MA Art Psychotherapy Practice School of Health and Community Care Leeds Beckett University

2019/2020 Postgraduate Course Handbook MA Art Psychotherapy Practice School of Health and Community Care Leeds Beckett University

Partner Institution Art Therapy Northern Programme Sheffield Health and Social Care NHS Foundation Trust

Programme code: ARPYS

Leeds Beckett University

Please contact Sue Turton [email protected] if you require this information in an alternative format.

Contents

1 Welcome to the Course ...... 1

1.1 Message from the Dean of School of Health & Community Studies ...... 1

1.2 Message from the course director ...... 1

1.3 Message from your Link Tutor ...... 2

1.4 Academic Calendar and Timetable...... 2

1.5 Key Contacts ...... 2

1.6 Keeping in Touch ...... 3

1.7 Attendance statement ...... 4

1.8 Working in Partnership ...... 5

1.9 Course Representatives ...... 6

2 Studying on this Course ...... 7

2.1 Course Specification ...... 7

2.2 Course Resources ...... 8

2.3 Professional Accreditation or Recognition Associated with the Course ...... 8

2.4 Skills you will Gain during the Course ...... 8

2.5 Work-Related Activities and Employability ...... 9

2.6 Opportunities for Graduates ...... 10

2.7 External Examiner...... 10

3 Assessment and Feedback ...... 11

3.1 Assessment ...... 11

3.2 Getting Feedback on your Assessed Work ...... 14

3.3 How do I Get my Results? ...... 14

3.4 Extenuating Circumstances and Mitigation ...... 14

3.5 Re-assessment ...... 15

3.6 Student Appeals ...... 15

3.7 Academic Misconduct ...... 16

4 Where to Get Help ...... 17

4.1 Personal Tutor / Academic Advisor ...... 17 2019/20 Postgraduate Course Handbook – Validated Courses

4.2 Student Support ...... 18

4.3 Disability Support ...... 18

4.4 Library Help ...... 19

5 What to do if you… ...... 22

5.1 …are absent for more than one day ...... 22

5.2 …are ill ...... 22

5.3 …have a comment, compliment or complaint ...... 22

5.4 …are considering suspending studies or withdrawing from the course ...... 23

6 Relevant Policies ...... 24

6.1 Safety, Health and Wellbeing ...... 24

6.2 Regulations ...... 26

6.3 University Academic Regulations ...... 26

6.4 Student Contract ...... 26

7 Other elements of the course...... 27

8 Notes for Students and Staff on Written and Oral Assignments ...... 32

9 Appendix 1 - Course Specification ...... 37

10 Appendix 2 - Assessed and Required Components 2019-20 ...... 41

2019/20 Postgraduate Course Handbook – Validated Courses

1 Welcome to the Course

1.1 Message from the Dean of School of Health & Community Studies

Welcome! If you are joining us to start your course or returning to continue your studies, I hope that you enjoy and value your time on your course over the coming year. This is the beginning of something new and very special for you, and we are here to help you to meet your potential in your studies. Everything we teach and research in the School of Health and Community Studies makes a difference to communities and individuals, and this is the path you are following. Your studies will make a difference to the people you work with and the communities you serve, and you should be very proud of this.

Wishing you every success in your studies.

Sue Sherwin, Dean of the School of Health and Community Studies

1.2 Message from the course director

A sincere welcome to the Art Therapy Northern Programme; the course team for the MA Art Psychotherapy Practice are looking forward to working with you. Although based in Sheffield: the course is built on a partnership between Sheffield Health and Social Care NHS Trust and Leeds Beckett University. This handbook provides you with information about your course, your faculty, your responsibilities as a student, in addition to information about assessment and other regulatory issues. For a more detailed introduction to Leeds Beckett and information about all the facilities and services the University offers including offsite access see the MyBeckett website.

We aim to contribute to you becoming a qualified therapist who is able to demonstrate fundamental empathy and respect for service users, whilst offering valuable therapeutic work. Hopefully too, someone who can go on to providing evidence based research via sound practice experience to the profession in the future.

All the best for your future studies.

Jacqui McKoy-Lewens, Course Director

1.3 Message from your Link Tutor

This handbook provides you with information that you will need on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. Your module information for each study module is also contained within the contents of this handbook. The course team is looking forward to working with you this year and we hope that your time studying with the Art Therapy Northern Programme and Leeds Beckett is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies.

Divine Charura, Leeds Beckett Link Tutor, MA Art Psychotherapy Practice

1.4 Academic Calendar and Timetable

Full details of the University’s standard student academic calendars are available at: www.leedsbeckett.ac.uk/about-our-university/term-dates. Please be advised that whilst your course may broadly follow these calendars, there may be local variation due to religious, national and local holidays. You will be provided with a calendar specific to your course at the start of each year of your studies.

1.5 Key Contacts

Course Leader: Jacqui McKoy-Lewens, [email protected]

Course Team:

Deborah Gibson With responsibility for Learning Group 2, [email protected]

Naomi Perry With responsibility for Learning Group 1, [email protected]

Paula Rolston With responsibility for placements (with Caroline Turner)

[email protected]

Caroline Turner With responsibility for placements (with Paula Rolston)

[email protected] 2

Dr Chris Wood With responsibility for Learning Group 3, [email protected]

Session and associate staff can also initially be contacted c/o - [email protected]

Personal Tutor Personal tutors will be allocated in semester one.

Course Representative

Course Representatives are student volunteers who represent your views at course-level, in course forums and in meetings with academic and support staff. Details about being a Course Representative are available at www.leedsbeckett.ac.uk/studenthub/course-representatives.htm and on the Students’ Union website https://www.leedsbeckettsu.co.uk/studentvoice/coursereps

Course Administrators

Sue Turton, Art Therapy Northern Programme Administrator: [email protected] Phone: 0114 226 4900

(Sue’s phone is answered on weekday mornings; voice mail messages ca be left at other times). Sue is the first point of contact for many student issues and she offers a great deal of support to the course community.

Elaine Sadd, [email protected] Leeds Beckett administrator

Library Support Staff

Academic Librarian: Penny Dunn, [email protected]

1.6 Keeping in Touch

Academic and administrative staff at our University use your student email address to contact you. It is important that you check this account regularly. You can forward emails from your student email address to a preferred personal email address, however, quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your student email address is the only email address that you use to contact University staff. Information on how to access your student email address can be found on the Student IT Support Pages http://libguides.leedsbeckett.ac.uk/mybeckett/emailtimetable.

We will inform you of class activities and course notifications, including any cancellations. Any changes to the timetable will be communicated to you as soon as possible and in the most appropriate way at the time. It will be your responsibility to ensure that you look regularly at your Leeds Beckett student emails, in Announcements on Leeds Beckett Blackboard and the student notice board at Netherthorpe House, Sheffield.

For each module, the Module Handbook will include the preferred method of communicating general information about that module to you.

Please make sure that you inform Sue Turton at Netherthorpe House and Elaine Sadd at Leeds Beckett University whenever you change your address and contact details.

1.7 Attendance statement

The University expects you to attend and fully contribute to all mandatory sessions on your timetable. Fully engaging with your lectures, seminars, tutorials and practical sessions is an important and necessary part of your learning to be professional, and an expected part of your future fitness to practise. Your engagement with the course also contributes to the University community and the learning experience of your fellow students on the course. Attendance records are maintained and they contribute to judgments made about fitness to practise (in terms of criteria described by the Health and Care Professionals Council (HCPC). The HCPC is the professional registration body for health care professions, without registration it is illegal to practise.

1.8 Working in Partnership

We are committed to working in partnership with you and the Art Therapy Northern Programme to provide you with an inclusive, safe and engaging learning environment which is conducive to study for all our students. An important element of your time studying with us is your engagement in developing your learning. Your engagement and attendance on your course enables you to further your learning and supports your achievement, course completion and aspirations for the future. There is an expectation that students will attend, engage in their learning and submit for assessment. The Art Therapy Northern Programme will provide support for you to maximise your time studying with us and to develop your learning, skills and abilities to support you in your chosen career path.

We seek active participation by all our students in the continuous enhancement of our courses and through our monitoring, annual review and enhancement processes. These are formal processes used by our University for assuring the academic standards and quality of your course and its continuous improvement. These processes utilise your feedback, External Examiners’ reports, feedback from staff and others, data relating to student outcomes on the course and student surveys to reflect on areas of good practice and areas for further enhancement. We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys, which may be administered by the University or by the Art Therapy Northern Programme. 5

Informal feedback is also welcome at any time either via your personal or module tutor or via your Course Representative. Our partnership with you enables us together to make the most of your learning experience with us and to enhance the quality and reputation of your course. You can find out what actions have been taken in response to your feedback through your Course Representative or your tutors.

1.9 Course Representatives

You have the opportunity of becoming an elected Course Representative working in a voluntary capacity with students, the Course leader and members of the course team. The Art Therapy Northern Programme enables the process for election and appointment of Course Representatives, their training, development and engagement in enhancement activities. Being a Course Representative provides an opportunity for you to enhance your own learning and the development of relevant professional and employability skills in parallel with your studies.

As a Course Representative you would play an important role in:

• acting as a point of contact and advocate for students on your course and in supporting their active engagement;

• gathering feedback from students on your course to inform further enhancements to the quality of your course and the student experience;

• enabling dialogue and good communication between students and staff on the course;

• working with the Course Leader, members of the course team enhance your course;

• facilitating and engaging in meetings about your course; and

• being an ambassador for your course.

Further details about Course Representatives are available on the Student Hub web site and in our University’s Academic Regulations.

2 Studying on this Course

The course requires Disclosure and Barring Service (DBS) checks and you will be asked to complete the DBS form and provide relevant information and supporting documentation at the start of the course.

2.1 Course Specification

The Course Specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required outcomes. The Course Specification can be found in the appendix of this Handbook.

Course Structure

The course is taught according to the semester structure where each academic year consists of two 15-week semesters. The course is offered on a full-time basis over two years or on a part- time basis over three years. Full-time trainees attend two days a week (on Mondays and Tuesdays) in their first year and on one day a week (Tuesdays) in their second year. Part-time trainees attend one day a week, on Mondays in their first year and then on Tuesdays in their second and third years. Placements are in addition to attendance on the course.

Course Learning Outcomes

All courses are benchmarked against the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ-DAB). The FHEQ-DAB can be viewed on the Quality Assurance Agency website: www.qaa.ac.uk. For more details on the Course Learning Outcomes specific to this course please view the Course Specification.

Module Information

For detailed information about the modules on this course please refer to the Module sections at the end of this handbook. They are also available online. Your Module Handbooks will include information on the module content, module learning outcomes, assessments (including submission dates) and reading lists.

Module Evaluation

Towards the end of each module, you will be asked to complete a module evaluation regarding your experience of studying towards a Leeds Beckett award.

2.2 Course Resources

There is a range of resources available to Netherthorpe House including three art studios/lecture spaces, art materials, student-use computers, and photocopier. Students also have access to Leeds Beckett’s online learning resources and library online resources and through the Offsite service.

2.3 Professional Accreditation or Recognition Associated with the Course

The MA Art Psychotherapy Practice is approved with the HCPC. The aim of the MA Art Psychotherapy Practice is to provide the successful graduate the eligibility to apply for registration with the HCPC as an Art Therapist/Art Psychotherapist.

2.4 Skills you will Gain during the Course

Skills Developed

On successful completion of the course a graduate will have the ability to practice autonomously, safely, effectively and with good judgement, within legal and ethical boundaries, and to maintain that ability. The successful graduate should also have effective communication skills with awareness of the impact of culture, equality, poverty, and diversity on mental health. Other, generic skills gained from the MA Art Psychotherapy Practice include team-working, mental health practice and research, critical thinking and evaluation, presentation, independent learning.

Once successfully registered graduates will be equipped to make a thoughtful contribution to the Art Therapy Profession and if possible to research the field and do work towards supporting the understanding of the profession’s profile. It is hoped that they will make a useful contribution to the work of their employing organisations and their service users, to their communities, and to society in general.

Additional Activities/Recognition

You will have opportunities to gain recognition during your time on your course for the extra activities you do in addition to your studies, including volunteering, student societies, playing in sports teams and being a Course Representative.

Students are encouraged to maintain an artist-identity through their personal art-making, and to engage in a wide variety of additional activities to enhance their studies with the Art Therapy Northern Programme. This might include extra training offered by placement providers or other learning opportunities. Being a student academic representative gives interested students a helpful insight into the liaison between the course, the Trust and the University.

Image reproduced with kind permission from Pauline Hall. This image is about her work with Elders facing dementia. 2.5 Work-Related Activities and Employability

The skills gained from successful completion of the MA Art Psychotherapy Practice will be transferrable to many work-place situations and requirements e.g. knowledge of professional relationships, team-working, use of research, critical thinking and evaluation, presentation, independent learning, professional autonomy and accountability. There are opportunities for students to attend employment seminars and workshops to gain job- search, application and interview skills, and to think about resourceful ways of creating employment prospects.

2.6 Opportunities for Graduates

Having built a portfolio of relevant placement work experience and gained a qualification that is a legal requirement for practice in the UK, you will be able to register with the Health & Care Professions Council as an Art Therapist or Art Psychotherapist. You will be able to work in a variety of settings, including the NHS, social services, mainstream schools, special schools and community organisations. Employment workshops in the final year of your course will help you develop and search for relevant work opportunities. The HCPC protected title for people qualifying with this course are both Art Therapist and Art Psychotherapist (the titles are interchangeable).

2.7 External Examiner

The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the United Kingdom.

The details of the External Examiner for this course are as follows: Ms Michèle Wood, Principal Lecturer, University of Roehampton

The External Examiner provides an annual report for your course and Elaine Sadd at Leeds Beckett can provide details of the External Examiner’s report on request. Further details on all External Examiners’ reports can be located here: www.leedsbeckett.ac.uk/studenthub/external-examiners-reports

3 Assessment and Feedback

3.1 Assessment

Assessment Strategy

Information on the various methods of assessment can be found in the Course Specification.

University Assessment Regulations

Our University’s assessment regulations are contained within the University Academic Regulations. Regulations on progression and award eligibility are available at: www.leedsbeckett.ac.uk/public-information/academic-regulations/.

Course-Specific Assessment Regulations and Professional Body Requirements

The course is subject to the Fitness to Practise Policy & Procedure. http://www.leedsbeckett.ac.uk/public-information/student-regulations/

The course has been designed to meet both the validation criteria of Leeds Beckett and national training criteria. The learning outcomes for the MA Art Psychotherapy Practice are aligned to benchmark statements for the Arts Therapies (QAA, 2004), Standards of Proficiency for the Arts Therapies (HCPC 2013) and core course criteria developed by the British Association of Art Therapist (BAAT). The course also observes generic standards of training and education outlined by HCPC (2012) and the new HCPC 15 standard of education and training introduced between 2014-15 which involves the clear inclusion of service users and carers in the education of students. The Art Therapy Northern Programme MA Art Psychotherapy Practice reflects the range of guidance given by the HCPC on its website: http://www.hpc-uk.org/ The following is the selection relevant to the course: HPC (2010) Guidance on Health and Character HCPC (2012a) Guidance on Conduct and Ethics for Students HCPC (2012) Standards of Education and Training (SETS) with the additional standard at 3.17 introduced in 2014-15. HPC (2008) Confidentiality Guidance for Registrants HCPC (2013) Standards of Proficiency: Arts Therapies (SOPS)

In accordance with professional association and QAA national core course training criteria the MA in Art Psychotherapy Practice: is full-time for not less than two years or part-time for not less than three years. In addition to theoretical components and the opportunities at Master’s level the course provides: • At least 25 studio based groups, of no less than 2 hours duration led by an HCPC registered art therapist (20 of these groups are part of a series). • The experience of between 100-110 days of placement with an appropriately experienced placement supervisor. • Course based supervision groups run in parallel to the placement frequently during semesters and monthly during the summer. Throughout the duration of the programme of study, a candidate must be in personal psychotherapy with a therapist not otherwise involved in teaching (the student pays for this component of their training): notes on this component of the course are provided in the Course Handbook. The course will adhere to the University Academic Regulations except where noted below.

All assessments and all modules must be passed at 40% to achieve the MA award. Attendance requirement There is an attendance requirement of 80% for all taught and placement parts of the course. Non- attendance for any reason is reported to the Course Leader. If a student’s non-attendance is sufficient to give cause for concern regarding the students’ fitness to practise this will then be managed through the Fitness to Practise Policy & Procedure of the University and in line with the fitness to practise considerations of the HCPC.

Contained Awards • PG Diploma Studies of Wellbeing – candidates for the MA who do not attain the required credit points for that award but who attain sufficient points for a PG Diploma, may be awarded a PG Diploma Studies of Wellbeing (120 L7 credit points). • PG Certificate Studies of Wellbeing – candidates for the MA who do not attain the required credit points for that award but who attain sufficient points for a PG Certificate, may be awarded a PG Certificate Studies of Wellbeing (60 L7 credit points).

These contained awards do not provide eligibility to apply for registration with the HCPC.

Aegrotat awards For students awarded an Aegrotat award, this award does not provide eligibility to apply to for registration with the HCPC.

Assessment Schedule

Please refer to appendix 2 for the summary of assessed and required components. Assessment details are also included in module handbooks.

Reasonable Adjustments and Assessment Support

Disabled students should contact Sue Turton the on-site administrator (who will link with the lecturer Deborah Gibson) at the earliest possible opportunity to discuss their support requirements for assessments and / or examinations. Deborah will introduce you to the relevant staff at Leeds Beckett.

Submitting Assignments All assignments must be handed in to the Course Administrator at Netherthorpe House, Sue Turton, just before the beginning of the day’s timetable on the deadline date.

There are learning resources available through the Skills for Learning webpage: skillsforlearning.leedsbeckett.ac.uk. Here you will find help and support on critical thinking, reading papers and writing essays and dissertations, making and giving verbal and visual presentations and other learning skills you may find equally supportive.

It is important for your progression and achievement that you submit all work for all assignments in a timely manner. Written assignments are to be handed in at the Administrator’s office on the due day before the beginning of the morning session. The administrator will record the receipt of your submitted work. It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of section 3.4 of this handbook. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details of the penalties for late submission of course work are available at 3.12 www.leedsbeckett.ac.uk/public-information/academic-regulations.

Further information on Turnitin is available here: http://libguides.leedsbeckett.ac.uk/mybeckett/turnitin

3.2 Getting Feedback on your Assessed Work

Assessed work will normally be returned with appropriate feedback within four weeks of your submission. Each Module Handbook will provide you with specific guidelines on how and when you will receive this.

3.3 How do I Get my Results?

Results from module assessments and decisions on awards are available on the Results Online system from: www.leedsbeckett.ac.uk/studenthub/results-online.htm. Results will only appear within Results Online five working days after the date of the Progression and Award Board meeting (the meeting where your end of level outcome will be decided) or the Module Board meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact Sue Turton, ([email protected]; 0114 2264900) or Elaine Sadd ([email protected]; 0113 8126753)

3.4 Extenuating Circumstances and Mitigation

If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so.

Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. You will need to provide evidence to prove your situation.

Further information can be found at www.leedsbeckett.ac.uk/studenthub/mitigation.

Extenuating circumstances should be discussed with a member of staff at Netherthorpe House where the student will be supported to complete the form for mitigating Circumstances. If you have been recommended ‘flexibility around deadlines’ as a reasonable adjustment in your Reasonable Adjustment Plan, Sue Turton will be able to advise you of the process.

3.5 Re-assessment

If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is).

You will be advised via the staff team of your options for re-assessment. You are advised to contact your Course Leader, Course Administrator or personal tutor / academic advisor for any necessary clarification.

3.6 Student Appeals

If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal.

After your results are available you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: www.leedsbeckett.ac.uk/studenthub/appeals.htm.

You are strongly advised to seek guidance from the Students’ Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork – see section 4 for Students’ Union Advice Service contact details.

3.7 Academic Misconduct

Academic integrity is a fundamental principle within the University and is strongly linked to good academic practice. The University has processes to investigate alleged breaches of academic integrity and, where a breach of academic integrity is admitted or found, applies appropriate penalties.

Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be a breach of academic integrity. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghost writing and falsification of data. Definitions of these offences and the serious consequences of breaching academic integrity can be found in our Academic Regulations: Section 10 Academic Integrity: www.leedsbeckett.ac.uk/public-information/academic-regulations.

There are a range of resources available to help you understand what is and what is not permitted and how to use other people’s ideas in your assessed work. These include the Skills for Learning website which can be found at http://skillsforlearning.leedsbeckett.ac.uk

If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online.

4 Where to Get Help

4.1 Personal Tutor / Academic Advisor

Your personal tutor / academic advisor (see Key Contacts in section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor / academic advisor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course.

Your personal tutor / academic advisor has an important role to play in supporting you in academic matters while you are studying on this course. If you are struggling with your work, want to discuss your assessments and ways to improve your marks, your named personal tutor/academic advisor is there to support you. Your meetings with the personal tutor/academic advisor should be led by you. You might want to talk about career aspirations, your course, your progress, and/or your academic results. You may want to set objectives for academic goals. They will also be able to signpost you to other services if they can’t help you. These services may, for example, your student affairs/student support service, student financial advice service, or a counselling service. However, for most students of this course they will be able to explore personal matters in their personal therapy.

Tutorial times are set within the timetable and students are asked to make every effort to attend, in exceptional circumstances it may be possible to offer telephone support. Also most weeks during the timetable allow for brief tutorial contact with a member of the core team. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information.

Getting to know your personal tutor/academic advisor in the early stages of your course is really useful. You are entitled to have one meeting per semester with your personal tutor / academic advisor in each year of your course. But your personal tutor / academic advisor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently.

4.2 Student Support

All students on the MA Art Psychotherapy Practice are fully registered students with Leeds Beckett which means that, in addition to the support provided by the Art Therapy Northern Programme staff team, including your personal tutor, the Student Hub can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students’ Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at www.leedsbeckett.ac.uk/studenthub. The Student Hub telephone number is 0044 (0)113 812 3000 and their e-mail address is [email protected]. They will work with the Art Therapy Northern Programme team, the Students’ Union, all University Services and external organisations to make sure that if they don’t have the answer to your question they will know who will. You can also use 'my Hub’ https://myhub.leedsbeckett.ac.uk/students/login?ReturnUrl=%2f which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources.

4.3 Disability Support

The staff at the Art Therapy Northern Programme aim to help students access the external help they need that cannot reasonably be provided otherwise. Where needed, it is advisable to make contact with the Disability Advice Team at Leeds Beckett as soon as possible in order to establish necessary help. Support for disabled students is available from our Disability Advice team. Support is available for students with a range of disabilities including: • epilepsy, diabetes and IBS • depression, anxiety and eating disorders • dyslexia, dyspraxia, and AD(H)D • Autism Spectrum Conditions • Mobility difficulties • Sensory impairments

Support is individually tailored depending on the nature of your disability and the demands of your course. www.leedsbeckett.ac.uk/studenthub/disability-advice. Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officer, more information is available at http://libguides.leedsbeckett.ac.uk/using_the_library/disabled_and_dyslexic_users.

4.4 Library Help

As a student on the Art Therapy Northern Programme you are likely to be one of the many Leeds Beckett students who don’t come to the Leeds Beckett campus very often, Library Online can help you. It offers a wide range of electronic databases and journals that have been especially selected for your course. As you are registered on a partner course, there is a special service called Offsite that you can contact for help and advice. Offsite is a tailored package of services to support you when you are seldom or never required to attend classes at the Leeds Campus. https://libguides.leedsbeckett.ac.uk/using_the_library/distance_learners_offsite

Art Therapy Northern Programme staff and students have found that the Offsite staff team is very helpful; students need not worry about asking any questions. It is possible, for example, to sit in front of a screen and be directed by them whilst on the phone about using Leeds Beckett electronic services. Offsite undertakes to respond to emails within 24 hours and is available during the day, the evenings and weekends.

In addition to the physical and online resources provided by the library through the Art Therapy Northern Programme you will have access to a range of resources via the University’s online library. The Library website (library.leedsbeckett.ac.uk) provides access to thousands of resources and information about Library services available to support you.

These resources are accessed via the University’s virtual learning environment, MyBeckett.

Leeds Beckett online library and learning resources

The Library website library.leedsbeckett.ac.uk provides access to resources and information about Library services available to support you.

You can access a range of online e-books and journals via the Library tab (below). Here, you can search for resources by using the Discover search tool, or by accessing the Library Online.

Help and Information Points

If you have any questions about using the library you can get help:

• online: library.leedsbeckett.ac.uk/contact-us • by phone - 0113 812 1000 (including 24/7 IT support).

Skills for Learning

Skills for Learning provides a wide range of web resources and publications to help your academic skills including teamwork, research, essay writing and time management plus information to help you reference and avoid plagiarism. Further information is available at: http://skillsforlearning.leedsbeckett.ac.uk/

Your Leeds Beckett student ID card

Once you have enrolled on your course, you will be provided with a Leeds Beckett student ID card, which contains a username which will provide you with access to the Library website, MyBeckett and Skills for Learning. Your password will be sent to Art Therapy Northern Programme, who will pass this on to you. It is recommended that you change your password to something more personal to you the first time you log in to MyBeckett.

Students’ Union

The Students’ Union Advice Service offers free, independent, non-judgemental advice and guidance to all Leeds Beckett Students. This can include advice on any problems you might have whilst on your course including all the Academic Regulations (Mitigation, Extensions, Complaints, Appeals, Disciplinary procedures and Academic Integrity). We can also give advice on any issues you may have with your housing including disrepair, contract checking and issues with deposits. We can also advise on student funding and debt. We will listen to your problem and outline what options are available to you, so you can make an informed decision on what to do. Hopefully you will never need us but just remember we are here for you if you do. Email: [email protected] Tel: 0113 812 8400 http://www.leedsbeckettsu.co.uk/advice

In addition, you talk things over with your agreed student course representative at the Art Therapy Northern Programme.

5 What to do if you…

5.1 …are absent for more than one day

If you are going to be absent for part or all of, or more than a teaching or placement day, you should inform the programme administrator (0114 226 4900) and the placement organisation (so you need to prepare yourself by getting the placement contact details in advance). If you are going to apply for mitigation because of this absence you will need to provide written evidence of the reason for your absence (see section 3). The requirement for minimum attendance on the MA Art Psychotherapy Practice course is 80%. 5.2 …are ill

If you are absent because of illness, you must inform the programme administrator by leaving a message on 0114 226 4900. If you can, it is also your responsibility to inform your placement organisation. If your illness spans more than one week (i.e. seven days including weekends) you must also provide a medical certificate. For periods of less than seven days a medical self- certificate is required: an electronic version of the certificate will be provided for you at the beginning of each year. Please keep this and print it each time you need to complete it and give a copy to Sue Turton for your file. If you have an infectious illness, it is important that you do not return to the course or your placement until you are told by your GP that you are fit to do so. We will then need to have a copy of your return-to-work certificate. If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact the programme Administrator to get a copy of the appropriate extenuating circumstances form. For more details on mitigation please visit www.leedsbeckett.ac.uk/studenthub/mitigation.htm. 5.3 …have a comment, compliment or complaint

We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor / academic advisor.

If you have a specific complaint about your course, you should first discuss the complaint with your year tutor, your personal tutor or the course leader. If it is not resolved at that point, you should put your complaint in writing and the course leader will respond to your concerns and write to you with any actions taken. If this does not resolve the matter, then you should make a formal complaint under the University’s Student Complaints Procedure. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: www.leedsbeckett.ac.uk/studenthub/complaints.htm. 5.4 …are considering suspending studies or withdrawing from the course

If you are considering withdrawal from your course you should speak to your personal tutor / academic advisor, a member of staff at the Art Therapy Northern Programme to discuss your reasons. If there is a problem, University or Art Therapy Northern Programme staff may be able to help. It may be possible to arrange suspension of studies from your course. If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form, which you can obtain from Sue Turton at Art Therapy Northern Programme. This form must be submitted as soon as possible as withdrawals cannot normally be backdated.

6 Relevant Policies

All student regulations and policies are available at: http://www.leedsbeckett.ac.uk/public-information/student-regulations/

The Art Therapy Northern Programme’s relevant policies include (but are not necessarily limited to): 6.1 Safety, Health and Wellbeing

The Art Therapy Northern Programme’s relevant policies include (but are not necessarily limited to):

Smoking There is a no smoking policy which applies to any part of NHS property.

Use of Laptops within our University It is possible to use laptops and electronic notebooks for note-keeping in appropriate sessions. There are strict policies about inappropriate internet use in the NHS and the University.

Fire Safety Procedures The following advice Fire Safety advice applies whether students and staff are on Sheffield Foundation Trust premises or on the Leeds Beckett campus.

Fire prevention Fire prevention is everyone’s responsibility. You can help to prevent fires by: • Good housekeeping • Safe use of electrical and gas appliances • Observing the University and the Sheffield Foundation Trust no-smoking policy

Information It is important that you sign the attendance form in the entrance hall at Netherthorpe House when you arrive and when you leave. Information about who is in the building is vital in the event of a fire. Fire Procedure notices are displayed in the hall and kitchen at Netherthorpe House and at Leeds Beckett where there is a blue and red Fire Action notice in every room. These tell you what to do in the event of a fire. They tell you the location of the nearest Fire Alarm ‘Break Glass’ Point, in Sheffield Foundation Trust (which is where you will mainly be) and at Leeds Beckett

24 respectively. The notices give emergency telephone numbers, the location of fire-fighting equipment and the appropriate assembly area for fire evacuation. All fire doors and escape routes are clearly marked in both organisations. Fire doors must not be propped open.

If you discover a fire If you discover a fire, inform any available member of staff. If no-one is available you should operate the Fire Alarm and then evacuate the building. In addition you should call the emergency internal number ext 2222 indicated on the Basic Fire Procedures notice (displayed in the kitchen and the entrance hall).

Fire evacuation On hearing the Fire Alarm, everyone should proceed calmly to the nearest escape route as indicated by the green signs bearing a white running man symbol. Follow this route to get out of the building and continue on to the nearest assembly point so as not to impede the Emergency Services. Do not stop to collect belongings and do not try to leave by your usual entry route unless this is the way indicated by the escape signs. Do not attempt to use the lifts. Evacuation is practised through fire drills. However, you should regard any sounding of the alarm as a fire incident and act accordingly..

Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. poor hearing may mean the alarm isn’t heard, or use of a wheelchair will prevent use of stairs to evacuate. If you are referred to the Disability Support Co-ordinator, a personal Fire Evacuation Plan may need to be developed. This will then be used in any evacuation of the buildings

First Aid A first aid box for minor injuries is available in the Administrator’s office.

Accident and Incident and Reporting Any accidents must be reported to a member of the course team in order that appropriate action can be taken and a record made.

Infectious Disease If you have been diagnosed with or have had contact with an infectious disease, you must notify the Programme Administrator in writing within 24 hours of diagnosis. You must not return to the course until a medical practitioner’s certificate of clearance has been submitted. 25

6.2 Regulations

There are two sets of documentation you need to be aware of; the University Regulations and the Student Contract. As a student registered on an award of Leeds Beckett, delivered at the Art Therapy Northern Programme you are bound by the University’s Academic Regulations and the HCPC’s Standards of Education and Training (2017). The Academic Regulations and the HCPC Standards of Education and Training relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The Student Contract deals with a range of issues which apply to all students of our University.

6.3 University Academic Regulations

Our University Regulations can be found at: www.leedsbeckett.ac.uk/public- information/academic-regulations. You should familiarise yourself with these Regulations. The following sections are of particular relevance to your course: • Education and Assessment • Progression and Award • Examinations • Award Board and Module Board • Disabled Students • Extenuating Circumstances and Mitigation • Academic Appeals • Academic Misconduct Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: www.leedsbeckett.ac.uk/studenthub/research-ethics.htm.

6.4 Student Contract

In addition to the Academic Regulations, you should familiarise yourself with the terms of the Student Contract, which is available at: http://www.leedsbeckett.ac.uk/public- information/student-regulations/

Out Student Charter is available at: https://www.leedsbeckett.ac.uk/assets/studentcharter/index.html

7 Other elements of the course

Personal therapy

The following notes are intended to explain why personal therapy for students has come to be included in the training, and to offer practical advice to students wishing to find a therapist in order to meet their training requirements.

Why personal therapy during therapy?

At the 1992 AGM of the British Association of Art Therapists, the Association’s membership voted in favour of a motion to include personal therapy for students as a mandatory component of all postgraduate Art Therapy/Art Psychotherapy training courses. The motion was worded as follows.

For the duration of the Art Therapy training course each trainee must undertake some form of personal therapy on a minimum basis of one hour per week. This experience should be obtained outside of the college although advice should be sought from the college as to the suitability and frequency of the therapy experience (BAAT, AGM, 1992).

For many years the course has interpreted this motion as meaning that the student needs to be in therapy during the taught part of the course (i.e. during the semester dates). There are two main reasons why personal therapy has come to be included as a component of psychotherapeutic training courses such as those in Art Psychotherapy/Art Therapy.

Firstly, training therapy offers the student an additional opportunity to learn through experience, and helps to develop her or his overall understanding of the therapeutic process. Therapists need to be as aware as possible of their own areas of conflict and habitual responses to others in order that these do not intrude into their work with clients or patients. A closely related reason for therapists undertaking therapy for themselves is that through doing so they might gain a better understanding of how their clients or patients may experience the therapeutic process and thus be better able to empathise with them.

Secondly, training therapy enables a student to recognise and contain their own unresolved problems or ‘blind spots’, so that they are both better able to work with clients and to cope with the stresses of learning on the course without undue interference from internal conflict. Undertaking therapy outside the course offers students emotional support that the course itself is unable to provide.

What kind of training therapy is appropriate?

Many different schools and styles of therapy are available and it would be inappropriate to specify 27 which of these students should or should not make use of, especially as within these each therapist is likely to have developed their own personal way of working. However, when considering the choice of therapy it may be helpful to bear the following points in mind.

Those forms of therapy that value and are able to work with imagery whether verbal or pictorial and which stress the importance of inter-personal relationships are most likely to be relevant and useful.

Choosing a therapist you feel comfortable with and feel you can trust is as important as the particular kind of therapy they are offering. Meeting a number of therapists for an initial interview before committing yourself to entering therapy is helpful in this respect.

Questions concerning issues such as the training and qualifications a therapist may have, how long they have been practising, whether the therapist receives regular supervision, whether they carry appropriate insurance, and whether or not the therapists have been in personal therapy themselves, are useful ones to ask when choosing a therapist.

The cost of therapy may vary considerably, but a figure of between £45-£50 an hour for an individual session is the norm outside London. However, many therapists offer a sliding scale of fees that takes into account an individual’s ability to pay and they may also consider that they can offer a discount because a student will be working with them over a period of years. It is worth asking about this. The cost of becoming a member of a therapy group is likely to be considerably less than individual work.

It is not always a straightforward matter to find a therapist who meets your needs. Course staff will try to help you feel confident about your rights in the transaction. We very much want you to be streetwise about what constitutes good practice. However, although we are sympathetic to the difficulties of paying for therapy, we think it is in the interests of the student, the course community and most importantly future clients for this part of the course requirement to be properly fulfilled. Consequently although the course team do not seek to ever know of anything of the content of therapy, there are regular checks to confirm attendance. These checks are administered by the student returning a confirmation of therapy attendance form from their therapist. These forms are returned to the lecturer Naomi Perry.

Where can I find a therapist?

A recommendation by a person you know and trust may be one way of finding a suitable person, although there can be no guarantee that what one person finds helpful will be experienced as such by everyone. 28

Other useful sources of information are public libraries, citizens’ advice bureaux, and organisations concerned with mental health issues such as MIND. It is suggested that you write to the national organisations concerned and ask for a list of the qualified therapists in the geographical region in which you live/or in which you intend to seek a therapist. It is possible to view an electronic national register of art therapists at the British Association of Art Therapist’s (BAAT) website. If you choose an Arts Therapists it is essential that you seek one who is registered with HCPC. Also if possible and appropriate one who is a member of BAAT. It is also wise to ask about the length and range of experience of the therapist concerned. You are also of course, entitled to ask about their attitudes to issues of difference (race, disability, sexual preference). In order to avoid conflicts of interest we ask that you do not undertake therapy with anyone who is seeing another student from your academic year or who has any significant teaching contact with other art therapy training courses.

In summary we ask that all students ensure that their therapists meet a number of requirements:

• therapists should be qualified • legally registered with a recognised organisation such as the HCPC which includes a wide range of relevant professions: arts therapists; other therapist; social workers; and psychologists, etc. The General Medical Council (GMC) some medics have psychotherapy qualifications; the Nursing & Midwifery Council (NMC) again some nurses have psychotherapy qualifications. • or professionally registered (some practitioners do not have legal registration but submit to the professional regulation of their professional organisation) e.g. UK Council for Psychotherapy (UKCP), British Association for Counselling and Psychotherapy (BACP) or other equivalent. Members of BAAT would always be expected to register with HCPC. • hold appropriate professional indemnity insurance • receive regular supervision • do not currently work with more than two trainees from the course

Confidentiality

Confidentiality is a vital aspect of all psychotherapeutic relationships, and a necessary prerequisite for establishing conditions of trust and safety. (Please note that when therapists work in teams, confidentiality is to some extent to the team). It is important, therefore, that contact between the course and each student’s personal therapist be kept to an absolute minimum. The minimum contact necessary means that the therapists sign the confirmation of therapy forms provided by the course. In addition to this all students are required to provide the course staff with the name

29 and address, and details of the qualifications, registration/professional membership and insurance of their therapist when contemplating entering into therapy so that course staff can agree to the student’s chosen therapist.

Starting Therapy

We ask that all full-time students have commenced therapy within 6 weeks (so at least by mid- November) of their first year of study and that all part-time students have negotiated to start therapy by the beginning of the second semester of their first year of study.

Evidence of Personal Therapy

Each student’s therapist will be requested to complete and return at regular intervals a form (obtainable from the Programme Office) confirming that therapy is continuing according to the course regulations. The student must clearly inform the therapist with whom they begin working that they will need them to return the necessary forms. It often works well if the student themselves asks the Therapist to sign the form and then delivers it to the course office. Therapy Confirmation forms are required at the following times:

• on commencement of therapy and

• at the end of the academic year in which therapy commences;

• at the start and end of each new academic year;

• and at the end of therapy where it is not covered by the end of the academic year confirmation

The first form should be dated and returned to Sue Turton, the course administrator, at the very beginning of the therapeutic relationship. This is one way of ensuring that the therapist can agree to working with a student in therapy. Subsequent forms should also be returned to Sue Turton at the beginning and end of each academic year of therapy.

In the event that the student changes their therapist at any point during their training an End of Therapy Form is required and, in due course, a form confirming the date that a different therapeutic relationship has commenced.

The return of these forms is the student’s responsibility and students cannot be examined until all therapy forms have been returned. In the present climate of service constraints it is unlikely (and inappropriate) to ask that either NHS or other training course staff provide such work for students (unless private arrangements are made, it is however important to be aware of potential conflicts of interest). The Art Therapy Northern Programme keeps a folder of therapist contact

30 details for the use of students.

Addresses for Organisations Relevant to Art Therapy

British Association of Art Therapists (BAAT) 24-27 White Lion Street, London N1 9PD Tel: 020 7686 4216; Email: [email protected] www.baat.org

Health and Care Professions Council Park House, 184 Kennington Park Road, London, SE11 4BU Tel: 0300 500 6184

8 Notes for Students and Staff on Written and Oral Assignments

Content

Throughout the course students are required to undertake a number of assessed written and oral assignments on different issues and topics related to art therapy. For ease of storage the course team ask for a mixture of formats for written assignments to include some compact disc copies. CD’s should be identified with your student number and name. N.B. LG1 = FT1 and PT1; LG2 = FT1 and PT2; LG3 = FT2 and PT3 Module Assessment I.D. Copies Assessment category LG1 Art Allocated Topic: oral Name Presentation Summative Therapy presentation Theories LG1 Art Essay 3,500 words Student 2 hard copies Summative Therapy number Theories Art Illustrated reflective Name and 1 hard copy Formative Therapy report 2,000 words student Studios number LG2 Art Poster assessed on Name Presentation and Summative Therapy visual & oral 1 hard copy of Contexts presentation. poster reflections Dissertations Literature Review Name and Presentation and Formative (towards in LG2 oral presentation student 2 hard copies the dissertation) number Dissertations Dissertation outline: Name 2 hard copies Formative (towards in LG3 written 1,000 words the dissertation) for oral use LG3 Art Professional Portfolio Student 2 hard copies Summative Therapy 4,300 – 5,400 words number Thresholds Dissertation 8,000-10,000 words Student 2 hard copies Summative number Placements Illustrated Name and 1 hard copy of Summative during LG2 supervision journal student journal summary 2,000 – 3,000 words number (on a sheet of A4) Annually: Self-assessment of Name and 1 hard copy Requirement all learning 750-1,000 student students words number

Practical Points

Title page for all written submissions

The title page appears at the front of every piece of written work. It should show the information necessary for all relevant staff to identify the work quickly and easily: it is important that it is accurate. Treat the title page with rigour. Academic convention for this course includes the following:

TITLE: and any sub-title

What the piece is, i.e.: Essay (with module number/module name)/Dissertation/Report (on what)/Professional Portfolio/Literature Review etc.

Submitted in part requirement for the MA in Art Psychotherapy Practice, Art Therapy Northern Programme, Sheffield Health and Social Care NHS Foundation Trust and Leeds Beckett University

Date and time the work is submitted

Student number (not your name, see Guidance in section 8.1 of the handbook) for Essays and Dissertations and Placement Portfolio

Student number and your name for the Training Group report and end of year reports

The word count: (refer to module guidelines as specific to each module)

It is permissible to include an image on the title page and to use a preferred typeface as long as it is easily readable.

Layout and presentation of work All written work must be typed in double-spacing on A4-size paper with margins of 2.54 cm (or 1”), in Arial font size 11, and include page numbers. The text is printed on one side of the paper. Include a contents page (the need to do this can help structure the work) and a list of images with attributions. Students should also ensure that their written work is adequately bound (not with a spiral

33 binding). A secure flat binder is adequate for essays and brief reports, but a sealed heat/glue binding is needed for Dissertations. It is advisable to make a final proof read before doing the binding. It is important that the bindings for written work are not heavy, because of the need to post them to the Examiner.

Citation and referencing There are many systems for citing sources and many variations within them. Some institutions have manuals of style and publishers and periodicals have ‘style sheets’ to which authors and contributors are required to conform. These can get very detailed. The main aim, however, is to achieve consistency and to ensure the inclusion of certain essential information which will allow any reader of what you write to find the source if he or she wants to follow up your reference. In relation to citation the course team have decided that it is simplest to ask students to use the Leeds Beckett document ‘Quote, Unquote’ (available online via Library Online at Leeds Beckett). • From the student portal, access Library Online through the My Library tab • From the purple box 'Developing your Skills', click on Skills for Learning • Click on the green 'Guides' tab From the list of Guides, click on 'Quote, Unquote' next to Harvard referencing — this should take you into a pdf version. The direct link for ‘Quote, Unquote’ is: http://skillsforlearning.leedsbeckett.ac.uk/Quote_Unquote.pdf Please also refer to the Dissertation module for a summary of the Harvard style of citation and referencing.

Images The reproduction of images included with the text should take the form of colour photographic prints or laser prints. Please do not include images without providing at least some integrated discussion of them in the text. All images should be clearly referenced at the appropriate point in the text using figure numbers. (However, the list of images should not be used to identify the author or a client. Where this is likely, images should be anonymised). The list of images follows the contents page in pieces of written work.

Confidentiality In all instances confidentiality should be preserved and it will be the responsibility of the student to ensure the client's name, family names or occupations, institutional names and any other identifying information does not appear (including physical descriptions which may identify

34 them). An indication that pseudonyms have been used for client names and other identifying features removed should be made at the beginning of any piece of writing. If this is not done it may be of concern to the reader who will not know whether or not this has been done. Students who forget to indicate that they have removed identifying features early in their submission, will be asked to resubmit work with necessary adjustments, as an indication that they understand this important aspect of professional practice. Never use client names or other information on the internet or social networking medium. Each place of work, for example, NHS, educational and social service settings, will have guidelines about electronic records. If, as in some voluntary settings, there is no guidance, the principle of not using any identifying material on the internet or social networking medium must be observed. It is also important to respect the confidentiality of colleagues and fellow students and never use identifying information about them on the internet or social networking medium. Observing appropriate confidentiality in all matters is an ethical responsibility. Examiners and course staff take the question of confidentiality very seriously indeed and they can ask for the resubmission of work if confidentiality is not properly observed (see HCPC guidance on confidentiality 2008 and on ethics 2016). This matter is so important it is repeatedly referenced throughout the handbook). When case material is discussed in your dissertation, please indicate as appropriate, in an integrated way, your use of supervision.

Informed Consent Whenever it is realistic (which is most of the time) students should ensure that clients give consent to beginning art therapy. Also permission from the client or their guardian should be obtained in order to use any documentation (recorded, verbal, written or pictorial) acquired within the therapeutic relationship. This permission is best sought at the beginning of therapy ─ requests made later can complicate the therapeutic relationship (see HCPC’s Standards of Proficiency: Arts Therapy (2013) and the HCPC Standards of conduct, performance and ethics (2016) and the course handbook for a list of relevant HCPC guidelines).

Deadlines The deadlines set for the submission of all written work are non-negotiable and will not be extended unless there are special circumstances which make this necessary. Any evidence presented to support a request for an extended deadline is presented to the Mitigation Panels held at Leeds Beckett. A failure to submit written work by the deadline set for it will result 35 regrettably in a reduction of marks unless notice and evidence of mitigation has been provided in advance. Details of mitigation, and for marks deducted for late submission, are given at the time of the mitigation panel. It is not possible to print work at Netherthorpe House so remember to leave plenty of time for editing and printing.

9 Appendix 1 - Course Specification

MA Art Psychotherapy Practice Delivered by the Art Therapy Northern Programme, Sheffield Health and Social Care NHS Foundation Trust

General Information Award Master of Arts Art Psychotherapy Practice Validated for delivery by the Art Therapy Northern Programme, Sheffield Health and Social Care NHS Foundation Trust https://shsc.nhs.uk/service-a-z/art-therapy-northern-programme/

Contained Awards Postgraduate Diploma Studies of Wellbeing Postgraduate Certificate Studies of Wellbeing

Awarding Body Leeds Beckett University

Level of Qualification & Credits Level 7 of the Framework for Higher Education Qualifications, with 180 credit points at level 7 of the Higher Education Credit Framework for England.

Course Lengths and Standard • 2 years full-time Timescales • 3 years part-time

Location of Delivery Art Therapy Northern Programme, Sheffield

Policies, Standards and Regulations www.leedsbeckett.ac.uk/public-information The course adheres to the University Academic Regulations except for the exceptions noted below.

The course is subject to the University’s Fitness to Practise Policy & Procedure. http://www.leedsbeckett.ac.uk/public-information/student-regulations/

Profession specific requirements are: • A curriculum designed to meet the HCPC standards of proficiency for arts therapists (2013) and the HCPC standards of education and training (2013) with adequate attendance requirements. • Combination of a series of art therapy/art psychotherapy training groups and studio workshops with HCPC registered art therapists. • 100 – 120 days (minimum of 100 days) of placement with an experienced placement mentor. • Course based supervision groups provided by HCPC registered art therapists aimed at monitoring the students’ quality of practice and professional conduct on placement. • Throughout the duration of the course the student is required to be in personal therapy with an appropriately qualified therapist.

Attendance requirement: There is an attendance requirement of 80% for all taught and placement parts of the course. Non-attendance for any reason is reported to the Course Leader, normally via the Course

Administrator. If a student’s non-attendance is sufficient to give cause for concern regarding the students’ fitness to practise this will then be managed through the Fitness to Practise Policy & Procedure.

Passing assessments: All assessments and all modules must be passed at 40% to achieve the MA award.

Achievement of the award: Master’s degrees are awarded for the attainment of a minimum of 180 credit points at HE level 7. The course has an exception to the Regulations noted above regarding passing all assessments for conferment of the award. The Academic Regulations do not allow for compensation or condoning of marks by the Progression and Award Board.

Contained Awards • PG Diploma Studies of Wellbeing – students who do not attain the required credit points for the target award but who attain sufficient points for a PG Diploma, may be awarded a PG Diploma Studies of Wellbeing (120 L7 credit points). • PG Certificate Studies of Wellbeing – students who do not attain the required credit points for the target award but who attain sufficient points for a PG Certificate, may be awarded a PG Certificate Studies of Wellbeing (60 L7 credit points). These contained awards do not provide eligibility to apply for registration with the HCPC.

Professional Accreditation or Recognition Associated with the Course

Professional Body: Health and Care Professions Council

Approval Summary On successful completion of the course, you will be eligible to apply for registration with the Health & Care Professions Council as an Art Therapist or Art Psychotherapist.

Course Overview Aims The aim of the MA Art Psychotherapy Practice is to provide the successful graduate the eligibility to apply for registration with the Health & Care Professions Council as an Art Therapist/Art Psychotherapist. Once successfully registered you will be equipped to make a thoughtful contribution to the Art Therapy profession and if possible to research the field and do work towards supporting the understanding of the profession’s profile. Graduates are able make a useful contribution to the work of their employing organisations and their service users; to their communities; and to society in general.

Course Learning Outcomes At the end of the course, students will be able to demonstrate: • Professional autonomy and accountability (HCPC 2013) • Knowledge of professional relationships • Identification and assessment of health and social care needs • Formulation and delivery of plans and strategies for meeting health and social care needs • Critical evaluation of the impact of, or response to one’s own and others’ professional practice • The knowledge, understanding and the skills necessary to the fulfilment of professional responsibilities (HCPC 2013)

Teaching and Learning Activities Summary The course is designed to enable students to use and share the wide range of transferable skills from previous academic, life, and working experiences in order to become a registered art therapist/art psychotherapist. The course curriculum includes regular group and collaborative work which means students share their different practical, academic and research skills. Enquiry based learning and problem solving learning are necessarily a part of the training. They are promoted throughout the curriculum with: seminars; experiential workshops (often using art making); lectures; poster and topic presentations delivered by students; reflexive journals; written essays; literature review development and presentation; a dissertation; and a professional portfolio.

The research base for art therapy/art psychotherapy and other, relevant and related disciplines, and the students’ development of its use and application, is an integral part of the teaching and learning environment and is specifically supported in the seminars, lectures and in preparation for the written and presented assignments.

In keeping with the promotion of models of empowerment and consistent with the overall philosophy of the course is the belief that students, in the last analysis, must take a critical and self-reflective responsibility for their own development and learning, while being provided with a learning community to encourage and support such a process. Coursework is structured and designed to present opportunities for guided, peer and self-directed learning and assessment. Students are asked to make written self- assessments of their overall learning for each year of their course and these contribute to their exam and professional portfolios as well as to their developing awareness and understanding of academic assessment.

The further development of professional knowledge, competence and experience is supported by supervision groups within the course and by placement experiences of working alongside other professionals, having a client caseload and receiving supervision and/ or mentoring. Staff members help to guide student learning through contact with the placement providers and through the supervision groups. Placements are found and established by the course staff in a wide range of appropriate settings.

Your Modules This information is correct for students progressing through the course within standard timescales. Details of module delivery will be provided in your timetable.

Level 7 Core Modules Psychotherapeutic and Mental Health Theories for Art Therapy/ Art Psychotherapy, 20 credits Studio Based Training Groups, Reflective Practice, and Workshops, 20 credits Adapting Art Therapy/Art Psychotherapy practice for different contexts, 20 credits Synthesis of Art, Psychotherapy and Practice, 20 credits Dissertation, 60 credits Clinical Placement and Supervision Groups, 40 credits

Assessment Balance and Scheduled Learning and Teaching Activities The assessment balance and overall workload associated with this course are calculated from core modules.

Assessment On this course students are assessed through a mix of coursework, a presentation, a poster, a journal, a dissertation and a portfolio for practice. Modules may have more than one component of assessment.

Workload A standard module equates to 200 notional learning hours, comprising teaching, learning and assessment, embedded placement activities and independent study. The total hours exceed the notional 1800 hours for the course due to placement hours requirements. Overall Workload for the Course Hours Teaching, Learning and Assessment 377 Independent Study 1100 Placement 715

10 Appendix 2 - Assessed and Required Components 2019-20

Description Credits Asses. Criteria PT 1 FT 1 PT 2 FT 2 PT 3

1) Art Therapy Theories 20 Participation in seminars/ Minimum 80% lectures/workshops/tutorials Attendance: register ✓ ✓

Allocated Topic pass/fail Dec 2019-May 2020 23 Mar 23 Mar Essay: 3,500 words 100% (% mark) 2020 2020

2) Art Therapy Studios 20

Participation in Training Group with formative Minimum 80% ✓ ✓ reviews Attendance: register

Summative Training Group Report: 2000 words Review pass/fail 1 June 2020 1 June 2020

3) Art Therapy Contexts 20 Participation in seminars/ Minimum 80% lectures/workshops/tutorials Attendance ✓ ✓ 19 Nov 2019, 26 Nov Poster presentation pass/fail 2019 & 3 Dec 2019

4) Art Therapy Thresholds 20 Participation in seminars/ Minimum 80% lectures/workshops/tutorials Attendance: register ✓ ✓

Professional portfolio: up to 5,200 words 100% (% mark) 24 Mar 2020 24 Mar 2020

5) Art Therapy Dissertations 60 Participation in seminars/ Minimum 80% ✓ ✓ ✓ ✓ ✓ lectures/workshops/tutorials Attendance: register

Literature Review Presentation 100% (% mark) 8,000 – 10,000 word Dissertation 17 Dec 2020 17 Dec 2020 6) Art Therapy Placements 40 Minimum 80% *100-110 days Attendance: register ✓ ✓ ✓ ✓ Minimum 80% Participation in Supervision Group Attendance: register ✓ ✓ ✓ ✓ Illustrated and dated reflective summaries from Nov 2019 – May 2020 on-going supervision journal: 2,000 – 3,000 Review pass/fail

Placement visit/and or discussion 3 way discussion ✓ ✓ ✓ ✓

Review ✓ ✓ ✓ ✓ Placement supervisor report/s pass/fail To be submitted at the end of each placement

Yearly written self-assessment of learning

Requirement 1 June 2020 1 June 2020 2 June 2020 2 June 2020 2 June 2020

N.B. it is the student’s responsibility to submit these forms to the course administrator, in a sealed Personal therapy envelope, at the start of therapy, and the start and end of each academic year Evidence of start of therapy Requirement ✓ ✓

20 May 21 May Confirmation of Therapy Forms at end of 1st academic year Requirement 2020 2020 Confirmation of Therapy Forms at start of 2nd academic year Requirement ✓ ✓ ✓ ✓ ✓ 21 May 21 May Confirmation of Therapy Forms at end of 2nd academic year ✓ ✓ ✓ Requirement 2020 2020 rd Confirmation of Therapy Forms at start of 3 academic year Requirement ✓ ✓

Confirmation of Therapy Forms at end of 3rd academic year Requirement 21 May 2020 21 May 2020 21 May 2020