University of Chester

Programme Specification
Youth Matters PGCert
2014 - 2015

Postgraduate Certificate

Youth Matters

Youth Matters

University of Chester

University of Chester

Chester campus; with some provision possible at Warrington Campus, Wirral Campus and Leighton Campus if demand exists.

Postgraduate (Taught)

Part-time

Classroom / Laboratory,

1 year

3 Years

Annual - September

TBC

L510

No

17a. Faculty

17b. Department

Health and Social Care Health and Social Care

Location within the National Qualifications Framework:

Common Core Skills and Knowledge for the Children's Workforce (2005)

Public Health Key Competencies (2004)

National Service Framework for Children, Young People and Maternity Services (2004)

National Service Framework for Mental Health (1999) 

Benchmarks which have been mapped into the modules to ensure that the appropriate national quality framework is met are included in Section 32 'Additonal information'.

N/A

Faculty of Health and Social Care, Postgraduate Programme Assessment Board

Friday 1st December 2006

The overarching aim of the programme is:

To enable professionals to promote the development and delivery of youth-friendly services across a variety of service settings within the inter-professional and inter-agency context.

Specific programme aims:

  • To enable students to be cognisant of the holistic nature of youth health and to gain comprehensive higher level knowledge, expertise and the individual qualities necessary to work within unpredictable working environments.
  • To enable students to conceptualise youth health within an evolving policy arena, with specific reference to the public health agenda.
  • To offer a dynamic and quality postgraduate educational experience relevant to youth health related specialists within the inter-professional and inter-agency context.
  • To develop originality and sound judgement in leadership and facilitation skills which enable postgraduates to innovate and apply contributions to the research base of service delivery and communicate conclusions clearly.
  • To continue to develop the students' skills in collaborative practice and the partnership delivery of care for youth health and well-being, and to consider the impact of their professional role within their own organisation and wider context.
  • To prepare practitioners to exercise higher levels of judgement and problem-solving in relation to youth health, and encourage development in others.
  • To develop and promote the skills of synthesis, together with critical, analytical and reflective thinking, and promote an ethos of lifelong learning.


Knowledge and Understanding

Higher knowledge and comprehensive understanding of:

  • Key concepts, principles, theories and policies in Youth Matters.
  • Uniqueness of their own profession and the diversity of other inter-disciplinary roles and how this can be utilised to empower individuals, groups and communities.
  • Research-based approach to the ongoing development of their role and the dissemination of information.
  • Professional, legal and ethical issues.


Thinking or Cognitive Skills

The ability to:
  • Demonstrate self-direction, independence of thought, and the ability to think logically and critically.
  • Access, analyse and process information applicable to their own research or advanced scholarship.
  • Utilise higher level analytical skills when evaluating professional work from both professional and service user perspectives.
  • Demonstrate independent learning ability when working as a reflexive and autonomous professional.
  • Demonstrate originality when exercising innovative and creative thinking strategies.


Practical Skills

The ability to:
  • Exercise innovation and personal responsibility when comprehensively applying a range of relevant assessment, intervention and evaluation strategies.
  • Communicate effectively with individuals, groups and communities.
  • Demonstrate innovation in the application of evidence-based practice.
  • Demonstrate leadership within collaborative, inter-disciplinary working practices and partnerships.


Key Skills
  • Communication
  • Application or Number
  • Information Literacy and Technology
  • Improving own learning and performance
  • Working with others
  • Problem solving


The ability to:
  • Demonstrate self-direction in both formal and informal learning environments.
  • Communicate effectively at both individual and organisational levels.
  • Be competent in the use of IT.
  • Work autonomously and collaboratively, and lead a team.
  • Demonstrate higher literacy and numeracy skills.
  • Apply an evidence-based approach and critical appraisal skills to the on-going development of the professional role and the dissemination of information.


Transferable Professional Skills

The ability to:
  • Demonstrate self-direction in both formal and informal learning environments.
  • Communicate effectively at both individual and organisational levels.
  • Be competent in the use of IT.
  • Work autonomously and collaboratively, and lead a team.
  • Demonstrate higher literacy and numeracy skills.
  • Demonstrate application of the research process and evidence-based practice.

This is a part-time postgraduate certificate programme which will normally be delivered over one calendar year. Students can take a flexible approach to completion and have up to three years to obtain the qualification.

All modules are worth 20 credits at level 7, and to be awarded a Postgraduate Certificate in Youth Matters the student must successfully complete the appropriate 60 credits.

Modules are designed and delivered in accordance with FHEQ, using their stated credit level descriptors as a reference point. The programme is linked to a higher education accreditation system, with existing mechanisms for the award of credit for appropriate learning and prior experiential learning. No student may seek an award for completion of the modules comprising this programme without having been registered for the qualification aim and having engaged with all the appropriate programme admissions procedures.

Great emphasis is placed on practical application of youth-friendly principles.

The content of the programme takes into account the need for Youth Health practitioners to develop high levels of expertise in three domains of:

  1. Youth Matters in Context. 
  2. Youth Matters Policy and Planning.
  3. Youth Matters in Action.

The modules have internal integrity and are linked together to form a coherent programme of learning, but may also be undertaken as stand alone modules. The modules are numbered and this denotes their 'normal' sequencing. Routes exist for the PG Certificate to be further developed into a PG Diploma or MSc Degree award.

For each 20 credit module, the time required to produce assessable work is calculated as 200 hours, inclusive of time spent in class contact with lecturers.

The contact hours (direct teacher/learner interaction) are within the recommended range for level 7 modules i.e. 20–35 hours of student contact.

Derogation

Please note, that having been granted derogation from the University Regulations, the following applies to this programme:-

Students must pass every component and module, with a minimum mark of 40%

Mod-Code Level Title Credit Single
NM7001 7 Youth Matters Policy and Planning 20 N/A
NM7002 7 Youth Matters in Action 20 N/A
NM7003 7 Youth Matters in Context 20 N/A

Three modules @ 20 credits each = 60 credits at level 7, cumulatively equalling a postgraduate certificate.

The admission criteria for student entry to the Postgraduate Certificate in Youth Matters programme will normally be:

  • A minimum of two years' graduate experience working with young people.
  • Successful completion of a degree or equivalent. The classification of the first degree will normally be a 2:1 or above.

Normally, candidates undertaking level 7 study will have a first degree in any discipline. In certain circumstances, candidates without a first degree but with exceptional, high level professional responsibility, experience and motivation may be admitted directly to level 7 study on the provision of evidence demonstrating their capability to study at this level.  Applicants must have a current, suitable place of employment in which their learning can be applied. Examples include the public protection agencies, and voluntary and independent sector professionals.

Location within the National Qualifications Framework:

The National Qualifications Framework (NQF), as identified by the Quality Assurance Agency for Higher Education, is designed to provide and promote academic standards via benchmarking and specifications.

PG Certificates are awarded to students who have demonstrated:

  1. A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.
  2. A comprehensive understanding of techniques applicable to their own research or advanced scholarship.
  3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
  4. Conceptual understanding that enables the student:
  • To critically evaluate current research and advanced scholarship in the discipline, and
  • To evaluate methodologies, develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

  1. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
  2. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously when implementing tasks at a professional or equivalent level.
  3. Continue to advance their knowledge and understanding, and to develop new skills to a high level.

    and will have:

  4. The qualities and transferable skills necessary for employment requiring:
  • The exercise of initiative and personal responsibility.
  • Decision-making in complex and unpredictable situations.
  • The independent learning ability required for continuing professional development.

 

Students will experience a variety of teaching and learning methods designed to facilitate the achievement of all learning outcomes at level M within a student-centred approach, and to foster personal and professional development.

A variety of teaching and learning strategies will be used to meet the programme learning outcomes. Emphasis, however, will be placed on small group work, discussion, poster and seminar presentations, work-based learning, e-learning, problem-based learning, project work, case discussions, action-learning sets and experiential learning activities. Self-directed and peer-learning will be encouraged throughout and, consistent with the philosophy of the programme, peer and self-assessment will be used in the formative assessment process to complement lecturer assessment.

Student support and direction will be provided by interactive discussion and individual feedback, which at level M will promote development of the critical thinking skills required to analyse practice issues.

The negotiation of individual learning contracts will provide a framework for meeting an individual professional's perceived learning needs.

Inter-professional learning is a key feature within the programme. Visiting lecturers and expert professionals will be required in order to facilitate this process, and to ensure that examples and scenarios are drawn from the range of professional areas.



Students will be exposed to a variety of assessment methods designed to ensure that the content, outcomes and level of the modules are measured in a fair and transparent manner. Examples include assignments, seminar presentations, individual case studies and reflective accounts. Knowledge and understanding will be tested through written assignments, seminar presentations and individual case studies. Intellectual skills will be assessed normally through course work, and students will be asked to demonstrate thinking and cognitive ability through written assignments, seminar presentations, individual case studies and reflective accounts. All aspects of the assessment strategy will be used to evaluate transferable/key skills and, where relevant, mapped against national benchmarks.

Assessment methods for each module are:

Youth Matters in Context

Seminar presentation: Students must present a seminar in relation to a psycho/social aspect of adolescence relevant to their area of work (30% weighting, 1500 word equivalent).

3500 word written assignment: A critical reflective account based on the seminar presentation (70% weighting).

Youth Matters Policy and Planning

Virtual youth case scenario *: Application of the policy agenda.

Critically appraise appropriate inter-professional policies impacting on the scenario (100% weighting, 5000 words).

Youth Matters in Action

Deconstruct and design a virtual scenario relating to an area of practice, identifying desired outcomes, and barriers and levers existing within the scenario which might prevent or enable the achievement of those outcomes. This must reflect the inter-agency dimension.

Seminar presentation: The scenario is to be presented as a seminar to the group, to stimulate group discussion and debate (30% weighting, 1500 word equivalent).

Written assignment: A 3500 word reflective account based on the content of the seminar and the debate generated from the presentation, and subsequent further reflection (70% weighting).

All assessment processes and procedures are in accordance with University of Chester regulations.

* Virtual youth case scenario: Virtual Patient Case Studies are designed to immerse the learner in the  decision making process and encourage active application of knowledge to youth case scenarios. 

The programme clearly offers students the opportunity to achieve the characteristics of a postgraduate and it is the assessment criteria based upon QAA and University of Chester documents which define these characteristics:

Assessment Element

Postgraduate Criteria
ReasoningDemonstrate critical reasoning with regard to complex issues, which shows an ability to explore and develop alternative solutions.
KnowledgeCritical evaluation of key concepts of knowledge. Extensive systematic reading and demonstration of insight and originality.
Theory/Practice linkDemonstrate a comprehensive understanding of relevant knowledge and applicable techniques which are at the forefront of professional practice.
Analysis Demonstrate synthesis and be able to deal with complex issues in an original manner.
Problem solvingDemonstrate a systematic understanding and critical awareness of current and/or new insights, much of which is at, or informed by, the forefront of professional knowledge and practice.
Evaluating evidence and argumentAbility to deploy accurately, creatively and imaginatively established techniques of analysis and enquiry.
Reaching sound judgementsAbility to critically evaluate current research, methodology and scholarship and, where appropriate, propose new hypotheses.
CommunicatingExcellent communication skills which can reach a wider audience.

The above criteria demonstrating the notion of a postgraduate are fundamental to the role of professionals working within the field associated with the strategic planning of Youth Matters. It is envisaged that students who successfully complete the programme will utilise these criteria to become leaders and innovators.

 Professionals who complete this programme will have an in-depth knowledge and understanding of youth health matters. They will have the knowledge and skills necessary to assess needs of individuals, groups and populations of adolescents, and to plan, re-design, implement and evaluate interventions to meet their health needs. Students will also have gained an in-depth understanding of inter-professional and inter-agency working.

It is anticipated that postgraduates exiting with this qualification will be equiped to provide leadership and management in the implementation of the national and local agenda relating to the health and well-being of young people. The level of expertise gained will enable participants to lead and manage the re-design process including assessing the need, models of commissioning, service re-design and benefits realisation for their supporting organisation.

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

The following benchmarks have been mapped into the modules to ensure that the appropriate national quality framework is met:

Module key for tables below:
A: Youth Matters in Context
B: Youth Matters Policy and Planning
C: Youth Matters in Action

Common Core of Skills and Knowledge for the Children's Workforce (2005)

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Learning outcome

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Key competencies:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Listening and building empathy

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Summarising and explaining

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Consultation and negotiation

 

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Confidentiality and ethics

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How communication works

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Importance of respect

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National Service Framework for Children, Young People and Maternity Services (2004)

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Learning outcome

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Key competencies:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard 1: Promoting health and well-being,
identifying needs and intervening early

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Standard 2: Supporting parenting

 

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Standard 3: Child, young person and
family-centred services

 

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Standard 4: Growing up into adulthood

 

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Standard 5: Safeguarding and promoting
the welfare of children and young people

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Standard 8: Disabled children and young
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Standard 9: The mental health and
psychological well-being of children
and young people

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Public Health Key Competencies (2004)

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Learning outcome

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Key competencies:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Surveillance and assessment of the population's health and well-being

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Promoting and protecting the population's health and well-being

 

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Developing quality and risk management within an evaluative culture

 

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Collaborative working for health

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Developing health programmes and services and reducing inequalities

 

 

 

 

 

 

 

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Policy and strategy development and implementation

 

 

 

 

 

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Working with and for communities

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Strategic leadership for health

 

 

 

 

 

 

 

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Research and development

 

 

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Ethically managing self, people and resources

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National Service Framework for Mental Health (1999)

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Learning outcomes

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Key competencies:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard one: Mental health promotion

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Standards two and three: Primary care and
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Standard four: Effective services for
people with severe mental illness

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Standard six: Caring for carers

 

 

 

 

 

 

 

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Standard seven: Preventing suicide

 

 

 

 

 

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