THE MANCHESTER METROPOLITAN UNIVERSITY · 2020-04-06 · 14 Other Approved Academic Partnership(s) Partner Name Type of Academic Partnership N/A N/A Approval Status To be updated

Faculty of Health, Psychology and Social Care

MSc Psychology

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

PARM1.1

Programme Specification: Date: September 2013 Author: K Rowley & N Dagnall

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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 10th May 2013

2 Effective date of Approved/Reviewed Programme Specification: eg1 September 2014 -31 August 2020

September 2013

3 This Version effective from: September 2017

4 Version number: 2013/version 5

Students who commenced their study on awards within this programme specification prior to September 2013 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in the Log of Modifications at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Unit Programme Specification

Qualitative Methods in Psychology Quantitative Methods in Psychology

MA Health and Social Care

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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0 Brief Overview

(i) Brief Descriptive Summary The Masters level modular programme builds on the innovative and diverse curriculum offered at undergraduate level. There are several main ‘routes’ on offer capitalising on the expertise and specialisms of staff to provide a number of key awards within the domain of Psychology. The MSc routes address Community Psychology, Counselling Psychology, Criminology, Forensic Psychology (a BPS recognised award) as well as MSc Psychology (by research or taught). There are core units within each route and there is flexibility within each route through optional units providing a choice of study in specialised areas. MSc routes recruit both full and part-time students. In addition to the above 180 credit MSc routes, there is also a 60 credit Postgraduate Certificate in Counselling skills available (full-time).

(ii) Articulation of Graduate Prospects

The Department of Psychology delivers research of international repute with feeds into research-led, skills-based teaching. We are committed to ensuring that all students graduate with the range of abilities and skills that employers are looking for. Currently the ‘MSc Forensic Psychology’ is recognised by the British Psychological Society (BPS) as providing stage one training towards chartered status with that professional organisation.

General Information

1 Overarching Programme Specification Title

MSc Psychology

2 Final award(s)/title(s)

• MSc Community Psychology • MSc Counselling • PG Certificate Counselling Skills • MSc Forensic Psychology (PSRB Award) • MSc Psychology • MSc Psychology (by research) • MSc Psychology and Criminology

3 Combined Honours Combined Honours on the Manchester campus wef 2012/13 The University has a defined list of approved combinations available to students through the Combined Honours scheme. Each approved combination is assigned to a programme specification and to a Department which is responsible for all programme management arrangements for students enrolled on that combination. Section 3 indicates all combinations available for subjects within this programme specification and also identifies those combinations which for which this programme specification is specifically responsible.

3a

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(i) Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards

available through Combined Honours (ie Named Awards)

(iii) Approved Subject

Combinations administered by this Programme Specification (ie “home” combinations)

Not applicable

3b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

Not applicable

Not applicable

4 Interim exit award(s)/title(s)

PgDip Psychology PgCert Psychology PgCert Counselling Skills

5 Mode(s)

For MSc Forensic Psychology: 15 months full-time, 5 years part-time (Maximum – PSRB requirement) All other routes full-time or part-time

6 FHEQ position of final award(s)

Masters (Level 7)*

7 Awarding institution

Manchester Metropolitan University

8 Teaching institution(s)

Manchester Metropolitan University

9

Relationship with Foundation Year

Students successfully completing the Psychology Foundation degree route and BSc Psychology have the opportunity to engage with MSc Psychology

Administrative Details

10 Home Department/ School/ Institute

Psychology

11 Home Faculty

Health, Psychology and Social Care

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12 UCAS code(s)

Not Applicable

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A

N/A

14 Other Approved Academic Partnership(s)

Partner Name Type of Academic Partnership

N/A

N/A

Approval Status

To be updated AFTER each PARM activity finalised

15 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval Programme Review: 10 May 2013

(ii) Length & Dates of Period of approval given In (i) above:

Years: 6 years From: 1 September 2013 To: 31 August 2019

(iii) Major Modifications to Programme Specification since last review/approval

N/A

16 Next Scheduled Review Date:

2018/19

17 PS/1 effective date:

September 2013

External References/Relationships

18 QAA Benchmark Statement(s)

Benchmarked against the QAA Masters Degree Characteristics (2010) and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008).

19 PSRB(s) associated with final award of any route within the programme specification

For MSc Forensic Psychology: The British Psychological Society (BPS)

20 Date, outcome and period of MSc Forensic Psychology

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approval of last PSRB approval/accreditation

Date of Visit: 13 March 2012 (Approved August 2012)

Programme Information

21 University and Programme Educational Aims

(i) University Educational Aims

1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

2. To provide a supportive and inclusive learning environment which will enable success for all learners

3. To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

4. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

5. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

(ii) Programme Educational Aims

1. To keep an external focus and to strive continually to be the first choice for

employers, students, researchers and teaching staff through close and productive working partnerships.

2. To have a reputation for excellence by developing and maintaining our external reputation, through the highest quality teaching and research that maximises student success.

3. To widen participation by providing access for all who can benefit to an extensive range of units and programmes to meet changing needs, together with strong support mechanisms for the wider student community.

4. To embed excellent research and maintain the respect of the wider academic community for innovative research, drawing on the experience of the staff team.

5. To promote flexibility by providing new and varied flexible learning methods to increase efficiency and effectiveness.

6. To utilise the expertise of all staff as effectively as possible to develop increasing and sustainable levels of income.

7. To provide postgraduate students with a flexible programme within which they are able to choose appropriate routes to extend their existing knowledge and skills and to study and research theory and practice in applied psychological and related areas at an advanced level.

8. To enable postgraduate students to acquire specialist knowledge and skills, which give due recognition to the diversity of society and student experience, and which will underpin their future interests in learning, careers and professional development.

9. To enable students to have extended their awareness of the range of

MMU Programme Specification: MSc Psychology __________________________________________________________________________________________


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methodological approaches which may be pertinent to specific research topics, and appreciate the advantages and disadvantages of applying alternative methodological approaches to their chosen research topic.

10. To facilitate expertise in specialised methods of enquiry and have developed the competence and confidence necessary to contemplate research at PhD level.

22 Final Learning Outcomes

MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to:

1. apply skills of critical analysis to real world situations within a defined range of contexts

2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management

3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

5. manage their professional development reflecting on progress and taking appropriate action

6. find, evaluate, synthesise and use information from a variety of sources 7. articulate an awareness of the social and community contexts within their

disciplinary field

Programme Specific Outcomes

(i) Final Award Learning Outcomes Include all final learning outcomes for all named routes/exit awards (including Combined Honours named awards)

The overall learning outcomes for the Programme are informed by the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) and the QAA Masters Degree Characteristics (2010). Generic Final Award Outcomes for MSc title awards (Additional award specific outcomes at end of this generic section) Students who successful complete any of the MSc Psychology routes (i.e. award titles) will be able to:

1. Analyse and evaluate current problems and /or new insights, much of which are at, or informed by, the forefront of their field of study or area of professional practice.

2. Apply a comprehensive understanding of techniques applicable to their



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own research or advanced scholarship. 3. Apply knowledge with originality, together with a practical understanding of how

established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

4. Critically evaluate and analyse current research and advanced scholarship in the discipline.

5. Evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

6. Complete a research project in Psychology, working within ethical and legal frameworks.

7. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

8. Apply self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

9. Continue to advance their knowledge and understanding, and to develop new skills to a high level.

10. Exercise initiative and personal responsibility. 11. Make decisions in complex and unpredictable situations; and 12. Apply independent learning for continuing professional development

In addition to the above generic MSc programme, learning outcomes the following outcomes are specific to each route (i.e. title award). Upon successful completion of MSc Counselling , students will be able to:

1. Develop therapeutic relationships in order to practice psychodynamic and humanistic counselling skills within legal, ethical and other professional frameworks.

2. Practise counselling skills with a critical awareness of the impact of disadvantage, discrimination and wider social values on the counselling and psychotherapy encounter.

3. Critically evaluate the characteristics of and developments in psychological theories of distress alongside their associated models of therapeutic practice and research.

4. Develop reflexive and relational understanding in order to practise counselling skills and engage with and in psychological research.

Upon successful completion of MSc Community Psychology, students will be able to:

1. Distinguish a values based community psychology approach to working with people (marginalised by the social system)

2. Apply a collaborative methodological approach to work with people (marginalised by the social system)

3. Articulate informed solutions in collaboration with people in response to social problems

Upon successful completion of MSc Psychology and Criminology , students will be able to:



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1. Evaluate a body of knowledge to inform and develop new understanding of

criminology and psychology with regard to offending, victimisation and related interventions

2. Appraise the context of practice in criminology and psychology 3. Evaluate and analyse the contribution psychology has made and is continuing to

make to the understanding of law related behaviour 4. Apply skills in assessment, verbal communication of psychological knowledge and

professional report writing. Upon successful completion of MSc Forensic Psychology, students will be able to:

1. Evaluate a body of knowledge to inform and develop new understanding of forensic psychology with regard to offending, victimisation and related interventions.

2. Appraise the context of practice in forensic psychology. 3. Evaluate and analyse the contribution psychology has made and is continuing to

make to the understanding of law related behaviour. 4. Apply skills in assessment, verbal communication of psychological knowledge and

professional report writing. Upon successful completion of MSc Psychology, students will be able to:

1. Evaluate the conceptual and theoretical bases for a broad range of psychological approaches.

2. Analyse the applications of psychology in research and every day/real world contexts.

3. Evaluate critically the merits of Psychology as an academic discipline. Upon successful completion of MSc Psychology (By Research), students will be able to:

1. Comprehensively review and evaluate psychological literature, in order to generate and test hypotheses.

2. Evaluate methodologies, develop critiques and work within ethical and legal frameworks.

3. Create new or substantive knowledge. Generic Final Award Outcomes for PG Certificate in Counselling Skills (Additional award specific outcomes at end of this generic section)


2. Apply an understanding of techniques applicable to their own advanced scholarship.

3. Apply knowledge with originality, together with a practical understanding of how some established techniques of research and enquiry are used to create and interpret knowledge in the discipline.



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7. Exercise initiative and personal responsibility; 8. Make decisions in complex and unpredictable situations; and 9. Apply independent learning for continuing professional development.

In addition to the above generic PG Cert outcomes, the following outcomes are specific to PG Certificate Counselling Skills. Upon successful completion of PG Certificate in Counselling , students will be able to:



23 Interim Award Learning Outcomes eg for BA/BSc (Hons) – include Level 4 and 5 but NOT Level 6; for Level 7- PGCert & PGDip but NOT MA/MSc

Upon successful completion of PG Diploma students will be able to

1. Analyse and evaluate current problems and /or new insights, much of which are

at, or informed by, the forefront of their field of study or area of professional

practice.

2. Apply a comprehensive understanding of techniques applicable to their

own research or advanced scholarship.

3. Apply knowledge with originality, together with a practical understanding of how

established techniques of research and enquiry are used to create and interpret

knowledge in the discipline.

4. Critically evaluate and analyse current research and advanced scholarship in the

discipline

5. Evaluate methodologies and develop critiques of them and, where appropriate, to

propose new hypotheses.

6. Deal with complex issues both systematically and creatively, make sound judgements

in the absence of complete data, and communicate their conclusions clearly to

specialist and non-specialist audiences.

7. Continue to advance their knowledge and understanding, and to develop new skills

to a high level.

8. Exercise initiative and personal responsibility;

9. Make decisions in complex and unpredictable situations; and



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10. Apply independent learning for continuing professional development.

Generic Interim Award Outcomes for PG Certificate (Additional award specific outcomes for PG Certificate Counselling skills follow this section)


2. Apply an understanding of techniques applicable to their own advanced scholarship.

3. Apply knowledge with originality, together with a practical understanding of how some established techniques of research and enquiry are used to create and interpret knowledge in the discipline.




7. Exercise initiative and personal responsibility; 8. Make decisions in complex and unpredictable situations; and 9. Apply independent learning for continuing professional development.

In addition to the above generic PG Cert outcomes, the following outcomes are specific to PG Certificate Counselling Skills. Upon successful completion of PG Certificate in Counselling , students will be able to:



24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design (if relevant include information about Combined Honours and Foundation Year studies including the role of the Academic Skills for HE unit in acclimatising students to HE Study)

The overall strategy for teaching, learning and assessment within the Programme ensures that the student groups are educated in ways that assure academic standards and promote life-long learning whilst at the same time addresses their needs and, where appropriate, the needs of professional practice. The strategy is one that integrates theory and practice; neither one nor the other taking precedence: students may well ask either ‘how does theory integrate with practice?’ or ‘how does practice integrate with theory?’



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The strategy for teaching, learning and assessment will respect the diversity of students, their learning styles and, where appropriate, their client populations and the various workforces with whom students work. Each unit will detail the learning and teaching methods and the assessment process(es). This detail will be given to students when they commence the unit (or group of units). Each route within the MSc programme includes a formative assessment within the first month of joining the programme. Guidelines on the formative assessment are provided for each route and feedback will inform future assessments involving critical evaluation skills and writing skills at Masters level. Each unit also provides an opportunity for the discussion of draft work before final submission. The curriculum of the MSc Psychology programme is underpinned by the principles of social inclusion and reflective practice, which are interlaced throughout unit content. Also, the BPS ethical guidelines prescribe student and professional perimeters governing ethical practice, inclusion and equal opportunities. These are particularly embedded within unit teaching and delivery and practiced via formative and summative assessments. Issues of inclusivity, ethical awareness and equal opportunity (from both a policy and implementation perspective) are at the forefront of the programme agenda.

The curriculum is supported by E-Learning and the Virtual Learning Environment (VLE) (e.g., Moodle). Moodle enables students to access lecture handouts, timetables, podcasts, practice assessments, and hosts discussion boards, which augment student and staff communication. Moodle ensures that all students have access to common resources and supports those studying off campus. In line with the University’s employability agenda, unit outcomes are closely linked to employability outcomes. Units have a strong applied emphasis, which complements Personal and Professional Development (PPD) activities and focuses student attention on employability. Students are encouraged to engage with real world organisations via PPD and assessments. The Department hosts special events, such as a Careers Fair and regular research seminars (these seminars feature applied applications of psychological theory).

Option Units Option units listed in the curriculum structures (section 25 below) are all approved for delivery, but may not all run in any one academic session.

(ii) Programme Specific Assessment Criteria If these differ for specific awards within the programme specification provide details for each award in addition to programme criteria

The generic assessment criteria will match those described in the MMU’s Assessment Regulations for Taught Postgraduate Programmes of Study. Unit-specific marking criteria will incorporate the programme specific descriptors below and be clearly aligned with unit learning outcomes and the generic assessment descriptors as stated in the Assessment Regulations for Taught Postgraduate Programmes. All students work must be word-processed and must enter a word count (excluding references section) on all written work. In all unit assessment, students are required to maintain confidentiality



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and anonymity. Where ‘patients / clients’ are used in case studies they must grant their permission and, where appropriate, the practice manager must agree that this has been obtained. A pseudonym MUST be used and pointed out by reference to a code of professional conduct (where appropriate). Students will fail the unit if they do not adhere to this requirement. Student Attendance and Absence Active engagement with the learning opportunities provided within each programme / unit is essential for meeting the stated learning outcomes

Those on the Forensic Route are required by the British Psychological Society to attend at least 85% of each of the taught units taken as part of the programme. Students who do not meet PSRB attendance requirements will fail the unit, subject to the deliberations and decisions of the Assessment Board.

Those taking the following Counselling units are expected to engage with at least 80% of each unit: Humanistic Counselling Skills; Professional Practice Issues in Counselling; Psychodynamic Counselling Skills. Students failing to meet this standard will be invited to discuss a strategy aimed at ensuring that they are in a position to meet the stated learning outcomes.

With the above exceptions, normally students will be expected to engage with at least 70% of each unit. Students failing to meet this standard will be invited to discuss a strategy aimed at ensuring that they are in a position to meet the stated learning outcomes.

Grade and

Percentage Criteria Mark

>70 Distinction

To pass within this range, the student must not only clearly meet all the criteria for a merit, but do so while demonstrating:

The ability to integrate a wide range of different kinds of knowledge from within and outside the practice/discipline area

High levels of debate Highly developed skills of critical analysis The ability to exercise independent judgement in an informed and critical way Evidence of original thought and generation of new ideas The ability to sustain innovative work and to handle information in novel ways.

60-69 Merit

To pass at this level the student will have met the specific learning outcomes fully and will have met the following criteria well:



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Interpreted the instructions provided to produce a critical and balanced review of the issues;

Organised and structured arguments based on their own independent study Used appropriate resources and quotes in supporting arguments,

referencing all sources correctly Provided evidence of a wide range of relevant and up to date reading material and

used this in the arguments presented Demonstrated the interaction between academic input and

practitioner/subject issues Provided not only an understanding but also an application of course work and

private study together with a critical analysis of practitioner/discipline experience

Make informed judgements, about conclusions to be drawn from the findings of their own independent study, in relation to their area/field of practice/study

Integrated understanding of course work with a critical review of practice/field, in a manner original to their own professional/academic experience

Knowledge and understanding will be informed by the forefront of the discipline and although some gaps in knowledge and understanding may be demonstrated, they will not be crucial to the field of study

Demonstrate a level of debate relating to the issue under discussion, rather than having merely presenting a balanced case for a given position in relation to this issue.

50-59 Pass To pass at this level the student will have met the specific learning outcomes

and will have met all criteria above but with limitations with respect to 2 criteria

45 – 49 Marginal

Fail

This piece of work either fails to meet the learning outcomes adequately or lacks organisation to the extent that interpretation is difficult.

There may be little critical analysis and/or argument demonstrated. Gaps in knowledge and understanding are likely to be evident. There may be sparse coverage of relevant information with substantial amounts of

irrelevant and/or inaccurate information Key points of information are missed and there is superficial coverage of remaining

information Lack of supporting evidence and inadequate use made of literature There may be profound misunderstanding of the task and of information

demonstrated. It will meet all criteria but with limitations with respect to more than two criteria.

< 45 This piece of work either fails to meet the learning outcomes or lacks

organisation to the extent that interpretation is difficult. There may be little critical analysis and/or argument demonstrated

Considerable gaps in knowledge and understanding are likely to be evident. There may be sparse coverage of relevant information with substantial amounts

of irrelevant and/or inaccurate information Key points of information are missed and there is superficial coverage of

remaining information Lack of supporting evidence and inadequate use made of literature. There

may be profound misunderstanding of the task and of information demonstrated.



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25 Programme Structure

(i) Engagement with the University-wide Provision (eg Uniwide Language, EdLab) Not relevant for Postgraduate programmes

(ii) Structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

The following routes (award titles) each offer a distinct core curriculum to distinguish between cognate but separate award titles: PG Certificate in Counselling skills MSc Counselling MSc Community Psychology MSc Psychology (By Research)

The MSc Forensic award and the MSc Psychology and Criminology award share a common curriculum of core credits; however, the separate award titles are a PSRB requirement to reflect the BPS accredited status of the MSc Forensic award. The generic MSc Psychology route (award title) is available for students who do not require or wish for the award to carry distinct route characteristics. Here student choice should reflect the breadth of available options and students choosing more than 50 credits of the core options within any of the above award title routes (excluding the Dissertation and PPD units) are expected to register for that route. The interim awards of PG Certificate Psychology and PG Diploma Psychology do not contain distinct award titles since the potential combinations of units preclude the identification of a sufficiently distinct core curriculum in combination with a sufficiently broad coverage of such core curricula. OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

PG Certificate Counselling Skills Level 7

Core Units

Code Status

Unit Title No of

credits

2CP3D366 Humanistic Counselling Skills 20

2CP3D363 Professional Practice Issues in Counselling 20

2CP3D367 Psychodynamic Counselling Skills 20



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On successful completion of 60 credits exit award – PG Certificate Counselling Skills

MSc Counselling

Level 7

Core Units

Code Status Unit Title No of

credits

2CP3D364 Conceptual and Historical Issues in Counselling and

Psychotherapy

20

2CP3D300 Dissertation 60


2CP3D301 Personal and Professional Development 10



2CP3D309 Qualitative Methods in Psychology 10

2CP3D370 Relational Perspectives in Therapeutic Practice 20

On successful completion of 180 credits: Final exit award - MSc Counselling Fall-back awards : 60 credits PG Certificate Counselling Skills if passed 60 credits of ‘Counselling Skills’ units: Humanistic Counselling Skills (20 credits); Professional Practice Issues in Counselling (20 credits) and Psychodynamic Counselling Skills (20 credits) 60 credits: PG Certificate Psychology 120 credits: PG Diploma Psychology

MSc Community Psychology

Level 7

Core Units


credits

2CP3D319 Community Psychology 20


2CP3D365 Fair and Just Society 20

2CP3D301

[10 credits];

2CP3D302

Personal and Professional Development 10 OR

20



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[20 credits]

2CP3D369 Psychology of Oppression and Exclusion 20

2CP3D371 Social Psychological Foundations of Change 20

Option Units

In addition to above Core units, choose from options listed below to give 180 credits in

total programme for exit award MSc Community Psychology

2CP3D313 Ability Assessment 20


Psychotherapy

20


2CP3D359 Introduction to Investigative Psychology 10

2CP3D330 Investigative Interviewing and Eyewitness testimony 10

2CP3D374 Offender Assessment and Treatment 20

2CP3D307 Preparing for Academic Practice 10



2CP3D360 Psychology and Law 10


2CP3D308 Quantitative Methods in Psychology 10


2CP3D373 Theory and Practice in Forensic Psychology 20

2CP3D345 Understanding Criminal Victimisation 10

2CP3D347 Youth Crime and Youth Justice 10

2CP3D372 Victims of Crime and the Criminal Justice System 10

On successful completion of 180 credits: Final exit award - MSc Community Psychology Fall-back awards : 60 credit: PG Certificate Psychology 120 credit: PG Diploma Psychology

MSc Psychology and Criminology Level 7

Core Units


credits






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2CP3D301

[10 credits];

2CP3D302

[20 credits]


20





Option Units


total programme for exit award MSc Criminology



Psychotherapy

20













On successful completion of 180 credits: Final exit award - MSc Psychology and Criminology Fall-back awards: 60 credit: PG Certificate Psychology 120 credit: PG Diploma Psychology

MSc Forensic Psychology (eligible if entering Programme with GBC status) BPS Accredited

Core Units




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credits

2CP3D313F Ability Assessment 20

2CP3D300F Dissertation 60

2CP3D359F Introduction to Investigative Psychology 10

2CP3D374F Offender Assessment and Treatment 20

2CP3D301F Personal and Professional Development 10

2CP3D360F Psychology and Law 10

2CP3D309F Qualitative Methods in Psychology 10

2CP3D308F Quantitative Methods in Psychology 10

2CP3D373F Theory and Practice in Forensic Psychology 20

Option Units: MSC Forensic Psychology (if entering programme with GBC status)


total programme for exit award MSc Forensic Psychology

MSc Forensic award: CORE OPTIONS. Students must take at least ONE of the following

core options for MSc Forensic award.

2CP3D330F Investigative Interviewing and Eyewitness testimony 10

2CP3D345F Youth Crime and Youth Justice 10

2CP3D347F Understanding Criminal Victimisation 10

2CP3D372F Victims of Crime and the Criminal Justice System 10

On successful completion of 180 credits: Final exit award - MSc Forensic Psychology (If entering programme with GBC status). The Forensic route is accredited by the British Psychological Society as part of the training requirements for Chartered Forensic Psychology status. Fall-back awards: 60 credit: PG Certificate Psychology 120 credit: PG Diploma Psychology

MSc Psychology Level 7

Core Units


credits


2CP3D301

[10 credits];

2CP3D302

[20 credits]


20



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Option Units


total programme for exit award MSc Psychology




Psychotherapy

20



















On successful completion of 180 credits: Final exit award - MSc Psychology Fall-back awards: 60 credit: PG Certificate Psychology 120 credit: PG Diploma Psychology

MSc Psychology (By Research)

Level 7

Core Units


credits



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2CP3D306 Dissertation (Research Programme) 150

2CP3D301

[10 credits];

2CP3D302

[20 credits]


20


Option Units


total programme for exit award MSc Psychology (By Research)











On successful completion of 180 credits: Final exit award - MSc Psychology (By Research)

26 Personal Development Planning

There is a mandatory core within all MSc routes addressing Personal and Professional Development (PPD). Students take this for either 10 or 20 Level 7 credits (contingent on their overall diet of study) and it is an integral part of their programme. A required component of the module is the attendance and contribution to PPD group meetings (usually four to six members within each group). The PPD group provides an opportunity for students to share and extend knowledge, understanding and skills with peers. These group meetings are facilitated by attendance of PPD tutors once per term for the first two terms with associated required reading. In addition students meet with their route leader and then dissertation supervisor to explore individual aspects of PPD.

27 Placement and/or Work-based Learning Activities

There is an optional unit entitled Fair and Just society. Here, students elect to participate in a volunteering experience within a community setting. Students are supported in finding this opportunity but the experience is not assessed, rather the reflections and experience are written about in the coursework. Students are adequately guided in risk assessment processes and staff have community links to enable the voluntary experience to proceed. The learning that takes place can be theoretical as well as practical. The completion of the



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experience is not related to the passing of the unit and student can reflect on why experiences did not occur or occur differently. The learning contributes to understandings of working with diverse populations.

28 Programme Specific Admission Requirements

Standard minimum points for University Admission at the time of admission and in addition: Applications will be carefully scrutinised in order to establish the relevance of the programme to their learning needs and the necessary commitment to learning. All applicants will need to demonstrate their ability to study at Level 7. Each applicant will be considered individually with no automatic right of entry.

Normally, two references will be required and normally one of these will be an academic reference. MSc Forensic Psychology Applicants will need to possess a qualification in psychology that confers eligibility for the Graduate Basis for Chartership (GBC) with the British Psychological Society. Students will be subject to a DBS check, if their chosen research project takes place in a setting where this is required. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus.

29 Approved Variations/Exemptions from University Regulations

Statement on MMU Regulations for Taught Postgraduate Programmes of Study

The Regulations apply to all programmes leading to an MMU award, or credit contributing to an award (in addition please see below). Programme Specific Regulations Variation or Exemption from MMU Regulations

1. Within the MSc Forensic Psychology Route all units must be passed and cannot be condoned.

2. Where a PSRB restricts the registration period of a specific course of study, this will take precedence over the MMU regulations.

30 Programme Management Arrangements

This Programme complies with the Management of Programme Delivery document on the CASQE website.

http://www.mmu.ac.uk/study/



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31 Staff Responsibilities

This Programme complies with the Management of Programme Delivery document on the CASQE website.

32 Student Support Strategy

The Psychology Department is compliant with the University’s Strategy for Learning, Teaching and Assessment. Students receive clear information and guidance: prior to entry, at induction and during on-going induction. All Student Handbooks will provide a section that outlines the strategy for academic and general support. Students are guided through each stage of the course in an incremental and developmental manner; one which facilitates understanding and places the student experience at the centre of learning. On our MSc routes, we aim to have continuous input from professionals working in the areas into which students are training/aspiring to progress. Each student will have a named personal tutor (the relevant route leader), who will provide support for the duration of the student’s course of study. Students will be advised about their personal tutor and the purpose of pastoral support during induction processes. The personal tutor provides personal, pastoral support and where necessary, acts in an advocacy role; monitors the student’s development in relation to their specific studies and the acquisition of skills; offers academic support for course assignments; provides advice regarding referral to the Academic Secretary’s Office. An expected component of the MSc programme is student attendance and contribution to Personal and Professional Development (PPD) group meetings. The PPD group is facilitated by the PPD tutors and provides an opportunity for students to share and extend knowledge, understanding and skills with their peers. These groups are formed during the PPD induction session.

All levels of International students have access to free English language classes through ELSIS (English language support for international students). The Library provides information literacy (IL) training via face-to-face session, online tutorials within Moodle, the provision of IL content within the university-wide Skills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides additional one to one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or email.

33 Student Evaluation

The Programme complies with current institutional evaluation guidance. Student feedback on the Programme is obtained from a number of channels. Student Representatives meet regularly with the programme leader and route leaders to highlight and discuss pertinent issues. When issues are formally raised, they are discussed at Programme Management Team and at the monthly Departmental meetings. Proposed resolution strategies are discussed and reported back to students via email, Moodle and



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lecture announcements. This process affords rapid solution of issues outside of the formal Programme Committee structure. The Programme Team ethos is to be responsive to student comment and feedback. More formally, the student voice is represented at Programme Committee, Staff Student Liaison Meetings, the twice-yearly Internal Student Survey and also the Postgraduate Taught Experience Survey. Detailed analysis of this feedback aims to provide good guidance for unit leaders to consider and respond to student feedback. These ratings and the analysis are shared across the Programme Team. Records of student comments and feedback are formally recorded in Programme Committee Minutes, with more serious issues being tracked in the Continuous Improvement Plan and Unit Evaluations. The programme team endeavour to operate day to day a student centred culture that encourages students to engage in free and constructive feedback.

34 Engagement with Employers

On our MSc routes, we aim to have continuous input from professionals working in the areas into which students are training/aspiring to progress. Students are encouraged to engage with real world organisations via PPD and assessments. The Department hosts special events, such as a Careers Fair and regular research seminars (these seminars feature applied applications of psychological theory). For the forensic route, employer engagement/input into programme development is also addressed indirectly via alignment of the programme with PSRB requirements.

MMU Programme Specification: MSc Psychology ______________________________________________________________________________________________________________________________________________


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Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

26/01/15 Item 3 MSc Psychology Combination of four 10-credit units to become two 20-credit units as follows: 1) Introduction to Forensic Psychology

(2CP3D357F) & Foundations of Forensic Practice (2CP3D358F) to become Theory and Practice in Forensic Psychology.

2) Psychology within Clinical Forensic Practice

(2CP3D368F) and Cognitive Behaviour Therapy within an Offending Population (2CP3D354F) to become Offender Assessment and Treatment.

10th February 2015 (Chair’s Action)

September 2015 Full-time students starting September 2015. Part-time students who started September 2014.


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Appendix I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) The MSc routes provided are not designed to meet Psychology benchmark statements (with the exception of the specific requirements of the Forensic route where the specific LOs of each unit are targeted at these specific requirements). Rather, the programme is benchmarked against the QAA Masters Degree Characteristics (2010) and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008), and these are the programme LOs mapped within Appendix II.


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MSc ASSESSMENT MAP including EMPLOYABILITY AND SUSTAINABILITY MAP Level 7

UNIT TITLE UNIT LEARNING OUTCOMES UNIT ASSESSMENT STRATEGIES

EMPLOYABILITY SUSTAINABILITY OUTCOMES

PROGRAMME LEARNING

OUTCOMES

MMU EDUCATIONAL

OUTCOMES

Ability Assessment

1. Integrated knowledge and critical understanding of the variety of principles and techniques that underpin the measurement of psychological attributes (particularly those of ability assessment).

2. Interpret and appropriately report the statistical outcomes of test measurement

3. Evaluate the use of psychological testing in an applied setting.

Element 1 100% of Assessment Portfolio consisting of three parts as one submission and given one overall mark:

worksheets

written test-feedback report

case study on applied use of tests

LO: 1, 2, 3

Analyse real world situations critically

Demonstrate professionalism and ethical

awareness

Manage own professional development

reflectively

Find, evaluate, synthesise and use

information

Use systems and scenario thinking

Engage with stakeholder/interdisciplinary

perspectives

1, 2, 3, 4, 7, 8, 9,10, 11, 12

1, 2, 3, 6, 7

Community Psychology

1. Critically understand community perspectives; people’s behaviour-in-context and value-based change in partnership.

2. Consider community systems and organisations from a psychological perspective.

3. Analyse problem using skills

Element 1 70% 4000 word written portfolio. The aim of the portfolio is to assess critically community psychology perspectives on a named issue in the community (to be agreed in advance with a tutor). The portfolio must include relevant theories and literature and include sections on:


Coursework


awareness

Coursework

Communicate effectively using a range of

media

Presentation

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

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OUTCOMES

and strategies for achieving ethical, value-based, collaborative change.

4. Communicate and reflect critically upon the context and constraints that surround working collaboratively.

background and context; change; and critical assessment and evaluation. Element 2 30% Group poster with oral presentation. The poster will present a summary of the nature of the project and analysis and evaluation of actual or proposed change. LO: 1, 2, 3, 4

Apply teamwork and leadership skills

Coursework


reflectively

Coursework


information

Coursework

Work within social, environmental and

community contexts

Coursework


Coursework


perspectives

Coursework

Conceptual and Historical Issues in Counselling and Psychotherapy

1. Critically discuss changing historical, paradigmatic shifts in conceptualising psychological distress, disorder, mental illness and mental health.

2. Evaluate psychology theories underpinning counselling and psychotherapy models.

3. Outline significant historical and philosophical developments within counselling models/therapies.

4. Discuss the impact of

Element 1 100% Critical Essay 4,500 word critical essay which explores the conceptual, historical and philosophical developments of one particular counselling or psychotherapy model LO: 1, 2, 3, 4, 5, 6

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 6, 7


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PROGRAMME LEARNING

OUTCOMES

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OUTCOMES

disadvantage and social values on counselling and psychotherapy practice.

5. Critique contemporary counselling and psychotherapy models and place within the broader social, political and economic setting.

6. Understand tensions between the different stakeholders in real–world counselling and psychotherapy contexts.

Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

Dissertation 1. Demonstrate the development

of critical evaluation of existing literature and research methodology.

2. Design and complete a major piece of independent, innovative, empirical work, which answers specified research questions and is implemented ethically and makes cultural assumptions explicit.

3. Show the ability to present results of research concisely and to be able to evaluate critically their own research findings

4. Communicate the purpose, design, implementation and

Element 1 10% Oral Presentation LO: 1, 2, 3, 4 Element 2 90% Written dissertation

15,000 words for thesis and 8,000 words for journal LO: 1, 2, 3, 4

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

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results of their research effectively in oral and written form.

5.

perspectives

Dissertation (Research Programme)

1. Demonstrate the development of critical evaluation of existing literature and research methodology.

2. Design and complete a major piece of independent, innovative, empirical work, which answers specified research questions and is implemented ethically and makes cultural assumptions explicit.

3. Show the ability to present results of research concisely and to be able to evaluate critically their own research findings

4. Communicate the purpose, design, implementation and results of their research effectively in oral and written form.

5. Have contributed to the knowledge in a specialised area of psychology.

Element 1 10% Oral Presentation LO: 1, 2, 3, 4 Element 2 90% Written dissertation

15,000 words for thesis LO: 1, 2, 3, 4, 5

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

OUTCOMES

MMU EDUCATIONAL

OUTCOMES

Fair & Just Society

1. Communicate effectively knowledge gained from experience working in the community to others

2. Critically evaluate local community issues, strengths and needs from a social justice and social inclusion perspective, dovetailing experiential and conceptual understandings

3. Critically engage with ethical issues around equal opportunity practices in order to promote social inclusion and social justice

4. Exercise sound, ethical, judgement, understand the roles of personal and collective responsibility in complex and unpredictable environments

Element 1 100% of the summative assessment for this unit will be by coursework – a 4500 word portfolio. Students will be asked to critically reflect upon their thoughts, feeling, actions and intuitions regarding their placement experience and situate this within a conceptual analysis of the topics of social inclusion and social justice using the academic literature LO: 1, 2, 3, 4.



awareness


media

Apply teamwork and leadership skills


reflectively


information


community contexts



perspectives

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7

Humanistic 1. Critically evaluate the core assumptions and principles

Element 1 100% of Assessment


1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

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Counselling Skills underpinning humanistic counselling processes and in relation to one theoretical model.

2. Work relationally (through explicit exploration of the immediate therapeutic relationship) and have knowledge skills and attitudes of inter-subjective experiencing.

3. Experience and communicate the core conditions (empathy, acceptance, authenticity); adapt interventions according to client feedback and make informed judgements during therapeutic interactions.

4. Enable clients to articulate and explore meaning and emotion, and make sense of their experiences.

5. Critically apply knowledge of contemporary professional and practice issues in real-world therapeutic contexts.

Critical reflexive evaluation of role-play interaction (4500 words) LO: 1, 2, 3, 4, 5

Demonstrate professionalism and ethical awareness Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

Theory and Practice in

1. Engage critically with the context of forensic psychological practice.

Element 1 Essay 50% The essay encourages an integration

Employability Apply skills of critical analysis to real world situations within a defined range of

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 5, 6, 7


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PROGRAMME LEARNING

OUTCOMES

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OUTCOMES

Forensic Psychology

2. Apply forensic psychology theory to real-world contexts and settings.

3. Evaluate and integrate relevant ethical and professional issues.

4. Assess critically the contribution of psychology to the understanding of offending behaviour.

5. Apply an evidence based practice and a scientist-practitioner approach to evaluate the practice of working as a forensic psychologist.

of theoretical knowledge within a critical and informed evaluation of the context of forensic psychology and practice. LO 1, 3 & 4 Element 2 Critical Report 50% The critical report considers intervention feasibility within a particular setting). LO 2 & 5

contexts. Demonstrate a high degree of professionalism. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. Find, evaluate, synthesise and use information from a variety of sources. Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/ interdisciplinary perspectives.

Introduction to Investigative Psychology

1. Critically evaluate theories, research and developments in Investigative Psychology.

2. Critically discuss the contributions Investigative Psychology has made to understanding and modelling criminal behaviour.

3. Apply psychological theoretical concepts to investigative and

Element 1 75% Written Essay Discussing a key area of Investigative Psychology and the contribution made to current investigative practice LO: 1, 2, 3

Analyse real world situations critically. Demonstrate professionalism and ethical awareness Apply teamwork and leadership skills Manage own professional development reflectively

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

OUTCOMES

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OUTCOMES

legal processes. 4. Analyse police gathered data

and identify relevant research to formulate behavioural investigative advice.

5. Explain the importance of ethical and professional considerations when accessing police data for research purposes and providing expert advice/testimony to the police/courts.

Element 2 25% In-class presentation Students are divided into groups to work on constructing a behavioural investigative advice (BIA) report. The completed report is then presented to the rest of the group. LO: 4, 5

Find, evaluate, synthesise and use information Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

Investigative Interviewing and Eyewitness testimony

1. Critically evaluate research and current developments in the field of investigative interviewing and eyewitness testimony.

2. Critically discuss how cognitive and social psychological research has led to the development of criminal justice system practices.

3. Apply psychological theoretical concepts and research to the range of witnesses and victims of crime that come into contact with the criminal justice system.

4. Explain the role of forensic psychological practice within the legal framework of the law

Element 1 75% Written Essay On a topic of special interest in the area of investigative interviewing or eyewitness testimony. LO: 1, 2 Element 2 25% In-class presentation On a topic of current interest related to investigative interviewing or eyewitness testimony. LO: 3, 4, 5.

Analyse real world situations critically. Demonstrate professionalism and ethical awareness Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

1, 3, 4, 5, 7, 8, 9, 10, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

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OUTCOMES

and criminal justice system. 5. Present and discuss key

research findings related to investigative interviewing and eyewitness testimony clearly and concisely.

Personal and Professional Development

1. Use reflective learning and reflective writing to complete a personal assessment of skills, knowledge, approaches to learning and attitudes.

2. Identify and track learning objectives and personal development goals within a critical and supportive community.

3. Critically evaluate the variety of approaches to successful learning and employ this knowledge to personal development.

4. Evidence personal and professional development and a critical understanding of this development using a

Element 1 100% of Assessment Portfolio consisting of three parts as one submission and given one overall mark: Analysis of Personal

Development: 2000 words (10-credit module) or 4000 words (20-credit module).

Executive Summary & Self-Assessment mark (500-word summary and self-assessed percentage mark).

Appendix (personal development records).

LO: 1, 2, 3, 4.

Analyse real world situations critically Demonstrate professionalism and ethical awareness Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary

7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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OUTCOMES

theoretical framework. perspectives

Preparing for Academic Practice

1. Evaluate academic practice (and issues surrounding pedagogy) within the higher education sector.

2. Critically analyse the research process - including components, such as developing a research proposal, theory development and significant contribution to knowledge, and the writing up of research findings and dissemination. This aspect will be linked to students’ postgraduate research interests.

3. Reflect critically on individual career goals, aspirations and research interests; linking these with identifiable strategies to create an action plan.

Element 1 100% coursework in the form of a portfolio: Assessment is summative and comprises a 2,250-word portfolio of learning consisting of 3 sections. Section1: Evidence of attendance at two research seminars with a reflexive account critically considering the experience of attendance and where appropriate critically reflecting on academic practice in higher education. Section 2: Action plan outlining the student’s background/context, future career goals, critically considering any strengths or weaknesses and identifying potential resources for personal and professional development. Section 2: Producing and identifying the audience for either a research proposal (for funding purposes or PhD research), draft outline for a research article or delivering a teaching session (with a critical reflexive account).

Analyse real world situations critically Demonstrate professionalism and ethical awareness Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Engage with stakeholder/interdisciplinary perspectives

1, 2, 4, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7

Professional Practice Issues in Counselling

1. Know and critique the structure of, and processes in, therapy including:

Element 1 75% Critical Essay LO: 1, 2, 3, 5

Analyse real world situations critically Demonstrate professionalism and ethical awareness

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

OUTCOMES

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OUTCOMES

building and maintaining a therapeutic alliance, assessment, formulation, contracting, the change processes, endings, referrals, evaluation and the role of supervision.

2. Apply core knowledge of the legal and ethical issues pertaining to psychological therapy.

3. Practice therapeutic skills in an anti-discriminatory way and with critical awareness of the impact of marginalisation in society.

4. Reflect, refine and develop own practice; work and write with reflexive awareness.

5. Evaluate critically: mental health issues; working in different practice contexts (with different client groups); psychotherapy evidence and research.

Element 2 25% Presentation LO: 4

Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

Psychodynamic Counselling Skills

1. Discuss key assumptions of contemporary psychodynamic theory and link psychodynamic

Element 1 Formative case study Summative case study

Analyse real world situations critically Demonstrate professionalism and ethical

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

OUTCOMES

MMU EDUCATIONAL

OUTCOMES

theory to the processes of psychic change in practice

2. Apply understanding of basic psychodynamic competencies to facilitate therapeutic interaction in a least one theoretical model

3. Critically discuss the importance maintaining an analytic attitude through the phases of short-term psychodynamic counselling

4. Identify the appropriateness of the therapy approach for individual clients in the light of their own level of skill and personal subjectivities.

5. Critically apply knowledge of psychodynamic therapy in considering stakeholder and interdisciplinary perspectives.

4,500 words (100%) awareness Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

Psychology and Law

1. Demonstrate a practical understanding of the interface between Psychology and Law in the criminal justice system; criminal, family and mental health law.

2. Demonstrate understanding of and critically appraise the role of psychologists as expert witnesses.

3. Critically appraise assessment,

Element 1 80% 2000 word Court Report LO; 1, 2, 3, 4, 5 Element 2 20% Presentation 2, 4, 5

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Manage own professional development reflectively

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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PROGRAMME LEARNING

OUTCOMES

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OUTCOMES

disposal and treatment options within the criminal justice system and how they operate differently with diverse offenders.

4. Demonstrate knowledge and a critical understanding of psychological ways of understanding criminal behaviour.

5. Demonstrate practical knowledge of a range of assessments used by psychologists in legal settings.

Find, evaluate, synthesise and use information Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

Psychology of Oppression and Exclusion

1. Understand the processes involved in oppressive and exclusionary practices within psychology.

2. Be critically aware of how oppression impacts upon non-dominant groups.

3. Demonstrate a critical understanding of how certain elements/forms of psychology have contributed toward the oppression of non-dominant groups.

Element 1 100% coursework in the form of a portfolio: Assessment is a summative assignment of 4500 words (or equivalent) that consists of a portfolio piece. Workshops will introduce a number of portfolio pieces from which students will choose 1. The portfolio piece can be selected from: a self-reflective journal; a review of a policy on discrimination or inclusion; an essay; a book review; a presentation; or a case study of a non-dominant group.

Analyse real world situations critically Demonstrate professionalism and ethical awareness Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Engage with stakeholder/interdisciplinary

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7


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OUTCOMES

perspectives

Offender Assessment and Treatment

1. Evaluate the processes involved in assessment, formulation, treatment and management of offenders.

2. Develop appropriate case formulations and treatment/management plans for offenders informed by assessment outcome.

3. Integrate and apply knowledge of risk assessment and risk management.

4. Appraise critically the application of psychological interventions to the reduction of recidivism.

5. Communicate findings in a professional and accessible manner, orally and in writing.

Element 1 Portfolio 80% The portfolio assesses the student’s ability to apply their knowledge of empirical research and theory to an offender’s post-sentence pathway through the criminal justice system. LO 1, 3 & 4 Element 2 Presentation 20% Students present their findings and recommendations from the report for one of the case studies. LO 2 &5

Employability Apply skills of critical analysis to real world situations within a defined range of contexts. Demonstrate a high degree of professionalism. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. Find, evaluate, synthesise and use information from a variety of sources. Articulate an awareness of the social and community contexts within their disciplinary field. Sustainability Use systems and scenario thinking. Engage with stakeholder/ interdisciplinary perspectives.

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 4, 5, 6, 7

Qualitative Methods

1. Demonstrate an integrated knowledge and critical understanding of the

Element 1 100% Small-scale qualitative research

Analyse real world situations critically Demonstrate professionalism and ethical

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 6, 7


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PROGRAMME LEARNING

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OUTCOMES

philosophical underpinnings of qualitative research in psychology.

2. Design and apply a range of qualitative data generation techniques.

3. Developed the skills to analyse, interpret and write up qualitative data in psychology.

4. Critically evaluate and reflect upon published qualitative research

report Philosophical justification Design qualitative data collection technique Collect qualitative data Indicative qualitative analysis – outline of method of analysis to be used and justification with preliminary analysis presented. Lo:1, 2, 3, 4

awareness Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information Engage with stakeholder/interdisciplinary perspectives

Quantitative Methods

1. Demonstrate an integrated knowledge and critical understanding of quantitative research and analysis methods

2. Design and apply a range of quantitative data analysis techniques

3. Use statistical software for advanced analyses

4. Analyse, interpret and write up quantitative data in psychology.

Element 1 100% of Assessment Portfolio consideration of quantitative data sets LO: 1, 2, 3, 4

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information Use systems and scenario thinking

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 3, 6, 7

Relational Perspectives in

1. Discuss contemporary relational theoretical perspectives on the

Element 1 100% Analysis of Interaction.-Drawing on

Analyse real world situations critically. Demonstrate professionalism and ethical

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

1, 2, 6, 7


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Therapeutic Practice

therapeutic relationship 2. Analyse language used in

therapy identifying socio-cultural narratives and situated problems from a macro and personal position.

3. Draw on discursive perspectives to identify constraining habituated ways of relating and suggest alternative more helpful syntonic positions for exploration in counselling.

4. In case discussion, show awareness of reflexive positioning as part of the dynamic of a helping relationship

5. Endorse a professional and ethical stance in helping/counselling relationships

transcription of interaction and/or video students will produce an analysis, which identifies social and cultural narratives and understanding of how meaning is negotiated and constructed. The analysis should show awareness of the relationality/positioning in the interaction particularly with respect to self. A reflexive section should show how personal insight is linked to professional practice in the helping professions. Or Essay- Critical discussion, illustrated by case vignettes, of the changing perspectives on the therapeutic relationship with reflexive section explaining personal philosophy LO: 1, 2, 3, 4, 5

awareness Manage own professional development reflectively Find, evaluate, synthesise and use information Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

Social Psychological Foundations of change

1. Demonstrate a critical understanding of social psychological explanations of social change at interpersonal, group, organisational and societal levels

Element 1 Reflective presentation _ oral presentation through pecha kucha (40%) LO: 2



awareness


media

1, 2, 3, 4, 7, 8, 9, 10, 11, 12

1, 2, 3, 5, 6, 7


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2. Reflect on the role of participation in social change using ‘self’

3. Analyse, social psychologically, people as agents of interpersonal, group, organizational and societal change.

Element 2 Case study- 60% LO: 1, 3


reflectively


information


community contexts



perspectives

Understanding Criminal Victimisation

1. Demonstrate a critical

understanding of evidence

relating to the extent,

distribution and impact of

criminal victimisation.

2. Demonstrate knowledge of the

range of theories, concepts

and methods of the discipline

of Victimology and engage in

the critical evaluation of these.

3. Demonstrate an ability to

analyse the impact and origins

of forms of victimisation

through the application of

relevant psychological models.

4. Demonstrate an understanding

of the diverging victimization

Students are required to complete a 2000 word written assignment from a choice of questions. They are each also required to give an individual presentation to the group based on the critical reading of an academic paper or report and to provide an overview and critical evaluation of this. Element 1 90% Written Essay: Students are required to make use of learning materials provided in the module and to research widely through a number of media and sources, in order to answer the chosen question. There is an expectation that an understanding of the relevance and application of theories to the critical understanding of criminal victimisation and critical



awareness


information


perspectives

1, 2, 3, 4, 5, 9, 12

1, 2, 3, 4, 5, 6, 7


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experiences of different social

groups.

work in psychology and criminology bearing upon the factors that contribute towards individual and community victimisation and its impact. LO: 1, 2, 3, 4 Element 2: 10% The Presentation: This will be marked on the basis of the criteria used in the assessment of presentations associated with the Student Dissertation. In particular students are judged on the clarity of delivery and upon the ability to communicate a critically evaluative reading of the paper or report on which the presentation is focused. LO: 1, 2, 3, 4



media


information


Victims of Crime and the Criminal Justice System

1. Demonstrate a critical

understanding of the position

of crime victims in the

Criminal Justice System.

2. Demonstrate an

understanding of theory and

evidence relating to the

impact of crime and the

nature of victims’ experiences

of CJ agencies and processes.

3. Demonstrate an appreciation

of the position of crime

Element 1

90% The Essay: students are

required to make use of learning

materials provided in the module

and to research widely through a

number of media and sources, in

order to answer the chosen

question. There is an expectation

that an understanding of the

relevance and application of theories



awareness


information


perspectives

1, 2, 3, 4, 5,

9,12

1, 2, 3, 4, 5,

6, 7


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PROGRAMME LEARNING

OUTCOMES

MMU EDUCATIONAL

OUTCOMES

victims in the politics of crime

and disorder and the

incorporation of victims into

CJ policy.

4. Demonstrate an

understanding of the

relevance of sociological and

psychological theories of the

impact of crime to the work

of victim support services.

5 Demonstrate an ability to

understand the needs of

victims of crime from diverse

social groups and their

particular experiences with

criminal justice agencies.

to the critical understanding of

Students demonstrate an informed

understanding of responses to

victims and victimisation on the part

of media, political parties and the

agencies of the Criminal Justice

System. Students are expected to

demonstrate a critical understanding

of policies and legislation aimed at

improving the situation of victims

and witness in the CJS.

LO: 1, 2, 3, 4, 5

Element 2

10% The Presentation:

The Presentation will be marked on

the basis of the criteria used in the

assessment of presentations

associated with the Student

Dissertation. In particular students

are judged on the clarity of delivery

and upon the ability to communicate

a critically evaluative reading of the

paper or report on which the

presentation is focused. LO: 1, 2, 3,

4, 5



awareness


information


perspectives


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PROGRAMME LEARNING

OUTCOMES

MMU EDUCATIONAL

OUTCOMES

Youth Crime and Youth Justice

1. Demonstrate an understanding

of the origins, philosophies

and historical development of

the Youth Justice System in

England and Wales.

2. Demonstrate understanding of

the debates and controversies

surrounding the changing

philosophies and goals of the

Youth Justice System in the

last two decades and the

theoretical and political bases

of the reform of the Youth

Justice System since 1998.


the interplay of sociological

and psychological theories in

informing youth justice policy

and practice.


related issues of diversity,

difference and inclusion.

Element 1. 90% Written Essay Students are required to complete a 2000 word written assignment from a choice of questions. They are each also required to give an individual presentation to the group based on the critical reading of an academic paper or report and to provide an overview and critical evaluation of this. LO 1, 2, 3, 4. The Essay: students are required to make use of learning materials provided in the module and to research widely through a number of media and sources, in order to answer the chosen question. There is an expectation that an understanding of the relevance and application of theories to the critical understanding of youth offending and critical work in psychology and criminology bearing upon the operation of the Youth Justice System and its agencies. Element 2. 10% The Presentation: This will be marked on the basis of the criteria used in the assessment of presentations associated with the Student Dissertation. In particular

Analyse real world situations critically Communicate effectively using a range of media Find, evaluate, synthesise and use information Use systems and scenario thinking Analyse real world situations critically Demonstrate professionalism and ethical awareness Find, evaluate, synthesise and use information Engage with stakeholder/interdisciplinary perspectives

1, 2, 3, 4, 5, 9,12

1, 2, 3, 4, 5, 6, 7


Page 46 of 47



PROGRAMME LEARNING

OUTCOMES

MMU EDUCATIONAL

OUTCOMES

students are judged on the clarity of delivery and upon the ability to communicate a critically evaluative reading of the paper or report on which the presentation is focused. LO: 1, 2, 3, 4.

Documents

THE MANCHESTER METROPOLITAN UNIVERSITY · 2020-04-06 · 14 Other Approved Academic Partnership(s) Partner Name Type of Academic Partnership N/A N/A Approval Status To be updated