Promote a critical understanding of how a variety of psychological models are applied to issues relating to physical and mental health.

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1 10 B.1 ROGRAMME SECIFICATION COURSE TITLE: ost-graduate Diploma/MSc Applied sychology (Mental Health and sychological Therapies) LEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning, teaching and assessment methods of each module can be found in the course handbook and module descriptions of individual modules. 1 AWARD INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster 3 LOCATION: Magee 4 ACCREDITED BY: N/A 5 FINAL AWARD: G Dip Applied sychology (Mental Health & sychological Therapies) MSc Applied sychology (Mental Health & sychological Therapies) 6 MODE OF ATTENDANCE: Full Time / art Time 7 SECIALISMS: Mental Health/sychological Therapies/Research Methods. 8 COURSE CODE: 4522/ / DATE WRITTEN/REVISED: Effective from 2011/12 10 EDUCATIONAL AIMS OF THE COURSE The course aims to enhance the skills and knowledge of graduates of psychology in professional areas related to mental health and clinical applications. The course broadly aims to prepare students for work in areas of professional psychology, and enhance competence working as an Assistant or Associate Clinical/Counselling sychologist; as well as to enhance the opportunity to gain access to competitive Doctoral level training in Clinical and/or Counselling sychology. Specifically, the course aims to: romote a critical understanding of how a variety of psychological models are applied to issues relating to physical and mental health. Facilitate the development of skills which will enable students to appreciate and critically evaluate the role of psychological assessment, evidence, theory, and research in the practice of professional psychology, emphasising an integrative approach to problems of health, well being and illness. rovide a thorough grounding in two major therapeutic models of psychological therapy, i.e. Cognitive Behaviour Therapy and Family Therapy, having an opportunity to apply these theoretical frameworks to a variety of mental health/ emotional problems, comparing and contrasting each; and Give students opportunities to apply the relevant skills and techniques, whilst assessing their ability to critically appraise their own developing skills and competencies. rovide advanced training in research, assessment and evaluation through an applied approach involving quantitative and qualitative methodologies. 11 MAIN LEARNING OUTCOMES

2 11 The following reference points were used to inform the development of the programme and its learning outcomes: The Universities vision and core strategic aims, teaching and learning strategy and policies Current research or other advanced scholarship carried out by academic staff Subject benchmark statement Requirements of professional, statutory or regulatory bodies Occupational standards in field where there are relevant National and University qualifications in fields where these are relevant National and University qualification and credit frameworks Foundation degrees award benchmark statement Relevant European or international reference points The course provides opportunities for students to achieve and demonstrate the following learning outcomes: Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 Demonstrate a systematic understanding of identified theoretical bases of applied sychology (i.e. how psychological models explain the development of mental health problems). K2 Describe and critically discuss the historical foundations of psychological applications K3 Demonstrate a comprehensive knowledge of the development of psychology as a profession, and describe the aims and goals of professional bodies and how they are implemented at national and international level K4 Critically discuss current research, theory and practice in relation to health / mental health K5 Understand and be able to articulate the links between theory and evidence-based practice Additionally, a student who is successful in the MSc will be able to: K6 Demonstrate a comprehensive knowledge of current research on a specific mental health problem or issue K7 Have sufficient knowledge of the methodologies currently used in research in health psychology and mental health to be able to make a well informed and sound judgement of the appropriate methodology to apply to a problem or issue that is as yet unresolved Teaching and Learning Methods: Formal lectures, guest lectures, seminars, including specialist postgraduate research seminars, practical workshops, skills training in the human interaction skills labs, case studies, topic centred guided reading, independent study, electronic group discussions, use of reading databases in relation to research, supervision of a research project (the MSc). Assessment Methods: Essays, case studies, practical work, unseen written examinations, skills training in the human interaction skills labs- a critical evaluation report, portfolios, reflective logs and a completed independent research project (the MSc).

3 12 11I INTELLECTUAL QUALITIES I1 Apply analytical and critical reasoning skills in discussing theoretical, research and practice issues I2 Integrate a variety of theoretical perspectives and evidence in explaining mental health problems I3 Critically evaluate interventions and outcomes of applied psychology Additionally, a student who is successful in the MSc will be able to: I4 Analyse a research problem in the mental health field systematically and creatively I5 Formulate hypotheses in relation to a specific research problem in the mental health field Teaching and Learning Methods: Formal lectures, seminars, workshops, independent study, skills training in the human interaction skills labs- a critical evaluation, supervision of research project (the MSc). Assessment Methods: Essays, practical reports, written examinations, case studies, skills training in the human interaction skills labs- a critical evaluation, portfolios and reflective log reports, and a completed independent research project (the MSc). 11 ROFESSIONAL/RACTICAL SKILLS 1 Analyse research data and draw conclusions that integrate theory, methods and practice 2 Evaluate, formulate and design research and interventions in the health / mental health area 3 Effectively demonstrate the application of theory to practice via case studies, portfolios and reflective log reports. 4 Disseminate information through appropriate channels including electronic media 5 Analyze qualitative and quantitative evidence from research and practice Additionally, a student who is successful in the MSc will be able to: 6 Demonstrate an ability to integrate multiple theoretical perspectives and relate them to a specific research problem 7 Formulate hypotheses and decide upon the appropriate means of testing them within an ethical framework. Teaching and Learning Methods: Formal lectures, laboratory based activities, psychotherapeutic skills based training in human interaction skills labs, practical workshops, case studies, seminars, supervision of a research project (the MSc). Assessment Methods: Essays, case studies, practical reports, skills training in the human interaction skills labs- a critical evaluation, practice portfolios, a completed research project (the MSc). 11T TRANSFERABLE SKILLS T1 Demonstrate effective interpersonal skills in a therapeutic context via critical skills appraisal report, case studies, reflective logs and portfolios. T2 resent and summarise clinical and research findings to lay and professional audiences T3 Utilize information technology packages in health / mental health research T4 Demonstrate a thorough knowledge of the ethical dimensions in research and practice in applied sychology. Additionally, a student who is successful in the MSc will be able to: T5 resent complex research findings effectively in a formal report Teaching and Learning Methods: Seminar discussions and presentations, laboratory based activities, group practical exercises, skills training in the human interaction skills labs. Assessment Methods: Essays, evaluations of case studies, essays, self reflective exercises; skills training in the human interaction skills labs- a critical evaluation essay; a completed research project.

4 13 11 ROGRAMME LEARNING OUTCOME MA for the gdip/msc Applied sychology (mental health & psychological therapies) lease Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE OUTCOMES TITLES LEVEL CODE K1 K2 K 3 K 4 K 5 K 6 K 7 l1 I 2 I 3 l 4 l T1 T2 T3 T4 T5 rofessional Issues in Applied sychology Advanced Research Methods in Applied sychology sychological Assessment erspectives in Health sychology Adult Mental Health (theory and practice) Child & adolescent mental health (theory & practice) Cognitive behaviour psychotherapy Family therapy and systemic practice 7 SY821 X X X X X X 7 SY822 X X X X X X X X X 7 SY845 X X X X X X X 7 SY846 X X X X X X X X X X X X X X X 7 SY819 X X X X X X X X X X X 7 SY817 X X X X X X X X X X 7 SY847 X X X X X X X X X X X X X 7 SY848 X X X X X X X X X X X X X Research roject 7 SY824 X x x X x X X X x x X X X X X X X X X X X

5 14 12 STRUCTURE AND REQUIREMENTS FOR THE AWARD For the ostgraduate Diploma students are required to complete eight taught modules over one year (full-time) or two years (part-time), each of which give 15 credit points, totalling 120 credit points. Successful students must pass all eight modules, where the pass grade is 50% for each module. The MSc students undertake an additional Research roject module worth 60 credit points, giving a total of 180 credit points. All students enrol on the GDip, and are eligible for transfer to the MSc when the eight modules have been successfully completed. The language of instruction is English. Module Title Credit Level Credit oints Module Status Awards rofessional Issues in Applied sychology 7 15 Compulsory Advanced Research Methods in Applied sychology 7 15 Compulsory sychological Assessment 7 15 Compulsory erspectives in Health sychology 7 15 Compulsory Adult Mental Health (theory & practice) 7 15 Compulsory Child & Adolescent Mental Health (theory & practice) 7 15 Compulsory Cognitive behaviour sychotherapy 7 15 Compulsory Family Therapy and Systemic ractice 7 15 Compulsory gdip Research roject 7 60 Compulsory MSc 13 SUORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Subject Area rovision: Induction process: All new entrants to the School are briefed during Registration. Students are welcomed with a presentation about the course, given by the Course Director, detailing the modules in each semester and the timetable. Students also meet all staff members and have a chance to mingle and feel welcome over lunch. The students are then guided to the library for a full library induction. The students are offered a tour of the campus and are then guided to the sports hall for official registration business. School Teaching and Learning Coordinator / Committee. A senior colleague holds the position of School Teaching and Learning Coordinator. The responsibilities of this role include Chairing the School Teaching and Learning Committee which oversees the coherence and quality of teaching and academic coherence across the School. The Teaching and Learning Committee oversees the investment of learning resources and considers issues raised by students that have cross school implications. We also have a Teaching and Learning coordinator on the Magee campus, who also teaches on this course. Course Director: The Course Director is responsible to the School of sychology, and the Faculty of Life and Health Sciences: Board for the organisation and management of the course. Module Coordinators assume full responsibility for the overall running of their module (s) and operate within the policy laid down by the School. As such, Module Coordinators oversee the process of responding to academic-related enquiries.

6 15 Advisers of Studies Each student is allocated to a Studies Adviser who is a member of the Course Committee and whose role is to aid the fulfilment of the student s potential. The role of the Studies Adviser is to provide the point of contact for students, and to provide support and guidance on both academic and non-academic matters that are relevant to the student s progress on the programme, to monitor the progress of the tutee, and generally provide advice on aspects of the programme which need additional clarification. Module Tutors: Most modules have more than one module tutor to deliver the taught components, support student queries and contribute to the assessment process. Staff Consultation: Students are able to contact the Course Director, Module Coordinators, lecturing staff, administration staff by telephone, WebCT, , post or in person. Whilst there is a strong tradition of academic staff operating an open-door policy in sychology in regard to student support, a more formalised system in which staff display their availability has been introduced which ensures that all students are equally offered the opportunity to avail of help and support. Students are also encouraged to communicate with staff via and to arrange meetings or address any issues suitable to this means of communication. However, all these systems operate side-by-side with great benefit to students. Staff-Student Consultative Committee: Each year group has a Staff-Student Consultative Committee, which includes elected Student Representatives, the Course Director and course committee members. The Committee serves to promote student engagement through discussions relating to teaching and learning on the course. Student Representatives and the Course Director are encouraged to write the minutes of the Staff-Student Consultative Committee and to present issues therein, for appropriate action by the course committee. roject/dissertation supervisor: Each student is allocated a supervisor for their dissertation. The dissertation supervisor is responsible for guidance and supervision of the process of carrying out the dissertation in accordance with the guidelines for supervision laid down by the rogramme Board. Academic feedback: Detailed formative feedback is provided for all coursework assessments. University-wide resources are available e.g. ersonal Development lanning, Careers Office, Information Services Department, Student Support Department, Sport and Recreation Department, International Office, Students Union, Chaplaincy. The Students Union provides, where appropriate, financial support and legal advice. Central University rovision: The Student Services Directorate provides extensive and professional support for students in a number of important areas, including: Information Services Department Student Support Department Sport and Recreation Department International Office Students Union Chaplaincy Careers All psychology students are fully informed of these provisions and are encouraged to use them.

7 16 While student services staff liaise with academic staff in order to provide good services, their relationship with their clients (the students) is, of course, confidential. 14 CRITERIA FOR ADMISSION Applicants must hold a degree in sychology (which is accredited by the British sychological Society for the Graduate Basis of Chartership (GBC) or equivalent or demonstrate their ability to undertake the course through the accreditation of prior experiential learning. reference will be for those who hold a 1 st or 2:1 degree classification. However, those with a 2:2 degree class may be considered if they can provide evidence that they possess clinical experience which will support the course. Furthermore, all applicants will be assessed via a personal statement which will further assess suitability for the course. 15 EVALUATING AND IMROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING The Course Director assumes overall responsibility for ensuring that the systems for monitoring and evaluation of the quality of the programme operate effectively. The systems of monitoring and evaluation operate to inform the programme team's decision-making and planning, with the ultimate aim of ensuring that the student experience is a positive one. Continuous monitoring allows the identification of problem areas and allows proactive intervention to redress the problems and to ensure they don't reoccur. Included in the monitoring and evaluation process are; programme content; effectiveness of teaching strategies; effectiveness and fairness of assessment procedures; the quality of the staffstudent relationship, and the operation of mechanisms for student involvement in the decision-making process. rogramme evaluation operates within the terms of the University academic regulations. The Course Director, together with the course team, is responsible for ensuring that quality assurance procedures are carried out in accordance with the University s requirements. A range of monitoring and evaluation activities, both formal and informal, are employed to enable the team to determine whether the quality of the provision in terms of appropriateness of programme content and the effectiveness of learning and teaching strategies is maintained. These activities also serve as a means of identifying and rectifying shortcomings, and of enhancing quality. The quality and standard of learning and teaching is further monitored through: Staff/student consultation: The Staff-Student Consultative Committee meets at least once each semester and is made up the course committee members and students from the course.. The purpose of these meetings is to allow students a forum for the discussion of problems and issues relating to their modules and the general structure of the course. Minutes of the staff-student committee are presented to the Course Committee for consideration and issues or problems that arise are discussed and solutions implemented. Student Representation on the Course Committee: We ask for class representatives at the beginning of the year. We have two student representatives from the full time student group, one from the 1 st year part time student group and one from the 2 nd year part time group. Students from each year of the course are invited to serve as student representatives on the Course Committee.

8 17 Annual subject review and module evaluation: Students evaluate all modules, and the results are considered at both a Course and Faculty level as part of the Annual Subject Review process. ost Graduate Student Forum: Students are invited to participate in the ost Graduate student forum, run by the Northern Ireland British sychological Society. This allows all post graduate students from Northern Ireland and Republic of Ireland to meet regularly, discuss standards, write papers in the ost Graduate sychology journal or other peer reviewed sychology journals, and present their research or practice work at local conferences; all of which support the quality and standard of the research produced from students on the course. Course revalidation: The course is revalidated as part of a five year cycle of revalidation by the University of Ulster Staff appraisal is carried out on a 2 year cycle with attention given to the development needs of the individual staff member. Teaching and Learning Committee: At school and faculty levels there are active Teaching & Learning Committees responsible for coordinating developments and initiatives relating to innovative methods of delivery, technology mediated learning, as well as general resource issues. In addition, these committees are responsible for regulating faculty codes of practice relating to course management and delivery. Employer s views: rofessor Gerry Cunningham, Chief Clinical sychologist of the Western Trust, has been appointed to a Visiting rofessorship at the University and provides advice on course development and delivery from the professional point of view. eer review: Staff participate in the University s peer review scheme and a number of enhancements to teaching have been made through this process. 16 REGULATION OF STANDARDS Assessment Rules Modules are assessed by coursework or examination alone. All modules contribute to the final award, for which the pass mark is 50%. Distinction can be awarded to students who meet the following criteria. To gain a distinction for the ost Graduate Award- students are required to obtain an overall average of 70% or greater. To gain a distinction for the Masters award, students needs to again achieve an overall average of 70%. Internal Moderation All examination scripts are anonymous. The accuracy and consistency of marking both examination scripts and other assessed materials is monitored internally by the practice of double-marking. To this end, module co-ordinators are responsible for identifying members of staff (usually co-workers on their particular module) whose role is to moderate marks for that module. The sample comprises a range of abilities and includes all firsts and all fails. In respect of the final year project, all work is double-marked and moderated accordingly. In order to ensure consistency in marking across modules, standard assessment criteria have been developed for coursework, laboratory reports and examination scripts together with standardised feedback sheets. External Examiners External Examiners are academic subject or professional experts appointed from outside the University. One External Examiner is normally appointed to the present programme. It is their

9 18 duty inter alia to moderate the examination papers for each module, to consider student answer scripts and other assessed material, to attend Board of Examiners meetings and to consider administrative and other arrangements as well as issues of student progress. Their reports are an essential element in the maintenance of standards and receive consideration at various university committees (including the course Committee and during the process of Annual Subject Review). 17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING The GDip/MSc programme builds on a highly popular, fully accredited undergraduate programme, with associated laboratories, so that psychology has a strong presence on the campus. Facilities on the Magee Campus: The Magee Campus is well found for teaching in practical areas of applied sychology. To support this training the School has developed suites of experimental rooms and cubicles, specialist laboratories, and a newly upgraded, state of the art, human interaction skills suite, with DVD recording, playback and editing facilities. Qualifications of staff that support the course: The staff group responsible for delivering the programme includes several staff with professional qualifications in the health psychology (2), counselling psychology (3), and occupational psychology (2). Of the 18 permanent full-time staff at Magee, 40% are members of the Higher Education Academy, hold the ostgraduate Certificate in Higher Education ractice (GCHE), or hold an alternative teaching qualification. Newly appointed members of staff complete the (GCHE). Some members of staff are founding members of the Division of Counselling sychology, and Health sychology, with the Northern Ireland British sychological Society; one is currently Chair of the Committee for Counselling sychology, and one is the training lead. One member of the team is a recognised co-ordinator of training for the independent route to gaining chartered status with the BS. Research activity/status of school: Most staff members at Magee have strong research records in cognate areas, and the Magee Campus is in receipt of more than 5 million in external research funding for research in mental health, including an international study of the prevalence of psychological disorder. Other research active members of staff helped to secure 3.26 million to fund health related research programmes during the last RAE period. This level of activity ensures that teaching is delivered by lecturers at the forefront of research advances within the subject area. A number of teaching staff are members of the sychology Research Institute. The Research Assessment Exercise of 2008 showed that The School of sychology submission had an overall profile of: 5% at 4* (world leading in terms of originality, significance, and rigour), 20% at 3* (internationally excellent), 45% at 2* (internationally recognised) and 30% at 1* (nationally recognised). Visiting rofessors to the course: We have secured two visiting professors who now support the course. One is a leading international researcher in mental health and abnormal psychology; and the second visiting professor is as is the Director of sychology for the Western Trust, and is also a Consultant Clinical sychologists and a Registered Family Therapist. Links with employers: The School has also developed strong professional, research and teaching links with the sychology Department of the Western Health and Social Services Trust, where our students have been providing research support to various psychological departments within the Western Trust, such as the Child and Family Team, the Older Adults service, the Adult Mental Health and sychological Therapy services.

10 19 Quality in Teaching: Outcomes from QAA Subject Review: 2000 sychology rated "Excellent".

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