Framework Specification

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

Faculty of Science and Technology

Framework Specification

MSc Psychology Framework

MSc Clinical and Developmental Neuropsychology

MSc Foundations of Clinical Psychology

MSc Forensic and Neuropsychological Perspectives in

Face-Processing

June 2015

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Authors: Ben Parris, Jan Wiener, Sarah Bate, Simon Thompson Circulation: General

Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this programme, to the benefit, as appropriate,

of students, staff, industrial/other third parties/partners and the university.

Faculty of Science and Technology Department of Psychology

Bournemouth University Poole

Dorset BH12 5BB

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3

Basic Framework Data ... 5

MSc in Clinical and Developmental Neuropsychology ... 6

1. PROGRAMME CONTEXT, AIMS AND OUTCOMES ... 6

1.1. Learning Outcomes ... 6

1.1.1. Subject Knowledge and Understanding ... 6

1.1.2. Intellectual skills ... 7

1.1.3. Subject-specific skills ... 7

1.1.4. Transferable skills ... 7

1.2. Learning and Teaching Methods and Strategies ... 7

1.3. Assessment Strategy... 8

1.4. Summary of Intended Learning Outcomes ... 8

1.5. Programme Diagram ... 9

2. Admission regulations and procedures ... 10

3. Assessment regulations and procedures ... 10

MSc Foundations of Clinical Psychology ... 11

4. PROGRAMME CONTEXT, AIMS AND OUTCOMES ... 11

4.1 Learning Outcomes ... 12

4.1.1 Subject knowledge and understanding ... 12

4.1.2 Intellectual skills ... 12

4.1.3 Subject-specific skills ... 12

4.1.4 Transferable skills ... 12

4.2 Learning and Teaching Methods and Strategies ... 13

4.3 Assessment Strategy... 13

4.4 Summary of Intended Learning Outcomes ... 13

4.5 Programme Diagram ... 14

5. Admission regulations and procedures ... 15

6. Assessment regulations and procedures ... 15

7. Points of reference for programme design ... 15

MSc Forensic and Neuropsychological Perspectives in Face-Processing ... 16

8. PROGRAMME CONTEXT, AIMS AND OUTCOMES ... 16

8.1. Learning Outcomes ... 16

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8.1.2. Intellectual skills ... 17

8.1.3. Subject-specific skills ... 17

8.1.4. Transferable skills ... 17

8.2. Learning and Teaching Methods and Strategies ... 17

8.3. Assessment Strategy... 18

8.4. Summary of Intended Learning Outcomes ... 18

8.5. Programme Diagram ... 19

9. Admission regulations and procedures ... 20

10. Assessment regulations and procedures ... 20

Programme Profiles ...

Error! Bookmark not defined.

APPENDICES ... 24

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5

Basic Framework Data

Originating institution(s) Bournemouth University

Award(s) and title(s) MSc Clinical and Developmental Neuropsychology

PGDip Clinical and Developmental Neuropsychology MSc Foundations of Clinical Psychology

PgDip Foundations of Clinical Psychology

MSc Forensic and Neuropsychological Perspectives in Face-Processing PGDip Forensic and Neuropsychological Perspectives in

Face-Processing

PGCert Psychology UCAS Programme Code(s) (where

applicable and if known)

N/A HESA JACS (Joint Academic Coding System) Code(s) per

programme/pathway

C800

External reference points(s) QAA benchmarks for undergraduate psychology degrees

QAA benchmarks for Economic and Social Research Council (ESRC) National Framework for Higher Education Qualifications

QAA benchmarks for clinical psychology doctorate. Professional, Statutory and

Regulatory Body (PSRB) links

N/A

Place(s) of delivery Talbot Campus, Bournemouth University

Mode(s) of delivery Full-time

Credit structure M/7 180 (90 ECTS)

PgDip 120 (60 ECTS) PGCert 60 (30 ECTS)

Duration 12 months

Date of original approval(s) June 2015

Date of first intake MSc Clinical and Developmental Neuropsychology: September 2011

MSc Foundations of Clinical Psychology : October 2014

MSc Forensic and Neuropsychological Perspectives in Face-Processing: September 2015

Expected start dates September

Student numbers MSc Clinical and Developmental Neuropsychology: 15

MSc Foundations of Clinical Psychology : 25

MSc Forensic and Neuropsychological Perspectives in Face-Processing: 10

Placements MSc Clinical and Developmental Neuropsychology: Normally at least 12

days supervised work experience over a three month period

Partner(s) and model(s) N/A

Date and version number of this Framework/Programme Specification Student intake(s)/cohort(s)

June 2015 Version 3

September 2015 cohort will be following this version

This Framework/Programme Specification was revised in June 2015 following the approval of modifications. It takes effect from September 2015 and applies to all new enrolments.

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6

MSc in Clinical and Developmental Neuropsychology

1. PROGRAMME CONTEXT, AIMS AND OUTCOMES

Introduction

This programme provides a route into PhD-level research by adhering to the teaching outcomes set by the ESRC as being key to the provision of adequate training and tutelage for doctoral programmes. Furthermore, this programme is more than just a research methods-based programme. It also provides in-depth knowledge of areas known to be of general interest amongst the undergraduate population which means that the programme will also cater for those students interested in adding a further qualification beyond Bachelors level awards but who have no desire to study beyond M level. In doing so, the programme not only offers society and the economy graduates with the necessary research skills for the advancement of knowledge in related fields by way of doctoral level research but will also provide better qualified graduates with advanced critical thinking skills necessary for advancements in any job or profession.

Overall Programme Aims

This programme aims to provide students with a comprehensive knowledge of cognition and the effects of neurological impairments on human cognition with a focus on these effects in childhood and old age. Three key units will drive the specialism in Clinical and Developmental Neuropsychology and differentiate it from the MSc in Ageing, Neuropsychology and Cognition: 1) The Neurodevelopmental disorders unit is specific to this course; 2) In the Key Transferable Skills unit students will have to provide a ‘Case for Support’ that is specific to cognitive and/or neuropsychology in the general or impaired populations; 3) The Research Project will be intimately related the topic of the MSc and so will further differentiate the two MScs. Overall, this programme will provide the students with the necessary critical and methodological skills for the advancement and creation of knowledge in the area of cognitive neuropsychology so that we can better understand cognition across the lifespan and thus aid the development of, and treat impairment and decline of, mental function more effectively in the future. This course therefore represents a useful addition to the knowledge economy with the provision of well-trained individuals capable of furthering knowledge and improving the quality of life of those experiencing abnormal development of, or decline or impairment of, mental function.

Overall Programme Outcomes 1.1. Learning Outcomes

This M-Level programme provides opportunities for students to develop and demonstrate knowledge, and understanding, and skills as follows:

1.1.1. Subject Knowledge and Understanding

This programme provides opportunities for students to develop and demonstrate: A1. Advanced knowledge of theories in cognitive neuropsychology and the inherent

variability and diversity of the approaches in clinical and developmental neuropsychology across the lifespan.

A2. Advanced knowledge of specialised areas in clinical and developmental neuropsychology and their applications.

A3. A comprehensive understanding of research approaches and methods in clinical and developmental neuropsychology.

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7 1.1.2. Intellectual skills

This programme provides opportunities for students to develop and demonstrate:

B1. A systematic understanding of knowledge needed for academic study at Masters level. B2. The ability to evaluate critically current literature and advanced scholarship in the

discipline.

B3. Synthesis of information from a number of sources in order to gain a coherent understanding of theory and practice.

B4. Evaluation of methodologies and critiques of them and, where appropriate, to propose new hypotheses.

1.1.3. Subject-specific skills

C1. A comprehensive and advanced understanding of clinical and developmental neuropsychology and the capacity to synthesise this information in new and original ways.

C2. The ability to plan, initiate, design, conduct and report an original experiment under appropriate supervision.

C3. The ability to correctly select and apply a range of advanced statistical and experimental methods.

1.1.4. Transferable skills

This programme provides opportunities for students to develop and demonstrate: D1. Critical and independent evaluation of academic and interpersonal performance. D2. Analytical thinking and problem-solving skills suitable for a variety of scenarios. D3. Interpersonal and empathic skills arising from an understanding of both individual

differences and inherent capacities and limitations of particular groups of people. D4. Competence in communicating ideas and documented findings via written, oral and

visual media.

D5. The ability to collect, select, and analyse a range of experimental and fieldwork data. D6. The ability to distil, synthesise and critically analyse a variety of approaches to problems. D7. Initiative, self direction and personal responsibility in the management of learning and

research

1.2. Learning and Teaching Methods and Strategies

It can be seen from the matrix presented in Appendix B that a variety of learning and teaching methods and strategies are used. The aim of the programmes is to provide a coherent set of units which will take the student from the history of cognitive and neuropsychological research through to state-of-the-art methods currently employed, and from neuropsychological disorders in childhood through to neuropsychological disorders arising from stroke and dementia in old age. These aims will be achieved by the provision of a variety of different learning experiences: lectures, seminars/tutorials, debates, workshops, directed/guided studies and research. Teaching is informed by research, enabling students to become up-to-date with the latest developments in the areas of study. Covering theoretical principles is paramount. Considerable emphasis is placed upon the integration within the programme and the development of transferable skills.

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8 1.3. Assessment Strategy

It can be seen from the matrix presented in Appendix C and D that a variety of assessment methods are used in each of the units. The assessment will broadly focus on analytical and critical thinking, systematic analysis of complex problems, critical evaluation and justification of alternative approaches as well as analysis, interpretation and presentation of data and theories.

Single units will be assessed by either coursework only or a combination of coursework and examination. Coursework will be assessed by a variety of different methods including essays, time constraint assignments, presentations, in class tests, etc. In addition to well-established assessment methods, some units will utilize novel approaches to assess students’ learning success. A number of examples are provided below:

 Coursework assessment in the Neurodevelopmental Disorders unit will consist of an evaluation of a cognitive impairment: students will receive a description of a patient and their performance on certain cognitive tasks. Students will have to evaluate the patient and determine where on a model of normal functioning the patient is impaired.

 The Advanced issues in Cognitive Psychology and Neuropsychology unit aims to provide students with knowledge of fundamental issues and methods in cognitive psychological and neuropsychological research. Coursework assessment will require students to discuss and critique key methodological issues and to provide a written summary of that discussion.

 In the Key transferable skills: Presentation and scientific writing unit, students will be asked to write a case for support as required for grant proposals based on their chosen research project. This case for support will be due by the end of term 1 and will be assessed. In addition, students are required to present preliminary data from their research project by the end of term 2. This presentation will also be assessed.

1.4. Summary of Intended Learning Outcomes

Students should have a detailed and coherent knowledge of the key aspects of cognitive neuropsychology some of which will be informed by ideas and methods at the forefront of the discipline. They are expected to develop skills to manage their own learning and make use of scholarly reviews to sustain arguments and solve problems. Conceptual understanding should enable students to develop the ability to critically evaluate assumptions and judgements whilst being aware of the ambiguities, uncertainties and limitations of knowledge. They should be able to initiate and carry out work, applying relevant methods in the identification of appropriate questions and solutions and then communicate their findings to a range of audiences. Transferable skills are expected to include the ability to use initiative, take personal responsibility for decision-making and project planning and understand the abilities required to undertake further training.

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9 1.5. Programme Diagram

PROGRAMME DIAGRAM

MSc in Clinical and Developmental Neuropsychology

Core units (Compulsory)

Aging and Neurodegenerative Disorders (20) Advanced Research Methods (20)

Clinical and Cognitive Neuropsychology (20) Neurodevelopmental Disorders (20)

Advanced Statistics (20)

Key transferable skills: Presentations and scientific writing (20) Research Project (60)

Exit qualification: MSc in Clinical and Developmental Neuropsychology

Requires 180 Level M/7 credits

Exit qualification: MSc in Clinical and Developmental Neuropsychology

Requires 120 Level M/7 credits

Exit qualification: PG Cert

Psychology

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10 2. Admission regulations and procedures

The regulations for this programme are the University’s Standard Postgraduate Admission Regulations with the following exceptions: The applicant should normally have achieved a minimum classification of 2:1 in a UK bachelor degree or overseas equivalent in a relevant subject. A satisfactory Personal Statement on the Application Form showing evidence of motivation and/or experience to study the main topics of the programmes is required. Two satisfactory references are required. Typically (discretionary by the Selection Panel), face-to-face or telephone interview with a satisfactory outcome is required. For applicants for whom English is not their first language, an English Language certificate such as IELTS (academic) with a score of 6.5 Writing and 6.5 Oral is required. Applicants without an undergraduate Psychology degree are expected to have a GCSE in Mathematics with at least a grade C or overseas equivalent.

3. Assessment regulations and procedures

The regulations for these programmes are the University’s Standard Postgraduate Degree Assessment Regulations.

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11 4A - Framework and Programme Specifications: Procedure

MSc Foundations of Clinical Psychology

4. PROGRAMME CONTEXT, AIMS AND OUTCOMES

This programme is designed for psychology graduates as well as students from professions allied to medicine. As a pre-clinical programme, the MSc Foundations of Clinical Psychology offers graduates an opportunity to gain in-depth knowledge of theories and practice in clinical psychological disorders and treatment approaches. This programme does not guarantee a place on clinical psychology training but provides unique experience for students and specialist knowledge in psychological therapy, clinical psychology research, approaches to counselling, management and organisations.

As an academic programme, the MSc offers graduates a breadth of knowledge of the theories at the root of clinical psychological disorders together with comprehensive case histories and therapeutic approaches for each condition presented.

The 6-month PGDip programme enables students to upgrade previous knowledge in terms of their academic standard without the final dissertation. This may be more suited for those with academic intentions but who do not wish to apply their knowledge in any of the specialisms. Once the taught component of the programme is completed, those on the MSc carry out an in-depth 15,000 word literature review examining theory and practice in a given topic area in clinical psychology.

Currently there are no benchmarking statements for Psychology at MSc level. There are, however, benchmarks for undergraduate psychology programmes (QAA, 2007), clinical doctorate programmes1 (QAA, 2004) and the National Framework for Higher Education Qualifications2 which indicates the levels appropriate for Masters programmes. The intended learning outcomes (ILOs) have been set at M level between these two levels.

The undergraduate benchmark statement provides guidance on the threshold and typical standards that students are expected to attain in terms of their subject knowledge and understanding, subject-specific skills and generic skills. Given that entry to the programme is typically dependent on obtaining 2.1 classification or equivalent at undergraduate level, we expect students to have reached typical standards with respect to this statement prior to entry to the programme. Our aim is therefore to take students some way towards meeting the benchmark standards set of the clinical Doctorate. Given that the latter is a 3-year taught Doctorate, it is clear that only part of the requirements can be met within the context of the MSc programme.

Doctorate benchmarks define standards required in terms of: (a) professional skills and relationships

(b) the ability to carry out psychological assessments and to formulate, carry out and evaluate treatment interventions

(c) considerable knowledge and understanding of psychological difficulties, their aetiology and presentation, and relevant theories and research (see Appendix for relevant details from this benchmark statement).

In this programme the main emphasis is on developing students’ knowledge base (i.e. (c) above) but (a) and (b) are also addressed to a lesser extent. Where students take the PGDip programme, the emphasis is almost exclusively on developing relevant knowledge.

1

http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asp (for undergraduate level) and http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/default.asp (for doctorate level).

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Overall Programme Outcomes 4.1 Learning Outcomes

The relationship between the programme intended learning outcomes and units is mapped in the matrix presented in Appendix E.

To provide a guide to the level of attainment required of students, the key outcomes are briefly summarised with regard to the assessment strategies and the learning and teaching methods and strategies employed. This highlights the way that learning, teaching and assessment allow students to demonstrate achievement of the outcomes. Two matrices are presented in Appendix F and G which summarise this information. Further detail relating individual unit learning outcomes to assessment and LTMS can be found in the individual unit specifications listed in the Unit Specification.

4.1.1 Subject knowledge and understanding Students will be expected to have:

A1. a thorough knowledge of the inherent variability and diversity of psychology A2. in-depth knowledge of specialised areas and their applications

A3. in-depth knowledge of research

4.1.2 Intellectual skills

Students will be expected to:

B1. apply the skills needed for academic study and enquiry B2. critically analyse the literature from a variety of sources

B3. synthesise information from a number of sources in order to gain a coherent understanding of theory and practice

4.1.3 Subject-specific skills Students will be expected to:

C1. demonstrate their understanding of ethical principles

C2. initiate, design, conduct and report under appropriate supervision C3. demonstrate competence in choosing and applying a range of methods under examination

4.1.4 Transferable skills

Students will be expected to:

D1. examine and apply analytical thinking and problem-solving skills in a variety of theoretical and practical situations

D2. develop interpersonal and empathic skills arising from a good understanding of capacities and limitations of people

D3. competently communicate ideas and documented findings by written means (and oral and visual means, where appropriate).

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4.2 Learning and Teaching Methods and Strategies

It can be seen from the matrix presented in Appendix F that a variety of learning and teaching methods and strategies are used. Lectures are typically supplemented by:-

 practical workshops from experts in different areas of clinical psychology

 seminar discussions

 use of a case study approach.

4.3 Assessment Strategy

It can be seen from the matrix presented in Appendix G and H that a variety of assessment methods are used in each unit. The Roots and Range of Psychological Disorders units are assessed via examination and presentations given by small groups of students. The Psychological Therapy unit is assessed by asking students to give a practical demonstration of the use of a given therapeutic approach using role play in addition to an in-class test and an examination. For the Advanced Research Methods & Advanced Statistics units students will be assessed by coursework. Students may also be required to give presentations in which they provide a methodological critique of key research papers.

The Dissertation is assessed by a 15,000 word literature review (carrying a 100% overall weighting) of theory and practice in a given area of clinical psychology. Students will be required to pass this coursework.

4.4 Summary of Intended Learning Outcomes

Students should have a detailed and coherent knowledge of the key aspects of clinical psychology some which will be informed by ideas and techniques at the forefront of the discipline. They are expected to develop skills to manage their own learning and make use of scholarly reviews to sustain arguments and solve problems. Conceptual understanding should enable students to develop the ability to critically evaluate assumptions and judgements whilst being aware of the ambiguities, uncertainties and limitations of knowledge. They should be able to initiate and carry out work, applying relevant methods in the identification of appropriate questions and solutions and then communicate their findings to a range of audiences. Transferable skills are expected to include the ability to use initiative, take personal responsibility for decision-making, and understand the abilities required to undertake further professional training.

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4.5 Programme Diagram

The programme diagram presented in Figure 1 shows:

 the units of the programme and their credit rating and indicates whether they are core or optional, on a level-by-level basis;

 progression requirements from level-to-level, together with points of and exit;

 the different awards available.

Figure 2: Programme Diagram

Progression Requirements

Requires 160 credits at Level C

Exit Qualification:

CertHE Equine Studies 160 Level C credits

Outcomes developed and assessed:

Knowledge as indicated by programme unit titles, & Skills B1-3, C1-4, D1-6.

PG Ye a r 1 / PG

Dip _{Option Units}

Thoroughbred Industry Studies (20) Fundamentals of Horse Husbandry (20) Financial Opportunities in Equine Competition (20) Statistical & Probability Studies (20)

Progression requirements 120 Level M credits

Exit Qualification: PGDip Foundations of Clinical Psychology

Requires 120 Level M credits

PG Ye a r 1 /L e v e l M Dissertation (60) PROGRAMME DIAGRAM 2

MSc in Foundations of Clinical Psychology

Core Units (Compulsory)

Roots and Range of Psychological Disorders (40)

Psychological Therapy (40) Advanced Research Methods (20) Advanced Statistics (20)

Exit qualification: MSc Foundations of Clinical Psychology

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5. Admission regulations and procedures

The regulations for this programme are the University Standard Admission Regulations for Postgraduates. In addition, eligibility criteria for the Programme:

 2:1 or higher classification in Bachelor of Arts (or Sciences) degree in Psychology (Honours).

 Satisfactory Personal Statement on the Application Form showing evidence of motivation and/or experience to study Clinical Psychology.

 Two satisfactory references.

 Typically (discretionary by the Selection Panel), face-to-face or telephone interview with a satisfactory outcome.

 For International students, an English Language certificate such as IELTS or TOFEL with a score of 7.0 Writing, 7.0 Oral, and 7.0 Overall.

 International Applicants and UK Applicants will be supported through pastoral and academic support mechanisms provided by the Programme Team.

 International Applicants will apply via the standard route of the University’s International Department and then will pass onto the Programme Selection Panel (as will UK Applicants). Selection criteria have been in place for the International Department since inception of the original programme in 2009.

6. Assessment regulations and procedures

The assessment regulations for this programme are the University’s Standard Postgraduate Degree Assessment Regulations with the following approved exceptions:

 there is no award of the Postgraduate Certificate within this programme as it is felt that there would be insufficient content to award lower than PGDip.

7. Points of reference for programme design

The points of reference for this Programme can be summarised under local, national and professional levels.

Local

 BU Strategic Plan 2014-2015

 School of Design, Engineering & Computing Strategic Plan

 Business plan of Psychology Research Group National

 QAA benchmarks for undergraduate psychology degrees

 QAA benchmarks for clinical psychology doctorate.

 National Framework for Higher Education Qualifications1 1

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MSc Forensic and Neuropsychological Perspectives in

Face-Processing

8. PROGRAMME CONTEXT, AIMS AND OUTCOMES

Introduction

This programme provides a route into PhD-level research by adhering to the teaching outcomes set by the ESRC as being key to the provision of adequate training and tutelage for doctoral programmes. Furthermore, this programme is more than just a research methods-based programme: it provides in-depth knowledge of areas relevant to careers in Forensic Psychology and Neuropsychology. These fields are known to be of general interest amongst the undergraduate population, and the programme will also cater for those students interested in adding a further qualification beyond Bachelors level but with no desire to study beyond M level. In doing so, the programme not only offers society and the economy graduates with the necessary research skills for the advancement of knowledge in related fields by way of doctoral level research, but will also provide better qualified graduates with advanced critical thinking skills necessary for advancements in any job or profession.

Overall Programme Aims

This programme aims to provide students with a comprehensive knowledge of cognitive and neural mechanisms in face-processing, with a particular emphasis on forensic and neuropsychological applications of relevant psychological theory. Four key units will drive the specialism in face-processing and differentiate it from the MSc in Clinical and Developmental Neuropsychology. Three units are specific to this course: Neuropsychological Perspectives in Processing, Forensic Perspectives in Processing, and Experimental Issues in Face-Processing Research. In addition, the Research Project will address a contemporary topic in the face-processing literature. Overall, this programme will provide the students with the necessary critical and methodological skills for the advancement and creation of knowledge in the area of face-processing so that we can better understand its development and malleability across the lifespan, individual differences in the skill, and the applications of this knowledge in forensic and neuropsychological settings. This course therefore represents a useful addition to the knowledge economy with the provision of well-trained individuals capable of furthering knowledge and improving forensic services and the management of neuropsychological disorders characterised by difficulties in face-processing.

Overall Programme Outcomes 8.1. Learning Outcomes

This M-Level programme provides opportunities for students to develop and demonstrate knowledge, understanding and skills as follows:

8.1.1. Subject Knowledge and Understanding

A1. Advanced knowledge of theories of face-processing and their application to typical and atypical perceivers.

A2. Advanced knowledge of forensic and neuropsychological approaches to the study of face-processing.

A3. A comprehensive understanding of research approaches and methods in the field of face-processing.

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8.1.2. Intellectual skills

B1. A systematic understanding of knowledge needed for academic study at Masters level. B2. The ability to critically evaluate current literature and advanced scholarship in the

discipline.

8.1.3. Subject-specific skills

C1. A comprehensive and advanced understanding of the face-processing literature and the capacity to synthesise this information in new and original ways.

8.1.4. Transferable skills

This programme provides opportunities for students to develop and demonstrate: D1. Critical and independent evaluation of academic and interpersonal performance. D2. Analytical thinking and problem-solving skills suitable for a variety of scenarios.

D3. Interpersonal and empathic skills arising from an understanding of both individual differences and inherent capacities and limitations of particular groups of people.

D4. Competence in communicating ideas and documented findings via written, oral and visual media.

D5. The ability to collect, select, and analyse a range of experimental and fieldwork data. D6. The ability to distil, synthesise and critically analyse a variety of approaches to problems. D7. Initiative, self-direction and personal responsibility in the management of learning and

research.

8.2. Learning and Teaching Methods and Strategies

It can be seen from the matrix presented in Appendix B that a variety of learning and teaching methods and strategies are used. The aim of the programme is to provide a coherent set of units which will take the student from adult and developmental theories of face-processing through to real-world applications of this knowledge, alongside training in state-of-the-art research methods that will further our understanding of the cognitive and neural mechanisms involved in these processes. These aims will be achieved by the provision of a variety of different learning experiences: lectures, seminars/tutorials, debates, workshops, directed/guided studies and research. Teaching is informed by research, enabling students to become up-to-date with the latest developments in the areas of study. Considerable emphasis is placed upon the integration of theory within the programme, and the development of transferable skills.

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8.3. Assessment Strategy

It can be seen from the matrix presented in Appendix C and D that a variety of assessment methods are used in each of the units. The assessment will broadly focus on analytical and critical thinking, systematic analysis of complex problems, and critical evaluation and justification of alternative approaches; as well as analysis, interpretation and presentation of data and theories.

Single units will be assessed by coursework using a variety of different methods including essays, time constraint assignments, presentations, in class tests, etc. In addition to well-established assessment methods, some units will utilize novel approaches to assess students’ learning success. A number of examples are provided below:

 The Experimental Issues in Face-Processing Research unit will require students to apply practical skills learned within workshops. They will design an experiment, manipulate stimuli for use within the experiment, and programme that experiment. They will demonstrate the experiment to the group, and present a justification of the design and techniques used in the work.

 The Experimental Issues in Face-Processing Research unit will also require students to attend a series of research seminars presented by external experts in face-processing. Students will be required to produce a “seminar diary” in which they will produce a one-page critical evaluation of the research presented in each talk.

 In the Key Transferable Skills: Presentation and Scientific Writing unit, students will be asked to write a case for support (as required for grant proposals) based on their chosen research project. This case for support will be due by the end of term 1 and will be assessed. In addition, students are required to present preliminary data from their research project by the end of term 2. This presentation will also be assessed.

8.4. Summary of Intended Learning Outcomes

Students should have a detailed and coherent knowledge of the key aspects of face-processing some of which will be informed by ideas and methods at the forefront of the discipline. They are expected to develop skills to manage their own learning and make use of scholarly reviews to sustain arguments and solve problems. Conceptual understanding should enable students to develop the ability to critically evaluate assumptions and judgements whilst being aware of the ambiguities, uncertainties and limitations of knowledge. They should be able to initiate and carry out work, applying relevant methods in the identification of appropriate questions and solutions and then communicate their findings to a range of audiences. Transferable skills are expected to include the ability to use initiative, take personal responsibility for decision-making and project planning and understand the abilities required to undertake further training.

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8.5. Programme Diagram

PROGRAMME DIAGRAM

MSc Forensic and Neuropsychological Perspectives

in Face-Processing

Core units (Compulsory)

Forensic Perspectives in Face-Processing (20) Advanced Research Methods (20)

Neuropsychological Perspectives in Face-Processing (20) Experimental Issues in Face-Processing Research (20) Advanced Statistics (20)

Key transferable skills: Presentations and scientific writing (20) Research Project (60) Exit qualification: MSc Forensic and Neuropsychological Perspectives in Face-Processing Requires 180 Level M/7 credits

Exit qualification: PG Dip Forensic and Neuropsychological Perspectives in Face-Processing Requires 120 Level M/7 credits

Exit qualification: PG Cert

Psychology

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20 9. Admission regulations and procedures

The regulations for this programme are the University’s Standard Postgraduate Admission Regulations (http://intranetsp.bournemouth.ac.uk/Documents.arpp31.aspx) with the following exceptions: The applicant should normally have achieved a minimum classification of 2:1 in a UK bachelor degree or overseas equivalent in a relevant subject. A satisfactory Personal Statement on the Application Form showing evidence of motivation and/or experience to study the main topics of the programmes is required. Two satisfactory references are required. Typically (discretionary by the Selection Panel), face-to-face or telephone interview with a satisfactory outcome is required. For applicants for whom English is not their first language, an English Language certificate such as IELTS (academic) with a score of 6.5 Writing and 6.5 Oral is required. Applicants without an undergraduate Psychology degree are expected to have a GCSE in Mathematics with at least a grade C or overseas equivalent.

10. Assessment regulations and procedures

The regulations for these programmes are the University’s Standard Postgraduate Degree Assessment Regulations: http://intranetsp.bournemouth.ac.uk/Documents.arpp61.aspx.

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21 MSc Clinical and Developmental Neuropsychology

Originating Institution(s): School: DEC Partner institution: Place(s) of Delivery: Talbot campus

Framework Title (in full): Psychology

Programme Award and Title: MSc Clinical and Developmental Neuropsychology

Interim Award and Titles & required credits:

PG Cert Psychology (60 Level M credits)

PG Dip Clinical and Developmental Neuropsychology (120 level M credits)

Mode(s) of study 1:

Full-time

Expected Length of study 2:1

year

BU Credit Structure & ECTS 3: 180 Level M credits (90 ECTS)

Programme HESA

JACS code: C800

Unit identification Cost Centre(s) 4 Unit Details Assessment Regs 7:

Unit version no. Unit name HESA

JACS Subject Code CC 1 % HESA JACS Subject Code CC2 % Prog year 5 FT Prog year 5 PT Core / option No of credit s 6 Level (C/4,I/5 ,H/6, PgC, PgD, M/7) Assessment 8 Element Weightings 9 Exam 1 C/Work 1 C/Wk 2

PSY1017M-1 Ageing and Neurodegenerative

Disorders

C8 07 100 1 C 20 M/7 100

PSY1021M-1 Advanced Research Methods C8 07 100 1 C 20 M/7 100

PSY1018M-1 Clinical and Cognitive

Neuropsychology

C8 07 100 1 C 20 M/7 100

PSY1020M-1 Advanced Statistics C8 07 100 1 C 20 M/7 100

PSY1019M-1 Neurodevelopmental Disorders C8 07 100 1 C 20 M/7 100

PSY1012M-1 Key transferable skills: Presentation

and scientific writing

C8 07 100 1 C 20 M/7 100

PSY1013M-1 Research Project C8 07 100 1 C 60 M/7 100

Placement C8 07 100 1 O 0 M/7

Effective from 10

Prog Year / Month / Year

Contact in School: Ellen Seiss Date approved 11:

June 2015

Programme Specification

version no.3 12:

Placement 13:

Normally at least 12 days supervised work experience over a three month period Yr. 1 Sept 2014

Yr. 2 Name of Professional, Statutory or Regulatory Body (if appropriate) 14

:

Diploma Supplement Statement regarding PRSB accreditation 15: Yr. 3

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22 MSc Foundations of Clinical Psychology

Originating Institution(s): School: Faculty of Science & Technology Partner institution:

Place(s) of Delivery: Talbot campus

Framework Title (in full): Psychology

Programme Award and Title: MSc Foundations of Clinical Psychology Interim Award and Titles & required credits:

PG Dip Foundations of Clinical Psychology (120 level M credits)

Mode(s) of study 1: Full-time

Expected Length of study 2

:10 months

BU Credit Structure & ECTS 3 : 180 Level M credits (90 ECTS) Programme HESA JACS code:C800

Unit identification

Cost Centre(s) 4 Unit Details Assessment Regs 7:

JACS Subject Code CC 1 % HESA JACS Subject Code CC 2 % Prog year 5 FT Prog year 5 PT Core / option No of credits 6 Level (C/4,I/5 ,H/6, PgC, PgD, M/7) Assessment 8 Element Weightings 9 Exam 1 C/Work 1 C/Work 2 PSY1002M-2 Dissertation C8 07 100 1 C 60 M/7 100

PSY1015M-1 Roots and Range of Psychological

Disorders

C8 07 100 1 C 40 M/7 60 40

PSY1005M-2 Psychological Therapy C8 07 100 1 C 40 M/7 60 40

PSY1020M-1 Advanced Statistics C8 07 100 1 C 20 M/7 ₁₀₀

Effective from 10

Contact in School: Dr S Thompson 61558 Date approved 11:

June 2015

Programme Specification

version no. 312:

Placement 13: n/a

Yr. 1 Sept 2014

Yr. 2 Name of Professional, Statutory or Regulatory Body (if appropriate) 14: n/a Diploma Supplement Statement regarding PRSB accreditation 15: n/a

Yr. 3 Yr.4

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23 MSc Forensic and Neuropsychological Perspectives in Face-Processing Originating Institution(s): Bournemouth University School: Faculty of Science & Technology Partner institution: Place(s) of Delivery: Talbot campus

Framework Title (in full): Masters Psychology

Programme Award and Title: MSc Forensic and Neuropsychological Perspectives in

Face-Processing

Interim Award and Titles & required credits: PG Cert Psychology (60 Level M/7 credits)

PG Dip Forensic and Neuropsychological Perspectives in Face-Processing (120 level M/7 credits)

Mode(s) of study 1:

Full-time

Expected Length of study 2:1

year

BU Credit Structure & ECTS 3:

180 Level M/7 credits (90 ECTS) Programme HESA

JACS code: C800

Unit identification Cost Centre(s) 4 Unit Details Assessment Regs 7:

JACS Subject Code CC 1 % HESA JACS Subject Code CC2 % Prog year 5 FT Prog year 5 PT Core / option No of credit s 6 Level (C,I,H, PgC, PgD, M/7) Assessment 8 Element Weightings 9 Exam 1 C/Work 1 C/Wk 2

PSY Forensic Perspectives in

Face-Processing

C800 07 100 1 C 20 M/7 100

PSY Neuropsychological Perspectives in

Face-Processing

C800 07 100 1 C 20 M/7 100

PSY1020M-1 Advanced Statistics C800 07 100 1 C 20 M/7 100

PSY Experimental Issues in

Face-Processing Research

C800 07 100 1 C 20 M/7 100

PSY1012M-1 Key transferable skills: Presentation

and scientific writing

C800 07 100 1 C 20 M/7 100

PSY1013M-1 Research Project C800 07 100 1 C 60 M/7 100

Effective from 10

Contact in School: S Bate (61918) Date approved 11:

June 2015 Programme Specification version no. 312: Placement 13: N/A Yr. 1 Sept 2015

Yr. 2 Name of Professional, Statutory or Regulatory Body (if appropriate) 14

: N/A

Diploma Supplement Statement regarding PRSB accreditation 15: N/A Yr. 3

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24

APPENDICES

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25 APPENDIX A: Relationship between units and intended learning outcomes A1: MSc Clinical and Developmental Neuropsychology

Level Unit Title A

1 A 2 A 3 B 1 B 2 B 3 B 4 C 1 C 2 C 3 D 1 D 2 D 3 D 4 D 5 D 6 D 7

M Ageing & Neurodegenerative Disorders X X X X X X X X X X X X X X

M Neurodevelopmental Disorders X X X X X X X X X X X X X X

M Advanced Research Methods X X X X X X X X X X X X X

M Advanced Statistics X X X X X X X X

M Key Transferable Skills X X X X X X X X X X X X X

M Clinical & Cognitive Neuropsychology X X X X X X X X X X X X X X

M Research Project X X X X X X X X X X X X X X X X X

A Subject Knowledge and Understanding

A1. Advanced knowledge of theories in cognitive neuropsychology and the inherent variability and diversity of the approaches in clinical and developmental neuropsychology across the lifespan.

A2. Advanced knowledge of specialised areas in clinical and developmental neuropsychology and their applications.

A3. A comprehensive understanding of research approaches and methods in clinical and developmental neuropsychology.

B Intellectual skills

B1. A systematic understanding of knowledge needed for academic study at Masters level.

B2. The ability to evaluate critically current literature and advanced scholarship in the discipline.

C Subject-specific skills

C1 A comprehensive and advanced understanding of clinical and developmental neuropsychology and the capacity to synthesise this information in new and original ways.

C2 The ability to plan, initiate, design, conduct and report an original experiment under appropriate supervision.

D Transferable skills

D1. Critical and independent evaluation of academic and interpersonal performance.

D2. Analytical thinking and problem-solving skills suitable for a variety of scenarios.

D5. The ability to collect, select, and analyse a range of experimental and fieldwork data.

D6. The ability to distil, synthesise and critically analyse a variety of approaches to problems.

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26 A2: MSc Foundations of Clinical Psychology

1 A 2 A 3 B 1 B 2 B 3 C 1 C 2 C 3 D 1 D 2 D 3 M Roots and Range of Psychological Disorders X X X X X X X X X X X X

M Psychological Therapy X X X X X X X X X X X X

M Advanced Research Methods X X X X X X X X X X

M Advanced Statistics X X X X X X X X X X

M Dissertation X X X X X X X X X X X X

A Subject Knowledge & Understanding:

A1. A thorough a thorough knowledge of the inherent variability and diversity of psychology A2. In-depth knowledge of specialised areas and applications

A3. In-depth knowledge of research

B Intellectual Skills:

B1. Apply the skills needed for academic study and enquiry B2. Critically analyse the literature from a variety of sources

B3. Synthesise information from a number of sources in order to gain a coherent understanding of theory and practice C Subject-specific / Practical Skills:

C1. Demonstrate their understanding of ethical principles

C2. Initiate, design, conduct and report under appropriate supervision

C3. Demonstrate competence in choosing and applying a range of methods under examination D Transferable Skills

D1. Examine and apply analytical thinking and problem-solving skills in a variety of theoretical and practical situations D2. Develop interpersonal and empathic skills arising from a good understanding of capacities and limitations of people

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A3: MSc Forensic and Neuropsychological Perspectives in Face-Processing

1 A 2 A 3 B 1 B 2 B 3 B 4 C 1 C 2 C 3 D 1 D 2 D 3 D 4 D 5 D 6 D 7

M Forensic Perspectives in Face-Processing X X X X X X X X X X X X X X

M Neuropsychological Perspectives in Face-Processing X X X X X X X X X X X X X X

M Advanced Research Methods X X X X X X X X X X X X X

M Advanced Statistics X X X X X X X X

M Key Transferable Skills X X X X X X X X X X X X X

M Experimental Issues in Face-Processing Research X X X X X X X X X X X X X X X X

M Research Project X X X X X X X X X X X X X X X X X

A Subject Knowledge and Understanding

A1. Advanced knowledge of theories of face-processing and their application to typical and atypical perceivers.

A2. Advanced knowledge of forensic and neuropsychological approaches to the study of face-processing.

A3. A comprehensive understanding of research approaches and methods in the field of face-processing.

B Intellectual skills

B1. A systematic understanding of knowledge needed for academic study at Masters level.

B2. The ability to evaluate critically current literature and advanced scholarship in the discipline.

C Subject-specific skills

C1. A comprehensive and advanced understanding of the face-processing literature and the capacity to synthesise this information in new and original ways.

D Transferable skills

D1. Critical and independent evaluation of academic and interpersonal performance.

D2. Analytical thinking and problem-solving skills suitable for a variety of scenarios.

D5. The ability to collect, select, and analyse a range of experimental and fieldwork data.

D6. The ability to distil, synthesise and critically analyse a variety of approaches to problems.

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APPENDIX B: Teaching Methods in each Unit

B1: MSc Clinical and Developmental Neuropsychology

Level Unit Title _Lec tu re s P rac tica l w o rks h o p s S emin ar d isc u ss ion s O ral p res ent atio n S elf -stu d y of lea rn ing m ateri al Case stu d y Ind ivi d u al tu to rial s

M Ageing & Neurodegenerative Disorders X X X

M Neurodevelopmental Disorders X X X X

M Advanced Research Methods X X X X

M Advanced Statistics X X

M Key Transferable Skills X X X X X

M Clinical & Cognitive Neuropsychology X X X X X X

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B2: MSc Foundations of Clinical Psychology Level Unit Title _Lec tu re s P rac tica l w o rks h o p s S emin ar d isc u ss ion s O ral p res ent atio n S elf -stu d y of lea rn ing m ateri al G ro u p ex e rci se Case stu d y Ind ivi d u al tu to rial s M Dissertation X X X X X M

Roots and Range of Psychological

Disorders X X X X X X X

M Psychological Therapy X X X X X X X

M Advanced Research Methods X X X X X X

M Advanced Statistics X X X X X X

B3: MSc Forensic and Neuropsychological Perspectives in Face-Processing

Level Unit Title _Lec tu re s P rac tica l w o rks h o p s S emin ar d isc u ss ion s O ral p res ent atio n S elf -stu d y of lea rn ing m ateri al Case stu d y Rese ar ch se min a rs Ind ivi d u al tu to rial s

M Forensic Perspectives in Face-Processing X X X

M Neuropsychological Perspectives in Face-Processing X X X X

M Advanced Research Methods X X X X

M Advanced Statistics X X

M Key Transferable Skills X X X X X

M Experimental Issues in Face-Processing Research X X X X X x

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APPENDIX C: Relationship between Assessment Methods and Units C1: MSc Clinical and Developmental Neuropsychology

Level Unit Title Pres

ent atio n Ref er ral lett er In -Clas s Test E ss ay G rant /Res ea rch p ro p o sa l Diss er tatio n

M Ageing & Neurodegenerative Disorders X

M Neurodevelopmental Disorders X

M Advanced Research Methods X

M Advanced Statistics X

M Key Transferable Skills X X

M Clinical & Cognitive Neuropsychology X X

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C2: MSc Foundations of Clinical Psychology

Level Unit Title E

x amin atio n P res ent atio n Ro le P la y In -Clas s Test Diss er tatio n M Dissertation X

M Roots and Range of Psychological Disorders X X

M Psychological Therapy X X X

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C3: MSc Forensic and Neuropsychological Perspectives in Face-Processing

Level Unit Title P

res ent atio n Ref er ral lett er In -Clas s Test E s sa y G rant /Res ea rch p ro p o sa l Diss er tatio n S em inar d iar ies

M Forensic Perspectives in Face-Processing X

M Neuropsychological Perspectives in Face-Processing X X

M Advanced Statistics X

M Key Transferable Skills X X

M Experimental Issues in Face-Processing Research X X

Framework Specification





Faculty of Science and Technology