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Programme Specification Postgraduate. Applicable to postgraduate programmes. Part A: Programme Summary Information. MSc

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Programme Specification Postgraduate

Applicable to postgraduate programmes

Please click here for guidance on completing this specification template. Part A: Programme Summary Information

1. Title of programme: Master of Science; Mental Health Psychology

2. Programme Code: MHPS

3. Entry Award(s): Credit: Level:

☐ MA ☒ MSc 180 7 ☒ PGDip 120 7 ☒ PGCert 60 7 ☐ PG Award ☐ DPS ☐ CPS ☐ Other (please specify below:

4. Exit Awards: Credit: Level:

☒ PGDip 120 7

☒ PGCert 60 7

☒ PG Award 30 7

☐ CPS

Exit awards will automatically bear the name of the entry award. If an exit award is to be unnamed (i.e. it will show only the qualification achieved) or if it is to have a different name from the entry qualification you must indicate this below:

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Exit Awards: Students can be awarded a Postgraduate Certificate in Psychology if they have completed modules amounting to 60 credits. The following modules are compulsory:

1. LPSY302 Mind, Brain & Behaviour 2. LPSY303 Data analysis for psychology 3. LPSY311 Social Psychology

4. LPSY316 Personality, Individual Differences and Intelligence

Students can be awarded the Postgraduate Diploma in Mental Health Psychology if they have completed modules amounting to 120 credits.

1. LPSY302 Mind, Brain & Behaviour 2. LPSY303 Data analysis for psychology 3. LPSY311 Social Psychology

4. LPSY316 Personality, Individual Differences and Intelligence 5. LPSY305 Psychological Appraisal and Treatment

6. LPSY312 Approaches to Mental Health Psychology 7. LPSY313 Psychotherapeutic Interventions

8. LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment Otherwise, the award will be unnamed.

5. Date of first intake: June 2014

6. Frequency of intake: Continuous: approximately 6 entry points each year.

7. Duration and mode of

study: Part Time 2-6 years: by online learning via the Internet 8. Applicable framework: University Framework for Full-time and

Part-time Postgraduate Programmes Framework exemption

required:

Please indicate the applicable boxes:

☒ No (please go to section 9)

☐ Yes (please provide a brief summary below)

Date exemption approved by AQSC:

9. Applicable Ordinance: Ordinance 42 New/revised Ordinance

required:

☒ No (please go to section 10) Please indicate the

applicable boxes: ☐ Yes (please provide a brief summary below)

Date new/revised Ordinance approved by Council:

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10. Faculty: Health and Life Sciences

11: Level 2

School/Institute: Institute of Learning and Teaching 12. Level 1 unit: School of Psychology

13. Campus: Online

14. Other contributors from

UoL: None

15: Teaching other than at

UoL: The programme is run in partnership with Laureate Online Education. All teaching is carried out by Honorary Recognised Teachers or Lecturers of the University of Liverpool. 16: Director of Studies: Dr Alexandra Forsythe

17: Board of Studies: HLS online Board of Studies 18: Board of Examiners: HLS online Board of Examiners 19. External Examiner(s):

Name Institution Position

Dr Kevin Dyer

Assistant Course Director

Diploma/Msc in Applied Psychology (Clinical Specialism)

School of Psychology Queen's University Belfast 20. Professional, Statutory

or Regulatory body:

None 21: QAA Subject benchmark

Statements(s):

n/a

22. Other reference points: QAA The UK Quality Code for Higher Education 23. Fees: Fees charged by Laureate Online Education,

within the terms of the institutional agreement between Laureate and the University of

Liverpool.

http://www.university-liverpool-online.com/online-learning/fees-and-finance 24. Additional costs to the

student:

n/a 25: AQSC approval:

Part B: Programme Aims & Objectives

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The programme is designed for students who wish to enter a career that makes use of research and/or applications of psychological theory as it relates to practical local and global problems and issues in mental health. As such this program aims to produce postgraduate students with knowledge of both practical and theoretical aspects of mental health and to empower students to innovatively and creatively apply their theoretical knowledge to the resolution of pressing issues related to the psychology of mental health. No. Aim:

The programme aims:

1 To provide the students who have not achieved a primary psychology degree with a core understanding of psychology and its applications to a variety of contemporary issues relating to human psychology, well-being and mental health;

2 To provide students with the knowledge and skills necessary to conduct psychological research from a cross-cultural and global perspective;

3 To educate students in the complexities of diagnosing and treating a variety of psychological conditions;

27. Learning Outcomes

No. Learning outcomes – Master’s degree

1 Apply ethical considerations to the design, analysis, and conducting of psychological experiments

2 Critically evaluate theoretical perspectives of the nature of human behaviour and the role of the environment in behaviour

3 Critically evaluate contemporary local and global issues in Mental Health. 4 Apply theoretical foundations in mental to work with clients in the field 5 Critically evaluate theories of psychopathology.

6 Critically evaluate interventions designed to reduce mental ill-health and increase mental health and well-being.

7 Apply the core principles of diagnosis and treatment.

8 Critically reflect on personal and professional goals in relation to self-development as a scientist practitioner.

9 Acquired the skills to enable them to plan, execute, analyse and report research of a publishable or near publishable quality of relevance to the field.

Learning Outcomes

No. Learning outcomes – Postgraduate Diploma

1 Apply ethical considerations to the design, analysis, and conducting of psychological experiments

2 Critically evaluate theoretical perspectives of the nature of human behaviour and the role of the environment in behaviour

3 Critically evaluate contemporary local and global issues in Mental Health. 4 Apply theoretical foundations in mental to work with clients in the field 5 Critically evaluate theories of psychopathology.

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6 Critically evaluate interventions designed to reduce mental ill-health and increase mental health and well-being.

7 Apply the core principles of diagnosis and treatment.

8 Critically reflect on personal and professional goals in relation to self-development as a scientist practitioner.

Learning Outcomes

No. Learning outcomes – Postgraduate Certificate

1 Apply ethical considerations to the design, analysis, and conducting of psychological experiments

2 Critically evaluate theoretical perspectives of the nature of human behaviour and the role of the environment in behaviour

8 Critically reflect on personal and professional goals in relation to self-development as a scientist practitioner.

Learning Outcomes

No. Learning outcomes – Postgraduate Award

The learning outcomes for the Postgraduate Award are variable, depending on the modules to the value of 30 credits that have been successful passed. 27a. Mapping of subject-based learning outcomes:

Learning outcome No.

Module(s) in which this will be delivered Mode of assessing achievement of learning outcome PSRB/Subject benchmark statement (if applicable) 1. Apply ethical considerations to the design, analysis, and conducting of psychological experiments

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. N/A 2 Critically evaluate theoretical

LPSY302 Mind, Brain & Behaviour LPSY311 Social By continuous assessment through short N/A

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perspectives of the nature of human behaviour and the role of the

environment in behaviour

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation answer discussion assessments and by extended essay, learning log and dissertation. 3 Critically evaluate contemporary local and global issues in Mental Health.

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. N/A 4 Understand multiple theoretical foundations and apply them to work with clients in the field

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. N/A 5 Critically evaluate theories of psychopathology. LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. N/A 6 Critically evaluate interventions LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to

By continuous assessment through short

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designed to reduce mental ill-health and increase mental health and well being.

Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation answer discussion assessments and by extended essay, learning log and dissertation. 7

Apply the core principles of diagnosis and treatment.

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. N/A 8 Critically reflect on personal and professional goals in relation to self-development as a scientist practitioner.

LPSY302 Mind, Brain & Behaviour

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. N/A

28. Skills and Other Attributes No. Skills and attributes:

Psychology degree programmes will offer opportunities for students to experience, learn, practice and be assessed on important skills. Studying Psychology will provide a diversity of skills that will prepare students both for a career as professional psychologists and a perspective that provides a

distinctive contribution to other, diverse professions. (Primary methods of assessment are in brackets.)

Preliminary modules are concerned with the development of empirical skills, including the collection and analyses of data using diverse subject specific methods and generic skills, including use of computers in statistical analyses. LPSY303 deals with methodology and analysis.

1 Communicate effectively, both in writing and orally (written essay, oral presentation)

2 Comprehend and use data effectively (practical exercises and reports) 3 Use computers and be computer literate (practical exercises and reports,

coursework essays)

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exercises and reports)

5 Critically handle primary source material (written essays, practical reports, oral presentations)

6 Problem solve and reason in a systematic and objective manner (written essays, practical reports)

7 Develop group working and cooperative strategies to maximise skills (practical reports)

8 Integrate ideas and findings across the multiple perspectives in psychology (learning logs, written essays, practical reports, discussion questions) 9 Recognise distinctive psychological contributions to issues of mental health

psychology (learning logs, written essays, practical reports, discussion questions)

10 Identify general patterns and issues that influence varied psychological

functions (learning logs, written essays, practical reports, discussion questions) 11 Carry out empirical studies involving a variety of methods of data collection,

including; observation, questionnaires, psychometric tests and experiments, and examine practical and theoretical issues associated with different methods (practical exercises, reports, dissertation)

12 Analyse data using a variety of both qualitative and quantitative methods (practical exercises, dissertation, reports)

13 Present and evaluate research findings (practical reports, discussion questions) 14 Carry out an extensive piece of independent empirical research (practical

reports, dissertation)

15 Demonstrate an awareness of the ethical concerns within the discipline, especially in the conduct of empirical studies, including knowledge of the guidelines published by the British Psychological Society and the local and global institutional procedures for obtaining ethical approval.

28a. Mapping of skills and other attributes: Skills and other

attributes No. Module(s) in which this will be delivered and assessed Learning skills, research skills, employability skills Mode of assessing achievement of the skill or other attribute

Generic 1

Communicate effectively, both in writing and orally

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Learning skills, employability and research skills By continuous assessment through short answer discussion assessments and by extended essay and dissertation.

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Generic 2

Comprehend and

use data

effectively

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Research skills, learning skills, time management skills By continuous assessment through short answer discussion assessments and by extended essay, learning log and dissertation. Generic 3 Use computers and be computer literate

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Employability, team working skills Practical exercises and reports, coursework essays Generic 4 Retrieve and organise information effectively

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment

Learning skills,

employability By continuous assessment through short answer discussion assessments and by learning log, extended essay and dissertation.

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LPSY315 Dissertation Generic 5 Critically handle primary source material

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Learning skills, employability, research skills. By continuous assessment through research assessments, dissertation and by extended essay Generic 6

Problem solve and reason in a

systematic and objective manner

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Research skills, employability, numeracy. By continuous assessment through research assessments, dissertation and by extended essay Generic 7 Develop group working and cooperative strategies to maximise skills

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive

Research skills,

employability, By continuous assessment of discussion questions,

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Behavioural Therapy in Mental Health Treatment Subject Specific 8 Integrate ideas and findings across the multiple perspectives in psychology

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Learning skills, employability, research skills. learning logs, written essays, practical reports, discussion questions Subject Specific 9 Recognise distinctive psychological contributions to issues of wider relevance

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Learning skills, employability, research skills. learning logs, written essays, practical reports, discussion questions Subject Specific 10 Identify general patterns and issues that influence varied psychological functions

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions LPSY314 Cognitive Learning skills, employability, research skills. learning logs, written essays, practical reports, discussion questions

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Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Subject Specific 11 Carry out empirical studies involving a variety of methods of data collection, including; observation, questionnaires, psychometric tests and experiments, and examine practical and theoretical issues associated with different methods

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Learning skills, employability, research skills. practical exercises, reports, dissertation Subject Specific 12 Analyse data using a variety of both qualitative and quantitative methods

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Learning skills, employability, research skills. practical exercises, dissertation, reports Subject Specific 13 Present and evaluate research findings

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions Learning skills, employability, research skills. practical reports, discussion questions

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LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Subject Specific 14 Carry out an extensive piece of independent empirical research

LPSY315 Dissertation Learning skills, employability, research skills. practical reports, dissertation Subject specific 15 Demonstrate an awareness of the ethical concerns within the discipline, especially in the conduct of empirical studies, including knowledge of the guidelines published by the British Psychological Society and the local and global institutional

procedures for obtaining ethical approval.

LPSY302 Mind, Brain & Behaviour

LPSY303 Data analysis for psychology

LPSY311 Social

Psychology

LPSY316 Personality, Individual differences and intelligence

LPSY305 Psychological Appraisal and Treatment LPSY312 Approaches to Mental Health Psychology LPSY313Psychotherapeutic Interventions

LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment LPSY315 Dissertation Learning skills, employability, research skills. practical reports, dissertation 29. Career opportunities:

The expectation is that this degree programme will provide a basis for the student who wishes to develop a career in therapeutic practice.

Counselling psychologists deal with a wide range of mental health problems concerning life issues including bereavement, domestic violence, sexual abuse, traumas and relationship issues. They understand diagnosis and the medical context to mental health problems and work with the individual’s unique subjective psychological experience to empower their recovery and alleviate distress.

Counselling psychologists are a relatively new breed of professional applied psychologists concerned with the integration of psychological theory and research with therapeutic practice. The practice of counselling psychology requires a high level of self-awareness and competence in relating the skills and knowledge of personal and interpersonal dynamics to the therapeutic context. This program of study aims to develop these personal and academic skills in graduates.

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Currently, in the UK, there is no minimum level of qualification that needs to be reached in order to practice. However, this is likely to change in the near future as counselling and psychotherapy become regulated professions. This program of study will provide students with evidence of competence for entry into counselling and psychotherapy programs.

Part C: Entrance Requirements

30. Academic Requirements: Academic Requirements

The programme is available to any University graduate. This will normally include:

 Graduates in psychology or related programmes from an approved university.

 Non-psychology-related graduates, and others who have satisfied the requirements of approved exam boards, or have satisfied the University that they are suitably qualified to undertake a postgraduate programme. They must have at least two years approved professional experience, and either completed the final examination of an approved professional institution (University Grants Commission, International Ranking Expert Group etc) , or obtained some other qualification approved for this purpose by the University,  In addition, applicants require a GCSE Grade 3 (grade C) or GCE O

Level pass in Mathematics and English, or an equivalent qualification.  Applicants from outside the UK will also normally be required to

have passed the IELTS (International English Language Testing System) examination, the TOEFL examination or the TEEP (Test of English for Educational Purposes) examination before commencing the programme.

 The following standards are required:  IELTS/TEEP:

 an overall score of at least 6.5

 a score of at least 7 on each of the reading and writing elements of IELTS/TEEP

 the IELTS reading and writing tests taken by candidates must be the Academic Reading and Academic Writing tests

 TOEFL:

 a score of at least 570 on the paper based test, or

 a score of at least 230 on the computer based test (with a score of at least 4.5 on the essay section of the test)  a score of at least 88 on the internet based test with a

minimum of 22 in both the reading and the writing components.

31. Work experience:

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32. Other requirements: No further requirements

Part D: Programme Structure

33. Programme Structure:

Postgraduate Certificate in Psychology compulsory: 1. LPSY302 Mind, Brain & Behaviour

2. LPSY303 Data analysis for psychology 3. LPSY311 Social Psychology

4. LPSY316 Personality, Individual differences and intelligence Postgraduate Diploma in Mental Health Psychology compulsory:

1. LPSY302 Mind, Brain & Behaviour 2. LPSY303 Data analysis for psychology 3. LPSY311 Social Psychology

4. LPSY316 Personality, Individual differences and intelligence 5. LPSY305 Psychological Appraisal and Treatment

6. LPSY312 Approaches to Mental Health Psychology 7. LPSY313 Psychotherapeutic Interventions

8. LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment

Masters level Compulsory:

9. LPSY302 Mind, Brain & Behaviour 10.LPSY303 Data analysis for psychology 11.LPSY311 Social Psychology

12.Personality, Individual differences and intelligence 13.LPSY305 Psychological Appraisal and Treatment 14.LPSY312 Approaches to Mental Health Psychology 15.LPSY313 Psychotherapeutic Interventions

16.LPSY314 Cognitive Behavioural Therapy in Mental Health Treatment

17.LPSY315 Masters level will have a 60 credit dissertation.

34. Industrial placement/work placement/year abroad: n/a

35. Liaison between the Level 2 Schools/Institutes involved:

Delivery of the programme is via an institutional partnership between the University and Laureate Online Education. Staff involved in the delivery and development of the programme liaise on a daily basis with colleagues at Laureate who are responsible for the day-to-day management of the

programme though the University retains authority over all academic aspects of the programme and its delivery. Appropriate Laureate personnel are

represented on the Board of Studies and Board of Examiners, together with representatives of the e-Learning Unit, the Department of Psychology, and the Faculty of Health & Life Sciences.

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Part E: Learning, Teaching and Assessment Strategies

36. Learning, Teaching and Assessment Strategies:

Two principles inform the teaching and learning strategy: scaffolding and embodied experience through constructionism and collaborative enquiry.

A scaffold is a temporary framework that is put up for support and access to meaning. It is gradually removed when the student secures control of success with a task. We also recognise that there is compelling evidence that nearly all of our experiences are in some way grounded in the body. This suggests that the embodied experiences can lead to more effective learning. This program of study includes problem based learning approaches emulating real life experiences. Constructivism describes a view of learning in which students construct their own unique understanding of a subject through a process that includes social interaction, so that the learner can explain understandings, receive feedback from instructors and other students, clarify meanings, and reach a consensus among those in a module or class. Collaborative enquiry via Internet-mediated communication provides a framework for this mode of learning. The aim is to use the medium to foster the creation of a learning community that will enable dialogue between participants, sharing of information, and collaborative project work. This mode of learning is particularly appropriate when, as in this case, the students themselves bring to the class knowledge and expertise that is outside the experience of the module instructor, and which can be shared with the group.

Our tutors use both hard and soft scaffolding to facilitate the development of collaborative enquiry and the co-construction of knowledge. In earlier modules students are provided with additional reading resources, notes and guidance to enable them to reach a higher level of thinking whilst they develop their technological skills in the virtual learning environment. This “contingent” scaffolding is gradually softened as the student’s confidence grows. It is replaced with reciprocal scaffolding; students helping each other, analysing problems together, determining and evaluating solutions. The role of the tutor is to converse, question and provide constructive feedback.

Modules adhere to the following structure:

 All students, at the start of the programme, complete an online induction module to gain familiarity with the learning system and software being used. This serves an additional purpose of verifying the English-Language skills of any students for whom this is not their first language, before the start of the programme proper. This element may include for example

• Study skills;

• Academic integrity principles; • English language support; • Numeracy support.

Programme delivery takes place within the virtual classroom. Here a small number of students (usually 15-20) study under the direction of the online tutor. Communication within the virtual classroom, whether by asynchronous or synchronous exchange, will preserve the requirement that students are able to

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pursue the module in their own time, within the timeframe of each seminar. Individual modules will incorporate the following elements.

 A tool kit of learning activities including projects, group exercises, individual reflection and thinking, discussion showing clarification, argumentation, critique, and constructive challenge.

 Learning activities are chosen to reflect the stage of the student journey with for example, early modules benefiting from the inclusion of more media.

 A substantial proportion of learning in each module will be based on discussion and participation; this requirement should not constrain the development from adopting innovative approaches.

 Weekly student engagement with a designated learning activity.

To help students manage their learning in the online environment many modules within the programme adopt a ‘project planner’ strategy. In which larger projects are broken up into component parts.

The aims are to:

 help students be progressively progress through the module without becoming overwhelmed.

 To enable students to evaluate their progress whilst being afforded the opportunity to ask for (and receive) help, assistance, and support on projects.

Assessment strategy

Online contact time: Module delivery takes place within the virtual classroom. Here students study under the direction of the online teacher. Facilitated peer group discussion groups led by trained instructors using the teaching platform Blackboard. Participatory group exercises will lead to summative assessment. Participation is a critical part of learning within all online modules. Online, asynchronous discussions are essential preparatory work for both individual and group assignments. Communication within the virtual classroom, whether by asynchronous or synchronous exchange, will preserve the requirement that students are able to pursue the module in their own time, within the timeframe of each assignment. The discussion questions pose a question and the student answers in writing, supported with peer-reviewed research. Students are then required to respond to another students answer. This strategy helps the tutor to determine whether students understand what is being, or has been, presented, and helps students to extend their thinking, generate ideas, or solve problems.

Directed reading using published learning materials including preparation of self-assessment exercises, critical appraisal of published work and preparing for individual and group assessments. Formative feedback will promote students’ development of higher-ordered thinking and the ability to critically evaluate. The program will aim to develop the ability to call into question the student’s own assumptions, perspectives, and beliefs, in comparison with possible alternative perspectives.

Written assessments will include assessment of the ability to: critically appraise research and evidence, evaluate and apply appropriate knowledge to practice, critically reflect on the learning process and content and its significance to psychological practice; and the ability to use key academic writing skills, including appropriate and consistent referencing and citation. A learning log is

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an on-going, visible record kept by a student and recording what he or she is doing or thinking while working on a particular task or assignment. It can be used to assess student progress and growth over time.

36a

. Learning, Teaching and Assessment methods:

A variety of methods are used to assess the module and programme outcomes. These may include, but are not limited to:

 Reflective Professional Learning Log  Short report writing

 Online synchronous and asynchronous discussions  Extended essays

 Individual research project in the form of a Dissertation ASSIGNMENT EXAMPLES:

For example: individual assignment- RESEARCH BASED

Survey Research is another type of research method used when studying human development. Often, this type of research employs the use of psychometric measures such as questionnaires and/or surveys. This week, consider your chosen topic for your final paper and read several articles that reference your topic. For this Hand-in Assignment, research articles that utilise survey research. Then, select two of those articles that also address the use of CBT in a specific cultural context. Note: Choose articles that are relevant to your final paper, so that they can be included in your literature review as well.

For example: Short Answer discussion-LPSY 313

Sometimes it can be challenging for a therapist to continue work with a particular client. Differentiating immutable and sabotaging behaviour may help to inform a therapist who is trying to decide if a client needs to be referred to another practitioner or if the therapeutic relationship needs to come to its end. This week think about which aspects of client behaviour require a referral and which may require an end to the therapeutic process. Also think about how immutable behaviours and sabotaging behaviours would likely impact the therapeutic alliance.

For example: Learning log reflection question—LPSY 312 Please answer the following questions in your personal journal. What if anything do you find appealing about the CBT model?

If you had a mental health problem would you like to see a CBT therapist? Why or why not?

For example: Extended Essay Question:

As a result of research over the years, new thoughts, discoveries, beliefs, and controversies have emerged regarding the intricacies of psychological

appraisal and treatment in mental health. This information affects how individuals view the discipline and its role in the past, present, and future. In this Hand-in Assignment, you analyse: views of mental illness from a

historical evolution perspective; the importance and use of psychological appraisal and treatment; and factors that influence use of approaches and models in psychological appraisal and treatment, including personal views. In order to prepare for this assignment, review this week’s Learning Resources. 

Assignment questions:

• Explain how society’s view of mental illness has evolved over time as demonstrated in the literature.

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illness today.

• Describe one biological, one psychological, and one social factor and explain how each might influence the use of an approach or model in the psychological appraisal and treatment of a client.

• Explain how you might utilise psychological appraisal and treatment in the future.

Explain how your personal views of mental illness might influence your use of psychological appraisal and treatment.

37. Assessment information for students: Code of Practice on Assessment

The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: The University marks scale, marking descriptors and qualification descriptors; The framework for modular, postgraduate programmes;

Information about students’ progress, including guidance for students; The procedure for assessment appeals;

Regulations for the conduct of exams;

The University’s policy on making adjustments to exam arrangements for disabled students.

The code of practice relating to external examining (see also below)

The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students;

The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and

The policy on providing students with feedback on assessment.

Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort:

A summary of key assessment information is also available in the ‘Your University’ handbook.

Marking criteria:

Table 1: Grade Descriptors

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Outstanding

80%+ Outstanding work. Factually almost faultless; clearly directed; logical;

comprehensive coverage of topic; strong evidence of reading/research outside the material presented in the programme; substantial elements of originality and independent thought; very well written.

Distinction: Originality;

Well-directed independent thought.

Excellent 70-79% Distinction

Excellent work. Logical; enlightening; originality of thought or approach; good coverage of topic; clear, in-depth understanding of material; good evidence of outside reading/research; very well written and directed. Very Good

60-69% Merit

Very Good work. Logical; thorough; factually sound (no serious errors); good

understanding of material; evidence of outside

reading/research; exercise of critical judgement; some originality of thought or approach; well written and directed.

Pass:

Essentially correct and complete; Competence;

Critical judgement

Good

50-59% Good work. Worthy effort, but undistinguished outcome. Essentially correct, but

possibly missing important points. Largely derived from material delivered in the programme, but with some evidence of outside

reading/research; some evidence of critical

judgement; some weaknesses in expression/ presentation. Marginal Fail

40-49%

Inadequate work. Incomplete coverage of topic; evidence of poor understanding of

material; Poor presentation; lack of coherent argument.

Fail:

Significant weaknesses, but serious effort.

Fail <40%

Unsatisfactory work. Serious omissions; significant errors/ misconceptions; poorly directed at targets; evidence of inadequate effort.

Fail:

Little or no achievement of learning outcomes

38. Student representation and feedback:

Due to the nature of delivery of the programme, a Liverpool-based staff-student committee is not appropriate, and the world-wide distribution of the student

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body makes physical participation in programme meetings impracticable. The principal channel for students to communicate with their colleagues and with staff will be, in keeping with the medium for programme delivery, the Internet. Each module delivered establishes a virtual classroom within which the module instructor will communicate with students to deliver module materials, receive coursework assignments, and facilitate class discussions. This mechanism automatically provides a framework for students to share concerns with their colleagues and with staff, either privately or publicly within the class. Each student is assigned a Student Support Manager (SSM) at Laureate, whose role includes that of acting as a personal tutor and concerns can be raised privately via the student’s SSM.

Additionally, there has been established a Staff Student Liaison Committee (SSLC) compromising of two nominated student representatives, the UoL Director of Studies and the Laureate Director of Online Studies. Approximately one month before each meeting of the Board of Studies, the SSLC will meet via Skype or teleconference. The student representatives will feedback on the discussions and the outcomes of the Board of Studies to the wider student body. The quorum of the meeting will be in line with the University policy.

Feedback on the delivery of individual modules is provided through the completion of an end of module questionnaire to all students attending the module. A summary of the questionnaire returns is given to the module instructor, who is asked to comment on this and any other issues arising in the delivery of the module. This report is further augmented by comments from a member of staff from the UoL Psychology team. Each module delivery is reviewed by the Board of Studies, which is provided with the composite module report, including the questionnaire summary. An overall summary of student feedback is also presented for consideration at each meeting of the Board of Studies. These reports are also made available to the Board of Examiners. Link to student representation documentation

http://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/student-representation/cop_on_student_representation.pdf

Part F: Status of Professional, Statutory or Regulatory Body Accreditation

39. Status of Professional, Statutory or Regulatory Body Accreditation: n/a

Part G: Diversity & Equality of Opportunity and Widening Participation

40. Diversity & Equality of Opportunity and Widening Participation:

The programme design, structure and content are consistent and compliant with the University's policy http://www.liv.ac.uk/diversity-and-equality/

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ANNEX 1

Annex Of Modifications Made To The Programme

Please complete the table below to record modifications made to the programme. Description of

modification (please include details of any student consultation

undertaken or confirm that students’ consent was obtained where this was required) Minor or major modifications Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected

References

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