September University of Winchester. English. Taught. September intake per year N/A. Psychology

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1 1. PROGRAMME INFORMATION Programme Title Department and Faculty Master of Science in Forensic, Humanities and Social Sciences Date of most recent (re)validation 14 April 14 Date(s) when Programme Specification revised September 15 Revalidation due date Academic Year 19- Awarding Institution Teaching Institution (if different) Programme also accredited by (if relevant) Title of Final Award Title(s) of Exit Award(s) Language of Study Mode(s) of Attendance Mode(s) of Delivery Intake start date(s) and number of intakes per year Normal Period of Study UCAS Code QAA Subject Benchmarking Group University of Winchester N/A British Psychological Society ( Master of Science in Forensic (180 CATS Credits at Level 7) Postgraduate Certificate in Forensic (60 CATS Credits at Level 7); Postgraduate Diploma in Forensic (1 CATS at Level 7) English Full time and Part time available Taught September 14 1 intake per year 1 year full-time and 2 years part-time N/A 2. ADMISSIONS AND ENTRY REQUIREMENTS Prospective students should consult the latest prospectus and/or course pages online for programme entry requirements. Prospective students for Taught programmes should consult the Admissions Policy for Taught Programmes. Prospective students for Professional Doctorate programmes should consult the Postgraduate Research Programmes Admissions Policy. Both are available on the University s public webpage. 3. EDUCATIONAL AIMS AND LEARNING OUTCOMES 3.1 The aims of the Programme are: The main aim of the programme is to facilitate and equip students with the academic skills and knowledge required to fulfil Stage 1 of the BPS requirement to become a Chartered Forensic Psychologist. Specific aims are to:

2 a) Develop students understanding of the context and application of psychology in various forensic settings (for example, the legal and criminal justice system, forensic psychological practice and forensic mental health). b) Broaden students understanding of the core theoretical models of crime with an emphasis on the theoretical, practical and methodological limitations associated with these. c) Develop students awareness of core assessments, treatments and interventions utilised when working with various client groups in a forensic setting. d) Equip students with professional and practical skills such as report writing, critical thinking, communication (e.g. presentations), team-working, and independent as well as collaborative learning. e) Support students to develop their empirical skills, particularly their ability to appropriately design, conduct, analyse, interpret and evaluate psychological research on a chosen specialised research area within forensic psychology. f) Provide students with knowledge and understanding of the role of a forensic psychologist in practice. g) Equip students with the generalisable skills and knowledge required for Stage 2 of the chartership process. In particular, there will be an emphasis on reflective practice skills, and working professionally and ethically. 3.2 The Learning Outcomes of the Programme are: By completion of the Masters in Forensic, students should be able to demonstrate: a) knowledge and understanding of the major theoretical perspectives, debates, empirical research, fundamental assumptions and conceptual issues within a number of areas in forensic psychology (e.g. foundations of forensic psychology practice) b) an awareness of the function and underpinnings of the criminal justice system and the legal framework, and the role and contributions that a forensic psychologist has within this c) an understanding of the role of investigative psychology within the field of forensic psychology d) knowledge and understanding of the assessment and consultancy aspects of forensic psychology, in particular, core assessments that a forensic psychologist may be involved with and the consultancy role enacted within various institutions/organisations e) awareness of core treatments and interventions provided to forensic populations and the limitations associated with these f) report-writing and essay writing skills, including the ability to organise information clearly, formulate a clear coherent argument, use evidence to support or criticise the point(s) being discussed and reference accurately g) knowledge and understanding of quantitative and qualitative research methodology, statistical concepts and techniques, and data analysis/analytical techniques h) an awareness of ethical and reflective practice to perform the role of a forensic psychologist in practice, in particular the ability to identify strengths, areas for personal and professional development i) the ability to conduct and report a specialised psychological research investigation, based on a focused literature search and knowledge of ethical guidelines for psychology, using appropriate research design, data collection techniques and data analysis j) the ability to interpret their own and others data, and its relationship to existing empirical findings, methods and theoretical perspectives. On successful completion of this programme, students will be able to demonstrate the following skills of: Knowledge and Understanding of: k) the major theoretical perspectives, debates, empirical research, fundamental assumptions and conceptual issues within the field of forensic psychology. Page 2 of 9

3 l) specialist applications of forensic psychology. m) core assessments, treatment and interventions in the field of forensic psychology. n) core practitioner skills within forensic psychology practice (e.g. consultancy, report writing, expert witness testimony, ethical practice and reflective practice skills). o) empirical and research methods with specific emphasis on the analysis of psychological research data. Skills and other Attributes: p) the ability to communicate ideas and to structure an argument in a logical fashion in different written and oral forms (such as essays, reports and presentations). q) the ability to use numerical information appropriately in the management, analysis, interpretation and presentation of research data, including the use of appropriate analytic software such as SPSS or ATLAS Ti. r) the ability to plan the development of and manage time and resources when conducting independent research. s) the ability to work with and relate to others, by treating others values, beliefs and opinions with respect. t) some awareness of the reflective practice skills required to perform the role of a forensic psychologist (practitioner), for example, to work competently and ethically. u) the ability to critically reflect on the acquisition of key skills for employability within the forensic psychology field such as time management, communication, teamwork, concise writing, numeracy, critical and reflective thinking, and consultancy. See Appendix 1 for a grid mapping modules to programme learning outcomes. In terms of employability, this programme fulfils Stage 1 of the BPS Chartership process to become a forensic psychologist. The programme helps students to move onto Stage 2 of the Chartership process by supporting the development of employability skills. This is developed through the practice focused assignments in the programme focusing on employability skills and the forensic practice volunteering opportunities available via the links the University has with local Criminal Justice agencies. 4. PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS This section outlines the levels of study, modules and credits required for each programme (where there is more than one) and for final and exit awards. There are three available exit routes: a Postgraduate Certificate in Forensic (60 credits), a Postgraduate Diploma in Forensic (1 credits) and a Masters in Forensic (180 credits). All modules are core for each level of the programme. Masters in Forensic (Full-time) Module code and title Credits /Mandatory/ Optional Comments (eg pre/co-requisites) Level 7 PS Foundations of Forensic Practice Semester 1 PS The Criminal Justice System and the Legal Framework Semester 1 PS Research Methods in Semester 1 Page 3 of 9

4 PS Assessment and Consultancy within Forensic Practice Semester 2 PS Specialist Skills in Treatment and Interventions Semester 2 PS Investigative PS Empirical Research Project 60 Semester 2 during the summer term Exit award: PGCert (based on best 60 credits achieved) OR PGDip HE (1 credits) MSc (180 credits) Masters in Forensic (Part time) Module code and title Credits /Mandatory/ Optional Comments (eg pre/co-requisites) Level 7 PS Foundations of Forensic Practice Year 1, Semester 1 PS Assessment and Consultancy within Forensic Practice Year 1, Semester 2 PS Specialist Skills in Treatment and Interventions Year 1, Semester 2 PS The Criminal Justice System and the Legal Framework Year 2, Semester 1 PS Research Methods in Year 2, Semester 1 PS Investigative PS Empirical Research Project 60 Year 2 Semester 2 Year 2 Summer term Exit award: PGCert (based on best 60 credits achieved) OR PGDip HE (1 credits) MSc (180 credits) Page 4 of 9

5 Glossary = modules must be taken and passed Mandatory = modules must be taken but may be eligible for compensation Optional = modules may be selected by students, subject to availability 5. LEARNING, TEACHING AND ASSESSMENT 5.1 Means of delivery: The primary teaching methods for the programme are lectures and seminars, with practical workshops, tutorials and the University Learning Network. The Key Information Set (KIS) activity type is indicated in brackets. Lectures (KIS: lecture) Lectures provide the students with key concepts and information about the module and topic of interest in line with the key learning points and outcomes. Lectures within the University and the psychology department are interactive in their nature; students are encouraged to engage with the facilitator and each other. To support the development of the key critical and reflective skills necessary within psychology, students are encouraged to challenge, question and reflect about the content presented in the lecture rather than perceive this as a passive experience. The MSc in Forensic programme will be adopting this approach to lecture facilitation. Seminars (KIS: seminar) Within the University and the psychology department, seminar sessions are encouraged to build group discussion, and interpersonal and team working skills necessary for future work and employability. Seminar discussions often build upon lecture content and discussions. For example, students attend a lecture about a specific topic, and are then presented with conceptual debates, theoretical arguments and themes, and specific topics of discussion related to the lecture and module learning outcomes. They are placed in small groups, and encouraged to apply their critical and reflective skills to the problem and/or debate being discussed. On some occasions, seminars are student led and involve students delivering presentations, which supports the development of communication and interpersonal skills essential for further education and future employability. Practical Workshops (KIS: practical classes and workshops) Practical workshops within the computer laboratories are utilised for the teaching of research methods. This is particularly important and relevant, as students gain the opportunity to practice the taught statistical concepts and techniques. This supports the development of theory and practice links essential within the field of psychology, and helps students develop the necessary empirical skills required for their projects and dissertations. The practical workshop is also helpful to support students to problem solve and troubleshoot any difficulties they have in terms of their statistical skills by gaining help and support from the facilitators and other students. Tutorials (KIS: tutorial) Tutorial support is essential to a high quality student experience in terms of providing feedback and developing learning, as well as supporting pastoral care (e.g. answering any questions students have, supporting students with any difficulties they may encounter during their time at the University). In addition, tutorials are a valuable way of supporting students with their empirical dissertation for the MSc level of the programme. University of Winchester s Virtual Learning Environment The University has a Virtual Learning Environment known as the Learning Network (LN). The LN has many functions and when considering the current programme particularly, this includes providing students with information and learning materials (e.g. timetables, lecture slides and reading Page 5 of 9

6 materials). The LN is also essential to provide students with an interactive learning experience, which includes discussions with the teaching team and other students about key topics and debates. The LN is a learning and pedagogically focused method to support students to learn and engage with academic content and the University process. 5.2 Types of assessment employed: A variety of assessment methods are employed within the MSc in Forensic Programme, which reflect module and programme learning objectives, these are as follows with the Key Information Set (KIS) activity type is indicated in brackets. Essays and Literature Reviews are adopted to support the development of research, critical, analytical and reflective skills. Within the programme, essays and literature reviews have been utilised to assess the student s ability to review a concept and topic from various perspectives and/or critically evaluate psychological theories and debates within the field of Forensic. (KIS: written assignment) Practice Related Reports such as a court report incorporating a reflective summary and a treatment plan (report formats) are adopted in the programme. This is to support students to develop their reflective, critical and analytical skills (e.g. theory and practice links), and also to develop their awareness and understanding of the expectations of them if they decide to pursue stage 2 of the chartership process. (KIS: written assignment) Presentations are an opportunity for students to develop their communication and interpersonal skills, which are essential for future employability. (KIS: oral assessment and presentation) Examinations enable students to demonstrate their learning and key skills within time constraints. (KIS: written exam) The MSc level involves an Empirical Research Project, which is an extended independent empirical study that assesses a range of skills ranging from research, critical, analytical and reflective skills. (KIS: dissertation) See Appendix 2 for a grid mapping the assessment procedures to the modules. The interests of students with protected characteristics will be taken into consideration and reasonable adjustments to assessments will be made provided that these do not compromise academic standards as expressed through the learning outcomes. 6. QUALITY ASSURANCE AND ENHANCEMENT 6.1 Mechanisms for review and evaluation: Quality assurance and enhancement at Module Level Students provide feedback to module tutors through Module Evaluation Forms, reviews and other responses. The tutor collates the evaluation forms and produces a response for discussion at Programme Committee. The response identifies good practice and proposes remedies for any points of concern. The response is made available to students at the next running of the module. Quality assurance and enhancement at Programme Level The Programme Committee evaluates the success of the programme, paying particular attention to student feedback and student representatives. Minutes from the Programme Committee and the External Examiners report will inform the Annual Programme Evaluation which is submitted for approval to the Faculty Academic Development Committee. Issues for attention are identified and included in the action plan for the following year. Quality assurance and enhancement at Department Level Page 6 of 9

7 The Annual Programme Evaluation is submitted to the Department for discussion and to draw out department objectives. Quality assurance and enhancement at Faculty Level The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee which has oversight of learning development in the Faculty, including via the Peer Observation of Teaching. Quality assurance and enhancement at University Level The quality of the programme is monitored by an External Examiner appointed by the University s Senate Academic Development Committee. The External Examiner s Report is distributed to the Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate Academic Development Committee. Quality assurance and enhancement for Staff The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement in research and knowledge exchange activities. 6.2 Indicators of Quality and Standards External Examiner Report(s) Annual Monitoring process Student feedback including the National Student Survey or Postgraduate Taught Experience Survey Student representation at Faculty level and University level committees Programme Revalidation Higher Education Review 7. THE REGULATORY & POLICY FRAMEWORK 7.1 The programme conforms fully with the University s Academic Regulations for Taught Programmes and Assessment Regulations. 7.2 No exemptions from the Academic Regulations, Assessment Regulations or Associated Policies are required. 7.3 External Professional Statutory Regulatory Body Accreditation British Psychological Society is the accreditation body for psychology programmes. This programme is BPS accredited (current accreditation from February 15) For further details please see and specifically for Forensic Programmes Engagement with UK Quality Code and Subject Benchmarks Validation and Revalidation assure the University of the Programme s continued engagement with FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners assure the University that this engagement remains active and evident. 7.5 Engagement with Work Based Learning and Placements Approved Procedures Not applicable Page 7 of 9

8 Appendix 1: Grid mapping Modules to Programme Learning Outcomes Modules knowledge and understanding of the major theoretical perspectives, debates, empirical research, fundamental assumptions and conceptual issues within a number of areas in Forensic. an awareness of the function and underpinnings of the criminal justice system and the legal framework, and the role and contributions that forensic psychologists have within this. an understanding of the role of investigative psychology within the field of forensic psychology. knowledge and understanding of the assessment and consultancy aspects of Forensic, in particular, core assessments that forensic psychologists may be involved with and the consultancy role enacted within various institutions/organisations. Awareness of core treatments and interventions provided to forensic populations and the limitations associated with these. report-writing and essay writing skills, including the ability to organise information clearly, formulate a clear coherent argument, use evidence to support or criticise the point(s) being discussed and reference accurately. knowledge and understanding of quantitative and qualitative research methodology, statistical concepts and techniques, and data analysis/analytical techniques. an awareness of ethical and reflective practice to perform the role of a Forensic Psychologist in practice, in particular the ability to identify strengths, areas for personal and professional development. the ability to conduct and report a specialised psychological research investigation, based on a focused literature search and knowledge of ethical guidelines for psychology, using appropriate research design, data collection techniques and data analysis. the ability to interpret their own and others data, and its relationship to existing empirical findings, methods and theoretical perspectives. PS7950 Foundations of Forensic Practice PS7955 The Criminal Justice System and the Legal Framework PS7956 Research Methods in PS7952 Assessment and Consultancy within Forensic Practice PS7953 Specialist Skills in Treatment and Interventions PS7951 Investigative PS7954 Empirical Research Project Page 8 of 9

9 Appendix 2: Grid mapping Assessments Module PS7950 Foundations of Forensic Practice PS7955 The Criminal Justice System and the Legal Framework PS7956 Research Methods in PS7952 Assessment and Consultancy within Forensic Practice PS7953 Specialist Skills in Treatment and Interventions Treatment Proposal Empirical Research Project Individual Presentation x Court report with Reflective Summary Essay Literature Review In-class test Examination PS7951 Investigative PS7954 Empirical Research Project Page 9 of 9