Everything you need to know...
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What is the fee?
Home: £10,940 for the course
International/EU: £11,150 for the course -
How long will I study?
3 Years
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Where will I study?
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When do I start?
September 2026
Course summary
- Gain collaborative skills on a multi-professional distance-learning course.
- Learn how to intervene effectively with children, young people and families Evaluate the evidence base in the delivery of mental health care and services.
- Develop your skills in critical thinking and collaboration for effective practice.
- Analyse your own practice in supporting young people and their families.
Young people’s mental health is a national and international priority, requiring a universal approach to support emotional wellbeing. The PG Cert in Child Young People and Family Mental Health shares knowledge in a collaborative learning community. Mirroring the diverse workplace, you’ll learn alongside professionals such as teachers, nurses, medics, occupational therapists and youth workers.
How you learn
On this distance-learning course, you’ll critically reflect and collaborate with other learners while applying your knowledge to your professional role. You’ll develop the academic, professional and transferable skills to improve services and support your career progression.
The curriculum is designed to deepen your understanding of child, young people and family mental health within your specific area of practice, considering its broader societal impact. You’ll explore evidence-based interventions in young people’s mental health alongside a health-promotion approach to the prevention of mental illness.
You'll also use your own role and experiences to link professional practice with academic learning, engaging in a variety of teaching methods and assessments. This includes critically analysing care provision and exploring new ways of thinking about the mental health agenda.
You learn through:
- recorded lectures
- taking part in live webinars
- online learning materials, support resources and articles
- discussion with peers, professionals and lecturers
- coursework and case studies
- reflecting on your own practice
- creating a health promotion resource
Key themes
On the course you’ll study two modules about child, young people and family mental health – one about early intervention and one to enhance practice. You’ll explore a range of topics from cognitive, neurological, physical and social development to attachment and attunement.
You’ll learn about family relationships, dynamics and parenting – plus risk, resilience and social factors, including the impact of technology and social media. You’ll also examine specific mental health issues and related behaviours within children or young people, alongside the stigma and perceptions that can accompany mental health issues.
We’ll then explore different approaches and interventions that can be used in assessing and working with children or young people with mental health issues – gaining understanding of various models and theories of health promotion.
Course-level support
You’ll be supported in your learning journey towards highly skilled employment through a number of key areas. These include:
- access to academic experts in child, young people and family mental health
- activities to prepare you for assessments and reflection on your practice
- peer interaction and collaborative learning opportunities
- access to our Skills Centre for academic writing and study development
Applied learning
Live projects
Your learning is designed so you can actively draw from your own personal and professional experiences and integrate them with your academic learning experiences. This makes your learning relevant to your current practice and interests – as well as your future aspirations in life and work. Integrating your experience with theory also helps you develop autonomy, as you’ll be able to ground your learning in the real world.
Assessments include critiquing case studies from your own experiences, and creating resources that can improve awareness of child, young people and family mental health within your workplace.
Networking opportunities
You’ll learn alongside professionals from a range of health, education and social care backgrounds, building your network while sharing knowledge that supports collaboration.
Course leaders and tutors
Greg Thomas
Senior Lecturer Mental Health NursingHaving qualified as a Mental Health Nurse I specialised straightaway in the area of CAMHS (Child and Adolescent Mental Health), and my clinical career involved worki … Read more
Modules
Module and assessment information for future years is displayed as currently validated and may be liable to change. When selecting electives, your choices will be subject to the core requirements of the course. As a result, selections may be limited to a choice between one of two or more specified electives in some instances.
Year 1
Compulsory modules
This module explores factors in childhood and
youth which contribute to emotional wellbeing and mental health within families.
Module Content
You’ll study topics including:
Cognitive, neurological and physical development.
Social development.
Attachment and Attunement.
Family Relationships and Dynamics.
Parenting.
Risk and resilience factors.
Social Factors (inherent and external to the family situation)
The impact of technology and social media.
Stigma and perceptions of mental health issues.
You will consider the theoretical background related the above issues and relate them to your own role in a practical and applied sense.
To gain knowledge and skills in working with specific mental health disorders/issues in this client group, and effective evidenced based approaches/interventions that address these needs.
INDICATIVE CONTENT
The following topics will be included in the teaching sessions:
- Specific mental health disorders in children, adolescents and families (e.g. Anxiety, Attention Deficit and Hyperactivity Disorder, Autistic Spectrum Disorder, Conduct Disorder, Post-Traumatic Stress Disorder, Psychosis, Eating Disorders, Depression, etc.)
- Behaviours related to issues with emotional wellbeing (e.g. Self Harm, Para-suicide, Substance Misuse, Disinhibition, Dysfunctional Risk-Taking, etc.)
- Approaches/interventions that can be used in assessing and working with the above (e.g. Diagnostic tools, CBT, Motivational Interviewing, Solution Focused Therapy, Family Therapy, Sensory Assessment/Integration, Medication, Psychotherapy, etc.
- Models and theories of Health Promotion.
Year 2
Compulsory modules
All our courses are designed around a set of key principles based on engaging you with the world, collaborating with others, challenging you to think in new ways, and providing you with a supportive environment in which you can thrive.
This module prepares and enables you to embed research and innovation as a core component of your practice and engage in projects that address priorities and seek to transform lives.
It explores the role of research and innovation in healthcare practice and will provide you with an in-depth insight into a range of designs and methods that are used when undertaking such projects.
The practicalities of proposing, implementing and undertaking successful projects is explored and you will be supported to create your own research and innovation plan for practice.
Indicative content:
Health innovation and research - principles and priorities
The research cycle:
Research paradigms and methodology
Quantitative, qualitative and mixed methods research
Service evaluation: applying research design and methods
Literature based reviews
Formulating research/evaluation questions
Ethics and governance
Public and service user and carer (social care) involvement and co-production
Funding and support
Project management
Research impact:
Dissemination and knowledge exchange (for example writing for publication)
Enhancement of career opportunities in research
Elective modules
This module explores strategy, policy, legislation and practice in relation to the impact on autistic people within a personal and/or professional context.
You’ll study topics such as:
- Examine autism drivers such as theory, research, strategy, policy or legislation that direct autism practice
- Critically analyse the impact of autism drivers and practices for autistic people
- Critically analyse your own practice and/or experience
- Identify the impact of your own learning for future organisational or personal development activities
- Place your personal and/or professional learning within a local, national or international context
- Engage with learning in one or more of the following ways - in-person lectures and seminars, remote learning, supervision and independent study
This module will develop knowledge and understanding of Domains B and C of the Credential Specification. Exploring health, wellbeing, personalised care, and support. Analysing factors that may have a negative impact, promoting and advocating for collaborative, informed person-centred care, including critical appraisal of services supporting from birth to death.
Addressing
•Requirement for advocation. Capability - 4 HEE - 1.5, 1.7, 1.8. KSB – B1-6, V1, 2.1,3.2, 3.3,
•Health equality and inequality, reasonable adjustments. Capability – 5, 7, 8, 9, 10, 13 HEE – 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.7,1.10, 1.11, 2.7. KSB – 1.1 – 1.8, 2.1 – 2.4, B1 – 6, V1
•Development of advance knowledge and clinical expertise in positive behaviour support. Capability – 6 HEE – 1.4, 1.6, 1.8, 1.10. KSB – 1.1 – 1.8, 2.1 – 2.4, B1 – 6, V1
•Importance of working across systems ensuring wellbeing and independence. Capability – 11 HEE – 1.4, 1.5, 1.7. KSB – 1.1 – 1.8, 2.1 – 2.4,3.1 – 3.7, B1 – 6, V1
•Consideration and understanding the impact of relationships, sexuality, and sexual health. Capability – 12 HEE – 1.4, 1.5. KSB – 1.1 – 1.8, 2.1 – 2.4, B1 – 6, V1
This module aims to equip health and social care professionals with the knowledge, skills, and critical insight to lead and influence innovation and continuous improvement in complex care environments. It fosters a culture of reflective practice, evidence-informed decision-making, and collaborative leadership to enhance service quality and outcomes.
Module Content
You’ll study topics such as:
Theories and models of innovation and improvement
Leading improvement and innovation
Organisational culture and readiness for change
Co-production and stakeholder engagement including patients and service users
Data-driven decision-making and evaluation
Ethics, equity, and sustainability in service improvement
Case studies of successful innovation in health and social care
This module introduces students to leadership within health and social care, focusing on developing self-awareness and reflective practice. Students will explore leadership and management theories, assess their leadership style using diagnostic tools, and create a development plan aligned with personal and organisational goals.
Module Content
You’ll study topics such as:
Key leadership and management theories in health and social care
Leadership challenges and strategies in professional practice
Understanding followership and its role in effective leadership
Self-assessment using leadership diagnostic tools
Personal leadership reflection and development planning
Ethical, inclusive, and values-based leadership
This module enables you to explore and apply advanced knowledge, skills, and values related to workplace learning, with a focus on supporting learners or colleagues experiencing professional difficulties. You will critically examine mentoring, coaching, and supervision models and their use across diverse, inter-professional settings. Emphasis is placed on the value of early, constructive support for individuals, teams, professions, and organisations.
Through engagement with evidence-based frameworks, you will develop strategies to support learners in difficulty, using a range of communication and support approaches. You will also reflect on your own development needs and create a personalised action plan. By the end of the module, you will be equipped with the insight and tools to foster an inclusive learning culture and support others through challenges.
Indicative content
Mentoring, coaching and supervision models
Inter-professional working
Supporting learners in difficulty
Communication strategies
Personal reflection
Evidence base evaluation
This module aims to facilitate your reflection and critical appraisal of underpinning theories of learning, teaching and assessment of adults that enables the design, delivery and evaluation of education. The emphasis is on exploring how educational concepts and theories are implemented and how they impact on your professional practice in the health and social care setting.
Indicative content
Lesson planning and evaluation
Theories of adult learning and teaching in higher education
Teaching strategies
Assessment and feedback
Learner support
M level academic writing
Engagement with the HEA UKPSF and other professional body requirements as appropriate.
This module offers a comprehensive, multidisciplinary exploration of theories, research, and practices surrounding loss, grief, and bereavement in health and social care settings. You will critically apply both traditional and contemporary grief models, alongside cultural and societal influences on meaning-making. Clinical and organisational strategies for supporting individuals and teams through grief are explored, with emphasis on reflective practice, ethical awareness, and practitioner self-care. Through experiential learning and critical engagement with literature, you will deepen your understanding of how to facilitate grief across diverse populations with compassion, cultural sensitivity, and evidence-informed approaches.
You will study topics such as:
Definitions and distinctions: loss, grief, mourning, bereavement
Types of loss beyond death (e.gs. ambiguous loss, chronic illness, role loss, loss of identity)
Theories and models of grief (e.gs. stage vs process, dual process, continuing bonds, meaning reconstruction)
Grief throughout the lifespan: child, adolescent, adult, older adult, anticipatory grief
Cultural, spiritual, social and historical perspectives on death and mourning
Risk factors for complicated grief and differentiating normal vs pathological responses
Assessment tools and screening for bereavement risk
Evidence-based interventions, organisational and system-level bereavement care provision (policy, governance, integration in health services)
Professional Grief
This module introduces approaches to measuring success in health and social care services. It will develop your understanding of how listening to service users, learning from feedback, and using data—through effective leadership—can support improvement and deliver high-quality, person-centred care
Module Content
You’ll study topics such as:
• Measuring success by looking at service user experience, outcomes, and service performance
• Defining meaningful outcomes aligned to organisational goals and patient priorities
• Embedding service user, family, and staff feedback in service design and governance
• Leading and sustaining change in complex healthcare systems
• Selecting and applying proportionate, evidence-based evaluation methods
• Using qualitative and quantitative data to evaluate outcomes and inform decision-making
• Fostering a culture of continuous learning through collaborative influence, transparent communication, and driving lasting improvement
This module explores the role of physical activity in supporting mental health and psychological wellbeing. It develops your ability to critically evaluate current evidence, design tailored physical activity interventions, and understand the practical, motivational, and ethical factors involved in delivering effective programmes.
You’ll study topics such as:
• Concepts and evidence in mental health and physical activity
• Principles of physical activity prescription for mental health
• Behaviour change theories and strategies to engage service users
• Designing and managing physical activity interventions in different settings
• Barriers and facilitators to participation
• Service user experience and ethical considerations
• Evaluating intervention outcomes and current policy
Final year
Compulsory modules
This module focuses upon independent research for students working towards a full Award at Master’s Level, in their chosen programme.
Students are allocated a designated supervisor to support them in undertaking an independent exploration of an appropriate project relevant to their professional practice. Students may conduct either primary or secondary research to explore complex and impactful themes, contributing to professional practice through dissemination and informed recommendations.
Module Content:
Relevant content will vary according to the student’s chosen research methodology; however common elements include exploration of:
Background and context of chosen theme, contextualising the Research Question
Individual Research Question design using recognised tools
Select and justify chosen methodology
Gain approval for Ethical and Research Governance for professional practice, from the University and any organisation in relation to data.
Data analysis, management, and security
Collate, synthesise and evaluate evidence
Explore the impact and create recommendations for practice and research dissemination
This module focuses upon independent research for students working towards a full Award at Master's Level, in their chosen programme.
Students are allocated a designated supervisor to support them in undertaking an independent exploration of an appropriate project relevant to their professional practice. Students may conduct either primary or secondary research to explore complex and impactful themes, contributing to professional practice through dissemination and informed recommendations.
Module Content:
Relevant content will vary according to the student’s chosen research methodology; however common elements include exploration of:
Background and context of chosen theme, contextualising the Research Question
Individual Research Question design using recognised tools
Select and justify chosen methodology
Gain approval for Ethical and Research Governance for professional practice, from the University and any organisation in relation to data.
Data analysis, management, and security
Collate, Synthesise and evaluate evidence
Explore the impact and create recommendations for practice and research dissemination
Future careers
Previous graduates have achieved promotion and been successful in gaining employment in a variety of roles related to children and young people’s mental health, such as:
- mental health leads in schools
- band 7 jobs in clinical areas
- further study with a doctorate
Equipment and facilities
The course is delivered by distance learning, so you’ll need regular access to a PC, laptop or Mac with reliable internet connectivity.
You’ll have access to:
- our Blackboard platform of digital learning materials
- our online and physical libraries
- scheduled webinars
Where will I study?
You study this course online from any location
Entry requirements
All students
Normally, applicants will hold a first degree or professional qualification which is recognised in the UK in a related subject. A first degree in a relevant subject for example BSc (Hons) Nursing/Education/Social Work. Those who have already completed the PGCert in Child, Adolescent & Family Mental Health would be able to APEL onto further parts of the course.
Other formally certified qualifications
Equivalent, international academic and/or professional qualifications will be accepted. Applicants will be considered on other relevant evidence which may include for example documented evidence of recent CPD activity, innovative practice, practice leadership, service development, research projects and/or publications. Such evidence must be clearly described in any application
Level of English language capability
Where English is not your first language an IELTS score of 6.5 is required, with a minimum of 6.0 in writing and no individual element below 5.5.
Relevant work or work-related experience
It would be expected that applicants have worked or would be working with children, adolescents or families in some capacity.
Motivation and engagement
Applicants will be motivated and prepared to study independently and autonomously. They must be prepared to embrace the challenges of Masters level study in an online distance learning environment, have access to a reliable internet connection to support engagement and have sound IT skills.
The programme is intellectually challenging and applicants should be prepared to actively contribute to discussion and debate; critically reflect upon own and others practice; explore and evaluate the evidence base underpinning their chosen course of study.
Recognition of prior learning (RPL) (previously known as accreditation for prior learning or APL)
Through the University's recognition of prior learning (RPL) process it may be possible for applicants to be exempt from some modules of the programme.
Recognition of prior learning is a term used to make explicit the link between assessment used as the basis for recognising learning gained outside a formal programme and that used for learning within a programme; the key features of sound practice are common to both forms.
The term 'recognition' is used to describe accurately the process in relation to two widely recognised forms of prior learning: prior certificated learning and prior informal (or experiential) learning. The recognition of prior certificated learning involves the transfer of credit, or exemption from part of a programme, for learning that has previously been formally assessed. The essential characteristic of such learning is that the student has a certificate to evidence that the learning has been assessed. Sheffield Hallam University (SHU) determines the status of that certification (including consideration of its volume and level) as it relates to this specific course. All applicants who wish to apply for Recognition of Prior Learning must have been offered a place on the course and then are supported to complete the University online RPL process.
Through RPL procedures, applicants to SHU, or students already enrolled on SHU courses, may be able to use credit gained from formal study and assessment elsewhere, or from within the University, to count towards this award or to transfer to a different University award. The recognition of prior informal learning involves an assessment process on the part of SHU academic staff that leads to recognition, normally through the award of credit. The essential feature of this process is that it is the learning (gained through experience) which is being assessed not the experience itself.
In both cases recognition takes place within SHU's assessment and regulatory framework, which is designed to ensure that assessment decisions are conducted transparently, fairly and consistently for all programmes or subjects. The QAA indicators of sound practice are fully adhered to, and SHU publishes comprehensive guidance on RPL which is available to read publicly on SHU space under 'Rules and Regulations'. Students can apply for exemption from specific modules if they can provide evidence of previous certificated learning.
The process will commence with confirmation of a student being offered a place on the course. Claims under the RPL regulations will be considered by the course leader and other relevant colleagues. Students must provide evidence in the form of certification, the successful completion of the assessment activity, its academic level and credit rating. Outcomes of successful RPL claims will be ratified by the Board of Examiners and details recorded on individual student records.
Additional information for EU/International students
If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.
For details of English language entry requirements (IELTS), please see the information for 'All students'.
Fees and funding
Home students
Our tuition fee for UK students starting part-time study in 2026/27 is £10,940 for the course. The tuition fee displayed above is for the full course. If the full course is more than one year in duration, the fee will be divided into annual payments which will then be rounded. This may mean the total fee you pay is slightly higher than the fee stated above. If you take a break in study or have to re-take part of the course, you may also be charged an additional fee and will be notified of this at the time. Our tuition fee for UK students starting part-time study in 2026/27 is £3,650 per year.
If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
International students
Our tuition fee for International/EU students starting part-time study in 2026/27 is £11,150 for the course. The tuition fee displayed above is for the full course. If the full course is more than one year in duration, the fee will be divided into annual payments which will then be rounded. This may mean the total fee you pay is slightly higher than the fee stated above. If you take a break in study or have to re-take part of the course, you may also be charged an additional fee and will be notified of this at the time.
Scholarships and financial support
Find information on scholarships, bursaries and postgraduate student loans.
International scholarships up to £3000 ›
Alumni scholarships up to £2000 ›
Postgraduate loans for UK students ›
Additional course costs
The links below allow you to view estimated general course additional costs, as well as costs associated with key activities on specific courses. These are estimates and are intended only as an indication of potential additional expenses. Actual costs can vary greatly depending on the choices you make during your course.
General course additional costs
Additional costs for Health and Social Care (PDF, 277.7KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
