Faculty of Medical and Human Sciences School of Medicine. Master of Science Forensic Psychology and Mental Health. Appendix 1 Programme Specification

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1 Faculty of Medical and Human Sciences School of Medicine Master of Science Forensic Psychology and Mental Health Appendix 1 Programme Specification

2 Introduction The role of Programme Specifications (based on standard University wording) Programme specifications focus on single programmes of study (or courses), and outline the intended knowledge, understanding, skills and attributes of a student completing that course. A programme specification also provides an overview of teaching and assessment methods as well as linking the course to the UK QAA Framework for HE Qualifications (FHEQ, 2008) and any subsequent professional qualification and career path. The University of Manchester has programme specifications for all courses that it offers. Not all programme specifications need to look the same. While there is no set template for programme leaders to follow, programme specifications should contain specific topics. Schools publish programme specifications and may make these available on their web sites. Programme specifications form one part of a set of different types of documents about a programme and its components, which include prospectus, programme handbook, unit specifications and information on websites. There may be concern that 'specifying' what a student will have learnt at the end of the course or programme might inhibit innovation within that course. For this reason it is important not to see programme specifications as 'tick lists'. They offer broad indications of the types of things students might be expected to learn and the types of skills and abilities they might be expected to gain. 1. SUMMARY Awarding Institution: School: Faculty: Programme Accreditation Name of the Final Award: The University of Manchester School of Medicine Faculty of Medical and Human Sciences N/A Master of Forensic Psychology and Mental Health Postgraduate Diploma Forensic Psychology and Mental Health Postgraduate Certificate Forensic Psychology and Mental Health Programme Duration: The programme is available full-time (12 months) and part-time (24 months). Level of the programme: UK Frameworks for HE Qualifications - FHEQ (2008) Postgraduate - Level 7 Further information on the FHEQ can be found on the Quality Assurance Agency for Higher Education (QAA) web site - Entry requirements MSc in Forensic Psychology and Mental Health (Stage One of the Qualification in Forensic Psychology - BPS Accredited) Individuals should possess Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (BPS) 1. Individuals must normally have a psychology degree with a minimum classification of a 2:1. Candidates with a 2:2 degree will only be admitted entry to the taught postgraduate diploma part of the programme, although they can then transfer to MSc programme if they achieve 50% or more on all assignments on the taught programme. All students must obtain a mark of 40% or above in every module, with an overall mark of 50% to be eligible for accreditation by the BPS. 1 'Graduate Basis for Chartered Membership' (previously called Graduate Basis for Registration, GBR) from the British Psychological Society the first step to becoming a Chartered Psychologist.

3 Candidates must be able to demonstrate prior knowledge of the role of the forensic psychologist as part of the application form/selection and interview process. It is desirable that applicants have relevant clinical / forensic experience (e.g. working with offenders / people at risk of offending, victims, observation of criminal courtroom proceedings). Applicants who do not possess GBC status, or who have a degree in another relevant discipline may be admitted to the MSc in Forensic Psychology (non-accredited route). Students who are applying from outside the UK, or who do not have a BPS accredited degree in Psychology, must check with the BPS to see if they qualify for GBC. To apply for GBC, students will download the form at Students will not be admitted to the programme of study without evidence of GBC status, and it will be their responsibility to provide this as part of the application process/prior to enrollment. This entry criteria is set to ensure only graduates with eligibility to undertake further training to become a qualified psychologist (Forensic or Clinical) graduate from this programme of study. In this way, the graduates will be distinct from graduates of other programmes, who do not evidence employability/destination of graduates as psychologists of the future. The caliber of the student the School will be recruiting will reflect this aim. Face to face or Skype interviews will be conducted as part of the application process. In the case of non-uk applicants, an institution that is recognised and approved by the University and the School must award the degree. Students whose first language is not English will need to provide evidence of a University approved qualification in English Language or achieve a level of no less than 6.5 IELTS. MSc in Forensic Psychology and Mental Health (graduate non-accredited route) Individuals must normally possess a degree in a relevant subject area e.g. psychology (non GBC status), criminology, law, social work with a minimum classification of a 2:1. Candidates with a 2:2 degree will only be admitted entry to the taught postgraduate diploma part of the programme, although they can then transfer to MSc programme if they achieve 50% or more on all assignments on the taught programme. Applicants must have relevant clinical / forensic experience (e.g. working with offenders / people at risk of offending, victims, observation of criminal courtroom proceedings). In the case of non-uk applicants, an institution that is recognised and approved by the University and the School must award the degree. Students whose first language is not English will need to provide evidence of a University approved qualification in English Language or achieve a level of no less than 6.5 IELTS. An honours degree in an appropriate discipline from an approved higher education institution. For full entry requirements please see: Website. The programme and pathways also provide an ideal foundation for those who may wish to prepare for PhD study. Relevant research or professional experience may be acceptable in place of an academic qualification, but enrolment will only be on the Diploma in the first instance. Date of original version: 17 May 2010 Date of current version: 8 th May 2014 Other relevant sources of information: School Home page University central support services

4 2. AIMS OF THE PROGRAMME The Postgraduate Diploma programme aims to: 01. Enable students to evaluate critically aspects of multi-disciplinary forensic psychology and mental health practice, policy and research, fostering positive values and attitudes that recognise and respect individual and cultural diversities and challenge discriminatory practice. 02. Equip students with in-depth knowledge, understanding and advanced skills in a range of evidence-based, client and carer-centred, mental health interventions that promote mental health and social inclusion. 03. Contribute to innovation, change and service developments in mental health care at both individual practitioner and organisational levels by equipping students with a systematic and critical understanding of relevant knowledge, theoretical frameworks and advanced skills. 04. Enhance career-long development and lifelong learning in students in order to support and enhance best practice and the maintenance of appropriate standards of forensic psychology and mental health care. Additionally for the Masters 05. Enable students, through the systematic, in-depth, exploration of a specific area of policy, practice, and research to extend their knowledge, understanding and ability to contribute to the advancement of mental health knowledge and practice at an individual and/or organisational level, and to reach the BPS Standards relevant to Stage One of the Qualification in Forensic Psychology (see section E below) A. Knowledge & Understanding Within the context of their chosen award and pathway, students should be able to: For the Postgraduate Diploma A1 Critically evaluate legal, ethical and policy dimensions of modern multi-disciplinary forensic psychology and mental health practice and the culture, processes and organisational systems of forensic psychology and mental health care including the Mental Health Act & legal framework. A2 Demonstrate an in-depth, critical understanding of bio-psychosocial concepts, perspectives and explanatory models related to forensic psychology and mental health - epidemiology, causation, and impact on individuals, relatives, carers and society and link between offending and mental health. A3 Critically appraise philosophies, models and frameworks for safe and competent multidisciplinary forensic psychology and mental health practice including effective communication, partnership (service users, carers, teams, external agencies), assessment, risk assessment, care planning and co-ordination, implementation and evaluation. A4 Display a critical understanding of a range of evidence-based interventions for people experiencing forensic psychology and mental health problems and their caregivers, and strategies for systematic implementation and evaluation of these in the provision of patientcentred, collaborative care that promotes mental health and social inclusion. A5 Demonstrate an in-depth and critical understanding of the importance and influence of individual diversity, culture and gender on mental health and the need for strategies and systems for care, which respect and respond to difference and challenge discrimination. A6 Critically appraise concepts and frameworks for supervision, life-long learning and continuing development as a basis for the continuing development of practitioner knowledge and skills. A7 Demonstrate a critical understanding of theories and concepts relevant to forensic practice innovation, change and service development that takes appropriate account of user and carer perspectives and changing national and local policy and organisational structures. A8 Critically evaluate a range of systematic strategies to identify and overcome barriers and resistance to the implementation of evidence based practice at a practice and organisational level. A9 Demonstrate a critical understanding of the nature and value of different research approaches, designs and methods within the context of mental health research and practice. A10 Systematically and critically examine hierarchies of research evidence that inform and underpin forensic psychology and mental health practice, service design and development. Additionally for the Masters A11 Consolidate, synthesise and critically apply the in-depth knowledge and understanding of relevant policy, literature and research acquired through the taught components of the

5 programme to the formulation of an extended dissertation relevant to a specific aspect of forensic psychology and mental health practice, policy, research or service development B. Intellectual Skills Within the context of their chosen award and pathway, students should be able to: For the Postgraduate Diploma B1 Appraise and synthesise information from a variety of sources in order to develop a coherent critical analysis of issues relating to forensic psychology and mental health policy, practice and research. B2 Critically reflect on and challenge their own practice, the practice of others and the organisation and delivery of forensic psychology and mental health services in order to ensure use of appropriate values and best evidence in delivering patient and carer centred care and management. B3 Demonstrate an in-depth and critical understanding of service user and carer perspectives and apply these to the delivery and organisation of forensic psychology and mental health interventions and strategies. B4 Demonstrate the ability to critically appraise and apply the evidence base for a range of specific bio-psychosocial interventions that promote health and recovery, service user empowerment and social inclusion. B5 Critically evaluate a range of intervention options which take account of people s needs and strengths to promote patient and family centred mental health care for individuals, families and communities. B6 Demonstrate and defend sound clinical judgements across a range of differing forensic psychology and mental health and social care contexts. B7 Construct sound arguments and rationales for forensic psychology and mental health practice based on a critical synthesis of current research, policy, theoretical dimensions and service user and carer perspectives. B8 Within the context of current forensic psychology and mental health and other related policy directives critically appraise the need for change and service development that meets the diverse needs of service users and their carers. B9 Critically evaluate and apply a range of leadership theories and styles in order to underpin strategies for practice innovation and service development that enhance access to and effectiveness of forensic psychology and mental health care. B10 Critically examine change theories, strategies and implementation research relevant to managing change within organisations and apply these to the development of mental health services that promote recovery and social inclusion. B11 Consider critically a variety of established techniques and methods of research and enquiry and how they relate to the advancement of evidence-based forensic psychology and mental health knowledge and practice. Additionally for the Masters B12 Engage in a systematic exploration of the literature, policy and research related to a specific area of forensic psychology and mental health so as to demonstrate an in-depth understanding of the relationship between theory and practice. B13 Formulate an original proposal for change, educational learning package or research proposal to challenge the boundaries of current thinking and demonstrate a sophisticated level of knowledge and understanding of a specific area of forensic psychology and mental health practice. C. Practical Skills Within the context of their chosen award and pathway, students should be able to: For the Postgraduate Diploma C1 Manage and advance their own practice / future practice in accordance with professional, ethical, legal and policy frameworks, ensuring the primacy of patient (and where appropriate carer) interest and well-being, while being able to fully justify the need for compulsion, discipline and control. C2 Practise in a non-discriminatory manner, respecting and being responsive to the variety of beliefs, cultural practices and lived experiences of individuals and groups and challenging identified inequalities and discrimination.

6 C3 Contribute to the advancement of effective multi-disciplinary working within the context of modern forensic psychology and mental health practice and service delivery that respects and utilises the contributions of the wider health and social care community and aims to promote recovery and social inclusion. C4 Through effective partnership working, contribute to the implementation and evaluation of a range of evidence based strategies and interventions to promote and enhance the mental health and social inclusion of individuals, groups and communities. C5 Develop therapeutic relationships with individuals (and where appropriate care givers) that enable them to be purposefully involved in a partnership of care based on appropriate values and processes. C6 Demonstrate sensitivity, awareness and advanced skills in the process of engaging with people with a history of offending behaviours, diagnosis and mental health problems and/or their carers, while being cognisant of the challenges involved in balancing personal needs of the service user and risks (and management of these risks). C7 Utilise core skills in forensic psychology and mental health practice to undertake and record systematic, accurate and comprehensive assessments of the needs and strengths of individual patients, groups and communities, formulate goals and devise treatment strategies based on best available evidence. C8 Based on the assessed needs and strengths of individuals, families and communities, implement, support and evaluate a range of psychosocial, evidence based forensic psychology and mental health interventions in a variety of practice settings. C9 Appropriately utilise practice supervision/mentorship to ensure interventions and care are optimum and tailored to patient, family and community needs and that learning needs are identified and acted upon to ensure ongoing personal development C10 Utilise appropriate theoretical frameworks and evidence-based constructs to formulate proposals to advance mental health practice that is responsive to the diverse needs of service users and carers. C11 Contribute to the strategies for practice development and change at both a team and organisational level to enhance access to and effectiveness of mental health services. C12 Draw on their knowledge and understanding of different approaches to research to formulate appropriate questions and methods for research and/or evaluations into aspects of mental health practice. Additionally for the Masters C13 Construct a cogent and workable dissertation in order to select and critically examine a specific dimension of mental health care relevant to forensic practice. D. Transferable Skills and Personal Qualities For Postgraduate Diploma and Masters, students should be able to: D1. Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals. D2 Effectively utilise information technology/health informatics. D3 Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice. D4 Work co-operatively and effectively with others as a member of a team. D5 Reflect on their own academic and clinical performance and utilise strategies to improve these. D6 Use logical and systematic approaches to problem-solving and decision-making. E. Attainment of the Standards for Masters programmes in Forensic Psychology as Defined by The British Psychological Society Additionally for the Masters in Forensic Psychology and Mental Health (Stage One in the Qualification of Forensic Psychology. BPS Accredited Route) Students on this route will attain the standards defined by the BPS: The MSc in Forensic Psychology and Mental Health (BPS Accredited Route) will adhere to the BPS Standards for Masters programmes in Forensic Psychology, and each module will enable each student to develop a range of core and transferrable skills central to the role of a forensic practitioner. The outcomes of the standards of the Society (for the accreditation of Stage One of the Qualification) promote the development of critical thinking and student engagement with the discipline by attainment of core skills.

7 The MSc in Forensic Psychology and Mental Health provides the theoretical / academic foundation (Stage One), which prepares the student (after graduation, whilst in employment) for the applied / practice level (Stage Two). The curriculum at Stages One and Two are split into four areas (called Key Roles (KR) at Stage Two), and the academic curriculum at Stage One maps onto the practitioner skills defined within Stage Two. The curriculum is therefore embedded in the context of the legal and criminal justice systems and covers research and critical awareness of current issues and developments in forensic psychology, and development of skills in critical self-reflection relevant to: Assessment and formulation 2 Interventions 3 Research and research methods 4 Advice and consultancy 5 Development and training 6 Core Skills Each module will reflect the core skills defined as training requirements set by the BPS. These are (p3. Standards for Masters programmes in Forensic Psychology. The British Psychological Society. March 2014): Critically evaluating the current knowledge, theory and evidence base relevant to the discipline (note: this may comprise both psychological theory and knowledge from other disciplines), and understand that this is an important first step for all work and activities; Identifying and developing skills and capabilities relevant to progression to forensic psychology practice; Using a range of techniques and research methods applicable to psychological enquiry; Applying relevant ethical, legal and professional practice frameworks (e.g. BPS, Health Care Professions Council (HCPC)), and maintaining appropriate professional boundaries; Communicating effectively (verbally and non-verbally) with colleagues, research supervisors, and a wider audience; Critically reflecting on and synthesising all of the above to inform their developing professional identity as a trainee forensic psychologist; and Disseminating their work appropriately in a range of appropriate written (e.g. professional reports, journal papers, conference posters) and oral (e.g. presentations, one-to-one feedback) formats. Curriculum (p5. Standards for Masters programmes in Forensic Psychology. The British Psychological Society. March 2014). Each of the above core skills are embedded throughout eight curriculum areas defined by the BPS Standards for Maters Programmes in Forensic Psychology. These eight areas are defined by the BPS, and mapped to the aims of the MSc in Forensic Psychology and Mental Health as follows: E1a. Students should demonstrate a critical understanding of different approaches to 2 In preparation for Stage Two. Conducting psychological applications and interventions. (KR1) 3 In preparation for Stage Two. Conducting psychological applications and interventions. (KR1) 4 In preparation for Stage Two. Research. (KR2) 5 In preparation for Stage Two. Communicating psychological knowledge and advice (incl. consultancy). (KR3) 6 In preparation for Stage Two. Staff development and training. (KR4)

8 assessment and formulation in relation to assessing individuals, groups and/or organisations. Students should also demonstrate a familiarity with the processes and tools of assessment in line with the particular focus offered by their programme. E1b. Interventions (KR1). Students should demonstrate a critical understanding of the range of interventions available for offenders, patients and at risk individuals, victims/survivors, professionals, groups and organisations. They should understand different approaches, and be able to identify strengths and weaknesses of those approaches to inform the selection of appropriate interventions. They should also be able to evaluate the effectiveness of interventions. E2. Research and research methods (KR2). Students should demonstrate the ability to use a range of techniques and research methods applicable to advanced scholarship in the discipline. Students should learn how to conduct qualitative and quantitative research of relevance to forensic psychology, and each student should conduct at least one empirical study. Students should have the appropriate skills and capabilities to collect and analyse data relevant to forensic psychology. E3. Advice and consultancy (KR3). Students should demonstrate a critical understanding of the forensic psychological theories and evidence relevant to working with organisations to contribute to the development of practice, guidance and/or policy. They should also understand the principles and procedures that forensic psychologists use when evaluating the practice of organisations and conducting consultancy. E4. Development and training (KR4). Students should recognise the need to take responsibility for their own professional development, and should therefore understand the principles and utility of reflective practice for their development as trainee forensic psychologists. They should also understand the forensic psychological theories and evidence underpinning the development and training of others E5. Client groups (KR1-4). Students should have the knowledge and skills to enable them to progress to working with a range of client groups including: different types of offenders, patients and at risk individuals; victims/survivors; individuals across the lifespan (including children and young people in conflict with the law); males and females; professionals, groups and organisations. E6. Forensic settings (KR1-4). Students should have the knowledge and skills to enable them to progress to working within a range of settings and contexts relevant to forensic psychology, including: prisons; secure units; hospitals; mental health; police; courts (including criminal, family and civil); community settings; charities and social enterprise. They should understand issues of organisational culture and systems, and the ways in which these impact on the practice of forensic psychologists and other professionals. Their understanding of legal and professional practice frameworks, though relevant to the full Stage 1 curriculum, will be particularly relevant to their developing understanding of the work of forensic psychologists in different settings. E7. The legal and criminal justice context for forensic psychology (KR1-4). Students should demonstrate a critical understanding of the psychological theories and evidence of relevance to processes in the justice system, including: the legal framework of the civil and criminal justice systems; processes of investigation; the legal process; the process of detention; working with litigants, appellants, and individuals seeking arbitration and mediation; and interdisciplinary and multi-agency working.

9 4. PROGRAMME STRUCTURE AND CREDITS Year If F/T 1 1 Year If P/T Units of Learning Credits Exit Award Introduction to forensic mental health and offending behaviour EXISTING MODULE MSc FMH* 1 1 Introduction to Forensic Psychology NEW MODULE 1 1 Personality disorder assessment and intervention EXISTING MODULE MSc FMH* 1 1 Clinical risk assessment, formulation and management EXISTING MODULE MSc FMH* 1 2 Research design EXISTING MODULE MSc Advanced* Practice in Mental Health (Nursing) 1 2 Overview of mental health legislation EXISTING MODULE MSc Applied Mental Health* 1 2 Psychology applied to investigative and legal processes NEW MODULE 1 2 PSI for individuals with complex mental health needs EXISTING MODULE MSc FMH* Exit award only: PG Cert Forensic psychology and mental health (60 credits) PG Diploma Forensic psychology and mental health (120 credits) 1 2 Dissertation 60 MSc Forensic psychology and mental health (180 credits) 5. TEACHING LEARNING AND ASSESSMENT METHODS 5.1 Teaching and learning The course is a flexible evidence-based postgraduate programme in contemporary forensic psychology and mental health practice and research. The course aims to be skills-based, so that students completing the programme are prepared academically to go onto Stage Two of the BPS Qualification in Forensic Psychology (to become Chartered and Registered Psychologists) and / or return to services with demonstrable skills to meet service objectives. The course will be run on a full-time or part-time modular basis with all eight modules being taken within a calendar year for the full-time route, and four modules per year for the first two years for the part time route. Teaching will be a blend of face-to-face teaching, and e-learning. All lectures will be delivered during semesters one and two, and the third semester will be dedicated to completion of the Masters dissertation under close supervision from University staff. The course is designed to be flexible, to enable students to balance academic work with any existing workplace demands. All lectures are delivered on two core days (Tuesday and Thursday), but there is a minimum attendance requirement set by the BPS that students (on the accredited route) would need to evidence to successfully complete the programme of study. The teaching will be standard or a blend of both standard teaching, workshops, seminars and e- learning. The University and the School of Medicine have extensive experience of blended learning and good practice in on-line learning with dedicated e-learning technologists and learning materials

10 that include rich on-line audio/video/teleconference technologies; on-line problem/enquiry-based learning; interactive materials, exercises and self-assessment tools. In order to complement on-line components of the course additional opportunities for face-to-face learning and networking between students, academic and relevant practice research staff will be provided. This will allow staff to introduce students to the course, on-line learning and expectations of Pg study. A range of teaching and learning methods are used to facilitate achievement of unit and programme learning outcomes. More detail on the specific methods for each unit is detailed in course unit outlines (hyperlink to course unit outlines to be inserted post approval). A summary below, linked to programme outcomes gives an overview of some of the learning methods used. Knowledge and understanding outcomes (3.A above) are facilitated through lectures and seminars (both during workshops and on-line); directed reading; participation in interactive on-line exercises and discussion board postings and responses. Intellectual skills (3.B above) are developed similarly through participation in a range of activities including directed and independent study associated with each unit. Students will be required to develop an appreciation of the application of forensic psychology within practice specifically related to the achievement of specific practical clinical skills. Preparation of assignments (formative and summative) including feedback and support from academic staff are also seen as an important component of facilitating the forensic and clinical competencies and critical and analytic skills and abilities expected of postgraduate students. Practical, experiential exercises for students to undertake, reflect on, document and then submit online postings and receive feedback are a key learning strategy used to develop practical skills relevant to the aims and outcomes of the programme (3.C above). Individual and group tutorials (on-line/faceface/telephone) are a key method used to enable students to critically reflect on and develop their knowledge and skills and in particular integrate theory with practice. The programme is underpinned by a set of key transferable skills (3.D above) which are developed through a broad range of teaching approaches. Whilst it is acknowledged that postgraduate students who will have undertaken a first degree or equivalent, should be expected to have developed many of these skills already, within the context of this programme the aim is to enhance and develop these to a higher level and in the specific context of forensic psychology and mental health (and social research). Details of student support for the research project/dissertation are provided below (5.3) 5.2 Assessment A range of assessments, formative and summative, are used to test achievement of unit and programme outcomes (hyperlink to course unit outlines to be inserted post approval). Assessment methods specifically focus on enabling students to consolidate and apply their developing knowledge, understanding and intellectual skills (see 3A,B,C above) to the integration of theory and practice related to forensic psychology / clinical / health and social care research. Summative assessments are complemented by continuous formative assessments which are part of each course unit materials. These include a variety of interactive, stimulating on-line exercises with regular self-assessment, on-line postings to discussion boards with feedback from staff, presentation of on-line seminars and development of a portfolio reflecting on exercises undertaken. Summative assessments include a variety of essays, literature reviews, critical appraisals of published work, research proposal, summaries and presentation of different types of research data, online short answer tests. The dissertation unit enables students to consolidate their learning and demonstrate achievement of overall outcomes through undertaking a research project focused on a specific aspect of practice. This is assessed by means of a 10-12,000 word dissertation in which students outline and critically reflect on the project undertaken in terms of its focus, methods, execution, findings and implications for practice and further research. The University degree regulations are available at:

11 ns/ 5.3 Support for student learning and development Induction The introductory, campus-based, 2 day workshop enables students to meet with each other and programme staff and undertake a structured induction programme. This will include introduction to the programme and pathways, course units, access and utilisation of on-line learning and the general nature and expectations of postgraduate study at the University. Time is also allocated to enabling students to reflect on individual learning styles, meet with their personal tutor (see below) and consider strategies for Personal and Academic Development Planning. Students will also be acquainted with the wide-ranging, excellent resources available to support them on their programme of study. The induction programme is facilitated via a series of activities, workshops and social events. Student Support Programme Director and Unit Leads The Programme Director is accountable and responsible for overseeing the ongoing development, planning, resourcing and delivery of all aspects of the programme and is available for support for students in relation to overarching programme issues. The lead for the MSc in Forensic Psychology and Mental Health will need to be a Chartered Psychologist and Registered Forensic Psychologist with relevant experience within both practice and higher education. Each course unit has a designated lead who is responsible for overseeing the management and delivery of all aspects of the teaching, learning and assessment process within that unit. They are also a guide for the students in relation to the acquisition and development of the knowledge and skills within the unit and offer specific support for the development of work for summative assessments. Specific time is set aside in each unit for unit specific online/telephone/face-face tutorial support (individually or in small groups) and students are offered the opportunity to submit and receive feedback on draft plans of work prior to submission of summative assessments. As well as specified tutorial time students will constantly receive advice and support as a group or individually from the unit leader/team through participating in discussion boards and postings and receiving feedback. Written feedback on summative assessments is provided and additional feedback may be obtained by booking an /telephone or face to face appointment with the course unit leader/marker. The programme director and unit leaders are supported by dedicated programme specific administrative staff who also act as key contacts for students in relation to any administrative issues related to the programme. Personal Tutor System- Personal and Academic Development Plans (PADPs) All students are allocated a personal tutor for the duration of their programme of study. The role of the personal tutor is to assist students in enhancing their academic and learning skills, the development and review of Personal and Academic Development Plans (PADPs introduced in the induction workshop) and providing pastoral care and support where required. They can also guide students to a wide range of other sources of assistance or support. Personal tutors are drawn from academic staff across the school. All students are offered structured opportunities for /telephone/on-line face to face contact with their Personal Tutor on a regular basis. Personal tutorials are normally conducted in small groups using a range of virtual learning methods in order to enable students to benefit from shared reflection and learning. Timetabled group tutorials generally follow a pre-defined structure/agenda based on a set of reflective questions for students related to their PADPs and related action plan. Additional individual personal tutorials can be arranged at the request of students or personal tutors to deal with pastoral and progress issues. A record of all such meetings, signed by the student and personal tutor are made with a copy lodged in the student s electronic personal file. Dissertation Support and Guidance Students progressing to the MSc dissertation will, under the supervision of a nominated academic (and if appropriate practice) supervisor, complete a 10-12,000 word, dissertation related to the development and execution of a specific research project. Detailed dissertation guidelines are

12 outlined in the programme handbook and course unit guide (hyperlink to these to be inserted post approval). The dissertation topic must have application to a forensic setting and be well grounded in psychological theory (and utilise appropriate data analysis as directed by the BPS). Each student will be allocated an individual dissertation supervisor who is an academic member of staff with relevant expertise, knowledge and experience in graduate supervision. The supervisor will initially work with the student to refine their topic area, the design and methods for their research project then oversee the execution of the project and the completion of the written dissertation. Students will also be required to engage with a range of on-line resources specifically designed to help them in the planning, refinement and execution of their study with this element of teaching being overseen by the dissertation unit leader. Key milestones for achievement will be set out very clearly and students will be required to submit formatively assessed components of their developing project. All dissertation students are entitled to the equivalent of 20 hours individual supervision which includes time spent reading drafts. It is the student s responsibility to initiate and maintain contact with their supervisor. The dissertation will be assessed independently by two internal examiners and by the external examiner to the programme. Dissertations will also be scrutinised by the BPS visiting accreditation team during accreditation visits. Health & Welfare services A wide range of health, welfare and counselling services are available within the School and University and wider area. For further information about a wide range of student support services available please see: Students with additional support and learning needs The University of Manchester welcomes applications from candidates with sensory and physical disabilities, specific learning difficulties and other special needs. Over the years, students with a wide range of needs have successfully completed postgraduate study at Manchester. Every endeavour is made to ensure that the teaching and learning methods utilised and resources provided are adaptable to the specific needs of such students. For further information regarding services and support available please see: Teaching staff, the School and The University are committed to making learning and teaching methods accessible to all. There is a wide range of support mechanisms available for advice on these issues for staff and for students both within the school and the wider University. These will be fully detailed in the programme handbook. Accessibility for students with additional support needs is incorporated into the learning design of the programme. Transcripts are provided for video and audio resources and interaction can take place through text, video or audio applications. On-line text based resources are designed to accommodate text readers and mechanism are in place within the Schools organization of on-line education to make reasonable adjustments, through the provision of resources in alternative formats, depending on individual need. Careers Service The University Careers Service exists to help students and graduates clarify their career goals and successfully implement their plans. The service is freely available to undergraduates, postgraduates and graduates at any stage in their career. For further information please see: 6. PROGRAMME MANAGEMENT, EVALUATION AND DEVELOPMENT Programme management committees, chaired by the Programme Director, are held at least 4 times each year (both on-line/teleconference and face-face) and enable all those contributing to and participating in the programme to reflect on programme developments and delivery and highlight and respond to issues raised. Students are seen as important partners in the process of programme management, development, delivery and evaluation. Student representatives from the programme are nominated by fellow students as members of the programme committee with specific time at each

13 meeting allocated to student feedback. Items discussed which require action are documented in programme committee minutes and feedback on previous actions taken is provided to all members (including students) at subsequent meetings. Minutes of Programme Committees and any proposed revisions to programmes are dealt with at the SCBM Post Graduate Taught Committee which has overall responsibility for postgraduate programmes within the School and subsequently reports to Faculty PGT committee and ultimately to University Teaching and Learning Group. As well as regular monitoring and development of programmes through the mechanisms described above all programmes are reviewed on an annual basis by Schools and Faculty with substantial reviews occurring on at least a five year cycle. Student representatives are central to these review processes. The MSc in Forensic Psychology and Mental Health will also be scrutinised and reviewed by the British Psychological Society s Accreditation Team (between every 2 and 6 years). Student evaluations are highly valued and seen as a key element of quality assurance and enhancement processes and ongoing curriculum review and redesign. Evaluation methods employed include anonymous quantitative questionnaires and facilitated qualitative evaluation sessions, faceface and/or on-line, where students are asked to reflect and feedback on key aspects of content and learning processes and methods identifying strengths and potential areas for enhancement of the teaching and learning experience. Evaluations take place at the end of all individual course units and the programme overall and feed into programme management and review processes outlined above. We will also develop a system of encouraging the appointment of a student representative. These will be invited to attend relevant programme meetings and to give confidential feedback to the external examiners.

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