Framework Specification

Transcription

1 Faculty of Science and Technology Framework Specification MSc Psychology Framework MSc Clinical and evelopmental Neuropsychology MSc Foundations of Clinical Psychology MSc Forensic and Neuropsychological Perspectives in Face-Processing June 05 V3

2 05 Bournemouth University ocument date: June 05 Authors: Ben Parris, Jan Wiener, Sarah Bate, Simon Thompson Circulation: General Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff, industrial/other third parties/partners and the university. Faculty of Science and Technology epartment of Psychology Bournemouth University Poole orset BH 5BB

3 Contents Basic Framework ata... 5 MSc in Clinical and evelopmental Neuropsychology PROGRAMME CONTEXT, AIMS AN OUTCOMES Learning Outcomes Subject Knowledge and Understanding Intellectual skills Subject-specific skills Transferable skills Learning and Teaching Methods and Strategies Assessment Strategy Summary of Intended Learning Outcomes Programme iagram Admission regulations and procedures Assessment regulations and procedures... 0 MSc Foundations of Clinical Psychology PROGRAMME CONTEXT, AIMS AN OUTCOMES Learning Outcomes Subject knowledge and understanding Intellectual skills Subject-specific skills Transferable skills Learning and Teaching Methods and Strategies Assessment Strategy Summary of Intended Learning Outcomes Programme iagram Admission regulations and procedures Assessment regulations and procedures Points of reference for programme design... 5 MSc Forensic and Neuropsychological Perspectives in Face-Processing PROGRAMME CONTEXT, AIMS AN OUTCOMES Learning Outcomes Subject Knowledge and Understanding

4 8... Intellectual skills Subject-specific skills Transferable skills Learning and Teaching Methods and Strategies Assessment Strategy Summary of Intended Learning Outcomes Programme iagram Admission regulations and procedures Assessment regulations and procedures... 0 Programme Profiles... Error! Bookmark not defined. APPENICES

5 Basic Framework ata Originating institution(s) Award(s) and title(s) UCAS Programme Code(s) (where applicable and if known) HESA JACS (Joint Academic Coding System) Code(s) per programme/pathway External reference points(s) Bournemouth University MSc Clinical and evelopmental Neuropsychology PGip Clinical and evelopmental Neuropsychology MSc Foundations of Clinical Psychology Pgip Foundations of Clinical Psychology MSc Forensic and Neuropsychological Perspectives in Face-Processing PGip Forensic and Neuropsychological Perspectives in Face- Processing PGCert Psychology N/A C800 QAA benchmarks for undergraduate psychology degrees QAA benchmarks for Economic and Social Research Council (ESRC) National Framework for Higher Education Qualifications QAA benchmarks for clinical psychology doctorate. N/A Professional, Statutory and Regulatory Body (PSRB) links Place(s) of delivery Talbot Campus, Bournemouth University Mode(s) of delivery Full-time Credit structure M/7 80 (90 ECTS) Pgip 0 (60 ECTS) PGCert 60 (30 ECTS) uration months ate of original approval(s) June 05 ate of first intake MSc Clinical and evelopmental Neuropsychology: September 0 MSc Foundations of Clinical Psychology : October 04 MSc Forensic and Neuropsychological Perspectives in Face-Processing: September 05 Expected start dates September Student numbers MSc Clinical and evelopmental Neuropsychology: 5 MSc Foundations of Clinical Psychology : 5 MSc Forensic and Neuropsychological Perspectives in Face-Processing: 0 Placements MSc Clinical and evelopmental Neuropsychology: Normally at least days supervised work experience over a three month period Partner(s) and model(s) ate and version number of this Framework/Programme Specification Student intake(s)/cohort(s) N/A June 05 Version 3 September 05 cohort will be following this version This Framework/Programme Specification was revised in June 05 following the approval of modifications. It takes effect from September 05 and applies to all new enrolments. Unique reference number: E4508 5

6 MSc in Clinical and evelopmental Neuropsychology. PROGRAMME CONTEXT, AIMS AN OUTCOMES Introduction This programme provides a route into Ph-level research by adhering to the teaching outcomes set by the ESRC as being key to the provision of adequate training and tutelage for doctoral programmes. Furthermore, this programme is more than just a research methodsbased programme. It also provides in-depth knowledge of areas known to be of general interest amongst the undergraduate population which means that the programme will also cater for those students interested in adding a further qualification beyond Bachelors level awards but who have no desire to study beyond M level. In doing so, the programme not only offers society and the economy graduates with the necessary research skills for the advancement of knowledge in related fields by way of doctoral level research but will also provide better qualified graduates with advanced critical thinking skills necessary for advancements in any job or profession. Overall Programme Aims This programme aims to provide students with a comprehensive knowledge of cognition and the effects of neurological impairments on human cognition with a focus on these effects in childhood and old age. Three key units will drive the specialism in Clinical and evelopmental Neuropsychology and differentiate it from the MSc in Ageing, Neuropsychology and Cognition: ) The Neurodevelopmental disorders unit is specific to this course; ) In the Key Transferable Skills unit students will have to provide a Case for Support that is specific to cognitive and/or neuropsychology in the general or impaired populations; 3) The Research Project will be intimately related the topic of the MSc and so will further differentiate the two MScs. Overall, this programme will provide the students with the necessary critical and methodological skills for the advancement and creation of knowledge in the area of cognitive neuropsychology so that we can better understand cognition across the lifespan and thus aid the development of, and treat impairment and decline of, mental function more effectively in the future. This course therefore represents a useful addition to the knowledge economy with the provision of welltrained individuals capable of furthering knowledge and improving the quality of life of those experiencing abnormal development of, or decline or impairment of, mental function. Overall Programme Outcomes.. Learning Outcomes This M-Level programme provides opportunities for students to develop and demonstrate knowledge, and understanding, and skills as follows:... Subject Knowledge and Understanding This programme provides opportunities for students to develop and demonstrate: A. Advanced knowledge of theories in cognitive neuropsychology and the inherent variability and diversity of the approaches in clinical and developmental neuropsychology across the lifespan. A. Advanced knowledge of specialised areas in clinical and developmental neuropsychology and their applications. A3. A comprehensive understanding of research approaches and methods in clinical and developmental neuropsychology. 6

7 ... Intellectual skills This programme provides opportunities for students to develop and demonstrate: B. A systematic understanding of knowledge needed for academic study at Masters level. B. The ability to evaluate critically current literature and advanced scholarship in the discipline. B3. Synthesis of information from a number of sources in order to gain a coherent understanding of theory and practice. B4. Evaluation of methodologies and critiques of them and, where appropriate, to propose new hypotheses...3. Subject-specific skills This programme provides opportunities for students to develop and demonstrate: C. A comprehensive and advanced understanding of clinical and developmental neuropsychology and the capacity to synthesise this information in new and original ways. C. The ability to plan, initiate, design, conduct and report an original experiment under appropriate supervision. C3. The ability to correctly select and apply a range of advanced statistical and experimental methods...4. Transferable skills This programme provides opportunities for students to develop and demonstrate:. Critical and independent evaluation of academic and interpersonal performance.. Analytical thinking and problem-solving skills suitable for a variety of scenarios. 3. Interpersonal and empathic skills arising from an understanding of both individual differences and inherent capacities and limitations of particular groups of people. 4. Competence in communicating ideas and documented findings via written, oral and visual media. 5. The ability to collect, select, and analyse a range of experimental and fieldwork data. 6. The ability to distil, synthesise and critically analyse a variety of approaches to problems. 7. Initiative, self direction and personal responsibility in the management of learning and research.. Learning and Teaching Methods and Strategies It can be seen from the matrix presented in Appendix B that a variety of learning and teaching methods and strategies are used. The aim of the programmes is to provide a coherent set of units which will take the student from the history of cognitive and neuropsychological research through to state-of-the-art methods currently employed, and from neuropsychological disorders in childhood through to neuropsychological disorders arising from stroke and dementia in old age. These aims will be achieved by the provision of a variety of different learning experiences: lectures, seminars/tutorials, debates, workshops, directed/guided studies and research. Teaching is informed by research, enabling students to become up-to-date with the latest developments in the areas of study. Covering theoretical principles is paramount. Considerable emphasis is placed upon the integration within the programme and the development of transferable skills. 7

8 .3. Assessment Strategy It can be seen from the matrix presented in Appendix C and that a variety of assessment methods are used in each of the units. The assessment will broadly focus on analytical and critical thinking, systematic analysis of complex problems, critical evaluation and justification of alternative approaches as well as analysis, interpretation and presentation of data and theories. Single units will be assessed by either coursework only or a combination of coursework and examination. Coursework will be assessed by a variety of different methods including essays, time constraint assignments, presentations, in class tests, etc. In addition to well-established assessment methods, some units will utilize novel approaches to assess students learning success. A number of examples are provided below: Coursework assessment in the Neurodevelopmental isorders unit will consist of an evaluation of a cognitive impairment: students will receive a description of a patient and their performance on certain cognitive tasks. Students will have to evaluate the patient and determine where on a model of normal functioning the patient is impaired. The Advanced issues in Cognitive Psychology and Neuropsychology unit aims to provide students with knowledge of fundamental issues and methods in cognitive psychological and neuropsychological research. Coursework assessment will require students to discuss and critique key methodological issues and to provide a written summary of that discussion. In the Key transferable skills: Presentation and scientific writing unit, students will be asked to write a case for support as required for grant proposals based on their chosen research project. This case for support will be due by the end of term and will be assessed. In addition, students are required to present preliminary data from their research project by the end of term. This presentation will also be assessed..4. Summary of Intended Learning Outcomes Students should have a detailed and coherent knowledge of the key aspects of cognitive neuropsychology some of which will be informed by ideas and methods at the forefront of the discipline. They are expected to develop skills to manage their own learning and make use of scholarly reviews to sustain arguments and solve problems. Conceptual understanding should enable students to develop the ability to critically evaluate assumptions and judgements whilst being aware of the ambiguities, uncertainties and limitations of knowledge. They should be able to initiate and carry out work, applying relevant methods in the identification of appropriate questions and solutions and then communicate their findings to a range of audiences. Transferable skills are expected to include the ability to use initiative, take personal responsibility for decision-making and project planning and understand the abilities required to undertake further training. 8

9 .5. Programme iagram PROGRAMME IAGRAM MSc in Clinical and evelopmental Neuropsychology Core units (Compulsory) Aging and Neurodegenerative isorders (0) Advanced Research Methods (0) Clinical and Cognitive Neuropsychology (0) Neurodevelopmental isorders (0) Advanced Statistics (0) Key transferable skills: Presentations and scientific writing (0) Research Project (60) Exit qualification: MSc in Clinical and evelopmental Neuropsychology Requires 80 Level M/7 credits Exit qualification: MSc in Clinical and evelopmental Neuropsychology Requires 0 Level M/7 credits Exit qualification: PG Cert Psychology Requires 60 Level M/7 credits 9

10 . Admission regulations and procedures The regulations for this programme are the University s Standard Postgraduate Admission Regulations with the following exceptions: The applicant should normally have achieved a minimum classification of : in a UK bachelor degree or overseas equivalent in a relevant subject. A satisfactory Personal Statement on the Application Form showing evidence of motivation and/or experience to study the main topics of the programmes is required. Two satisfactory references are required. Typically (discretionary by the Selection Panel), face-toface or telephone interview with a satisfactory outcome is required. For applicants for whom English is not their first language, an English Language certificate such as IELTS (academic) with a score of 6.5 Writing and 6.5 Oral is required. Applicants without an undergraduate Psychology degree are expected to have a GCSE in Mathematics with at least a grade C or overseas equivalent. 3. Assessment regulations and procedures The regulations for these programmes are the University s Standard Postgraduate egree Assessment Regulations. 0

11 MSc Foundations of Clinical Psychology 4. PROGRAMME CONTEXT, AIMS AN OUTCOMES This programme is designed for psychology graduates as well as students from professions allied to medicine. As a pre-clinical programme, the MSc Foundations of Clinical Psychology offers graduates an opportunity to gain in-depth knowledge of theories and practice in clinical psychological disorders and treatment approaches. This programme does not guarantee a place on clinical psychology training but provides unique experience for students and specialist knowledge in psychological therapy, clinical psychology research, approaches to counselling, management and organisations. As an academic programme, the MSc offers graduates a breadth of knowledge of the theories at the root of clinical psychological disorders together with comprehensive case histories and therapeutic approaches for each condition presented. The 6-month PGip programme enables students to upgrade previous knowledge in terms of their academic standard without the final dissertation. This may be more suited for those with academic intentions but who do not wish to apply their knowledge in any of the specialisms. Once the taught component of the programme is completed, those on the MSc carry out an indepth 5,000 word literature review examining theory and practice in a given topic area in clinical psychology. Currently there are no benchmarking statements for Psychology at MSc level. There are, however, benchmarks for undergraduate psychology programmes (QAA, 007), clinical doctorate programmes (QAA, 004) and the National Framework for Higher Education Qualifications which indicates the levels appropriate for Masters programmes. The intended learning outcomes (ILOs) have been set at M level between these two levels. The undergraduate benchmark statement provides guidance on the threshold and typical standards that students are expected to attain in terms of their subject knowledge and understanding, subject-specific skills and generic skills. Given that entry to the programme is typically dependent on obtaining. classification or equivalent at undergraduate level, we expect students to have reached typical standards with respect to this statement prior to entry to the programme. Our aim is therefore to take students some way towards meeting the benchmark standards set of the clinical octorate. Given that the latter is a 3-year taught octorate, it is clear that only part of the requirements can be met within the context of the MSc programme. octorate benchmarks define standards required in terms of: (a) professional skills and relationships (b) the ability to carry out psychological assessments and to formulate, carry out and evaluate treatment interventions (c) considerable knowledge and understanding of psychological difficulties, their aetiology and presentation, and relevant theories and research (see Appendix for relevant details from this benchmark statement). In this programme the main emphasis is on developing students knowledge base (i.e. (c) above) but (a) and (b) are also addressed to a lesser extent. Where students take the PGip programme, the emphasis is almost exclusively on developing relevant knowledge. (for undergraduate level) and (for doctorate level). 4A - Framework and Programme Specifications: Procedure

12 Overall Programme Outcomes 4. Learning Outcomes The relationship between the programme intended learning outcomes and units is mapped in the matrix presented in Appendix E. To provide a guide to the level of attainment required of students, the key outcomes are briefly summarised with regard to the assessment strategies and the learning and teaching methods and strategies employed. This highlights the way that learning, teaching and assessment allow students to demonstrate achievement of the outcomes. Two matrices are presented in Appendix F and G which summarise this information. Further detail relating individual unit learning outcomes to assessment and LTMS can be found in the individual unit specifications listed in the Unit Specification. 4.. Subject knowledge and understanding Students will be expected to have: A. a thorough knowledge of the inherent variability and diversity of psychology A. in-depth knowledge of specialised areas and their applications A3. in-depth knowledge of research 4.. Intellectual skills Students will be expected to: B. apply the skills needed for academic study and enquiry B. critically analyse the literature from a variety of sources B3. synthesise information from a number of sources in order to gain a coherent understanding of theory and practice 4..3 Subject-specific skills Students will be expected to: C. demonstrate their understanding of ethical principles C. initiate, design, conduct and report under appropriate supervision C3. demonstrate competence in choosing and applying a range of methods under examination 4..4 Transferable skills Students will be expected to:. examine and apply analytical thinking and problem-solving skills in a variety of theoretical and practical situations. develop interpersonal and empathic skills arising from a good understanding of capacities and limitations of people 3. competently communicate ideas and documented findings by written means (and oral and visual means, where appropriate). 4A - Framework and Programme Specifications: Procedure

13 4. Learning and Teaching Methods and Strategies It can be seen from the matrix presented in Appendix F that a variety of learning and teaching methods and strategies are used. Lectures are typically supplemented by:- practical workshops from experts in different areas of clinical psychology seminar discussions use of a case study approach. 4.3 Assessment Strategy It can be seen from the matrix presented in Appendix G and H that a variety of assessment methods are used in each unit. The Roots and Range of Psychological isorders units are assessed via examination and presentations given by small groups of students. The Psychological Therapy unit is assessed by asking students to give a practical demonstration of the use of a given therapeutic approach using role play in addition to an in-class test and an examination. For the Advanced Research Methods & Advanced Statistics units students will be assessed by coursework. Students may also be required to give presentations in which they provide a methodological critique of key research papers. The issertation is assessed by a 5,000 word literature review (carrying a 00% overall weighting) of theory and practice in a given area of clinical psychology. Students will be required to pass this coursework. 4.4 Summary of Intended Learning Outcomes Students should have a detailed and coherent knowledge of the key aspects of clinical psychology some which will be informed by ideas and techniques at the forefront of the discipline. They are expected to develop skills to manage their own learning and make use of scholarly reviews to sustain arguments and solve problems. Conceptual understanding should enable students to develop the ability to critically evaluate assumptions and judgements whilst being aware of the ambiguities, uncertainties and limitations of knowledge. They should be able to initiate and carry out work, applying relevant methods in the identification of appropriate questions and solutions and then communicate their findings to a range of audiences. Transferable skills are expected to include the ability to use initiative, take personal responsibility for decision-making, and understand the abilities required to undertake further professional training. 3 4A - Framework and Programme Specifications: Procedure

14 PG Year / PGip PG Year /Level M 4.5 Programme iagram The programme diagram presented in Figure shows: the units of the programme and their credit rating and indicates whether they are core or optional, on a level-by-level basis; progression requirements from level-to-level, together with points of and exit; the different awards available. Figure : Programme iagram PROGRAMME IAGRAM MSc in Foundations of Clinical Psychology issertation (60) Exit qualification: MSc Foundations of Clinical Psychology Requires 80 Level M credits Core Units (Compulsory) Roots and Range of Psychological isorders (40) Option Units Psychological Therapy Thoroughbred (40) Industry Advanced Research Studies Methods (0) (0) Advanced Statistics (0) Fundamentals of Horse Husbandry (0) Financial Opportunities in Equine Competition (0) Statistical & Probability Studies (0) Progression requirements 0 Level M credits Exit Progression Qualification: Requirements PGip Foundations Requires 60 of credits Clinical at Level C Psychology Exit Qualification: Requires CertHE 0 Equine Level Studies M credits 60 Level C credits Outcomes developed and assessed: Knowledge as indicated by programme unit titles, & Skills B-3, C-4, A - Framework and Programme Specifications: Procedure

15 5. Admission regulations and procedures The regulations for this programme are the University Standard Admission Regulations for Postgraduates. In addition, eligibility criteria for the Programme: : or higher classification in Bachelor of Arts (or Sciences) degree in Psychology (Honours). Satisfactory Personal Statement on the Application Form showing evidence of motivation and/or experience to study Clinical Psychology. Two satisfactory references. Typically (discretionary by the Selection Panel), face-to-face or telephone interview with a satisfactory outcome. For International students, an English Language certificate such as IELTS or TOFEL with a score of 7.0 Writing, 7.0 Oral, and 7.0 Overall. International Applicants and UK Applicants will be supported through pastoral and academic support mechanisms provided by the Programme Team. International Applicants will apply via the standard route of the University s International epartment and then will pass onto the Programme Selection Panel (as will UK Applicants). Selection criteria have been in place for the International epartment since inception of the original programme in Assessment regulations and procedures The assessment regulations for this programme are the University s Standard Postgraduate egree Assessment Regulations with the following approved exceptions: there is no award of the Postgraduate Certificate within this programme as it is felt that there would be insufficient content to award lower than PGip. 7. Points of reference for programme design The points of reference for this Programme can be summarised under local, national and professional levels. Local BU Strategic Plan School of esign, Engineering & Computing Strategic Plan Business plan of Psychology Research Group National QAA benchmarks for undergraduate psychology degrees QAA benchmarks for clinical psychology doctorate. National Framework for Higher Education Qualifications 5 4A - Framework and Programme Specifications: Procedure

16 MSc Forensic and Neuropsychological Perspectives in Face- Processing 8. PROGRAMME CONTEXT, AIMS AN OUTCOMES Introduction This programme provides a route into Ph-level research by adhering to the teaching outcomes set by the ESRC as being key to the provision of adequate training and tutelage for doctoral programmes. Furthermore, this programme is more than just a research methodsbased programme: it provides in-depth knowledge of areas relevant to careers in Forensic Psychology and Neuropsychology. These fields are known to be of general interest amongst the undergraduate population, and the programme will also cater for those students interested in adding a further qualification beyond Bachelors level but with no desire to study beyond M level. In doing so, the programme not only offers society and the economy graduates with the necessary research skills for the advancement of knowledge in related fields by way of doctoral level research, but will also provide better qualified graduates with advanced critical thinking skills necessary for advancements in any job or profession. Overall Programme Aims This programme aims to provide students with a comprehensive knowledge of cognitive and neural mechanisms in face-processing, with a particular emphasis on forensic and neuropsychological applications of relevant psychological theory. Four key units will drive the specialism in face-processing and differentiate it from the MSc in Clinical and evelopmental Neuropsychology. Three units are specific to this course: Neuropsychological Perspectives in Face-Processing, Forensic Perspectives in Face-Processing, and Experimental Issues in Face- Processing Research. In addition, the Research Project will address a contemporary topic in the face-processing literature. Overall, this programme will provide the students with the necessary critical and methodological skills for the advancement and creation of knowledge in the area of face-processing so that we can better understand its development and malleability across the lifespan, individual differences in the skill, and the applications of this knowledge in forensic and neuropsychological settings. This course therefore represents a useful addition to the knowledge economy with the provision of well-trained individuals capable of furthering knowledge and improving forensic services and the management of neuropsychological disorders characterised by difficulties in face-processing. Overall Programme Outcomes 8.. Learning Outcomes This M-Level programme provides opportunities for students to develop and demonstrate knowledge, understanding and skills as follows: 8... Subject Knowledge and Understanding This programme provides opportunities for students to develop and demonstrate: A. Advanced knowledge of theories of face-processing and their application to typical and atypical perceivers. A. Advanced knowledge of forensic and neuropsychological approaches to the study of face-processing. A3. A comprehensive understanding of research approaches and methods in the field of face-processing. 6 4A - Framework and Programme Specifications: Procedure

17 8... Intellectual skills This programme provides opportunities for students to develop and demonstrate: B. A systematic understanding of knowledge needed for academic study at Masters level. B. The ability to critically evaluate current literature and advanced scholarship in the discipline. B3. Synthesis of information from a number of sources in order to gain a coherent understanding of theory and practice. B4. Evaluation of methodologies and critiques of them and, where appropriate, to propose new hypotheses Subject-specific skills This programme provides opportunities for students to develop and demonstrate: C. A comprehensive and advanced understanding of the face-processing literature and the capacity to synthesise this information in new and original ways. C. The ability to plan, initiate, design, conduct and report an original experiment under appropriate supervision. C3. The ability to correctly select and apply a range of advanced statistical and experimental methods Transferable skills This programme provides opportunities for students to develop and demonstrate:. Critical and independent evaluation of academic and interpersonal performance.. Analytical thinking and problem-solving skills suitable for a variety of scenarios. 3. Interpersonal and empathic skills arising from an understanding of both individual differences and inherent capacities and limitations of particular groups of people. 4. Competence in communicating ideas and documented findings via written, oral and visual media. 5. The ability to collect, select, and analyse a range of experimental and fieldwork data. 6. The ability to distil, synthesise and critically analyse a variety of approaches to problems. 7. Initiative, self-direction and personal responsibility in the management of learning and research. 8.. Learning and Teaching Methods and Strategies It can be seen from the matrix presented in Appendix B that a variety of learning and teaching methods and strategies are used. The aim of the programme is to provide a coherent set of units which will take the student from adult and developmental theories of face-processing through to real-world applications of this knowledge, alongside training in state-of-the-art research methods that will further our understanding of the cognitive and neural mechanisms involved in these processes. These aims will be achieved by the provision of a variety of different learning experiences: lectures, seminars/tutorials, debates, workshops, directed/guided studies and research. Teaching is informed by research, enabling students to become up-to-date with the latest developments in the areas of study. Considerable emphasis is placed upon the integration of theory within the programme, and the development of transferable skills. 7 4A - Framework and Programme Specifications: Procedure

18 8.3. Assessment Strategy It can be seen from the matrix presented in Appendix C and that a variety of assessment methods are used in each of the units. The assessment will broadly focus on analytical and critical thinking, systematic analysis of complex problems, and critical evaluation and justification of alternative approaches; as well as analysis, interpretation and presentation of data and theories. Single units will be assessed by coursework using a variety of different methods including essays, time constraint assignments, presentations, in class tests, etc. In addition to wellestablished assessment methods, some units will utilize novel approaches to assess students learning success. A number of examples are provided below: The Experimental Issues in Face-Processing Research unit will require students to apply practical skills learned within workshops. They will design an experiment, manipulate stimuli for use within the experiment, and programme that experiment. They will demonstrate the experiment to the group, and present a justification of the design and techniques used in the work. The Experimental Issues in Face-Processing Research unit will also require students to attend a series of research seminars presented by external experts in face-processing. Students will be required to produce a seminar diary in which they will produce a onepage critical evaluation of the research presented in each talk. In the Key Transferable Skills: Presentation and Scientific Writing unit, students will be asked to write a case for support (as required for grant proposals) based on their chosen research project. This case for support will be due by the end of term and will be assessed. In addition, students are required to present preliminary data from their research project by the end of term. This presentation will also be assessed Summary of Intended Learning Outcomes Students should have a detailed and coherent knowledge of the key aspects of face-processing some of which will be informed by ideas and methods at the forefront of the discipline. They are expected to develop skills to manage their own learning and make use of scholarly reviews to sustain arguments and solve problems. Conceptual understanding should enable students to develop the ability to critically evaluate assumptions and judgements whilst being aware of the ambiguities, uncertainties and limitations of knowledge. They should be able to initiate and carry out work, applying relevant methods in the identification of appropriate questions and solutions and then communicate their findings to a range of audiences. Transferable skills are expected to include the ability to use initiative, take personal responsibility for decision-making and project planning and understand the abilities required to undertake further training. 8 4A - Framework and Programme Specifications: Procedure

19 8.5. Programme iagram PROGRAMME IAGRAM MSc Forensic and Neuropsychological Perspectives in Face-Processing Core units (Compulsory) Forensic Perspectives in Face-Processing (0) Advanced Research Methods (0) Neuropsychological Perspectives in Face-Processing (0) Experimental Issues in Face-Processing Research (0) Advanced Statistics (0) Key transferable skills: Presentations and scientific writing (0) Research Project (60) Exit qualification: MSc Forensic and Neuropsychological Perspectives in Face- Processing Requires 80 Level M/7 credits Exit qualification: PG ip Forensic and Neuropsychological Perspectives in Face- Processing Requires 0 Level M/7 credits Exit qualification: PG Cert Psychology Requires 60 Level M/7 credits 9 4A - Framework and Programme Specifications: Procedure

20 9. Admission regulations and procedures The regulations for this programme are the University s Standard Postgraduate Admission Regulations ( with the following exceptions: The applicant should normally have achieved a minimum classification of : in a UK bachelor degree or overseas equivalent in a relevant subject. A satisfactory Personal Statement on the Application Form showing evidence of motivation and/or experience to study the main topics of the programmes is required. Two satisfactory references are required. Typically (discretionary by the Selection Panel), face-to-face or telephone interview with a satisfactory outcome is required. For applicants for whom English is not their first language, an English Language certificate such as IELTS (academic) with a score of 6.5 Writing and 6.5 Oral is required. Applicants without an undergraduate Psychology degree are expected to have a GCSE in Mathematics with at least a grade C or overseas equivalent. 0. Assessment regulations and procedures The regulations for these programmes are the University s Standard Postgraduate egree Assessment Regulations: 0

21 MSc Clinical and evelopmental Neuropsychology Originating Place(s) of elivery: Framework Title (in full): Psychology Institution(s): Talbot campus Programme Award and Title: MSc Clinical and evelopmental Neuropsychology School: EC Interim Award and Titles & required credits: Partner institution: Programme HESA PG Cert Psychology (60 Level M credits) JACS code: C800 PG ip Clinical and evelopmental Neuropsychology (0 level M credits) Mode(s) of study : Full-time Expected Length of study : year BU Credit Structure & ECTS 3 : 80 Level M credits (90 ECTS) Unit identification Cost Centre(s) 4 Unit etails Assessment Regs 7 : Unit version no. Unit name HESA JACS Subject Code CC % HESA JACS Subject Code CC % Prog year 5 FT Prog year 5 PT Core / option No of credit s 6 Level (C/4,I/5,H/6, PgC, Pg, M/7) Assessment 8 Element Weightings 9 PSY07M- Ageing and Neurodegenerative C C 0 M/7 00 isorders PSY0M- Advanced Research Methods C C 0 M/7 00 PSY08M- Clinical and Cognitive C C 0 M/7 00 Neuropsychology PSY00M- Advanced Statistics C C 0 M/7 00 PSY09M- Neurodevelopmental isorders C C 0 M/7 00 PSY0M- Key transferable skills: Presentation C C 0 M/7 00 and scientific writing PSY03M- Research Project C C 60 M/7 00 Placement C O 0 M/7 Effective from 0 Prog Year / Month / Year Contact in School: Ellen Seiss ate approved : June 05 Programme Specification version no.3 : Yr. Sept 04 Yr. Yr. 3 Yr.4 Name of Professional, Statutory or Regulatory Body (if appropriate) 4 : Exam C/Work C/Wk Placement 3 : Normally at least days supervised work experience over a three month period iploma Supplement Statement regarding PRSB accreditation 5 :

22 MSc Foundations of Clinical Psychology Originating Institution(s): Place(s) of elivery: Framework Title (in full): School: Faculty of Science & Technology Partner institution: Talbot campus Programme HESA JACS code:c800 Programme Award and Title: Interim Award and Titles & required credits: Psychology MSc Foundations of Clinical Psychology PG ip Foundations of Clinical Psychology (0 level M credits) Mode(s) of study : Full-time Expected Length of study :0 months BU Credit Structure & ECTS 3 : 80 Level M credits (90 ECTS) Unit identification Cost Centre(s) 4 Unit etails Assessment Regs 7 : Unit version no. Unit name HESA JACS Subject Code CC % HESA JACS Subject Code CC % Prog year 5 FT Prog year 5 PT Core / option No of credits 6 Level (C/4,I/5,H/6, PgC, Pg, M/7) Exam Assessment 8 Element Weightings 9 PSY00M- issertation C C 60 M/7 00 PSY05M- Roots and Range of Psychological C C 40 M/ isorders PSY005M- Psychological Therapy C C 40 M/ PSY00M- Advanced Statistics C C 0 M/7 00 PSY0M- Advanced Research Methods C C 0 M/7 00 Effective from 0 Prog Year / Month / Year Yr. Sept 04 Contact in School: r S Thompson 6558 ate approved : June 05 Programme Specification version no. 3 : Placement 3 : n/a Yr. Name of Professional, Statutory or Regulatory Body (if appropriate) 4 : n/a iploma Supplement Statement regarding PRSB accreditation 5 : n/a Yr. 3 Yr.4 C/Work C/Work

23 MSc Forensic and Neuropsychological Perspectives in Face-Processing Originating Institution(s): Bournemouth University Place(s) of elivery: Talbot campus Framework Title (in full): Programme Award and Title: Processing Masters Psychology MSc Forensic and Neuropsychological Perspectives in Face- School: Faculty of Science & Technology Programme HESA JACS code: C800 Interim Award and Titles & required credits: Mode(s) of study : Full-time Expected Length of study : year BU Credit Structure & ECTS 3 : 80 Level M/7 credits (90 ECTS) PG Cert Psychology (60 Level M/7 credits) PG ip Forensic and Neuropsychological Perspectives in Face-Processing (0 level M/7 credits) Partner institution: Unit identification Cost Centre(s) 4 Unit etails Assessment Regs 7 : Unit version no. Unit name HESA JACS Subject Code CC % HESA JACS Subject Code CC % Prog year 5 FT Prog year 5 PT Core / option No of credit s 6 Level (C,I,H, PgC, Pg, M/7) Assessment 8 Element Weightings 9 PSY Forensic Perspectives in Face- C C 0 M/7 00 Processing PSY0M- Advanced Research Methods C C 0 M/7 00 PSY Neuropsychological Perspectives in C C 0 M/7 00 Face-Processing PSY00M- Advanced Statistics C C 0 M/7 00 PSY Experimental Issues in Face- C C 0 M/7 00 Processing Research PSY0M- Key transferable skills: Presentation C C 0 M/7 00 and scientific writing PSY03M- Research Project C C 60 M/7 00 Effective from 0 Prog Year / Month / Year Contact in School: S Bate (698) ate approved : June 05 Programme Specification version no. 3 : Placement 3 : N/A Yr. Sept 05 Yr. Yr. 3 Yr.4 Name of Professional, Statutory or Regulatory Body (if appropriate) 4 : N/A Exam C/Work C/Wk iploma Supplement Statement regarding PRSB accreditation 5 : N/A 3

24 APPENICES 4

25 APPENIX A: Relationship between units and intended learning outcomes A: MSc Clinical and evelopmental Neuropsychology Level Unit Title A A A 3 B B B 3 B 4 C C C M Ageing & Neurodegenerative isorders X X X X X X X X X X X X X X M Neurodevelopmental isorders X X X X X X X X X X X X X X M Advanced Research Methods X X X X X X X X X X X X X M Advanced Statistics X X X X X X X X M Key Transferable Skills X X X X X X X X X X X X X M Clinical & Cognitive Neuropsychology X X X X X X X X X X X X X X M Research Project X X X X X X X X X X X X X X X X X A Subject Knowledge and Understanding A. Advanced knowledge of theories in cognitive neuropsychology and the inherent variability and diversity of the approaches in clinical and developmental neuropsychology across the lifespan. A. Advanced knowledge of specialised areas in clinical and developmental neuropsychology and their applications. A3. A comprehensive understanding of research approaches and methods in clinical and developmental neuropsychology. B Intellectual skills B. A systematic understanding of knowledge needed for academic study at Masters level. B. The ability to evaluate critically current literature and advanced scholarship in the discipline. B3. Synthesis of information from a number of sources in order to gain a coherent understanding of theory and practice. B4. Evaluation of methodologies and critiques of them and, where appropriate, to propose new hypotheses. C Subject-specific skills C A comprehensive and advanced understanding of clinical and developmental neuropsychology and the capacity to synthesise this information in new and original ways. C The ability to plan, initiate, design, conduct and report an original experiment under appropriate supervision. C3. The ability to correctly select and apply a range of advanced statistical and experimental methods. Transferable skills. Critical and independent evaluation of academic and interpersonal performance.. Analytical thinking and problem-solving skills suitable for a variety of scenarios. 3. Interpersonal and empathic skills arising from an understanding of both individual differences and inherent capacities and limitations of particular groups of people. 4. Competence in communicating ideas and documented findings via written, oral and visual media. 5. The ability to collect, select, and analyse a range of experimental and fieldwork data. 6. The ability to distil, synthesise and critically analyse a variety of approaches to problems. 7. Initiative, self-direction and personal responsibility in the management of learning and research 5

26 A: MSc Foundations of Clinical Psychology Level Unit Title A A A 3 B B B 3 C C C 3 3 M Roots and Range of Psychological isorders X X X X X X X X X X X X M Psychological Therapy X X X X X X X X X X X X M Advanced Research Methods X X X X X X X X X X M Advanced Statistics X X X X X X X X X X M issertation X X X X X X X X X X X X A Subject Knowledge & Understanding: A. A thorough a thorough knowledge of the inherent variability and diversity of psychology A. In-depth knowledge of specialised areas and applications A3. In-depth knowledge of research B Intellectual Skills: B. Apply the skills needed for academic study and enquiry B. Critically analyse the literature from a variety of sources B3. Synthesise information from a number of sources in order to gain a coherent understanding of theory and practice C Subject-specific / Practical Skills: C. emonstrate their understanding of ethical principles C. Initiate, design, conduct and report under appropriate supervision C3. emonstrate competence in choosing and applying a range of methods under examination Transferable Skills. Examine and apply analytical thinking and problem-solving skills in a variety of theoretical and practical situations. evelop interpersonal and empathic skills arising from a good understanding of capacities and limitations of people 3. Competently communicate ideas and documented findings by written means (and oral and visual means, where appropriate). 6

27 A3: MSc Forensic and Neuropsychological Perspectives in Face-Processing Level Unit Title A A A 3 B B B 3 B 4 C C C M Forensic Perspectives in Face-Processing X X X X X X X X X X X X X X M Neuropsychological Perspectives in Face-Processing X X X X X X X X X X X X X X M Advanced Research Methods X X X X X X X X X X X X X M Advanced Statistics X X X X X X X X M Key Transferable Skills X X X X X X X X X X X X X M Experimental Issues in Face-Processing Research X X X X X X X X X X X X X X X X M Research Project X X X X X X X X X X X X X X X X X A Subject Knowledge and Understanding A. Advanced knowledge of theories of face-processing and their application to typical and atypical perceivers. A. Advanced knowledge of forensic and neuropsychological approaches to the study of face-processing. A3. A comprehensive understanding of research approaches and methods in the field of face-processing. B Intellectual skills B. A systematic understanding of knowledge needed for academic study at Masters level. B. The ability to evaluate critically current literature and advanced scholarship in the discipline. B3. Synthesis of information from a number of sources in order to gain a coherent understanding of theory and practice. B4. Evaluation of methodologies and critiques of them and, where appropriate, to propose new hypotheses. C Subject-specific skills C. A comprehensive and advanced understanding of the face-processing literature and the capacity to synthesise this information in new and original ways. C. The ability to plan, initiate, design, conduct and report an original experiment under appropriate supervision. C3. The ability to correctly select and apply a range of advanced statistical and experimental methods. Transferable skills. Critical and independent evaluation of academic and interpersonal performance.. Analytical thinking and problem-solving skills suitable for a variety of scenarios. 3. Interpersonal and empathic skills arising from an understanding of both individual differences and inherent capacities and limitations of particular groups of people. 4. Competence in communicating ideas and documented findings via written, oral and visual media. 5. The ability to collect, select, and analyse a range of experimental and fieldwork data. 6. The ability to distil, synthesise and critically analyse a variety of approaches to problems. 7. Initiative, self-direction and personal responsibility in the management of learning and research. 7

28 Lectures Practical workshops Seminar discussions Oral presentation Self-study of learning material Case study Individual tutorials APPENIX B: Teaching Methods in each Unit B: MSc Clinical and evelopmental Neuropsychology Level Unit Title M Ageing & Neurodegenerative isorders X X X M Neurodevelopmental isorders X X X X M Advanced Research Methods X X X X M Advanced Statistics X X M Key Transferable Skills X X X X X M Clinical & Cognitive Neuropsychology X X X X X X M Research Project X X 8

29 Lectures Practical workshops Seminar discussions Oral presentation Self-study of learning material Case study Research seminars Individual tutorials Lectures Practical workshops Seminar discussions Oral presentation Self-study of learning material Group exercise Case study Individual tutorials B: MSc Foundations of Clinical Psychology Level Unit Title M issertation X X X X X Roots and Range of Psychological M isorders X X X X X X X M Psychological Therapy X X X X X X X M Advanced Research Methods X X X X X X M Advanced Statistics X X X X X X B3: MSc Forensic and Neuropsychological Perspectives in Face-Processing Level Unit Title M Forensic Perspectives in Face-Processing X X X M Neuropsychological Perspectives in Face-Processing X X X X M Advanced Research Methods X X X X M Advanced Statistics X X M Key Transferable Skills X X X X X M Experimental Issues in Face-Processing Research X X X X X x M Research Project X X 9

30 Presentation Referral letter In-Class Test Essay Grant/Research proposal issertation APPENIX C: Relationship between Assessment Methods and Units C: MSc Clinical and evelopmental Neuropsychology Level Unit Title M Ageing & Neurodegenerative isorders X M Neurodevelopmental isorders X M Advanced Research Methods X M Advanced Statistics X M Key Transferable Skills X X M Clinical & Cognitive Neuropsychology X X M Research Project X 30

31 Examination Presentation Role Play In-Class Test issertation C: MSc Foundations of Clinical Psychology Level Unit Title M issertation X M Roots and Range of Psychological isorders X X M Psychological Therapy X X X M Advanced Research Methods X M Advanced Statistics X 3

32 Presentation Referral letter In-Class Test Essay Grant/Research proposal issertation Seminar diaries C3: MSc Forensic and Neuropsychological Perspectives in Face-Processing Level Unit Title M Forensic Perspectives in Face-Processing X M Neuropsychological Perspectives in Face-Processing X X M Advanced Research Methods X M Advanced Statistics X M Key Transferable Skills X X M Experimental Issues in Face-Processing Research X X M Research Project X 3