. The course has a number of ‘value added elements’ which are reflected in the course title and focus on the application of skills. These include:- Development of relevant skills within the modules including:

Critical evaluation of current practice

Critical evaluations of current evidence and its application to practice

Critical reflection own learning and development

Enhanced knowledge within the areas of eating disorders aetiology, and treatment

Skills development

planning and delivering low intensity psychological interventions

planning treatment

CBT (formulation, behavioural experiments, self-monitoring, cogitative restructuring) Presenting Team working

Communication skills using a motivational approach (e.g. paraphrasing, reflecting,

exploring, decision making and motivation) and Guiding

Communicating at Masters level- written and oral

Targeted assessment encourages learning and assessment opportunities that have a direct relevance to future working practice. Examples include flexibility of delivery allowing easy access to module delivery Career paths for graduates are varied and include:- Primary, secondary and tertiary care within the NHS:

NHS/private or charity provider working and progression within Eating disorders

specialist services

NHS /private or charity provider- working and progression within community

commissioned eating disorders services

NHS -working and progression within community mental health services

Private Practice in the field of Eating Disorder management

Teaching/lecturing

IAPT practitioners

http://www.leedsbeckett.ac.uk/studenthub/careers.htm Work-Related Activities Placement or Work-Related Activity Level: Not applicable Placement or Work-Related Activity Length in Weeks: Not applicable Type of Placement or Work-Related Activity: Not applicable Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at http://www.qaa.ac.uk/reviews-and-reports We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement. Academic Regulations Recognition of Prior Learning to the PG Certificate. An exemption has been agreed that students accessing the PG Cert Eating Disorders be able to request the module titled ‘Eating Disorders and Mental Health’ to be miscible with the module 'Multi-disciplinary Practice in

Eating Disorders' (as both are equivalent) as part of the RPL process especially when undertaken as part of the Faculty CPD scheme. This is an exemption from Regulation 2.1.9., Limits on RPL.