MA Art Psychotherapy
01 Sep 2017 - 31 Aug 2027
| Course Leader | Mandy Leonard |
|---|---|
| Course Team | Fiona Williams, Gerald Hewer, Alison Coles, Louise Luscombe, Laura Waite, Blanka Hubena, Esther Hunt, Helen Jury, Jennifer Clarke, Jennifer Wilson, Katherine Holmes, Natalia Higginson, Sarah Challenger, Tiffany Arnold, Virginia Hearth |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Part Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2017 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
The MA Art Psychotherapy course aims to provide the necessary training to enable students to achieve all learning in relevant theory and placement practice to meet the HCPC Standards of Proficiency for Arts Therapists. On successful completion of the course, students will be eligible to apply to the HCPC to register as an arts therapist and choose their relevant modality – art therapy/art psychotherapy. Additionally, they will be eligible to gain full membership of the British Association of Art Therapists (BAAT).
Learning Outcomes
| A1 | Critical understanding and knowledge of wellbeing and illness and the value and impact of therapeutic relationship on both. |
| A2 | Critical understanding of the theories underpinning art psychotherapy practice and their relevance to the design of therapeutic interventions. |
| A3 | Critical awareness of systemic approaches in therapeutic practice and their impact on assessment, treatment and evaluation of complex service user needs. |
| A4 | Critical understanding of arts based approaches in treating ill health. |
| B1 | Ability to gather and critically evaluate relevant information to provide the most suitable therapeutic care to clients accessing art psychotherapy. |
| B2 | Ability to critically reflect on the effectiveness of specific therapeutic interventions in art psychotherapy. |
| B3 | Ability to design, carry out and critically evaluate a research project. |
| C1 | Ability to build an effective therapeutic relationship with service users from diverse populations and with complex needs and to reflect critically and developmentally on individual and group processes using art psychotherapy skills. |
| C2 | Ability to make informed clinical decisions in complex and unpredictable situations. |
| C3 | Ability to demonstrate personal resilience, commitment to and responsibility for professional conduct, professional autonomy, reflective skills and continuing professional development in diverse art psychotherapy practice settings. |
| C4 | Ability to practise in adherence with relevant ethical, professional and legislative guidance informing, regulating and supporting their art psychotherapy practice. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| TS4D004 | MOD009824 | Theory and Practice | Running | 40 | core |
| TS4D005 | MOD009848 | Therapeutic Approaches and Evidence Based Practice | Running | 40 | core |
| TS4S006 | MOD009825 | Art Psychotherapy Skills 1 | Running | 20 | core |
| TS4S009 | MOD009851 | Art Psychotherapy Skills 2 | Running | 20 | core |
| TS4T003 | MOD009852 | Art Psychotherapy Research and Practice | Running | 60 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
There are occasions when this is organised to ensure students understand the contemporary landscape of art psychotherapy practice.
Practice specialism is represented in the practice of the permanent members of the teaching team, who come from palliative care, learning disabilities, child and adolescent mental health services, refugee and asylum seeker camps, museums and galleries, dual experience settings.
Volunteering
N/A
Fieldwork
N/A
Fieldtrips
N/A
Work Placements
There are placements in every year of the course, and these are vital to the students' learning. As well as ensuring practice based learning in order to gain the relevant skills in Art Psychotherapy, they are also a good way of networking and gaining future employment. All placement development and allocation is the responsibility of the course team. All placement settings are quality assured. Clinical supervision is provided on site by a suitably qualified therapist and student learning is further supported by group supervision in University. Tripartite contract outlining the responsibilities of the student, placement and University is signed by all parties (all placement paperwork is provided to students at the start of their studies and is contained in the Placement Handbook.
A formative assessment is linked to placement learning and student development on the course through Portfolio, consisting of:
- Placement Contract
- Placement Approval Form
- Health and Safety Checklist
- Placement Supervision Reports
- Student Placement Self-Assessment Reports
- Placement Attendance Log
- Personal Therapy Register
- Personal Therapy Log
In Year 1 this is augmented by Reflective Journal and in Year 2 by Poster Presentation.
Minimum Placement Attendance:
- 15 weeks in Year 1 (1 day per week)
- 20 weeks in Years 2 and 3 (1 day per week)
In total the students must complete at least 55 weeks in placement setting.
Work-based Learning
N/A
Sandwich Years
N/A
Employer Forums
Placement provider meetings are arranged regularly to ensure our placements understand their central role in this programme. Other forms of feedback include Placement Providers' Day once a year, annual placement evaluation from each placement provider, and feedback from employers of our graduates informally via professional networks.
Other
Via professional networks, such as the Wales Arts Therapies Advisory Forum (WATAF) which meets three times a year, Welsh Therapies Advisory Committee (WTAC), British Association of Art Therapists (BAAT) Wales regional meetings - three times a year.
Means of Assessment
Written Assessment (Essays)
Written Assessment (Case Study)
Written Assessment (Research Project)
Portfolios
Portfolio to include Poster Presentation
Practical Exam (Student-led Arts based Group Task and written reflection)
Practical Exam (Student Facilitated Art Psychotherapy Group and Written Reflection)
VIVA VOCE
Learning Support
The learning support available through the course
Induction
Induction takes place every year during the enrolment week and each year group receives specific information regarding the course structure, delivery and content, course requirements outside of the taught delivery, assessment strategy, placement arrangements, physical setting and specialist lectures/one of events. Induction to library services is also tailor-made to each year group to respond to their changing needs. Student Advice induction is also provided including information about university regulations, resources available for extenuating circumstances, disability and wellbeing needs.
Personal tutor
Students have 2 hours of personal tutorial time available to them in each academic year to help them explore any pastoral or other course related issues. Students are encouraged to utilise their tutorial allocation throughout the course, not just at times of difficulty.
Office hours
9-5 Mon-Wed for course leader, other members of staff (3 x P/T, HPLs) are available during their working days to discuss any urgent matters or course/module progression concerns. The delivery of the course is planned for Mon-Wed, with Year 1 being taught on Mondays, Year 2 on Tuesdays and Year 3 on Wednesdays.
Tutorials
Students have personal tutorials in each year
Seminars
Weekly seminars ensure a continuous development of learning with materials available on Blackboard
Formative Assessment
Personal tutorials, in lectures support, student service and online resources are all available. Examples from previous years are available with some assessments (pending any relevant permissions and confidentiality guidelines).
Progress meetings
Progress is discussed at regular points in the year and when needed. Should there be a Cause for Concern identified on placement, or other issues that do not at that stage require a full Cause for Concern procedure, a progress meeting would be convened to discuss this with the student and then with the placement provider. The support available through Student Administration and Study Advice are utilised should any Fitness to Study or Fitness to Practice issues arise for any student on the course.
Research Supervision
Supervision is available for research project in Year 3, comprising of 9 hours of dissertation supervision.
Online Resources
All course materials are available through Blackboard. Additionally, all course and module literature and practical arrangements on the course (group facilitation, grouping of students for different elements of their learning, personal tutor groups etc.) are also listed in each Module/Course online page.
The Library Services are an integral part of students' learning experience at the university; including online guides and documents relating to referencing, study skills, formatting and academic work presentation.
All assessed work is submitted online (except final year dissertation).
Access to professional bodies and the arts therapies regulator's professional literature and the information relevant to students' progress on the course is also linked to the Virtual Learning Environment (VLE).
Advice Centres
Students can access the Student Advice Zone in City Campus in person, online or by phone.
DDS Service
The Students Services facilitate any DDS assessments and support, which is then clearly communicated to students and staff via Quercus.
IT/Library
Student are able to access all USW libraries and their resources (FindIt and the Library catalogue) and access library support in person, online via the Library Chat Room or by phone/email.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Arts | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Intermediate |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Intermediate |
| No Qualification Type | HCPC registration in Arts therapy (with an elective Art Therapy or Art Psychotherapy modality) title which is available to all successful trainees upon graduation. | Intermediate |
Progression Route
N/A
Entry Requirements
Admission to the course is typically through the following qualifications:
Students are required to have an undergraduate degree or equivalent qualification or significant relevant experience demonstrating their ability to work at an MA level.
They should have substantial experience in a related field (paid or voluntary) with a range of client groups relevant to art psychotherapy practice (arts, education, social and health care based etc.).
Applicants must demonstrate personal maturity, commitment, and suitability through the application process and interview.
An Enhanced DBS check is required in compliance with the terms of the Rehabilitation of Offenders Act 1974 and mental health legislation for clinical placement and employability in the NHS, local authority social services departments, working with children, vulnerable adults and other similar sensitive areas of clinical practice and/or employment.
Two references are needed for all applicants.
Applicants will normally be accepted onto the course only after interview by a registered art psychotherapist(s) and assessment of arts based skills, practice and relevant experience.
Will students be required to undergo a DBS check
Yes, full and enhanced
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
The Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
Arrangements for Feedback to Students
The arrangements for providing feedback to students on their assessed work within 20 working days are:
- all assignment feedback is provided in writing via Blackboard
- feedback sheets are provided for all assessments with comments on work done well, areas for development and any other relevant observations made by markers
- annotated original assignment documents are returned with comments and corrections as part of assessed work feedback
- placement performance is fed back on by placement supervisors and students also undertake self-assessment
- students can seek further feedback via personal tutorials
- further generic feedback is available in seminars/lectures and in class preparation for future assignments.
Student Representation
Students on this course will be represented at meeting with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
The role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs. These take place each term and have been arranged to take place on the attendance day of each Year group to ensure engagement with this feedback forum.
Student Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
Quality Of Standards Indicators
Course Monitoring
The University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
HCPC undertake annual monitoring of the course to ensure the HCPC Standards of Education and Training are adhered to during its current validation period.
External Examiner
External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
They provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
External examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
The external examiner(s) associated with this course are recorded in the Course Handbook.
Engagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
QAA Subject Benchmark Statement on Arts Therapy together with relevant HCPC Standards are incorporated into the curriculum and also form a basis for giving feedback on the progress of students towards their readiness to practice.
CQFW and FHEQ are adhered to and followed in setting up level 7 postgraduate professional training, how it can be entered and credits associated with each Year of study and module.