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Abnormal Psychology Level 3 100 Hours Certificate Course
Learn About Abnormal Psychology
Abnormal Psychology Online Course
Understand Abnormal Psychology through this online course and learn how to identify psychological disorders and their consequences.
How can you know whether a person’s behaviour is within the ‘normal’ range or abnormal (thus requiring the attention of a specialist). Counsellors and support workers will benefit from this course. Develop your ability to identify psychological disorders, and determine when to refer clients for treatment. The course will also be of interest to anyone who wants to understand more about common psychological disorders, their causes and treatment.
Want to learn about schizophrenia, depression, bipolar disorder, mania, childhood disorders? Why not take this course? Understanding abnormal behaviour is the first step toward dealing with it, both for professionals as well as friends, relatives and aquaintancies.
This course can be of value to anyone who wants to understand more about common psychological disorders, their causes and treatment. It is particularly beneficial for counsellors or support workers, for it will develop their ability to distinguish different types of psychological disorder, and determine when to refer clients for treatment. It is also of interest to anyone who finds human nature fascinating. We cover why different conditions may occur, what happens in different conditions and how we can treat them.
“I am thoroughly enjoying the course”Tuptim, Abnormal Psychology, Thailand.
Lesson Structure: Abnormal Psychology BPS307
There are 11 lessons:
- Disorders Usually First Diagnosed in Infancy
- Criteria for determining abnormality
- Diagnostic and Statistical Manual of Mental Disorders
- Childhood Disorders
- Attention Deficit Hyperactivity Disorder
- Conduct Disorder
- Mental Retardation
- Aspergers Disorder
- Stereotypic Movement Disorder
- Normal Functioning
- Depression in Childhood
- Anxiety Disorders
- Types of Therapy; Alderian, Behaviour, Existential, Gestalt, Person Centred Therapy, Psycho analysis, Rational Emotive, Reality Therapy, Transactional.
- Delirium, Dementia, Amnesic and Other Cognitive Disorders
- Types of cognitive disorders
- Types of Dementia
- Alzheimer’s Disease
- Comparing Dementia and Delirium
- Cognitive Disorder NOS
- Pseudo Dementia
- Research Methods in Biopsychology
- Substance-Related Disorders
- Scope and nature of Substance Abuse
- Reasons for Using Drugs
- Substance Dependence
- Intoxication and Withrawal
- Alcohol Dependence and DT’s
- Substance Dependence
- Substance Abuse
- Drug Misuse
- Classes of Drugs
- Opium and Heroin
- Other Drugs, steroids, ritalin, inhalants, etc
- Risks with specific drugs
- Older adults susceptible to Prescription Misuse
- Schizophrenia and Other Psychotic Disorders
- Scope and nature
- Treating Psychosis
- Schizoaffective Disorders
- Delusional (Paranoid) Disorders
- Onset of Schizophrenia
- Symptoms of Schizophrenia
- Treating Schizophrenia
- Schizophrenia and violence
- Biology of Schizophrenia
- Anipsychotic Medications
- Psychosocial Treatments
- Role of the Patients Support System
- Mood Disorders
- Depressive Disorders
- Determining Type of Depression
- Unipolar disorders and bipolar disorders.
- Risk Factors for Depression
- Men and Depression
- Diagnostic Evaluation and Treatment
- Types of Treatment
- Anxiety Disorders
- Scope and Nature
- Anxiety Symptoms
- Generalised anxiety disorders
- Phobic anxiety disorders
- Panic disorder
- Treatments -intervention, drugs, etc.
- Post Traumatic Stress Disorder
- Somatoform, Factitious, and Dissociative Disorders
- Somatisation Disorder
- Conversion Disorder
- Pain Disorder
- Body Disymorphic Disorder
- Factitios Disorders;types, symptoms, causes, diagnosis
- Munchausens Syndrome
- Disconnective Disorders
- Psychogenic Amnesia
- Psychogenic Fague
- Disconnective Identity Disorder
- Depersonalisation Disorder
- Sexual and Gender Identity Disorders
- Scope and Nature
- Hypoactive Sexual Disorder
- Sexual Aversion
- Fermale Sexual Arousal Disorder
- Male Erectile Disorder
- Female and Male Orgasmic Disorders
- Premature Ejaculation
- Secodary Sexual Dysfunction
- Gender Identity Disorder (Transexualism)
- Eating and Sleep Disorders
- Scope and nature of Eating Disorders
- Anerexia Nervosa
- Binge Eating Disorder
- Treatment Strategies
- Research Findings and Directions
- Sleep Disorders; scope and nature
- Treatments for Sleep Apnea
- Prognosis for Sleep Apnea
- Impulse-Control Disorders; Adjustment Disorder
- Symptoms of adjustment disorders
- Risk Factors for Adjustment Disorders
- Impulse Control Disorders
- Intermittent Explosive Disorder
- Pathological Gambling
- Compulsive Skin Picking
- Personality Disorders
- Scope and Nature of Personality Disorders
- Antisocial Personality Disorder
- Avoidant Personality Disorder
- Dependent Personality Disorder
- Histrionic Personality Disorder
- Narcissistic Personality Disorder
- Obsessive Compulsive Personality Disorder
- Paranoid Personality Disorder
- Schizoid Personality Disorder
- Borderline Personality Disorder; symptoms, treatment, research, etc.
Each lesson culminates in an assignment which is submitted to ADL, marked by the ADL’stutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals: Abnormal Psychology BPS307
- Identify disorders first prevalent under 18 years of age;
- Describe how you would diagnose a case of suspected Autism in a child of 4 years of age;
- Compare and contrast delirium and dementia;
- Do an internet search for images of PET scans and MRI of brains affected by delirium or dementia include the images an essay discussing these disorders;
- Distinguish between substance abuse disorders and substance dependence disorders;
- Differentiate between psychotic disorders;
- Describe briefly the subtypes of Schizophrenia;
- Distinguish between Unipolar disorders and Bipolar disorders;
- Outline a cognitive model of depression;
- Describe different types of Anxiety Disorders;
- Develop a treatment to overcome a clientâs fear of spiders;
- Distinguish between Somatoform and Dissociative Disorders;
- Explain the primary criticisms of dissociative identity disorder;
- Provide a diagnosis of a case study and justify your diagnosis;
- Discuss Gender Identity Disorder, Paraphilias and Sexual Dysfunction;
- Identify Eating Disorders and Sleep Disorders;
- Explain how eating disorders develop;
- Distinguish between Impulse Control Disorders and Adjustment disorders;
- Develop a diagnostic table for impulse control disorders;
- Distinguish between different types of Personality Disorder;
- Differentiate between Narcissistic and Histrionic personality disorders.
Practical (Set Tasks)
Your learning experience with ADLwill not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Iona Lister Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include:A Guide to Living with Alzheimer’s Disease (and associated dementias),The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals,When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future,Facing Disfigurement with Confidence,Cross Stitch: A Guide to Creativity and Success for Beginners. Courses written include:Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes:Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy,Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups:Royal National Institute of Blind People (RNIB)
Trainer(Skills for Seeing): Macular Society
Reviewer of Books/Information:Macmillan Cancer Support
Fundraiser:Royal Society for the Protection of Birds (RSPB),Embroidery/Art Groups Facilitator, Board Member
Website Manager:The Strathcarron Project,Coordinator (Delaware & Tennessee) Human Writes
Excerpt from the Course
The following criteria can be used to determine whether a persons behaviour is abnormal or not:Deviation from statistical norms – the word abnormal means ‘away from the norm’. Many population facts are measured such as height, weight and intelligence. Most of the people fall within the middle range of intelligence, but a few are abnormally stupid. But according to this definition, a person who is extremely intelligent would be classified as abnormal. Thus in defining abnormal behaviour we must consider more. Deviation from social norms; every vulture has certain standards for acceptable behaviour – behaviour that deviates from that standard is considered to be abnormal behaviour. But those standards can change with time and vary from one society to another. Maladaptiveness of behaviour; this third part is how the behaviour affects the well-being of the individual and/or social group. Examples are a man who attempts suicide, an alcoholic who drinks so heavily that he or she cannot keep a job or a paranoid individual who tries to assassinate national leaders. Personal distress; the fourth part considers abnormality in terms of the individual’s subjective feelings, personal distress, rather than his behaviour. Most people diagnosed as ‘mentally ill’ feel miserable, anxious, depressed and may suffer from insomnia. In the type of abnormality called neurosis, personal distress may be the only symptom, because the individual’s behaviour seems normal. Mental health professionals apply various criteria in making judgements on whether a clients behaviour is normal or not. They may use the above criteria or they may conduct their own criteria for the definition of the problem. They may also look at different elements such as biological or medical, behavioural, or cognitive. Cultural differences also need to be noted and looked as they can play a part in ones behaviour and the manifestation of that behaviour. What may be okay in one culture and seem normal can be seen as something quite different in another culture. Diagnostic and Statistical Manual of Mental Disorders (DSM) The most commonly used tool for diagnosis of mental disorders is the Diagnostic and Statistical Manual of Mental Disorders (DSM). The DSM is the standard classification of mental disorders used by mental health professionals in the United States. It is also used by many other countries as a basis for a common understanding in the language of abnormal behaviours. It is intended to be applicable in a wide array of contexts and used by clinicians and researchers of many different orientations (e.g., biological, psychodynamic, cognitive, behavioural, interpersonal, family/systems). The manual has been designed for use across settings, inpatient, outpatient, partial hospital, consultation-liaison, clinic, private practice, and primary care, and with community populations and by psychiatrists, psychologists, social workers, nurses, occupational and rehabilitation therapists, counsellors, and other health and mental health professionals. It is also a necessary tool for collecting and communicating accurate public health statistics to have a common thread globally. The DSM consists of three major components: the diagnostic classification, the diagnostic criteria sets, and the descriptive text. The diagnostic classification is the list of the mental disorders that are officially part of the DSM system. “Making a DSM diagnosis” consists of selecting those disorders from the classification that best reflect the signs and symptoms that are afflicting the individual being evaluated. Associated with each diagnostic label is a diagnostic code, which is typically used by institutions and agencies for data collection and billing purposes. For each disorder included in the DSM, a set of diagnostic criteria that indicate what symptoms must be present (and for how long) in order to qualify for a diagnosis (called inclusion criteria) as well as those symptoms that must not be present (called exclusion criteria) in order for an individual to qualify for a particular diagnosis. However, it is important to remember that these criteria are meant to be used a guidelines to be informed by clinical judgment and are not meant to be used in a cookbook fashion. Finally, the third component of the DSM is the descriptive text that accompanies each disorder. The text of DSM systematically describes each disorder under the following headings: “Diagnostic Features”; “Subtypes and/or Specifiers”; “Recording Procedures”; “Associated Features and Disorders”; “Specific Culture, Age, and Gender Features”; “Prevalence”; “Course”; “Familial Pattern”; and “Differential Diagnosis.” DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision), published in June 2000 was the last major revision of the DSM. Much of the effort involved conducting a comprehensive review of the literature to establish a firm empirical basis for making modifications. Numerous changes were made to the classification (i.e., disorders were added, deleted, and reorganized), to the diagnostic criteria sets, and to the descriptive text based on a careful consideration of the available research about the various mental disorders. Childhood Disorders Childhood disorders differ from adult disorders in a very important way. Most adults identify themselves as having a problem, whilst children with problems are often identified by others. If an adult sees themselves as needing help, this has an effect on their desire to seek treatment, whereas with a child, someone is telling them that they need help or some form of treatment. There are a number of ways in which diagnosing disorders in children differs from diagnosis in adults. Children rarely initiate the consultation themselves The childs developmental stage has to be taken into consideration Children tend to have more difficulty expressing things in words Medication is usually a last resort A developmental approach is usually undertaken for the following reasons: The childs developmental stage determines whether the behaviour is normal or pathological The impact of life events alters as the child develops The childs psychopathology may alter as it gets older. The causes of psychological disorders in children are similar to that for adults, i.e. there are genetic and environmental factors. In addition there are developmental factors, i.e. children mature psychologically and socially as they get older and their disorders reflect such maturation. A child with a “major psychiatric disorder” has a very serious illness affecting several areas of the child’s life. These areas may include emotions, social or intellectual ability, or the use of language. When a child and adolescent psychiatrist examines a child to learn if he or she has a major psychiatric disorder, these are some of the signs they look for or ask parents about: …
EBook to compliment this Course
This engaging text explains how psychological profiling is used to assess others from new staff and school children to criminals and killers.
by John Mason and the Staff of ACS
Psychological Profiling eBook course online.Psychological profiling is used to assess anyone from potential new staff and school children to serial killers. It helps you to determine someones personality, neuroses, mental health and career suitability. This book provides an excellent overview of psychological profiling techniques and pitfalls. Aprofileof an individual at its most basic is an outline of what a person is really like in terms of their personality traits and characteristics. The most widely known form ofprofilingis that which is used to assess criminal behaviour. This is largely due to the popularity of TV shows and books which include criminalprofiling.
When we hear the term “psychologicalprofiling“, we often assume it is in relation to criminal behaviour, howeverprofilingcan be used for a wide range of reasons, such as:
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.
Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.
Q. What sets the Academy apart from other institutions?
A. A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson). So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.
Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.
Q. Can I pay by instalments?
A. Yes, you can view all available payment options here.
Q. Are there any hidden costs?
A. There are no hidden extras – the tuition fee covers all course material, unlimited tutor support, assignment marking/feedback and any text books where specified and exams. The only extras are for the public examinations fees for the ICB Bookkeeping course and the RHS (Royal Horticulture Society) exams.
Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.
Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member. Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list of recognition and memberships please click here,
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. Completing the course- how long will it take?
A. Completion of modules varies from student to student. Many factors come into play such as work commitments and family life- there are always distractions. Some students work quicker than others. For a 100 hour module many students will take up to 3- 6 months, others take less time and some are even longer. It’s all up to you. There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.
Q. What learning formats are there?
A. Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module
Correspondence: You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a project instead of sitting the exam) – the choice is yours – you sit for the exam in your own location, or you can visit us in Canterbury, England to sit the exam if want to. Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons there would be 10 assignments. The number of lessons per module varies from module to module. See the course content from our website for further details.
Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.
Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.
Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to design your own diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript. The Transcript will list your GPA. Each 100-hour module is worth 3 credit hours.
Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification. Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.
Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam. Many students prefer this option as they find researching the material for the project sharpens their research skills.
Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.
Q. Do I have to sit for the exam at the Academy?
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.
Q. Our tutors – who are they?
A. We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience. Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.
Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.
Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.
Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service. Contact can be made via the Student Zone, email, or by phone.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: firstname.lastname@example.org
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,