Programme Specification. MSc Health Psychology (On Campus) Valid from: September 2015 Programme Code: MC8AA

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1 Programme Specification MSc Health Psychology (On Campus) Valid from: September 2015 Programme Code: MC8AA

2 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 3 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 4 SECTION FOUR: PROGRAMME STRUCTURE... 5 SECTION FIVE: PROGRAMME DELIVERY... 7 SECTION SIX: ADMISSIONS... 9 SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE... 9 SECTION EIGHT: POST PROGRAMME OPPORTUNITIES SECTION NINE: EMPLOYER LINKS APPENDIX A: CURRICULUM MAP

3 SECTION ONE: GENERAL INFORMATION Programme Title MSc in Health Psychology Award Title and Interim Awards Final Awards MSc in Health Psychology MSc in Health Psychology Studies (for students without an accredited BSc (hons) Psychology degree) Interim Awards Postgraduate Certificate in Health Psychology Postgraduate Diploma in Health Psychology Postgraduate Certificate in Health Psychology Studies Postgraduate Diploma in Health Psychology Studies Mode of Study Face-to-face delivery; part-time and full-time Programme Start Date/Review Date Start date: September 2012 Period of validation: Indefinite Awarding Institution University of Derby College Managing the Programme College of Life and Natural Sciences Institution(s) Delivering the Programme University of Derby Relevant External Subject Benchmark Statements There are no specific Quality Assurance Agency (QAA) subject benchmark statements for Master s programmes in Psychology. However, the British Psychological Society (BPS) core curriculum for Stage One Qualifications in Health Psychology (Masters Programmes) forms the basis for the design of the programme. The full MSc programme has been mapped against the Division of Health Psychology Training Committee (DHPTC) revised curriculum (October 2008) to ensure the programme delivers the appropriate breadth of knowledge and skills. 1

4 The programme complies with the QAA framework for higher education qualifications in England, Wales and Northern Ireland, Section 4: Qualification Descriptors, in that the descriptor for a higher education qualification at level 7: Master s degree, is met by all students completing the MSc stage. The programme also complies with the QAA code of practice for the assurance of academic quality and standards in higher education. External Accreditation/Recognition The British Psychological Society has accredited this programme from academic year 2010/11 to 2014/15 for all students who hold the Graduate Basis for Chartership (GBC). JACS Code C841 Programme Specification Last Updated July

5 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview Health psychology is a dynamic and evolving profession and Health Psychologists must be equipped with a broad range of skills in order to meet these challenges. The MSc Health Psychology Programme at the University of Derby is designed for students who wish to access high quality health psychology education delivered by a team of experienced health psychologists. It fulfils the knowledge base required of Masters programmes by the British Psychological Society as part of the qualification for Full Membership of the Division of Health Psychology and Chartered Health Psychologist status. It also aims to equip students with a range of professional skills in order to meet the challenges Health Psychologists may face in the workplace. The programme is suitable for UK psychology graduates who hold Graduate Basis for Chartership (GBC) and non-uk psychology graduates who are eligible for GBC and wish to become Chartered Psychologists or Practitioner Psychologists in the UK. The programme is also suitable for UK and non-uk psychology graduates who wish to undertake postgraduate training in psychology but do not wish to become Chartered Psychologists or Practitioner Psychologists in the UK or who are not eligible for GBC having followed a non-accredited undergraduate degree (e.g. Psychological Studies or a Psychology joint honours degree). Programme Aims This programme has four key aims which are to: Provide students with the skills to critically evaluate theories, findings and methods relevant to the field of health psychology. Provide students with the professional skills to work within multiprofessional health care contexts. Provide students with the necessary skills in order to design, conduct and analyse empirical psychological research in a health context. Provide students with a knowledge base that is necessary and sufficient for the academic component of the route to becoming a Chartered Psychologist with the British Psychological Society and/or Practitioner Psychologist with the Health Professions Council. 3

6 SECTION THREE: PROGRAMME LEARNING OUTCOMES Knowledge and Understanding On successful completion of the programme students will have knowledge and understanding of: 1. The multidisciplinary context of teaching, research and consultancy 2. The ethical context of their work such that they can recognise the limits of their own competence and the range of applicability of the models and methods they are using. 3. The implications of working in a multicultural and multiracial society, and of equal opportunities legislation and practice 4. The social, political and organisational contexts in which psychologists work and the effect these have on service delivery. Intellectual skills On successful completion of the programme students will be able to:- 1. Analyse and interpret psychological evidence 2. Apply critical reasoning and evaluation 3. Identify and solve problems relevant to the field of health psychology. Subject-Specific Skills On successful completion of the programme students will be able to:- 1. Draw upon a broad range of psychological expertise based on academic knowledge, skills, and a range of qualitative and quantitative research skills, including the use of psychological models. 2. Make explicit links between the scientific and theoretical background to their work and its practical application, thereby developing a scholarly and critical approach to the scientific foundations of health psychology. 3. Use effective communication skills, both spoken and written, including the ability to disseminate psychological approaches to others as and when appropriate. 4. Plan a continuing extension and development of their own skills and knowledge base, in order to equip themselves to make a contribution to the development of psychological knowledge and their profession. 5. Undertake intensive study and research in their own area of specialism. 4

7 Transferable Skills On successful completion of the programme students will be able to:- 1. Communication effectively both in written and oral formats 2. Be competent in the application of number 3. Work productively with others 4. Be competent in the use of information technology 5. Effectively manage their own learning 6. Have competent problem solving skills 7. Have competent observation and listening skills SECTION FOUR: PROGRAMME STRUCTURE Structure and curriculum All modules are written, taught and assessed at Level 7. In order to obtain the Masters in Health Psychology, students must complete 180 credits by undertaking all 7 modules offered on the Programme. All modules are worth 20 credits and consist of 200 hours of study, apart from Research Project in Health Psychology, which is equivalent to 3 standard modules, is worth 60 credits and consists of 600 hours of study. There are no optional modules. Students can also graduate with a Postgraduate Certificate in Health Psychology if they wish, stepping off after successfully completing 3 standard modules (60 credits), or they could step off after successfully completing 6 standard modules (120 credits) and graduate with a Postgraduate Diploma in Health Psychology. Part-time students will study 2 modules per semester in year one and one module per semester in year two. Part-time students will take the Research Project in Health Psychology module as a through module (September to July) in their second year. Full time students will study 3 modules per semester and will take their Research Project in Health Psychology module as a through module (September to July). 5

8 A structure diagram for the Masters in Health Psychology Programme, with an example of the order of taught modules: Level 7 Semester 1 Semester 2 Semester 3 Psychology of Illness 1 Psychology of Health and Wellbeing 1 Advanced Psychological Research Methods in Context 1 MODULES Health Promotion and Behaviour Change 1 Living with Long Term Conditions 2 Professional Skills in Health Psychology 2 Research Project in Health Psychology 2 1 Modules taken by part-time students in their first year 2 Modules taken by part-time students in the second year All modules are core for those wishing to graduate with an MSc in Health Psychology. Personal Development Planning Personal Development Planning (PDP) is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. Within this programme the focus is firmly set on supporting students to develop the skills to link PDP with wider continuing professional development (CPD) and lifelong learning (LLL). Values and beliefs connected to PDP include learning to learn independently and proactively, and that personal characteristics such as confidence, and personal contexts (domestic, employment etc.) contribute significantly to the way a person manages and approaches both their course and their career. The MSc Health Psychology Programme adopts a mixed approach to PDP and includes the development of a portfolio (which will act as the student s progress file). Students will engage in a variety of PDP-relevant activities throughout their programme, which will either be part of the modules they undertake or part of their timetabled tutorials and they will record their reflections and learning in their progress file. In particular students will undertake a range of PDP activities as part of their Professional Skills in Health Psychology module. PDP activity is not formally assessed and attracts no programme credits, however, it is strongly recommended that students complete a range of appropriate activities and compile a portfolio in order to get the most out of the programme they are studying. The activities students complete as part of their PDP portfolio work will also be discussed in detail during personal tutorials and will be used as a basis for academic and career guidance discussions. 6

9 Support for identifying and planning appropriate PDP activities and for documenting development will be provided by personal tutors and the programme team more widely. In addition, module leaders will endeavour to highlight opportunities and activities embedded within the module materials that are designed specifically to support personal development and reflection and will offer suggestions about how individual students might incorporate such activities into their PDP portfolio. Further guidance on completing the PDP portfolio and suggested activities are detailed in the PDP Handbook. Each student s PDP portfolio, together with their transcript of achievement and final award, forms a permanent record of their progress and growth throughout their registration on the programme. SECTION FIVE: PROGRAMME DELIVERY The programme has been developed and is delivered by an experienced team of health psychologists and their colleagues within the Psychology subject area at the University of Derby (UoD). Learning and Teaching Methods The programme is delivered face-to-face and is supported via the Blackboard Virtual Learning Environment (VLE) which sits within the University of Derby Online (UDo) provision. Development of Knowledge and Understanding All modules offered on the programme are based on the standard 20 credit module, or multiples thereof, where 20 credits reflects 200 learning hours encompassing engagement with study materials, participation in interactive activities, directed reading, self-directed reading, reflection and preparation for assessment. The learning and teaching methods have been developed to introduce students to key health psychology theory and debates and to help students make the transition between theoretical knowledge and its application in practice. Development of Skills Transferable skills are embedded and developed within all modules taught on the Programme. Communication skills are developed via group discussions and are also assessed via oral presentations. Research methods modules develop students ability to work with numbers, solve problems and use IT. Problem solving is also assessed in case study work. Self-directed study and the ability to manage one s own learning are also promoted in each module, particularly for the Research Project in Health Psychology. Assessment The programme operates within the University s Postgraduate Regulatory Framework and conforms to its regulations on assessment. Students are also required to adhere to the British Psychological Society s code of ethics and maintain confidentiality at all times in assessed work. Failure to do so will result in a fail in that piece of work. The programme is assessed via 100% coursework. Assessments are matched to the individual module learning outcomes, which are derived from programme aims and programme learning outcomes. All modules will require critical reasoning and 7

10 evaluation in order for students to pass learning outcomes. Given the design of the programme there are no group assessments, however students are encouraged to discuss their learning and assessment preparation with their peers on the programme. The majority of assessments require students to integrate and critically evaluate the knowledge and skills covered in each module with additional information and evidence they have identified using their research literacy skills. Knowledge and Understanding and Intellectual Skills are assessed through a range of techniques including traditional essays and case studies as well as more innovative assessments such as oral presentations and intervention implementation reports. Effective communication of ideas, critical evaluation and synthesis of knowledge is an important criterion in assessing all areas of work at this level. Practical skills, including a range of methodological and analytical techniques, are assessed through the completion of practical exercises to demonstrate competency across a range of areas. More advanced subject specific skills are assessed through the application of methodological knowledge for example through developing or critiquing research proposals and conducting independent scholarship. Ethics All students are required to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people. Information on these principles can be found on the University web site at In addition, students at the University of Derby within the subject area of psychology are required to adhere to the Ethical Principles for Conducting Research with Human Participants as outlined by the British Psychological Society (BPS). These are available to download from All students are required to gain ethical clearance for their independent scholarly activity, whichever form that takes, from the Psychology Research Ethics Committee. Full details of the ethics submission requirements for students on the programme are detailed in the Programme Handbook. Furthermore, different professional bodies and organisations have differing ethical procedures. Ethical procedures within the health service for example are particularly rigorous. Students must make sure they are aware of the particular ethical procedures that may pertain to environments in which they work and should plan to conduct only research which will also be approved by the appropriate bodies e.g. NHS Research and Development departments and/or local research ethics committees (LREC). Research involving clinical populations or those falling under the remit of NHS ethics will only be permitted if a student can demonstrate a pre-existing relationship with the population and/or service and has the support of the host organisation and clinical lead responsible for the service to undertake the research (including clinical needs assessments and audit). Students will be strongly advised to identify areas for investigation involving non-clinical populations due to the time frame for obtaining NHS ethics. The process for identifying appropriate and feasible areas in which to undertake independent scholarship are outlined above and in the Programme Handbook. 8

11 Students who breach ethical or research governance guidelines will be automatically stopped from continuing with their research whilst the nature of the breach is investigated. Students who are deemed to have committed a serious breach of ethical practice will not be permitted to complete their research and will automatically fail the module. Depending on the nature of the breach students may or may not be permitted to redeem the failure. Any serious breach of ethics will be referred to the University Research Ethics Committee. SECTION SIX: ADMISSIONS Entry requirements Applicants will usually be required to have a 2:1 or first class honours degree in Psychology, which is recognised by the British Psychological Society (BPS) and have Graduate Basis for Chartership with the BPS. A 2:2 honours degree in Psychology may be accepted if the applicant has relevant work experience or can demonstrate an ability to study at Level 7 through the completion of other post-graduate study. Applicants with a Joint Honours degree in Psychology or with an undergraduate degree that contains at least 60 credits of Psychology may also be considered. Those students without a BPS accredited Psychology degree who successfully complete the course will graduate with the award title MSc in Health Psychology Studies. Applications for APL and APEL will also be considered under the regulations of the University of Derby. Applicants with overseas qualifications are strongly advised to establish the UK equivalence of their qualifications. Within this requirement, it will be important to ascertain the ability to speak and write using the English language. Due to the demands of postgraduate study a minimum IELTS score of 6.5 (with a minimum of 6.5 in each component) is required for entry to the programme for non-native English speakers. Before applying students may seek confirmation of equivalency by contacting the National Academic Recognition Information Centre (NARIC) on , and writing to Oriel House, Oriel Road, Cheltenham, Glos. GL50 1XP. Evidence of equivalence (written verification) will be required on application for entry on this programme. A fee is payable for the NARIC service. Applicants with non-gbc qualifications who want to be considered for the accredited programme will need to contact the BPS in advance of applying to confirm if their qualification is recognised by the BPS as conferring GBC. Interviews Entry to the programme for applicants with a 2:1 or above and GBC is by application, for those with non-gbc qualifications or lower academic qualifications and experience entry normally involves an interview with the programme leader, or nominated representative, to establish suitability for and commitment to the programme. For overseas students this will conducted over the telephone or by Skype if possible. SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Providing appropriate support and guidance to students undertaking this MSc is an important aspect of the programme. The programme leader, assisted by the programme management team, oversees all students enrolled on the programme to ensure their experience of and progression through the programme is optimal. A 9

12 combination of programme and university level support is provided and students are strongly encouraged to make use of all the sources of support that are available to them, depending on their personal needs. The main sources of support and guidance are outlined below. Enrolment and Induction The programme begins with bespoke enrolment and induction sessions which are designed to support students in joining the programme, ensure they have a good introduction to the programme and the University and working at MSc level. Another important element of the induction programme is allocation to a personal tutor. Personal Tutors Every student is allocated a personal tutor. Students are advised to see their personal tutor regularly to review progress, discuss engagement with PDP and the development of their PDP portfolios. Further details about the role of personal tutors and tutorial arrangements can be found in the Programme Handbook. Module Leaders Module leaders provide support to students in relation to specific module materials and assessment. Students are advised to direct modules queries to individual module leaders via , telephone and via the module discussion. More general queries concerning academic matters should be directed to the programme leader or personal tutor. Student Representatives and Programme Committee Students on the programme are supported in raising any issues or concerns regarding the programme or broader University systems as well highlighting aspects of the programme that work particularly well through the student representatives. Student representatives report to the programme committee. Students from each cohort are invited to act as student representatives. An overview of the role of student representative and the election of student representatives for each cohort forms part of the enrolment and induction process. University of Derby Online (UDo) All modules are supported via the University s intranet (UDo). Students can check and update their personal details, view their enrolment status and grades via the personalised MyUDo link; are able to access their programme area and module web pages (housed in Blackboard) via the course resources link; and can link to ATHENS and the library via the study resources link. UDo also has a communication area through which students can access Unimail services. Students are introduced to the UDo facilities as part of the enrolment and induction module. Learning Centre and Digital Library The University holds a large number of electronic journals which are available to students via ATHENS. Student Support Services University central Student Support Services offer a range of general, specialist and professional support services for students as detailed in the Programme Handbook. Students declaring a disability will be treated in accordance with the University Equal Opportunities Policy which aims to develop an awareness of the needs of individual students to enable them to participate fully in their programme of study. 10

13 Equality and Diversity The University of Derby is committed to providing a learning community and environment in which the rights and dignity of all its members are respected and which is free from unfair discrimination, prejudice, intimidation and all forms of harassment including bullying. This commitment is encapsulated in the University s values and is central to our beliefs. This link provides further information about the University s commitment to equality and diversity which can be found in the University s Equality and Diversity Policy. SECTION EIGHT: POST PROGRAMME OPPORTUNITIES The programme supports progression in terms of further qualifications and employment. The PDP element of the programme has a clear focus on CPD and on developing independent active learners. Students are encouraged to think about how their current learning fits in to their short, mid and long term plans. Evidence suggests that postgraduate education often leads to increased career opportunities as a result of developing knowledge, skills and confidence in ones own abilities. On successful completion of the programme students will be eligible to proceed onto one of the BPS/HPC accredited Stage Two programmes to fulfil their training to be a Chartered Psychologist (if they hold Graduate Basis for Chartership with the British Psychological Society) or to be a Practitioner Psychologist (registered with the Health Care Professions Council). Post-programme academic and career advice will be provided to graduates of the programme through continued contact with the programme leader or personal tutors. SECTION NINE: EMPLOYER LINKS The programme content has been developed to ensure that graduates of the programme have an up-to-date understanding of the role of psychological theory, research and methodology in the context of health, illness and healthcare delivery as well as developing a range of transferable skills. Career development is a central focus of the programme, as set out in the aims and objectives of the course and our course philosophy. In order to help students decide on a career pathway, and to facilitate employer links, modules will include lectures from guest speakers across a variety of health psychology careers, for example working within the NHS, mental health, teaching, research and consultancy. 11

14 Appendix A: Curriculum Map Programme Learning Outcomes Programme coverage in modules Knowledge and Understanding LLTC PHW HPBC PS PI APRM RPHP The multidisciplinary context of teaching, research and consultancy The ethical context of their work such that they can recognise the limits of their own competence and the range of applicability of the models and methods they are using. The implications of working in a multicultural and multiracial society, and of equal opportunities legislation and practice The social, political and organisational contexts in which psychologists work and the effect these have on service delivery. Intellectual Skills Analyse and interpret psychological evidence Apply critical reasoning and evaluation Identify and solve problems relevant to the field of health psychology. Subject Specific Skills Draw upon a broad range of psychological expertise based on academic knowledge, skills, and a range of qualitative and quantitative research skills, including the use of psychological models. 12

15 LLTC PHW HPBC PS PI APRM RPHP Make explicit links between the scientific and theoretical background to their work and its practical application, thereby developing a scholarly and critical approach to the scientific foundations of health psychology. Use effective communication skills, both spoken and written, including the ability to disseminate psychological approaches to others as and when appropriate. Plan a continuing extension and development of their own skills and knowledge base, in order to equip themselves to make a contribution to the development of psychological knowledge and their profession. Undertake intensive study and research in their own area of specialism. Transferable Skills Communication effectively both in written and oral formats Be competent in the application of number Work productively with others Be competent in the use of information technology Effectively manage their own learning Have competent problem solving skills Have competent observation and listening skills 13

16 LLTCI: Living with Long Term Conditions PHW: Psychology of Health and Wellbeing HPBC: Health Promotion and Behaviour Change PS: Professional Skills in Health Psychology PI: Psychology of Illness APRM: Advanced Psychological Research Methods in Context RPHP: Research Project in Health Psychology 14

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