International Journal of Evidence-Based Healthcare , 16 4 , pp. Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder. Support for Learning , 32 2 , pp. Clegg, J. Child Language Teaching and Therapy , 33 1 , pp.
Lousada, M. Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders. International Journal of Language and Communication Disorders , 49 5 , pp. Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study. Int J Lang Commun Disord , 48 2 , pp.
Pring, T. The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey. Int J Lang Commun Disord , 47 6 , pp. Progress in understanding adolescent language disorders. Lang Speech Hear Serv Sch , 43 4 , pp. Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.
Myers, L. International Journal of Language and Communication Disorders , 46 6 , pp. Response to a letter from Dr Liz Dean. International Journal of Language and Communication Disorders , 44 5 , pp. Explicit print referencing enhances early literacy in preschoolers. Evidence-Based Communication Assessment and Intervention , 3 3 , pp. Children with phonological problems: A survey of clinical practice. Some but still insufficient evidence exists for language interventions for school-age children with developmental speech and language impairments.
Evidence-Based Communication Assessment and Intervention , 2 2 , pp. Children with phonological problems: a survey of clinical practice. Int J Lang Commun Disord , 43 2 , pp. Linguistic development of children with Williams Syndrome: A control study.
Comprehension problems in children with specific language impairment: does mental imagery training help? Int J Lang Commun Disord , 42 6 , pp. Patterns of syntactic development in children with Williams syndrome and Down's syndrome: evidence from passives and wh-questions. Clin Linguist Phon , 21 9 , pp. Language abilities in Williams syndrome: Exploring comprehension, production and repetition skills. Advances in Speech Language Pathology , 9 3 , pp.
Hasson, N. Child Language Teaching and Therapy , 23 1 , pp. Children's language and communication difficulties. Understanding, identification and intervention. The joint delivery of personal and social education PSE in a special school. Uncommon understanding. Development and disorders of language comprehension in children. Rhyming and related skills in children with specific language impairment. Cahiers de Psychologie Cognitive , 17 2 , pp. Trouble talking. A guide for the parents of children with speech and language difficulties - Law,J, Elias,J. Penn, C.
Hierarchical discourse therapy: A method for the mild patient. Aphasiology , 11 6 , pp. Sound-based language play in four language-impaired subjects. S Afr J Commun Disord , 38 , pp. Practitioners 3 Afasic Newsletter With therapy ever be evidence based? British Journal of School Nursing.
Birmingham Narrative Approaches in Speech and Language Therapy. Description: Primary Care Conference, invited speaker. Turning routine clinical work into evidence-based practice. Manchester Driving transformation using evidence based practice, invited speaker. Readiness to practice: narrowing the gap between student and clinician.
Driving transformation using evidence based practice. Poster Presentation. Enhancing narrative development in adolescents withlanguage impairments: A randomized control trial. Sorbonne University, Paris Oral narrative abilities of adolescents with poor literacy skills. Profiling and Enhancing the language and communication skills of secondary school students with language and communication difficulties.
Portugal Going to secondary school with a language impairment: What are the difficulties and can they be reduced? Profiling and enhancing language and communication in secondary school students with SLCN.
Harrogate Description: BDA 8th International Conference Enhancing language and communication in secondary school through two intervention programmes: narrative and vocabulary enrichment. Description: Afasic Cymru conference - Communication Counts, invited speaker. Enhancing language and communication in secondary school through two intervention programmes: narrative and vocabulary enrichment. Invited speaker. University of Oslo Norwegian Logopeadics conference - Norsk Logopedlags vinterkurs, Keynote speaker.
Facilitating training and enhancing knowledge, skills and awareness of speech, language and communication within the current economic climate. Speechmark Speech and Language Conference. All placements are in London, and are arranged as part of the course. The placement is usually for days per week during the second year of the course, and a work discussion group and on-going teaching in clinical skills, continuing throughout the second year, are designed to support the placement. All students undertake an independent research project, under supervision, which culminates in a dissertation-portfolio made up of an 8, word journal article and a research poster.
Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. Diagnostic Handbook. In other words, no candidate category would have been lost, if only data from Europe would have been analyzed. The weakness becomes progressively worse with later involvement of the intercostal muscles and the diaphragm, leading to respiratory failure and ventilator-dependence. Ji N, Findling RL.
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding particularly overseas applicants should take note of application deadlines. This MSc provides a solid foundation for those wishing to pursue further clinical training, or to apply for employment with the children's workforce. The programme is highly selective and takes a maximum of 12 students per year, so students with relevant experience prior to application will be at an advantage.
For more information see our Applications page. Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver. Please note: you are required to provide details of 2 referees on your application, at least one of whom should be academic. We require your references to be completed on or very soon after the application deadline so please bear this in mind when you apply.
Interviews will be held in March Interviews are held in person for those in the UK and via telephone for applicants who are overseas. It is awarded based on academic ability and potential as well as on financial need.
Please note, students are only eligible to apply once they have been issued with a firm offer from UCL for this course. For information on entry scholarships and other sources of funding for Graduate students please go to the UCL Scholarships page. We are delighted to be a partner in offering placement experience to students on the course.
Graduates from the course have already successfully gone on to gain places on doctoral-level clinical trainings, including Clinical Psychology, Child and Adolescent Psychotherapy and Counselling Psychology. Others have got jobs as research assistants or as primary mental health workers specialising in work with children and families.
Completing this MSc does not result in an accredited clinical qualification as a child therapist or clinical psychologist. However it will help you develop several core clinical competencies and provide direct supervised experience of work in a child and adolescent mental health service, placing you in a very strong position to work in children's services or to proceed to a doctoral-level clinical training.
The course also puts graduates in a strong position to go on to PhD studies in the field of child and adolescent mental health and health service related research. What kind of academic background do you look for in successful candidates? Successful applicants would have a background in Psychology, or a related field. They would have an undergraduate final grade of at least a or equivalent. Some experience of working with children or in research would be an advantage as well.
Graduates from the course have successfully gone on to gain places on doctoral-level clinical trainings, such as Child Psychotherapy, Counselling or Clinical Psychology; and to find work as primary mental health workers specialising in work with children and families. The course will also put graduates in a strong position to go on to PhD research studies in the field of child and adolescent mental health. This MSc does not lead to professional accreditation as a specialist child and adolescent mental health practitioner; however, the course is specifically designed to help students gain the key clinical skills, knowledge and experience that will help them to progress to doctoral-level training, if they wish to do so.
It is anticipated that completing this MSc, with its range of theoretical and practical components, will put students in a strong position to apply for a range of doctoral-level clinical trainings, or to work directly within children's services. You can find information on converting grades on the International Students website , under information by country.
To apply for funding it is necessary to have filled in an application form for admission as a Graduate student before completing a scholarship application form. Please note that the deadlines for scholarship applications are strongly adhered to and no application will be accepted after the deadline date indicated. Applicants do not need to take the GRE. This is not required as part of the selection process. Are second language English students required to prove their English proficiency? All students whose first language is not English must be able to provide recent evidence that their spoken and written command of the English language is good.
See 'English language requirements' for full details. Register interest in your chosen subjects. Receive notice of graduate open days, events and more. All teaching staff on the MSc are either experienced clinicians working in child and adolescent mental health services, from a range of disciplines and backgrounds family therapy, child psychotherapy, clinical psychology etc. Key information Programme starts September Modes and duration Full time: 2 years. Application dates All applicants. Entry requirements Normally a minimum of an upper second-class Bachelor's degree from a UK university in Psychology, or in another relevant social, clinical or life science discipline, or an overseas qualification of an equivalent standard.
English Language Requirements If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency. The English language level for this programme is: Good Further information can be found on our English language requirements page. International students Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.