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University of Central Lancashire
School of Psychology
M.Sc. Health Psychology Programme Handbook
Full/Part Time
2015/2016
Course Leader: Dr Rachel Tarling
Room: Darwin 109
Email: [email protected]
Telephone: 01772 893880
All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.
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Please review the UCLan Equality and Diversity Policy for further information.
Contents Page 1. Introduction to the course 5 1.1 Welcome to the course 5 1.2 Rationale, aims and learning outcomes of the course 5 1.3 Course Team 9 1.4 Academic advisor 11 1.5 Administration Details 11 1.6 Communication 11 1.7 External Examiner 11 2. Course Structure 12 2.1 Overall Structure 12 2.2 Modules Available 13 2.2.1 Progression 13 2.3 Study Time 15 2.3.1 Weekly Timetable 15 2.3.2 Expected hours of Study 16 2.3.3 Attendance 16 2.4 Data Protection 16 3. Approaches to Teaching and Learning 16 3.1 Expertise of Staff 16
3.2 Learning and Teaching Methods 17 3.3 Study Skills 17 3.4 Learning Resources 18 3.4.1 Learning Information Services (LIS) 18 3.4.2 Electronic Resources 18 3.5 Personal Development Planning 18 3.6 Preparing for your Career 18 4. Student Support, Guidance and Conduct 19 4.1 Academic advisors 19 4.2 Student Support 19 4.3 Students with Disabilities 19 4.4 Health and Safety 19 4.5 Conduct 19 4.6 Students’ Union 20
5. Assessment 20 5.1 Assessment Strategy 20 5.2 Notification of assignments and examination arrangements 20 5.3 Referencing 21 5.4 Confidential Material 21 5.5 Dealing with difficulties in meeting assessment deadlines 21 5.5.1 Extenuating Circumstances 22 5.5.2 Late Submissions 22 5.6 Feedback Following Assessments 22 5.7 Cheating, Plagiarism, Collusion or Re-presentation 22 5.8 Appeals against assessment board decisions 23
6. Course Regulations 23 6.1 Course requirements 23 6.2 Classifications of Awards 23 7. Student Voice 25 7.1 Course Representatives and School Presidents 25 7.2 Student Staff Liaison Committee Meetings 26 7.3 Complaints 26 8. Professional Bodies 26 8.1 The British Psychological Society 26 8.2 Psychology Postgraduate Affairs Group (Psy PAG) 27 9. Appendices 29 9.1 Programme Specification 29 9.2 Marking Criteria 34 9.3 Fee Information 36
1 Introduction to the course 1.1 Welcome to the course The MSc Health Psychology course team would like to extend a warm welcome to you all and we hope that you enjoy your time at the University Of Central Lancashire. This handbook provides an overview of the M.Sc. in Health Psychology, delivered by the School of Psychology at the University of Central Lancashire. It contains details about the requirements and regulations for the named route, along with information that is relevant to all students studying at the University. We hope that your time here will be rewarding and enjoyable. The Masters in Health Psychology is a BPS accredited course, conveying eligibility for stage 2 professional training. 1.2 Rationale, aims and learning outcomes of the course This course programme handbook contains information you will need for the duration of your course. It should be read and referred to in conjunction with the current version of the University Regulations. The M.Sc. Health Psychology programme at the University of Central Lancashire has evolved over a number of years, incorporating changes reflecting the demand for quality training within the UK and other EU countries. The design of the programme reflects the importance the team puts in equipping you as a trainee health psychologist with the skills necessary to operate within a range of vocational environments (e.g. primary, secondary and tertiary prevention, health policy, and research). The team consider it important that students on the programme obtain a comprehensive grounding in fundamental aspects of Health Psychology, but also that they are encouraged to develop a high level of expertise in an area of special interest. The programme emphasises both academic and professional aspects in a range of contexts including: the promotion and maintenance of health; the prevention and treatment of illness; identifying etiologic and diagnostic correlates of health and illness; and the role of the health psychologist in formulating health policy. The programme provides grounding in the theoretical principles of Health Psychology, the development of health and disease models, and etiological and epidemiological bases of health and disease. To promote professional competence there is a strong emphasis on developing methodological rigour, research expertise, independent leaning, and critical thought. This is facilitated by exposure to a learning and research environment which is rich in mentoring opportunities from members of a team with expertise a wide range of areas. Aims of the programme: To deliver the core theoretical, methodological, and empirical areas of Health Psychology as set out in the Stage I Postgraduate Training Regulations of the Division of Health Psychology Training Committee of the British Psychological Society. To equip psychology graduates with the BPS graduate basis for chartered membership status (GBC) for Stage 2 professional training in Health Psychology, and to equip them with some of the knowledge needed for future practice as a HCPC-Registered Health Psychologist and/or BPS Chartered Psychologist.
Learning outcomes: Learning outcomes represent the elements that you should be able to do upon successfully completing this programme. They can be classified in the broad categories of knowledge and understanding, cognitive skills, subject specific skills and key skills/transferable skills. It is important to remember that in actual practice, more than one of these labels will probably apply to any particular task or assessment that you face.
1. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding Upon completion of the programme a successful student will be able to: A1. To identify, explore and critically evaluate core theoretical foundations of Health Psychology, including biological and psychosocial models of the basis for health & disease, and health psychology interventions. A2. Use a wide range of quantitative and qualitative methodological and statistical techniques appropriate to health psychology research and practice. A3. Demonstrate application of the role of ethics and professional standards within the discipline.
Teaching and Learning Methods Lectures and seminars present the core theoretical basis of health psychology, and are supported by workshops where guided practice is important and by practical labs where practical demonstrations are appropriate. Students are encouraged to prepare material in advance of seminars, to exchange information as part of a peer network, and to reflect upon their understanding as part of their continuous professional development practice.
Assessment methods Assessment is through a mix of examinations, coursework (i.e. practical assignments, presentation, & essays), and the research project.
B. Subject-specific skills Upon completion of the programme a successful student will be able to: B1. Use relevant software packages (e.g. SPSS, word processing, web-based search engines, presentation software, etc).
B2. Critically evaluate the theoretical background to, principles of, and implementation of research and practice methodologies in health psychology (e.g. laboratory psychophysiological and psychoneuroendocrinology, interview and survey techniques, etc.).
B3 Report and reflect on continuous professional development. B4 Critically evaluate the context and perspectives in Health Psychology and its application to a variety of professional settings.
Teaching and Learning Methods The development of skill in this area will be supported by a programme of lectures, seminars, workshops, and practical exercises. Students will learn how to develop and access materials using computer resources, and will further develop their expertise in software packages such as SPSS. Furthermore, the research project requires students to develop research specific skills. The project and other practical exercises will include direct assessment of practical skills.
Assessment methods Assessment is through a mix of examinations, coursework (i.e. practical assignments, presentation, & essays), and the research project.
C. Thinking Skills Upon completion of the programme a successful student will be able to:
C1. Review, critically evaluate & integrate information from the research literature in an applicable way.
C2. Formulate hypotheses and plan research in a systematic and meaningful way.
C3. Demonstrate a technical and critical knowledge of issues in research design and analysis
C4. Formulate hypotheses and plan research in a systematic and meaningful way.
C5 Effectively communicate through written reports and oral presentations.
Teaching and Learning Methods Cognitive skills will be developed through participation in workshops and evaluation of research examples. The course structure incorporates a large component of coursework where literature searching, critical evaluation, integration and presentation of information is important. Other coursework requires students to develop their competence in research methodology, qualitative and quantitative statistical analysis. Finally, the research project is a test of the student’s ability to integrate and synthesise information in an organised and purposeful manner, demonstrating the relevance to Health Psychology.
Assessment methods Assessment is through a mix of examinations, coursework (i.e. practical assignments, presentation, & essays), and the research project.
D. Other skills relevant to employability and personal development Upon completion of the programme a successful student will be able to:
D1 Demonstrate key skills in the areas of written communication, team work, organisation and presentation.
Teaching and Learning Methods Much of the practical and workshop activity will be focused on development of practical employability and communication skills such as presentation skills and intervention design. There is a significant coursework component and all students are offered feedback on coursework and exams, and the project supervision incorporates formative feedback on a draft.
Assessment methods Written and oral communication skills are assessed through coursework and examinations. Organisational skills will also be assessed through coursework and the research project, and teamwork will be assessed through coursework.
3.3 Module Learning Outcomes 18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level Module
Code Module Title
Core (C), Compulsory (COMP) or Option (O)
Programme Learning Outcomes
Knowledge and understanding Subject-specific Skills Thinking Skills
Other skills
relevant to
employability and
personal develop
ment
A1 A2 A3 B1 B2 B3 B4 C1 C2 C3 C4 C5 D1
LE
VE
L 7
PS4321
Health Psychology: Core Psychobiological Issues
C
PS4322
Health Psychology: Core Psychosocial Issues
C
PS4323
Health Psychology: Core Intervention Issues
C
PS4324
Professional Issues In Health Psychology
C
PS4325
Measurement Issues and Outcomes
C
PS4700
Advanced Methods in Psychology
C
PS4940 Advanced Health Psychology Project
C
Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
The MSc Health Psychology course is accredited by the British Psychological Society (BPS). Eligibility for the award of MSc Health Psychology is dependent upon having the Graduate Basis for Chartered Membership (GBC) with the BPS. GBC status may be fulfilled in one of the following ways: A pass in the Society's Qualifying Examination; Holding a Society accredited Honours Degree in Psychology; Holding a Society accredited Postgraduate Qualification in Psychology; or a Society accredited Conversion Qualification. If you are unsure as to whether you meet BPS requirements for GBC you should consult their web site http://www.bps.org.uk/. The Allocation of BPS Core Curriculum Areas to Modules
BPS Core Curriculum Area Covered Module(s)
1. Context and perspectives in health psychology PS4321. PS4322,PS4324
2. Epidemiology of health and illness PS4321 & PS4324
3. Biological mechanisms of health and disease PS4321, PS4322
4. Health-related behaviour PS4322, PS4323, PS4324
5. Health-related cognitions PS4321, PS4322, PS4323 , PS4324
6. Individual differences in health and illness PS4321, PS4322, PS4323
7. Stress, health and illness PS4321, PS4322, PS4323
8. Long-term conditions/disability PS4321, PS4322, PS4323, PS4325
9. Lifespan, gender and cross-cultural perspectives in health psychology
PS4321, PS4322, PS4323
10. Health care in professional settings PS4321, PS4322, PS4323, PS4324, PS4325
11. Applications of health psychology PS4321, PS4322, PS4323, PS4325
12. Research methods PS4323, PS4325, PS4700, PS4940
13. Empirical research project PS4940
14. Measurement issues PS4321, PS4322, PS4323, PS4325, PS4700
15. Professional issues PS4324
1.3 Course Team Dr Rachel Tarling is the course director/leader for the MSc Health Psychology course. Contact details of other course team members are outlined below.
Name & Responsibilities ROOM
Darwin
Tel. Ext
0177289 +ext
@UCLan Dr Rachel Tarling (Course Director and Academic advisor) Chartered Psychologist & Registered/Practitioner Health Psychologist Module Leader: PS4323; PS4324; PS4940
109 3880 RTARLING
Dr Mark Roy (Deputy Course Leader) Chartered Psychologist & Registered Health Psychologist Module Leader: PS4321; PS4322
113 3752 MPROY
Dr Noreen Caswell (Senior Lecturer) Chartered Psychologist & Registered Health Psychologist Module Leader: PS4325
118 4457 NCASWELL1
Dr Catherine Sullivan (Senior Lecturer) 216 3428 CSULLIVAN
Dr Jeanie Judge (Senior Lecturer) Module Leader: PS4700 210 5170 JJUDGE
Dr Gayle Brewer (Senior Lecturer) 108 5173 GBREWER
Dr Sandi Mann (Senior Lecturer) SMANN
Dr Sarita Robinson (Senior Lecturer) 210 4494 SJROBINSON1
Professor Janice Abbott 229 3790 JABBOTT School of Psychology Office Dean of School Professor Linden Ball
Tel: 01772 893420 Fax: 2925 http://www.uclan.ac.uk/schools/psychology/ E-MAIL: LBALL
University Web Site
www.uclan.ac.uk
MSc Health Psychology Website http://www.uclan.ac.uk/courses/msc_health_psychology.php
BPS Division of Health Psychology Website http://www.health-psychology.org.uk/ In addition to a commitment to the excellence of the Masters programme in Health Psychology, the team which delivers the programme is actively engaged in research in a number of health psychology fields, regularly publishing in leading health psychology journals, and the course leader is also a Chartered Psychologist (BPS) and Registered/Practitioner Health Psychologist (HCPC). Members of the team share strong links with the Postgraduate School of Medicine & Health, and have active links with regional health services, such as the Preston Acute NHS Trust, and health promotion agencies. The School has very good psychobiological research laboratories, with a very well equipped cellular and molecular neuroscience laboratory which is equipped to investigate a wide range of neuroendocrine measures, and a psychophysiology laboratory which is equipped to do continuous computer-controlled cardiovascular monitoring studies, as well as field blood pressure studies.
1.4 Academic advisor Dr Rachel Tarling – contact details above. 1.5 Administration Details
Campus Administrative Services Campus Admin Services provides academic administration support for students and staff and are located at FB058 and is open from 8:45am until 5:15pm Monday to Thursday and until 4:00 on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via blackboard sites. The hub telephone number for the School of Psychology is 01772-891990/91 The hub email contact is [email protected] Technical Staff: LIS technical services are responsible for maintaining the equipment and overseeing the laboratory and computing facilities. Phone Numbers: The phone numbers listed are the extension numbers for the staff. Should you wish to phone anyone from an external number then you will need to include the Preston dialling code (01772) AND 89 in front of the extension number. Should you be unable to contact the member of staff by phone you could either e-mail them, or leave a message either on the voicemail system or through the Hub Office. 1.6 Communication
The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Each module on the MSc course has an associated Blackboard page and you should check these for further information e.g. coursework information, notifications, lecture material etc. 1.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.
The MSc Health Psychology external examiner is:
Dr Mark Wetherell, Reader in Psychobiology & Health Psychology and a Practicing Health Psychologist registered with the Health & Care Professions Council (HCPC) at the University of Northumbria.
2. Structure of the Course
2.1 Overall structure
Programme Structure
Awards and Credits
Level Module Code
Module Title Credit rating
Level 7
PS 4321 PS 4322 PS 4323 PS 4324 PS 4325 PS 4700 PS 4940
Health Psychology: Core Psychobiological Issues Health Psychology: Core Psychosocial Issues Health Psychology: Core Intervention Issues Professional Issues In Health Psychology Measurement Issues and Outcomes Advanced Methods in Psychology Advanced Health Psychology Project
20 20 20 10 10 40 60
MSc in Health Psychology. Requires 180 credits at level 7 Postgraduate Diploma in Health Psychology. Requires 120 credits at level 7 to include PS4700. Postgraduate Certificate in Psychology. Requires 60 credit at level 7
The timetable for the course can be found below, this demonstrates when each module takes place. Students may choose between a one-year full time and a two-year part time route on the MSc. Those students registering part time must enrol for PS4700 in their first year of study. For remaining taught modules the student may decide which to register for in year one and which to register for in year two. Students will be encouraged to discuss the planning of their part time module registration with the course leaders. With respect to the advanced research project part time students must register for PS4940 in year two. Semester System The University of Central Lancashire has an academic year split into two semesters (approximately September to December and January to May). All modules will run for one semester only, except PS4700, which runs over two semesters, and PS4940 (Year long). Full-time students will complete PS4940 (the project) over the summer period, although the planning of the project should occur considerably earlier. The summer period is described as Semester 3 although this is not officially recognised as a University teaching period.
2.2 Modules Available PS 4321 Health Psychology: Core Psychobiological Issues This module covers contemporary psychobiological perspectives related to the development of a number of health problems. The module focuses on some core themes with particular reference to chronic health problems. The module starts with an epidemiological perspective on the rise of chronic disease as a public health agenda across the late 19th and 20th centuries, and using cross-cultural examples of individual differences, advances the argument that current patterns of health and disease are largely driven by social and behavioural factors. The module goes on to discuss a number of key themes e.g. cardiovascular psychophysiology and heart disease; psychoneuroendocrinology; health across the lifespan; obesity nutrition and physical activity; the immune system and cancer; inflammatory autoimmune diseases; and stress and eating. PS 4322 Health Psychology: Core Psychosocial Issues The module introduces students to issues concerning the role of personality, behaviour, and the environment as modulators of risk for disease, and individual differences in the progression of disease processes. Introduced here are some of the more influential ideas concerning the role of psychosocial influences upon health and disease. Examples of topic covered include: Contemporary Perspectives on stress and health; The link between personality and coping styles and disease; Social support and health; The Social environmental and health including occupational, SES and traumatic events; Health behaviours and health beliefs; Psychological dimensions of health & disease; Issues in advanced and terminal illness; Children’s perceptions of illness and the role of the family; Psychological factors in eating disorders; The psychology of pain. PS 4323 Health Psychology: Core Intervention Issues This module introduces students to the concept of risk perception, and examines the role of behaviour in promoting health, and preventing illness. In this context models of health behaviour will be extensively studied, as will the design, delivery and evaluation of health promoting interventions. The effectiveness of a variety of interventions will be critically examined by reviewing data from primary and secondary prevention settings, with various behaviour change end-points. PS 4324 Professional Issues In Health Psychology This half module will serve as an introduction to the scope of health psychology. It will attempt to alert the students to the breadth of the subject, the links with other disciplines and the opportunities within it. A component of the module will address ethical issues. In tandem with this legal and statutory obligations and restrictions within the discipline will be outlined. In addition, international and, in particular, European perspectives will be studied with students being encouraged to reflect on multi-cultural issues. PS 4325 Measurement Issues and Outcomes This module will introduce students to measurement issues and issues relating to the evaluation of health outcomes within the context of health and medical care. A substantial component of the half module will provide an overview of the measurement of process and outcome and will incorporate within this a discussion of health related quality of life. In addition comprehensive coverage will be provided of the evaluation of interventions within health services research.
PS 4700 Advanced Methods in Psychology The module will cover a variety of methodologies, univariate and multivariate statistical techniques, as well as important theoretical and methodological issues. Initial sessions will review techniques typically covered at undergraduate level (for instance, two sample designs, correlational designs and factorial designs), however, a more critical approach will be adopted from the outset. For example, greater emphasis will be placed upon such issues as reliability, validity, effect sizes, statistical power and significance. Theoretical and methodological issues introduced on the course will be set in context by way of examples drawn from the current literature. More advanced techniques, reflecting recent developments in research design and statistics will be introduced later in the course (for instance, qualitative methods, multiple regression and structural equation modelling). Appropriate computer software will be introduced where appropriate and extensive use will be made of statistical software, particularly SPSS for Windows. PS 4940 Advanced Health Psychology Project The aims of this module are to develop the student’s skills in conducting an independent piece of research in an area of health psychology which particularly interests them. To enable the student to demonstrate that they can synthesize knowledge and skills developed in the masters courses, and apply them to a piece research. To enable the student to demonstrate that they can design, conduct data collection and analyses, and interpret the results of the research project. 2.2.1 Progression Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you. As Progression is only applicable to those on a part time route.
2.3 Study Time 2.3.1 Weekly timetable
Timetable 2015-16
Time Semester 1
Tuesday
Semester 2
Tuesday
Semester 3
9.00 – 11.00
Core Psychobiological Issues in Health
Psychology
PS4321# in DB028 Module value = 1
11.00 – 1.00
Core Psychosocial Issues
in Health Psychology
PS4322# in DB028 Module value = 1
Professional Issues in Health Psychology
PS4324# in DB028 Module value = 0.5
Advanced Health Psychology Project
PS 4940
Introductory
briefing classes will be incorporated into scheduled
classes but you will be expected to arrange regular
meetings with your project supervisor
Module value = 3
1.00 – 14.00 Lunch
14.00 – 16.00
Advanced Research Methods in Psychology
PS 4700
Darwin Lecture Theatre & Darwin Computer Classroom DB325
Module value = 2
16.00 – 18.00
Core Intervention Issues
in Health Psychology
PS4323# in DB028 Module value = 1
Measurement Issues and Outcomes
PS4325# in DB028 Module value = 0.5
# Part-time registration students can select which of these modules (PS4321 – PS4325) they take in 1st and 2nd years. But must divide the credit load equally between years, i.e. 4.5 + 4.5 for two year registration, or 3 + 3 + 3 for three year registration. Part time students must take PS4700 (Advanced Research Methods) in the 1st year of registration and PS4940 (Advanced Research Project) in their 2nd/final year. The Advanced Research Project is to be submitted by the end of July.
2.3.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. 2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to Dr Rachel Tarling, Course Director. International students are required to attend their course of study regularly under the Visas and Immigration (UKVI) Points Based System (PBS), UCLan is obliged to tell UKVI if you withdraw from the course , defer or suspend your studies, or if you fail to attend the course regularly. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. 2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clark to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected]. 3. Approaches to Teaching and Learning
3.1 Expertise of Staff Professor Janice Abbott: Research interests include the evaluation of the psychological and social aspects of cystic fibrosis, systemic lupus erythematosus and obesity. These projects aim to describe and evaluate health-related quality of life, ways of coping, aspects of culture, self- management and treatment adherence. Of particular interest, is how such factors contribute to disease progression and survival for the patient and resilience in carers. Janice’s role is mainly involved in research within the School. Dr Gayle Brewer: Research interests include physical attractiveness, body image and sexual behaviour. I have recently extended this research activity, investigating the health status of vulnerable groups. Gayle conducts research and teaches on the MSc.
Dr Noreen Caswell: Research interests include disordered eating behaviour in both clinical and non-clinical male and female populations, particularly how the experience of ‘stress’ or negative emotions can lead to or exacerbate disordered eating attitudes and behaviours in vulnerable individuals. I am also interested in muscle dysmorphia, body dysmorphic disorder, the experience of pain, and autoimmune disease. Noreen conducts research and teaches on the MSc, she is the module leader for PS4325. Dr Sandi Mann: Research interests include stress, anger, emotion management and well-being in the workplace. Sandi conducts research and teaches on the MSc. Dr Sarita Robinson: Research interests include the benefits of social support and optimism on health and well-being. I am also interested in the impact of stressful situations on HPA axis activation (cortisol) and cognition. Finally I am interested in how we can help people recover from stressful experiences such as through the use of expressive writing. Sarita conducts research and teaches on the MSc. Dr Mark Roy: Research interests include the interaction of behaviour, personality and environment in the modulation physiological responses to stress (e.g. haemodynamic & neuroendocrine), particularly patterns of individual differences and their association with chronic disease aetiology. Mark conducts research and teaches on the MSc, he is the module leader for PS4321 and PS4322. Dr Cath Sullivan: Research interests include the social psychology of gender, particularly from a social constructionist perspective. The relationship between work and family, roles, parenting and the ‘division of labour’. Social constructionism, discourse and qualitative research methods. Psychology and technology, especially in relation to gender. Cath conducts research and teaches on the MSc. Dr Rachel Tarling: Research interests include the psychological consequences of cancer screening and investigative processes, including risk communication, psychological sequalae, the design and implementation of timely interventions, survivorship, barriers to screening and the promotion of early attendance. I am particularly interested in Health Behaviour Change, Appraisal, Emotion, Stress and Coping Processes in relation to chronic illness, including cancer. Rachel is the Course Director, she conducts research and teaches on the MSc, she is also the module leader for PS4323, PS4325 and PS4940. 3.2 Learning and teaching methods A variety of teaching methods are utilised, including lectures, seminars and self-directed study. There is an increasing emphasis upon practical application of skills with students undertaking some innovative assessments such as portfolios of intervention designs, video productions and story boarding, presentations, posters and in addition, offering students the opportunity to practice mock interviews etc. Assessments have been designed to help develop employability skills for students in their future careers particularly as Health Psychologists.
3.3 Study Skills There are a variety of services to support students and these include: WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1
3.4 Learning resources 3.4.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. The library opening times can be found here: http://www.uclan.ac.uk/students/study/library/opening_hours.php 3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Lecture material is provided for each module on Blackboard. 3.5 Personal Development Planning Personal Development Planning (PDP) forms part of the continuous professional development (CPD) requirement of the professional body and as such is an important skill that the programme focuses on. Both PDP and CPD are discussed as part of a number of sessions and students are expected to maintain a record of their activities, and to reflect upon their needs and how they are met. Students maintain a portfolio of competences and are required to reflect upon aspects of the course. 3.6 Preparing for your Career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:
• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.
• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,
• You will then be ready to learn how to successfully tackle the recruitment process.
You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan. It’s your future: take charge of it! Careers offers a range of support for you including:-
• career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time
employment and live projects • workshops, seminars, modules, certificates and events to develop your skills
Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal. MSc Health psychology and Employability The MSc Health Psychology programme includes a rigorous and comprehensive assessment to ensure graduates have a high level of competence in all core areas of health psychology and in the key skills that are fundamental to successful completion of stage 2 training and a future career as a registered Health Psychologist. The course is accredited by the British Psychological Society to provide Stage 1 training. Students are advised about progression to Stage 2 training and how to become a registered Health Psychologist with eligibility to join the Health and Care Professions Council (HCPC). Students are advised about the different opportunities that might be open to them as both Stage one and Stage two graduates.
The course does not just lead to potential qualification as a Health Psychologist however, students from this course progress on to a variety of careers with many different employers. For example; Health psychologists are employed by the NHS, Universities, Industry, Charities and Public Health. Job roles are varied and might include: Smoking cessation advisor, Lecturers, Research Assistant, Health promotion specialist, Sexual health advisor, Public health analyst and Consultant to the Department of Health.
4 Student Support, Guidance and Conduct 4.1 Academic advisors Dr Rachel Tarling will provide academic advice, offering support and advice in relation to your study and to assist you in accessing other services available to students within the University. However, you are ultimately responsible for ensuring that they are correctly registered for an appropriate set of modules. 4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only). 4.3 Students with Disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. Beth Richardson is the Special Needs Coordinator for the School of Psychology, she can be located in Darwin 112, Tel: 01772 893753, Email: [email protected]
Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected] 4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes.
If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students. 4.6 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union. 5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. 5.1 Assessment Strategy and 5.2 Notification of assignments and examination arrangements The Module Description Catalogue provides information about the assessment required for each module. Marking criteria guidelines will be specified for assignments. Where such guidelines are not given in the MSc Health Psychology Handbook, they will be provided via the Module Leader. Given below are the guidelines and rules concerning coursework deadlines, submission and extensions. This is followed by more specific details relating to the advanced project. Level 7 marking Criteria are reproduced in the appendix at the end. Details of the modules and learning outcomes can be found in section 3.3.
5.3 Referencing Detailed referencing guidelines can be found in the School of Psychology Assessment Handbook including how to reference different types of sources. The handbook can be found on Blackboard under the MSc Health Psychology course page. 5.4 Confidential Material All students should abide by the BPS code of ethics see http://www.bps.org.uk/what-we-do/ethics-standards/ethics-standards 5,5 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to Dr Rachel Tarling: [email protected] Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your Hub office. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook). 5.5.1 Extenuating Circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations).
Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).
5.5.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:
• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.
• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.
• Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment.
5.6 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other.
5.7 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .
• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.
• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.
• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.
• Re-presentation is an attempt to gain credit twice for the same piece of work. •
The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:
• the penalty will be 0% for the element of assessment, and an overall fail for the module.
• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.
• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.
In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:
• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.
The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.
5.8 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:
1. that an Assessment Board has given insufficient weight to extenuating circumstances;
2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;
3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;
4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.
If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance. 6. Course Regulations 6.1 Course requirements and 6.2 Classification of Awards Regulations for the Award of M.Sc. The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. 1.1 General Regulations for the award of M.Sc. 1.1.1 To be eligible for the award of M.Sc. Health Psychology, the student must have passed
PS4321, PS4322, PS4323, PS4324, PS4325, PS4700 & PS4940 and must be eligible for Graduate Basis for Chartered Membership (GBC) by the BPS.
1.1.2 The award of Distinction will be made where the advanced project component has been graded 70-100% and the average percentage mark is in the range 70-100%.
1.1.3 The award of Merit will be made where the advanced project component has been graded 60% or above and the average percentage mark is in the range 60-69%.
2. Regulations for the award of Postgraduate Diploma in Health Psychology (PGDip) 2.1 To be eligible for the award of Postgraduate Diploma in Health Psychology, the student
must have passed PS4321, PS4322, PS4323, PS4324, PS4325 & PS4700 3. Regulations for the award of Certificate in Advanced Methods in Health Psychology 3.1 To be eligible for the award of Postgraduate Certificate in Research Methods in
Psychology, the student must have passed PS4700. Psychology Marks and Their Meaning It is standard practice in Higher Education to give marks on a scale that is related to standards of performance. The relation between percentage marks in Psychology and performance is shown below:
LEVEL PERCENTAGE RANGES DISTINCTION*
70 % upwards
MERIT*
60-69 %
PASS
50-59 %
Maximum possible for reassessment
50 %
FAIL
0-49%
For specific details about the criteria for Distinction and Merit, please read ‘Regulations for Awards’ below. For the award of Merit/Distinction it is not only required that you achieve the required APM but also that your Advanced Research Project must also attain the level of the award.
7. Student voice
You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. Staff-student liaison meetings (SSLC) are an ideal opportunity for students to express their opinions. A student representative (see below) is elected at the start of the academic year to represent the MSc Health Psychology students at the SSLC’s. The representative is encouraged to raise any issues regarding the course at SSLC and in addition to discuss issues with the Course Director at any point during the course. Module evaluation questionnaires provide one of the most important means for you to express your opinion about your teaching and learning experience. They capture feedback on your experience within each module and inform staff about where improvements could be made. Your module leaders will ensure that you receive the forms for completion either paper based or on-line, please complete and return these to ensure your voice is heard - all responses are anonymous. You are likely to see the module team responses to previous student feedback in your module handbooks / information packs.
7.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below).
Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected].
School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: [email protected]
7.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting • Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report; outcomes
of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the course
overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development
Planning, academic advisor arrangements and The Card; • Other aspects of University life relevant to student experience e.g. learning resources,
IT, library; • Any other issues raised by students or staff.
7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure
8. Professional Bodies 8.1 The British Psychological Society The British Psychological Society is the representative body for psychology and psychologists in the United Kingdom. We promote excellence and ethical practice in the science, education
and practical applications of psychology. As a postgraduate student on an accredited programme, Graduate membership of The British Psychological Society will broaden your appreciation and understanding of psychology, and open up a network of like-minded students, academics and professionals, not to mention future opportunities. Membership of the Society also reflects your aspiration to represent the highest possible professional standards. Completing an accredited programme gives you a route for progressing to Chartered Psychologist status, the gold standard within the discipline. Only Chartered members of the Society can use the designation CPsychol after their name and the Chartered Psychologist logo. Our membership has a powerful voice in raising the profile of psychology, developing standards and advancing the discipline. We champion the work of our members and the contribution psychology can make to society. We support our members by providing guidance, career development and networking opportunities. Our members matter to us and Graduate members have a competitive advantage in the jobs market with: ● MBPsS, your designation as a Graduate Member in recognition of your academic achievement and professional status ● our monthly flagship publication, The Psychologist, keeping you up-to-date with the very latest research, news and views ● our Member Networks: Providing a rich web of personal and professional contacts that enable you to stay informed with your areas of interest ● invaluable rates on professional development opportunities, conferences and events, designed to inspire and guide you throughout your studies and career ● PsychSource, a single access point to our 11 journals and 32 other titles published by Wiley-Blackwell. This facility also includes full-text journal articles, journal abstracts, BPS Blackwell books and multimedia content. PsychSource is fully searchable and personalisable according to Member interests ● A wide range of guidelines, guidance documents and support in professional practice and ethical decision-making ● Opportunities to join specialist registers and promote your competence and expertise. To find out more and hear what benefits of belonging to the Society our members enjoy most, watch our videos on www.bps.org.uk/membership. Our membership team is available at [email protected] or +44 (0)116 252 9911. accreditation through partnership 7 8.2 Psychology Postgraduate Affairs Group (PsyPAG) PsyPAG is a national organisation for all psychology postgraduates based at UK Institutions. Funded by the British Psychological Society, PsyPAG is run on a voluntary basis by postgraduates for postgraduates. Its aims are to provide support for postgraduate students in the UK, to act as a vehicle for communication between postgraduates, and to represent postgraduates within the Society. It also fulfills the vital role of bringing together postgraduates from around the country. ● PsyPAG has no official membership scheme; anyone involved in postgraduate study in psychology at a UK Institution is automatically a member. ● PsyPAG runs an annual workshop and conference and also produces a quarterly
newsletter, which is delivered free of charge to all postgraduate psychology departments in the UK. ● PsyPAG is run by an elected committee, which any postgraduate student can be voted on to. Elections are held at the PsyPAG Annual Conference each year. ● The committee includes representatives for each sub-division within the BPS, their role being to represent postgraduate interests and problems within that division or the BPS generally. They also liaise with the Student Members Group of the BPS to raise awareness of postgraduate issues in the undergraduate community. ● Committee members also include Practitioners-in-Training who are represented by PsyPAG. ● PsyPAG maintains a JISCmail list open to ALL psychology postgraduate students. This list is a fantastic resource for support and advice regarding your research, statistical advice or postgraduate issues. ● PsyPAG presents an annual award that recognises outstanding research in a Masters (MSc, MA, MRes, and MPhil) level research project. Submissions are invited for all areas of psychology. ● PsyPAG awards a number of bursaries each year to help its members attend conferences and other events, both at home and abroad. For more information, visit the PsyPAG website at www.psypag.co.uk. @psypag www.facebook.com/psypag
9. Appendices
9.1 Programme Specification
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
4. Awarding Institution / Body University of Central Lancashire
5. Teaching Institution and Location of Delivery
University of Central Lancashire, Preston campus
6. University School/Centre School of Psychology
7. External Accreditation
Division of Health Psychology Training Committee of the British Psychological Society
8. Title of Final Award
MSc Health Psychology
9. Modes of Attendance offered Full-time and Part-time
10. UCAS Code N/A
11. Relevant Subject Benchmarking Group(s)
Psychology
12. Other external influences
Division of Health Psychology Training Committee of the British Psychological Society
13. Date of production/revision of this form
Jan 2014
14. Aims of the Programme To deliver the core theoretical, methodological, and empirical areas of Health Psychology as set out in the Stage I Postgraduate Training Regulations of the Division of Health Psychology Training Committee of the British Psychological Society.
To equip psychology graduates with the BPS graduate basis for chartered membership status (GBC) for Stage 2 professional training in Health Psychology, and to equip them with some of the knowledge needed for future practice as a HCPC-Registered Health Psychologist and/or BPS Chartered Psychologist.
To foster the development of key academic and transferable skills that will facilitate further academic and vocational training and subsequent employment.
To provide an opportunity to specialise in areas of psychology related to health.
15. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding Upon completion of the programme a successful student will be able to: A1. To identify, explore and critically evaluate core theoretical foundations of Health Psychology, including biological and psychosocial models of the basis for health & disease, and health psychology interventions. A2. Use a wide range of quantitative and qualitative methodological and statistical techniques appropriate to health psychology research and practice. A3. Demonstrate application of the role of ethics and professional standards within the discipline.
Teaching and Learning Methods Lectures and seminars present the core theoretical basis of health psychology, and are supported by workshops where guided practice is important and by practical labs where practical demonstrations are appropriate. Students are encouraged to prepare material in advance of seminars, to exchange information as part of a peer network, and to reflect upon their understanding as part of their continuous professional development practice.
Assessment methods Assessment is through a mix of examinations, coursework (i.e. practical assignments, presentation, & essays), and the research project.
B. Subject-specific skills Upon completion of the programme a successful student will be able to: B1. Use relevant software packages (e.g. SPSS, word processing, web-based search engines, presentation software, etc).
B2. Critically evaluate the theoretical background to, principles of, and implementation of research and practice methodologies in health psychology (e.g. laboratory psychophysiological and psychoneuroendocrinology, interview and survey techniques, etc.).
B3 Report and reflect on continuous professional development. B4 Critically evaluate the context and perspectives in Health Psychology and its application to a variety of professional settings.
Teaching and Learning Methods The development of skill in this area will be supported by a programme of lectures, seminars, workshops, and practical exercises. Students will learn how to develop and access materials using computer resources, and will further develop their expertise in software packages such as SPSS. Furthermore, the research project requires students to develop research specific skills. The project and other practical exercises will include direct assessment of practical skills.
Assessment methods
Assessment is through a mix of examinations, coursework (i.e. practical assignments, presentation, & essays), and the research project.
C. Thinking Skills Upon completion of the programme a successful student will be able to: C1. Review, critically evaluate & integrate information from the research literature in an applicable way.
C2. Formulate hypotheses and plan research in a systematic and meaningful way.
C3. Demonstrate a technical and critical knowledge of issues in research design and analysis
C4. Formulate hypotheses and plan research in a systematic and meaningful way.
C5 Effectively communicate through written reports and oral presentations.
Teaching and Learning Methods Cognitive skills will be developed through participation in workshops and evaluation of research examples. The course structure incorporates a large component of coursework where literature searching, critical evaluation, integration and presentation of information is important. Other coursework requires students to develop their competence in research methodology, qualitative and quantitative statistical analysis. Finally, the research project is a test of the student’s ability to integrate and synthesise information in an organised and purposeful manner, demonstrating the relevance to Health Psychology.
Assessment methods Assessment is through a mix of examinations, coursework (i.e. practical assignments, presentation, & essays), and the research project.
D. Other skills relevant to employability and personal development Upon completion of the programme a successful student will be able to:
D1 Demonstrate key skills in the areas of written communication, team work, organisation and presentation.
Teaching and Learning Methods Much of the practical and workshop activity will be focused on development of practical employability and communication skills such as presentation skills and intervention design. There is a significant coursework component and all students are offered feedback on coursework and exams, and the project supervision incorporates formative feedback on a draft.
Assessment methods Written and oral communication skills are assessed through coursework and examinations. Organisational skills will also be assessed through coursework and the research project, and teamwork will be assessed through coursework.
13. Programme Structures*
14. Awards and Credits*
Level Module Code
Module Title Credit rating
Level 7
PS 4321
Health Psychology: Core Psychobiological Issues
20 20
MSc in Health Psychology. Requires 180 credits at level 7
PS 4322 PS 4323 PS 4324 PS 4325 PS 4700 PS 4940
Health Psychology: Core Psychosocial Issues Health Psychology: Core Intervention Issues Professional Issues In Health Psychology Measurement Issues and Outcomes Advanced Methods in Psychology Advanced Health Psychology Project
20 10 10 40 60
Postgraduate Diploma in Health Psychology. Requires 120 credits at level 7 to include PS4700. Postgraduate Certificate in Psychology. Requires 60 credit at level 7
15. Personal Development Planning Personal Development Planning (PDP) forms part of the continuous professional development (CPD) requirement of the professional body and as such is an important skill that the programme focuses on. Both PDP and CPD are discussed as part of a number of sessions and students are expected to maintain a record of their activities, and to reflect upon their needs and how they are met. Students maintain a portfolio of competences and are required to reflect upon aspects of the course. 16. Admissions criteria Students should have a minimum of an upper second class honours degree in Psychology (or an equivalent Psychology qualification) recognised by the BPS as conferring GBC. Students with a relevant lower second class honours degree, but showing a good final year performance, including a good quality dissertation/research project, will be considered on an individual basis. A minimum IELTS score of 6.5 or equivalent qualifications. 17. Key sources of information about the programme
UCLan Website: http://www.uclan.ac.uk BPS Division of Health Psychology Website: http://www.health-psychology.org.uk/
Regulations for the Qualification in Health Psychology (Stage 1) - The British Psychological Society Board of Examiners in Health Psychology - The British Psychological Society St Andrews House 48 Princess Road East Leicester LE1 7DR
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level Module
Code Module Title
Core (C), Compulsory (COMP) or Option (O)
Programme Learning Outcomes
Knowledge and understanding Subject-specific Skills Thinking Skills
Other skills
relevant to
employability and
personal develop
ment
A1 A2 A3 B1 B2 B3 B4 C1 C2 C3 C4 C5 D1
LE
VE
L 7
PS4321
Health Psychology: Core Psychobiological Issues
C
PS4322
Health Psychology: Core Psychosocial Issues
C
PS4323
Health Psychology: Core Intervention Issues
C
PS4324
Professional Issues In Health Psychology
C
PS4325
Measurement Issues and Outcomes
C
PS4700
Advanced Methods in Psychology
C
PS4940 Advanced Health Psychology Project
C
Note: Mapping to other ext
9.2 Marking Criteria
Distinction Marking Options for Distinction: 70% + General Essays/Exams Practical Assignments & Advanced Research Project Relevance:
The work reflects a balanced weighting of information according to its salience, both in terms of weighting and prominence, to best present the arguments. The work does not contain irrelevant material.
The arguments are skilfully focused on the most important issues raised by the question. The information presented does not become sidetracked by superficial or tangential issues. The selection and positioning of information within the work reflects a sophisticated understanding of the relative salience of the supporting information.
Information is pertinent and is presented in the appropriate context: The Introduction shows a balanced understanding of how the research question naturally derives from existing theoretical and empirical evidence. The Discussion is a succinct synthesis of the findings with the evidence cited in the introduction, and leads to an appropriate evaluation of the study. The Method Section describes a research design which is appropriate for evaluating the research question, and which is based upon sound methodological and statistical principles. The method section succinctly provides all information essential to the understanding and replication of the study. The Results Section demonstrates a high level of confidence in selecting statistical analyses appropriately for the research question. Problems with the data set are identified and dealt with appropriately. There is a clear description of the analyses.
Structure, General Understanding,
Coherence, & Logic of
Argument/Analysis:
The work has a logical sequence, with arguments which are logically developed, and where transitions make for a coherent narrative.
Each argument is valid and logically follows from an already established issue. The narrative is rich in arguments, which are coherently and logical developed.
The Abstract provides an accurate synopsis of the purpose of the research, the hypothesis tested, the key aspects of the method, the most salient findings, and the conclusions to be drawn. The justification for the study and the salience of the research question are a clear and natural development of the arguments put forward in the introduction. The discussion is an incisive re-evaluation of the research question in the light of the results, allowing the author to draw conclusions as to whether the hypothesis was supported, and to evaluate the future course of the research. The discussion will be free from speculative propositions.
Originality:
The work shows evidence of a noticeable amount of independent thought, materially extending beyond the information suggested in the teaching, and expressing ideas, which reflect a novel synthesis of existing information.
The student creates a narrative which logically explores the question, but which could not be developed through reliance solely upon evidence suggested in the teaching.
The study’s design demonstrates an understanding of contemporary issues in the research area, and the ability to formulate a new and appropriate approach to the question.
Knowledge/Content: The work shows a clear familiarity with the relevant literature, an ability to critically evaluate the material, and an ability to provide a succinct summary.
The narrative clearly demonstrates a thorough familiarity with the relevant material, and shows a confident independent understanding of material presented in teaching and further reading.
The introduction reflects a familiarity with the theoretical and empirical background to the research question, and represents a balanced representation of existing knowledge, and an awareness of the most important issues facing the researcher.
Explanation of Empirical Details: The narrative is supported by sufficient information to elaborate the arguments.
Empirical evidence is provided in a succinct form allowing the narrative to flow.
The method section contains all relevant detail to allow replication of the protocol, a thorough description of the sample, and details of equipment used, transcripts of instructions, and a detailed account of the protocol. The results section has a clear account of the tests carried out, including appropriate summaries of the findings, figures and tables.
Style: A clear and economical writing style. Technical language is used appropriately, with acronyms explained at first use. Standard referencing is used throughout. There are only minor grammatical and spelling errors.
The layout and presentation of figures and tables is excellent and clearly signposted. The raw data and statistical outputs are clearly laid out in the appendices.
Marking Options for Merit: 60% +
General Essays/Exams Practical Assignments & Advanced Research Project
Relevance: As for distinction, except the work does not show such a balance of information, and/or contains material, which is not relevant to the arguments.
Most of the important issues are addressed but the arguments are not clearly focused on the question and/or include some irrelevant information.
Most of the important issues are addressed, but some information out of context, and/or the research question does not naturally follow from the introduction, although it can be inferred from the material presented.
Structure, General Understanding, Coherence, & Logic of Argument/Analysis: As for distinction, but the arguments are less coherent and/or there are some flaws in the validity and/or organization of the arguments.
As for distinction, but the development of logical argument is less coherent and/or is based more on listing information than developing an argument.
As for distinction, but has weaknesses in some of the following areas: the justification for the research question doe not clearly follow from the arguments; the discussion does not evaluate the findings within the context of the arguments developed in the introduction; the discussion is prone to speculative arguments; the abstract is not a clear synopsis of the paper.
Originality The work shows some independent thought, but does not substantially extend beyond the information suggested in the teaching, and/or does not represent a novel synthesis of existing information.
Some evidence of original work is present, although there is a heavy reliance upon information contained within the teaching.
The design is substantially based upon existing research questions but does not represent a new approach to the question.
Knowledge/Content As for distinction, but does not show much evidence of much reading beyond that presented in lectures, and/or is lacking in critical evaluation.
As for distinction, but does not extend much beyond the material presented in lectures.
As for distinction, but some of the background to the research question is not dealt with.
Explanation of Empirical Details As for distinction, but some arguments are not supported by sufficient empirical information, and/or the narrative in places is overburdened by redundant information.
As for distinction, but the salience of some empirical information is not clearly explained, and/or the examples in the narrative contain redundant information.
As for distinction, but some more information needed for a complete replication is omitted from the description of the methods and/or analyses. Tables, graphs and/or appendices are not used to their best advantage.
Style As for distinction, but there is a lack of clarity and/or economy in some of the writing. Technical aspects such as use of acronyms or referencing don’t always conform to conventions, and spelling or grammatical errors are frequent.
As for distinction, but the layout of graphs and/or tables could be better, an/or the raw data and statistical outputs could be more clearly laid out.
Marking Options for Pass: 50% +
General Essays/Exams Practical Assignments & Advanced Research Project
Relevance As for merit, but the narrative suggests a basic and general understanding, rather than a clear focus on the specific issues, and/or there is a significant imbalance in the weighting of information.
The answer may contain a substantial amount of potentially relevant information, and might be a good answer to a variant of the question, but it is not focused on the question.
Much of the evidence in the introduction is generic rather that specifically focused on the question, and/or the research question does not logically flow from the introduction
Structure, General Understanding, Coherence, & Logic of Argument/Analysis As for merit, but the work lacks a clear and coherent structure, and/or the narrative is principally descriptive, lacking critical evaluation, suggesting a limited understanding/familiarity with the theoretical and/or methodological issues.
As for merit, but the narrative is principally descriptive, and mostly devoid of argument, suggesting a lack of deep understanding of the issues.
As for merit, but the abstract is flawed, either not clearly outlining the study, and/or is of a substantially inappropriate length, the rationale for the research question is not clear from the introduction, and it is difficult to determine from the discussion whether the predictions were upheld or not, and/or there is inappropriate post hoc speculation.
Originality There is little or no evidence of valid independent thought. Knowledge/Content As for merit, but the familiarity with the literature is generic, showing a lack of critical evaluation, and/or important information/issues are not addressed.
As for merit, but the narrative is principally dependent upon lecture material and does not make any novel use of the information.
As for merit, but some significant omissions of information are present in the introduction.
Explanation of Empirical Details As for merit, but a significant amount of the narrative lacks supporting evidence, and/or there is a significant amount of irrelevant information.
As for merit, details are given of empirical work referred to, but often at length, and with no focus on the logical relation between the evidence and the conclusion it is supporting.
As for merit, but there are some omissions of important information, or the inclusion of irrelevant information in the method, results and/or appendices.
Style The writing style lacks clarity, is clumsy & ungrammatical. Tables, graphs and/or appendices do not effectively convey information.
Marking Options for Fail: Less than 50%
General Essays/Exams Practical Assignments & Advanced Research Project
Relevance The narrative is largely irrelevant, and does not appear to focus on the issues. The narrative shows weaknesses in coverage of even the basic issues. Structure, General Understanding, Coherence, & Logic of Argument/Analysis The approach is principally descriptive, lacking any appropriate argument, and/or lacking any logical organization.
There are serious errors in the logic of the report in one or more areas: introduction; description of the methodology; substantially inappropriate analyses; inaccurate representation of the findings; erroneous conclusions.
Originality As for pass. Knowledge/Content There are serious deficiencies in the material included, suggesting a substantially inadequate knowledge of the material. Explanation of Empirical Details There is little or no apparent understanding of the logic underlying conclusions for which studies are cited.
The method narrative makes it very difficult to establish what was done, and it is not clear what analytic strategy was adopted, or what the finding are, and/or the analytic strategy is substantially flawed being inappropriate to the design or research questions.
Style The work is poorly written, showing little regard for conventions of grammar, spelling, or technical reporting.
Your Tuition Fees include: • Scheduled course tuition, academic, technical and administrative support, use of
course equipment and facilities. • Course related induction activities. • Course assessment and awards. • Access to the university’s library and online resources, including on-campus wifi,
networked and remote access to the university’s virtual learning environment, • Use of the university’s estate and resources for scheduled activities and learning
support • Dissertation, project and/or thesis printing and binding where the submission of
printed and bound documents is a requirement for assessment of the module. • Use of the university’s technical equipment and materials identified by the course
teaching team as essential for the completion of the course. • Items identified under your course name in Table One below:
Table One: Course
Year one
Year two
Year three
BSc Psychology Critical thinking guide. BPS Membership Fees. Poster presentation costs.
BPS Membership Fees. Second year lab stimuli. Disposable laboratory coats.
BPS Membership Fees. Project handbook. Travel to data collection sites for project.
BSc Sport and Exercise Psychology
Critical thinking guide. BPS Membership Fees.
BPS Membership Fees.. out documents for Labs (PS2900)
BPS Membership Fees. Project handbook. Printing out documents for journal review (PS3035)
BSc Psychology and Criminology
Critical thinking guide. BPS Membership Fees.
BPS Membership Fees.
BPS Membership Fees. Project handbook
BSc Neuropsychology
Critical thinking guide. BPS Membership Fees. Poster presentation cost (PS1040).
BPS Membership Fees. Second year lab stimuli. Disposable laboratory coats. Poster presentation cost (PS2850).
BPS Membership Fees. Project handbook. Travel to data collection sites for project.
BSc Forensic Psychology
Critical thinking guide. BPS Membership Fees.
BPS Membership Fees. Second year lab stimuli.
BPS Membership Fees. Project handbook.
Poster presentation costs.
Disposable laboratory coats.
Travel to data collection sites for project.
BSc Neuroscience Critical thinking guide. BNA Membership Fees. Poster presentation. Laboratory coats. Safety goggles.
BNA Membership Fees. Second year lab stimuli. Poster presentation
BNA Membership Fees. Project handbook PS3980 module. Travel to data collection sites for project.
Graduate Diploma in Psychology.
Critical thinking guide. BPS Membership Fees.
BPS Membership Fees.
BPS Membership Fees. Project handbook
BSc Psychology with Psychotherapy and Counselling
Critical thinking guide. BPS Membership Fees.
BPS Membership Fees.
BPS Membership Fees. Project handbook costs.
BSc Health Psychology
Critical thinking guide. BPS Membership Fees. Poster presentation costs.
BPS Membership Fees. Second year lab stimuli. Disposable laboratory coats.
BPS Membership Fees. Project handbook costs. Travel to data collection sites for project.
Additional optional opportunities listed in Table Two may be offered on your course. The optional and extra costs listed in Table Two are not included within your Tuition Fees. Table Two Course title
Optional costs NOT included in tuition fees
Estimated costs
BSc Psychology Cyprus leadership trip in year two or three: Estimated costs £150. BSc Sport and Exercise Psychology
Optional costs year one and two: Cohort Identity activity:
Estimated costs £50.
BSc Neuropsychology
Cyprus leadership trip in years two or three:
Estimated costs £150.
BSc Forensic Psychology
Cyprus leadership trip in year two or three: Estimated costs £150.
BSc Neuroscience Optional costs year three: Trip to BNA symposium in London £70. Cyprus leadership trip in year two or three:
Estimated costs £70. Estimated costs £150. Total = £220
BSc Health Psychology
Cyprus leadership trip in year two or three: Optional supplementary reading materials (not required for course):
Estimated costs £150. Estimated costs £120 per year. Total = £270
Living costs:
These are not included in tuition fees. You will need to budget for these separately. Below is an indication of some typical living costs, but everyone is different and you are strongly advised to plan your own budget. Typical items Estimated
weekly costs lower range
Estimated weekly costs higher range
Accommodation: University Halls of Residence based on a 42 week contract. Private Halls of Residence (Living at home may reduce your accommodation costs)
£79.03 £70 (£0)
£107.83 £110
Food £20 £30 Internet connection (free wifi on campus, in university halls of residence and in some private accommodation)
£0 £12
Toiletries/Laundry £5 £15 Gas/electricity/water (included within university halls of residence costs and some private accommodation – check your contract)
£0 £20
Printing, copying, stationery. £2.50 £10 Travel expenses (vary by travel method & distance - on foot/bicycle, bus, train or car. If using bus or train check travel card / season ticket rates for savings). University halls of residence and a good selection of private accommodation are available either on campus or a short walk from campus.
£0 £40
Mobile phone or landline £2.50 £10 Books £5 £10 Leisure £5 £25 Total per week £110 £282 Total for 42 weeks (typical halls of residence contract)
£4,620 £11,844
Total for 52 weeks £5,720 £14,664 You mayl also need to budget for ‘one off’ or irregular costs Typical items Notes Bedding From £20 Clothes Costs vary depending on your needs TV licence £145.50 per year Insurances Varies depending on your needs Computer/laptop/telephone Varies depending on model and whether new or second hand Furniture, crockery etc. Furnished accommodation may include all your needs.
Check what is included. Additional optional costs may be incurred by some students. These optional extra costs are NOT included within the Tuition Fees. Optional items – all courses Estimated costs
Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level motor insurance cover, taxis, train fares, bus fares etc.).
Variable depending on the distance travelled and the method of transport chosen.
Library fines & charges Avoid these by returning on time or renewing books!
On time £0.00 0-8 days overdue £0.10-0.50 per day 9+ days overdue £0.50-£1.00 per day 40+ days replacement cost and administrative charges/account suspension
Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments.
For example a medical certificate may cost from £10.
Fees for arranging and invigilating course examination(s) off campus are payable by the student (where permitted by course regulations and approved by course leaders)
£300
Printing of electronic books, journals etc.
Variable, but recommended academic text books often cost between £15-80 per copy, although some cost outside of this range.
Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library.
Estimated £0.10 per copy sheet
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