Psychological Wellbeing Training Pathway · 2020-04-06 · Psychological Wellbeing Training Pathway...

Faculty of Health, Psychology & Social Care

Psychological Wellbeing Training Pathway

Programme Specification

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

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

1 Date of initial Approval or last review: 8th March 2016

2 Effective date of Approved/Reviewed Programme Specification: September 2016

3 This Version effective from: September 2016

4 Version number: 2016 / version 1

Modifications to Programme Specification

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

Cross Referencing of Programme Specifications

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

Award Programme Specification

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

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 33 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Psychological Wellbeing Training Pathway

2 Brief Summary

This taught Masters/Level 7 Pathway is for future professionals and current practitioners who wish to advance their theoretical knowledge and skills base.

The Pathway consists of five possible final awards:

1. Masters of Science in Psychological Wellbeing in Clinical Practice 2. Postgraduate Diploma in Psychological Therapies 3. Masters of Science in Clinical Skills in Integrative Psychotherapy 4. Postgraduate Diploma in Integrative Therapies 5. Postgraduate Certificate Skills in Psychological Therapies

Masters of Science in Psychological Wellbeing in Clinical Practice and the Postgraduate Diploma in Psychological Therapies These programmes focus on connecting theory with practice and aim to recruit people with current experience in health and/or social care roles. The Clinical Skills and Mental Health in Practice units that separate these courses from the alternative taught Masters route in Clinical Skills in Integrative Psychotherapy help the students develop their clinical skills in assessment, formulation and intervention planning; as well as their awareness of themselves as practitioners through their experiential learning groups. Students will complete a service-based dissertation that, with a variety of organisations will reflect the diverse nature of their working environments. This might include dissertations around a particular psychological intervention for clients or members of staff, service audit, evaluation projects or more explorative projects around how a psychological service caters for their clients.

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Masters of Science in Clinical Skills in Integrative Psychotherapy and the Postgraduate Diploma in Integrative Therapies These programmes are rooted in enhancing the students’ knowledge and critical appraisal of the theoretical frameworks and underpinnings of psychological therapies. Through discussion, critical appraisal and comparisons, the students will further their awareness of the nature of a range of therapeutic modalities, which will facilitate an integrative and person-centred perspective. Accordingly, the student dissertations will centre on the experience of therapeutic interventions and processes within a range of therapeutic services. This may include group reflections with a therapeutic community, focus groups with clients and staff teams to explore therapeutic processes or individual qualitative interviews with clients to explore their experiences of one to one counselling or psychological therapy. Postgraduate Certificate Skills in Psychological Therapies This programme acts as a foundation of theoretical knowledge with practical skills around active listening, developing therapeutic relationships, awareness and familiarity with key therapeutic models, ethical practice and developing awareness around the students’ own personal therapeutic preferences and values.

The Pathway may be of particular interest to future practitioners progressing to careers in specialist mental health nursing, specialist social work, counselling psychology, health psychology, clinical psychology and psychological research. In addition, clinical leads in mental health teams, psychological wellbeing practitioners and other allied health care professionals may find the units on the taught Masters courses beneficial for their continued professional development and refining clinical skills. The Pathway is a taught postgraduate programme and is not a certificate to practice.

3 Awarding institution

Awarding Institution - Manchester Metropolitan University Continued Professional Development (CPD) approval from the British Psychological Society (BPS)1

4 Home Faculty

Faculty of Health, Psychology & Social Care

5 Home Department/ School/ Institute

Department of Psychology

6 UCAS/GTTR code(s) N/A

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Masters (Level 7)

8 Alignment with University Curriculum Framework

Postgraduate

1 Subject to BPS approval following University validation

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx

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University Curriculum Frameworks

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

Uniwide is not available for postgraduate programmes

10 Compliance with University Assessment Regulations University Assessment Regulations

Taught Postgraduate Framework

11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

N/A

12

Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s) a) MSc Psychological Wellbeing in Clinical Practice (180 credits)

b) MSc Clinical Skills in Integrative Psychotherapy (180 credits)

c) Postgraduate Diploma Psychological Therapies (120 credits)

d) Postgraduate Diploma in Integrative Therapies (120 credits)

e) Postgraduate Certificate Skills in Psychological Therapies (60 credits)

14 Combined Honours There is no Combined Honours provision within this programme specification

14a (i) Combined Honours Awards

available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

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

through Combined Honours (ie Named Awards)

(iii) Approved Subject

Combinations administered by this Programme Specification (i.e. “home” combinations)

N/A

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php


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14b Approved Subject Combination administered by other Programme Specifications

Approved Combination

Home Programme Specification & Home Dept.

N/A N/A

15 Interim exit awards and Subject title(s)

a) Postgraduate Diploma in Psychological Therapies (120 credits)

b) Postgraduate Diploma in Integrative Therapies (120 credits)

c) Postgraduate Certificate Skills in Psychological Therapies (60 credits)

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/A

N/A

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A N/A

Professional, Statutory and Regulatory Bodies

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

N/A

19 Date, outcome & period of approval of last PSRB approval/accreditation

N/A

Approval Status

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

(i) Date of Latest review/approval 8 March 2016

(ii) Length & Dates of Period of approval given In (i) above: Years: 6 years From: 1 September 2016 To: 31 August 2022

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

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N/A

21 Next Scheduled Review Date:

2021/22

22 Programme Specification effective date:

September 2016

SECTION B - OUTCOMES

23 MMU Post-Graduate Outcomes

On successful completion of their course of study on the Pathway MMU graduates will be able to:

GO1: Critically reflect on their own personal conduct in the context of the theoretical basis for promoting psychological wellbeing.

GO2: Critically review examples from professional practice, using contemporary case studies in health and social care practice.

GO3: Select and apply appropriate skills, techniques and approaches in their own professional practice and research.

GO4: Articulate a personal epistemological stance, founded in theory and an awareness of real world practice issues, to create and interpret knowledge in the field.

GO5: Establish awareness and perspective upon conceptual issues, which will facilitate their continued learning with regard to their critical evaluation and appraisal of theoretical and practical issues.

GO6: Manage complex issues, both systematically and creatively, to develop an ability to make sound hypotheses and judgements in relation to therapeutic processes, which can be effectively communicated to clients and colleagues.

GO7: Form proficiency in self-management and reflection, employing creativity and knowledge of theory-practice links to undertake autonomous and collegial working; taking a solution-focused approach to arising problems, and planning and implementing therapeutic services and interventions.

24 Programme Rationale

The innovative approach of the Psychological Wellbeing Training Pathway aims to bring together psychological theory with evidence-based practice for students and practitioners who wish to further their careers in mental health services.

The taught programmes of study and additional CPD events within the Pathway are designed for people with a background knowledge of psychological theories.

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The varied content of the programmes facilitates students developing specialisms in research, practice, management and consultation.

The Pathway also provides excellent CPD for those already working in practice who wish to enhance their skills and knowledge and abilities for taking on leadership roles within their organisation(s).

Students on the taught MSc programmes will complete a research dissertation based in service evaluation and development. This will allow students to gain experience of evaluating the work of other practitioners in the field, after they have considered their own practice within the taught units. This dual perspective on service delivery and development makes the Pathway distinctive for students wishing to pursue doctoral training and eventually gain supervisory and/or senior positions.

The Pathway is a unique programme, which differs from the counselling orientated courses at the Universities of Salford and Chester. The Pathway offers an applied and clinically informed route that brings together teaching, skills practice, reflective practice and research around clinical practice. Therefore, the students would complete their studies having developed their personal awareness and reflection skills, their clinical practice, experience of supervision and critical research skills.

25 QAA Benchmark Statement(s)

There are currently no subject specific external benchmarks for postgraduate studies in mental health, outside of professional training programmes such as the BPS doctoral programmes or legally-defined practitioner short-courses (e.g. Psychological Wellbeing Practitioner training, Approved Mental Health Professional training).

The postgraduate taught programmes of the Pathway draw upon the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) and the benchmark standards for Masters Degrees relating to Counselling and Psychotherapy.

The requirements of the CPD approval of the British Psychological Society have influenced the overall design and content of the Pathway.

The dissertation unit was developed with the Research Excellence Framework 2014 in mind, informing psychological health practice through service based audit and evaluation.

The Pathway content adheres to the QAA Master’s Degree Characteristics (2010).

26 Programme Specific Outcomes

On successful completion of the MSc Psychological Wellbeing in Clinical Practice, students will be able to:

PLO1: Develop therapeutic relationships in order to practice a range of therapeutic skills within legal, ethical and other professional frameworks.

PLO2: Articulate understanding of compassionate practice and the impact of disadvantage and discrimination.

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PLO3: Employ a variety of decision making and judgement practices based on an awareness of values, cognitive and affective processes and ethical frameworks.

PLO4: Be personally and professionally aware, resilient and informed of important approaches, policies and practices.

PLO5: Work and learn within multidisciplinary and inter-professional contexts.

PLO6: Advance clinical skills in assessment, formulation, intervention planning, evaluation, reformulation and reflection.

PLO7: Successfully utilise and provide peer supervision around professional practice and self-care.

PLO8: Critically reflect and appraise a range of practice standards and approaches.

PLO9: Use knowledge and skills to develop positive collegial alliances.

PLO10: Critically discuss theoretical frameworks underlying key therapeutic approaches and critically appraise theoretical and empirical research effectively in oral and written form.

PLO11: Critically consider how to employ a range of evidence-based therapeutic techniques in a variety of situations.

PLO12: Undertake independent clinical audit and evaluation research using a variety of methodologies, designed to enhance service development and practice review.

On successful completion of MSc Clinical Skills in Integrative Psychotherapy, students will be able to:






PLO6: Develop further understanding of relational and process issues within therapeutic contexts.

PLO7: Critically reflect on a range of practice standards and approaches.

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PLO8: Critically discuss and interpret theoretical frameworks underlying key therapeutic approaches.

PLO9: Critically consider the strengths and weaknesses of evidence-based therapeutic techniques in a variety of situations.

PLO10: Develop awareness and critical appraisal skills around group dynamics and systemic approaches.

PLO11: Manage complex issues both systematically and creatively.

PLO12: Undertake independent clinical audit and evaluation research using a variety of methodologies, designed to enhance service development and practice review.

On successful completion of the Postgraduate Diploma in Psychological Therapies, students will be able to:











On successful completion of the Postgraduate Diploma in Integrative Therapies, students will be able to:

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On successful completion of the Postgraduate Certificate Skills in Psychological Therapies, students will be able to:






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(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes

N/A

27 Interim Award Learning Outcomes

On successful completion of the Postgraduate Diploma in Psychological Therapies, students will be able to:











On successful completion of the Postgraduate Diploma in Integrative Therapies, students will be able to:

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On successful completion of the Postgraduate Certificate Skills in Psychological Therapies, students will be able to:






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SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc.), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

Level 7

MSc Psychological Wellbeing in Clinical Practice

Core Units

Code Occ Status Unit Title No of credits

2CP3D235 9 N/A CORE THERAPEUTIC SKILLS 20

2CP3D236 9 N/A BRIEF INTERVENTIONS 20

2CP3D237 9 N/A PROFESSIONAL PRACTICE VALUES 20

2CP3D238 9 N/A CLINICAL SKILLS 20

2CP3D239 9 N/A PSYCHOLOGICAL WELLBEING IN PRACTICE 20

2CP3D240 9 N/A RESEARCH PRINCIPLES & METHODS 20

2CP3D241 9 N/A SERVICE EVALUATION AND DEVELOPMENT RESEARCH DISSERTATION

60

On successful completion of the following Level 7 credits: 60 credits: interim exit award - PGCertificate Skills in Psychological Therapies 120 credits: interim exit award – PGDiploma in Psychological Therapies 180 credits: Final exit award - MSc Psychological Wellbeing in Clinical Practice MSc Clinical Skills in Integrative Psychotherapy

Core Units





2CP3D242 9 N/A THERAPEUTIC RELATIONSHIPS AND PROCESSES

20

2CP3D243 9 N/A PERSONAL DEVELOPMENT AND REFLECTION 20


2CP3D241 9 N/A SERVICE EVALUATION AND DEVELOPMENT RESEARCH DISSERTATION

60

On successful completion of the following Level 7 credits: 60 credits: interim exit award - PGCertificate Skills in Psychological Therapies

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120 credits: interim exit award – PGDiploma in Integrative Therapies 180 credits: Final exit award - MSc Clinical Skills in Integrative Psychotherapy Postgraduate Diploma in Psychological Therapies

Core Units





2CP3D238 9 N/A CLINICAL SKILLS 20

2CP3D239 9 N/A PSYCHOLOGICAL WELLBEING IN PRACTICE

20


On successful completion of the following Level 7 credits: 60 credits: interim exit award - PGCertificate Skills in Psychological Therapies 120 credits: Final exit award – PGDiploma in Psychological Therapies Postgraduate Diploma in Integrative Therapies

Core Units





2CP3D242 9 N/A THERAPEUTIC RELATIONSHIPS AND PROCESSES

20

2CP3D243 9 N/A PERSONAL DEVELOPMENT AND REFLECTION

20


On successful completion of the following Level 7 credits: 60 credits: interim exit award - PGCertificate Skills in Psychological Therapies 120 credits: Final exit award – PGDiploma in Integrative Therapies Postgraduate Certificate Skills in Psychological Therapies

Core Units


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On successful completion of the following Level 7 credits: 60 credits: Final exit award - PGCertificate Skills in Psychological Therapies

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The Department of Psychology delivers research of international repute, which transcends to research-led, skills-based teaching. We are committed to ensuring that all students graduate with the range of abilities and skills that employers are looking for. It is for this reason that information has been sought from newly qualified Clinical Psychologists, who have provided feedback around the areas of personal and professional development that they would have found helpful prior to doctoral study. The team involved in developing this Pathway have consulted at length with representatives from the Psychological Professions Network. Data collected by the Network over the last twelve months in relation to the identified training needs of psychologists and allied health professionals working in a psychologically informed manner has informed curriculum development on the Pathway. Additionally, the criteria and competence frameworks for practitioner psychologists with the British Psychological Society have been used as a developmental framework for curriculum content, ensuring graduates are developing appropriate skills to enable progress with further study and/or professional practice routes. Finally, students of the Pathway will also be able to engage with the established Personal Development Planning (PDP) programme that runs within the Department of Psychology. The majority of the teaching team are core members of the university’s academic staff and work as practitioner psychologists across a range of services, which means students will benefit from current research and practice informed teaching. Furthermore, students will become part of our professional knowledge exchange community through presentations of their work to practitioners associated with the Pathway through their CPD activities. Students graduating from the taught Pathway will have developed a unique combination of skills, experiences and perspectives that could facilitate the transition and progression to doctoral study or leadership positions within health and social care organisations. As a result, of the variety of teaching and learning methods, this course will equip students with contemporary and forward thinking knowledge of relevant theoretical and practical issues in health and social care services. The theory-practice links will be appropriate to both the NHS and private sectors, therefore encouraging a wider perspective on healthcare and the critical appraisal of mental health provisions. The Pathway serves as an excellent CPD option as well as preparing students for a range of future career options. Due to our focus upon practitioner wellbeing, this taught course prepares students

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to become self-aware and resilient practitioners, who can recognise and meet their own needs as well as supporting colleagues and clients of services. As a newly established Pathway, there is no alumni data or national survey information available.

30 Curriculum Design

The overall strategy for teaching, learning and assessment within the Pathway ensures that the students are educated in ways that assure academic standards and promote life-long learning, whilst at the same time addressing their learning needs, personal development, reflection and professional practice. The strategy is one that integrates theory and practice within the context of the students’ development and practice frameworks. The Pathway incorporates formative assessment and active and collaborative learning in order to enable students to reach their full potential.

The curriculums of the MSc routes are underpinned by:

The principles of social inclusion and reflective practice, which are interlaced throughout unit content.

The BPS ethical guidelines prescribe student and professional perimeters governing ethical practice, inclusion and equal opportunities. These are particularly embedded within unit teaching and delivery early on, and practiced via formative and summative assessments.

Issues of inclusivity, ethical awareness and equal opportunity (from both a policy and implementation perspective) are at the forefront of the programme agenda.

The curriculum is supported by E-Learning and Moodle. Moodle enables students to access lecture hand-outs, timetables, podcasts, online educational talks and presentations, practice assessments, and hosts discussion forums, which augment student and staff communication. Moodle ensures that all students have access to common resources and supports those studying off campus.

In line with the University’s employability agenda, unit outcomes are closely linked to employability outcomes. Units have a strong applied emphasis, which complements Personal and Professional Development (PPD) activities and focuses student attention on employability. Students are encouraged to engage with real world organisations as an integral aspect of the Pathway dissertations/service evaluation element.

31 Learning and Teaching

The teaching team for this Pathway consists of highly professional staff with a wealth of qualifications and experiences. Our approach ensures an inclusive perspective to knowledge, teaching innovation and critical consideration of traditional and contemporary approaches to service provision. The taught Pathway offers a flexible approach to study, with a range of modules and units to cater for people studying at all stages of their career. A variety of teaching/learning delivery methods will be used within the Pathway. This will include:

Lectures, seminars and workshops

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Problem-based learning exercises

Skills practice and consolidation

Experiential learning groups based in a chosen therapeutic modality

Self-paced online training

Peer learning through student presentations

Supervised and supported research activity

The combination of formal teaching, peer supervision, experiential learning groups, written coursework, presentations, role-play and their own work experience enables students on the Pathway to learn through a range of mediums that encourage collegial and autonomous learning and reflection. Finally, a central ethos of person-centred care runs throughout the Pathway, which ensures consistency and provides a framework for skills development and therapeutic integration. Learning technology underpins the teaching, learning and assessment of the Pathway. Technology enabled learning materials are embedded throughout the curriculum and allow flexibility in the delivery of the Pathway thereby supporting the needs of the diverse student population.

Students will be allocated a personal academic tutor/supervisor who will support academic and professional development as well as ensuring individual learning needs are met.

Importantly, a number of Experts by Experience, who are past or present clients of mental health services, will support course staff and students in several of the course activities (e.g. providing feedback on presentations and practice discussions). This process will further enhance the insight and perspective students can develop through the course.

32 Assessment

The assessment strategies have been developed with reference to:

• The MMU Strategy for Learning, Teaching and Assessment. • The Framework for Higher Education Qualifications in England, Wales and Northern Ireland

(QAAHE, 2008). • The QAA Quality Code for Higher Education. • The QAA Subject Benchmark Statement for Counselling and Psychotherapy (2013). • The University Assessment Framework. • Research Excellence Framework (2014). • BPS Competence and Experience Framework (2014). • The MMU Strategy for Learning, Teaching and Assessment.

Continuous assessment will be delivered throughout the Pathway and this is implemented in the form of essays, presentations, poster conferences, report writing, small group tasks, exams and a service development dissertation.

The assessments reflect the ULOs of the units and overarching postgraduate learning outcomes, with a diversity of methods to provide all students with the opportunity to succeed. The range of

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assessment methods are in keeping with contemporary academic standards and will help the students develop the skills they require to meet the specific outcomes of their Masters programme. Throughout the taught Pathway, students will build upon previous learning experiences and use their course assignments to further enhance their skills and knowledge relevant to their chosen Masters programme. Each assignment has been designed to support the learning outcomes of the specific unit, whilst cumulatively capturing all of the essential skills the Pathway as a whole endeavour to instil. Finally, all assessment strategies are explicitly linked to professional practices.

Detailed mapping of QAA FHEQ Level 7 descriptors can be found in Section F part 2, along with Manchester Metropolitan University graduate and programme outcomes, mapped against unit assessments. Formative Assessment: Formative assessment is an essential feature of study in higher education and students on the Pathway will engage in and receive formative assessment throughout the curriculum. Innovation in terms of reflective practice, peer to peer formative assessment and active engagement in formative feedback practice is a central feature of the Training Pathway. Summative Assessment: This is linked specifically to the learning outcomes of the Pathway (see unit specifications) and the students’ achievement and progression. A range of methods are employed for the summative assessments including:

• Written assignments. • Poster presentations. • Oral presentations. • Clinical skills work in pairs and small groups. • Small group work around problem based learning and skills consolidation. • Student-led seminars. • One critical essay exam and one multiple choice question exam. • Service development and evaluation based dissertation.

The design and combination of the summative assessed work should lead to an environment in which students can learn from each other as well as developing their skills in writing, oral presentation, developing posters for conferences, critical appraisal and evaluation skills as well as practical therapeutic skills.

Dissertation: Research Proposal Poster (10%) Service Evaluation Dissertation (90%) All MSc students will submit a dissertation at the end of their programme of study, written to the author guidelines of an appropriate journal of their choice. The dissertation would be based on a service evaluation of an identified service provision, which would facilitate knowledge around service development. It will present the theoretical basis, undertakings and findings of the evaluation (6000 words). There will also be a shorter article of findings/recommendations (2000

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words) that will develop the clinical implications and findings further to help services develop, which would also be submitted as a part of the dissertation.

The dissertations from the students from the two programmes are distinct, although there may be some overlap:

1. Masters in Psychological Wellbeing in Clinical Practice - students will do a service. evaluation dissertation within any mental health setting.

2. Masters in Integrative Psychotherapy in Clinical Practice - students will focus on a therapeutic service or experience.

Providing Student Feedback and Evaluation on Assessment

Work will be assessed and feedback provided in accordance with University Procedures and guidance provided by CELT.

Assessment Quality Procedures

Strong internal procedures exist for markers and for internal moderators of academic assessment within the University policies and procedures.

MMU’s assessment regulations for Taught Postgraduate Programmes of Study operated within the Flexible Curriculum Framework.

New members of staff will be supported through mentorship, staff development training, shadow marking and co-marking to ensure consistency and standard setting.

The Pathway Masters courses will have academic and practitioner External Examiners.

33 Inclusive Practice

The recruitment and admissions process for the Pathway will ensure that applicants are provided with extensive information that enables informed decision-making. Entry requirements and Pathway information aim to be inclusive but also focus on pre-requisite skills and knowledge that will enable students to be successful on this postgraduate level Training Pathway. There will be an integrated system for the support of student learning on the Pathway. This is outlined as follows:

Pre-course information and reading lists, are given to students identifying an indication of the level of study required on the programme. Web based information will support this process using Moodle.

A thorough induction process acquaints new students with the facilities provided within the University such as Library Services, Information Systems and the Disability Service. It also enables the development of individualised learning styles to be undertaken and introduction of the Personal Development Planning [PDP] process and PDR focus within the course.

Induction will provide both guidance on assessment criteria and regulations, together with the formal provision of the Student Handbook and Assessment Schedules. Opportunities will be arranged for students to familiarise themselves with the ethos and structures of the

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programme.

Students will be allocated an individual tutor at induction and each student will have a specified number of opportunities for both individual and/or small group tutorials appropriate for the pathway and level of study.

Collaboration between personal tutor staff and the Disability Service will enable the programme to meet the learning requirements of all students. Where necessary, this will lead to the implementation of individual Student Learning Plans where students have specific learning requirements.

Personal tutors will be responsible for reviewing student progress and for implementing procedures that ensure appropriate contact and tutorial support for students identified as being at risk of failure. PDP will occur at defined review points throughout the programme of study for students.

The involvement of the Experts by Experience group and external speakers through the Clinical Skills Twilight Seminars within the Pathway provisions overall, highlight the need for the inclusion of a range of perspectives and consideration of a range of perceptions.

34 Technology Enhanced Learning

The Department of Psychology has highly developed technology enhanced learning, which is predominantly delivered via the MOODLE virtual learning platform. This supports flexible curriculum delivery that is particularly important at the postgraduate level. E-books, e-journals, podcasts, digitising of relevant curriculum content ensures that students experience flexible delivery of curriculum content. Discussion forums constituted within MOODLE aim to support the development of an academic community within programmes of study. However, use of technology-enhanced learning is further embedded with, for example the use of social media to facilitate induction (Facebook sites for all cohorts), Twitter used for engagement, communication and inclusion. With regard to supporting student retention and progression, the Department of Psychology is part of the University’s online attendance monitoring system having a comprehensive programme of structured student support that is linked to this technology-enhanced system. Assessed coursework is submitted online via Turnitin, which is used to support student awareness of good academic practice and enables all work to be marked electronically with a range summative and formal written and verbal student feedback provided. Staff also have use of Adobe Connect, which facilitates remote student support.

35 Placement and/or Work-based Learning Activities

Consideration of the workplace: In addition to teaching a range of therapeutic approaches and clinical skills, by the end of the course, MSc students will have a number of experiential learning opportunities to inform their clinical practice and development as independent practitioners in training. Employer/service provider engagement is a key aspect of the Pathway with the teaching team having considerable clinical and practice based networks across Greater Manchester and the North West. Students are encouraged to maintain employment or seek part-time employment

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throughout their studies, to facilitate the lived experience of theory-practice-reflection links. Where paid employment is not possible, part-time voluntary work would be a suitable substitute. The Department of Psychology sessions that are open to local practitioners such as CPD events, knowledge exchange and clinical practice seminars will facilitate useful links and connections for the students with employers, service providers and practitioners. Finally, the Experts by Experience group, who will meet with the Programme Leader every quarter, will be able to help students consider service delivery and therapeutic engagement from an additional perspective. Quality assurance: Pathway teaching staff will liaise with any service providers where students are undertaking their dissertation service evaluation and may make a visit to the service where the dissertation could take place to ensure that any potential challenges are considered (e.g. participant recruitment, ethical requirements, student safety). The wellbeing of the students and their voluntary or paid work within services would be discussed and supported through the facilitated peer support provided through the following units:

Masters in Psychological Wellbeing in Clinical Practice – Mental Health in Practice Unit.

Masters in Integrative Psychotherapy in Clinical Practice – Personal Development and Reflection.

36 Engagement with Employers

The design of the Pathway has developed via extensive employer, service provider and practitioner engagement. Also, In-depth discussions with the practitioner psychologists within the Department of Psychology at MMU, members of the Faculty who have supported NHS training and CPD at MMU ensure the salience of curriculum design and content. and Specific consultation has been undertaken with practitioners from NHS groups:

Cheshire and Wirral Partnership NHS Foundation Trust.

Lancashire Care Foundation Trust.

Greater Manchester West NHS Foundation Trust.

Additionally, the Psychological Professions Network (PPN) has undertaken a large audit of identified training needs across the Northwest region over the last eighteen months and have kindly shared their key findings with the Pathway Team to help develop our programmes. Through these consultations, the PPN has expressed they are keen to be involved with any innovative programmes, such as the Pathway, that feed into the NHS agendas around integrated training Pathways, which facilitate the development of “agile professionals” and a “transformational workforce”. The PPN has four key partnerships with other professional networks through which they could promote the Pathway, including allied health, health, primary health and pharmacy. Finally, the Experts by Experience group will provide students with a deeper understanding of how clients engage with services and health professionals, which will enhance students’ ability to develop a person-centred care approach.

37 Personal Development Planning

Personal development and reflection are important units in both programmes within the Pathway, which are essential to the overall learning outcomes of the overall programme.

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1. Masters in Psychological Wellbeing in Clinical Practice – Mental Health in Practice Unit. 2. Masters in Integrative Psychotherapy in Clinical Practice – Personal Development and

Reflection. The following aspects of the Pathway facilitate this process explicitly:

Specified units in the Pathway addressing practitioner reflection.

The summative assignments directly draw upon the students’ knowledge and skills, to enhance their awareness of their professional development and their confidence.

The dissertation aspect of the programme brings together theory and practice, to utilise all of the skills the students will have developed to that point.

The focus of the Personal Development Planning (PDP) is on the development of knowledge and practice, understanding and transferable skills to support lifelong learning. Personal Tutors will facilitate this process throughout the Pathway.

SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

Standard minimum points for University Admission at the time of admission and in addition:

- Applications will be carefully scrutinised in order to establish the relevance of the Pathway to their learning needs and the necessary commitment to learning.

- All applicants will need to demonstrate their ability to study at Level 7. Each applicant will be considered individually with no automatic right of entry.

- Applicants will usually be expected to have achieved a 2:1 honours degree in a relevant degree or equivalent for the Masters in Psychological Wellbeing in Clinical Practice, although other qualifications and exceptional circumstances around degree classifications will be considered. Applicants to this programme are also required to have relevant existing employment or access to work experience in an area related to mental health.

- Applicants will need to have achieved a 2:2 honours degree in a relevant degree or equivalent for the Masters in Integrative Therapies in Clinical Practice, although other qualifications and exceptional circumstances around degree classifications will be considered.

- Normally, two references will be required and normally one of these will be an academic reference.

- As students are responsible for organising and undertaking their work and/or voluntary work outside of the Pathway, the University will not be required to arrange DBS checks. The only exception to this may be for the purposes of the dissertation unit, which would be unlikely due to the students gaining suitable ethical approval from the relevant body, unless they were interviewing people from vulnerable groups.

The Admissions Process: All applications are assessed for academic requirements by the University wide Admissions Administration team. All applications meeting these requirements are forwarded to the

PARM1.4


Programme leader, who is an academic member of staff and will assess for preparedness to study at level 7. Accreditation of Prior Learning [APL]: All programmes adhere to MMU’s policy for APL. Appropriate guidance will be offered to the candidate in completing documentation to support such APL claims. It is the responsibility of the candidate to present the information in an appropriate format and with the relevant documentary evidence to support their application. The portfolio will be assessed by the Programme leader and the APL co-ordinator with a financial charge made for the assessment. Candidates will normally be informed in writing of the result of the assessment prior to their admission to the programme. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus.

39 Programme Specific Management Arrangements

Professional, Regulatory & Statutory Bodies The Pathway Lead will liaise with the BPS CPD office in order to develop the initial application. The coordinator for the BPS Learning Centre has already seen the course structure and has confirmed that the qualifications of the Pathway Lead are suitable. Approval permitting, the Pathway Lead will submit approval renewal annually on an ongoing basis, as the BPS Learning Centre have recommended. The programme complies with the ‘Management of Programme Delivery’ document on the CASQE website. Additional reviews of the BPS CPD accreditation will also be undertaken by key teaching staff, to consider what improvements and developments can be made to enhance career progression for the students. NB: see guidance on University’s Management of Programme Delivery.

40 Staff Responsibilities

Professional, Regulatory & Statutory Bodies The Pathway Leader will be responsible for liaising with the BPS. The programme complies with the ‘Management of Programme Delivery’ document on the CASQE website. Please refer to the individual CVs of the teaching team and team overview in the handbook for further details. NB: the University’s Management of programme Delivery is available from the CASQE website.

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook.

Programme Specific Support

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

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

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf


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

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Arrangements for part-time students will be the same as those for full-time students, as follows:

The Department of Psychology is compliant with the University’s Strategy for Learning, Teaching and Assessment. Students receive clear information and guidance: prior to entry, at induction and during on-going induction.

All Student Handbooks provide a section that outlines the strategy for academic and general support. Students are guided through each stage of the programme of study in an incremental and developmental manner; one that facilitates understanding and places the student experience at the centre of learning. On our MSc routes, we aim to have continuous input from professionals working in the areas that students are training/aspiring to join.

Each student will have a named personal tutor, who will provide support for the duration of the student’s course of study. Students will be advised about their personal tutor and the purpose of pastoral support during induction processes.

The personal tutor provides personal, pastoral support and where necessary, acts in an advocacy role; monitors the student’s development in relation to their specific studies and the acquisition of skills; offers academic support for course assignments; provides advice regarding referral to Student Support Services.

The units of the course that address PDP will also be supportive in nature.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE website.

Programme Specific Evaluation Student feedback on the Programme would be obtained from a number of direct and online channels.

Students and their representatives will be able to contact the programme leader and route leaders at the university or by email to highlight and discuss pertinent issues.

When issues are formally raised, they will be discussed at Programme Management Team and at the monthly Departmental meetings. Proposed resolution strategies are discussed and reported back to students via email, Moodle or meetings. This process affords rapid solution of issues outside of the formal Programme Committee structure. The Programme Team ethos is to be responsive to student comment and feedback.

More formally, the student voice is represented at Programme Committee, Staff/Student Liaison Meetings and the twice-yearly Internal Student Survey. Detailed analysis of this feedback aims to provide good guidance for unit leaders to consider and respond to student feedback. These ratings and the analysis are shared across the Programme Team. Records of student comments and feedback are formally recorded in Programme Committee Minutes, with more serious issues being tracked in the Continuous Improvement Plan and Unit Evaluations.

The Pathway team would endeavour to operate a day-to-day student-centred culture that encourages students to engage in free and constructive feedback.

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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_________________________________________________________________________________________________________________________________________________________________________________________ CASQE Page 24 of 33 Programme Specification

SECTION F – MAPPING FINAL AWARD LEARNING OUTCOMES – GLOs, PLOs and Assignments

Masters Programme 1 - Psychological Wellbeing in Clinical Practice – Assessment Map

Postgraduate Certificate Skills in Psychological Therapies

Postgraduate Diploma in Psychological Therapies MSc Psychological Wellbeing in Clinical Practice

LEVEL 7 Introduction to Therapeutic Skills, Brief Interventions and Professional Issues

Development of Critical Theoretical Knowledge and Professional Practice

Research in Academic Practice

Dissertation

Assessment 1) Practical group presentations

2) Critical review essay

1) Critical appraisal essay

2) Multiple choice question exam

Essay exam Problem Based Learning Skills Consolidation

An individual reflective report and presentation

Small group research presentation and protocol

Research Proposal Poster (10%) Service Evaluation Dissertation (90%)

GLO1

GLO2

GLO3

GLO4

GLO5

GLO6

GLO7

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

PLO10

PLO11

PLO12

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Masters Programme 2 - Clinical Skills in Integrative Psychotherapy – Assessment Map

Postgraduate Certificate Skills in Psychological Therapies

Postgraduate Diploma in Integrative Therapies MSc Clinical Skills in Integrative Psychotherapy

LEVEL 7 Introduction to Therapeutic Skills, Brief Interventions and Professional Issues

Development of Critical Theoretical Knowledge and Professional Practice

Research in Academic Practice

Dissertation

Assessment Practical group presentations Critical review essay

Critical appraisal essay Multiple choice question exam

Essay exam An independent critical report

An individual reflective report

Small group research presentation and protocol


GLO1

GLO2

GLO3

GLO4

GLO5

GLO6

GLO7

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

PLO10

PLO11

PLO12

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UNIT ASSESSMENT MAP (developed with QAA and BPS benchmarks as well as employability level 7 and REF 2014 standards)

Unit Title Unit Learning Outcomes Unit Assessment Strategies Unit Assessment(s)

CORE THERAPEUTIC SKILLS (Programmes 1 and 2)

1. Critically evaluate the theoretical underpinnings and basic principles of Person-Centred Therapy other major therapeutic approaches (e.g. Cognitive-Behavioural, Psychodynamic, and Compassion-Focused).

2. Discuss the role of the therapeutic alliance and appraise critically the differences in the therapist style and the therapist-client relationship across different therapeutic approaches.

3. Identify practical skills, professional standards and ethical issues associated with the therapy process.

4. Critically appraise issues that relate to diversity in the context of counselling and multicultural counselling.

Role-play

Facilitator demonstration

Video demonstration

Team based tasks

Home practice

Practical group presentations Critical review essay

BRIEF INTERVENTIONS (Programmes 1 and 2)

1. Critically appraise the core features and strategies of brief interventions.

2. Critically evaluate the existing evidence-base for the efficacy of each of the brief interventions.

3. Discuss advantages and limitations of each brief intervention. 4. Discuss features of the brief interventions with awareness and

sensitivity to the socio-cultural context where they are delivered.

Teaching and scaffolding

Role-play

Service based practice examples


Video demonstration

Team based tasks

Home practice

Critical appraisal essay Multiple choice question exam

PROFESSIONAL PRACTICE VALUES (Programmes 1 and 2)

1. Critically apply knowledge of the historical development of psychological therapies within their social and cultural contexts.

2. Critically appraise clinical situations in terms of inclusivity, accessibility, disadvantage and discrimination.

3. Make complex decisions and judgements based on an awareness of values, cognitive and affective processes, ethical and other guiding frameworks.

4. Reflexively evaluate personal and professional development with regards to key ethical and practice policies and guidelines.


Critical appraisal tasks

Group discussions and debates

PBL tasks around case vignettes

Reflections upon previous issues around good and bad practice (e.g. apprising processes with Winterbourne)

Essay exam

CLINICAL SKILLS (Programme 1)

1. Establish proficient interpersonal skills in developing positive therapeutic relationships and working alliances.


Role-play

Service based practice examples


Problem Based Learning Skills Consolidation Report

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2. Critically evaluate clinical skills in assessment, formulation, intervention planning, evaluation, reformulation and reflection.

3. Critical select theory-practice links to evaluate relevant therapeutic approaches and their implementation In specific contexts.

4. Become self-aware of strengths and limitations, reflective in practice and supportive towards the practical learning environment within the cohort.

5. Respectfully discuss and articulately evaluate the strengths and limitations of multidisciplinary and inter-professional working models and practice.

Video demonstration

Team based tasks

PBL and vignette tasks

Reflective exercises from video examples

PSYCHOLOGICAL WELLBEING IN PRACTICE (Programme 1)

1. Experientially learn and critically reflect upon the use of a specific therapeutic model.

2. Critically discuss and reflect upon the range of practical work experiences within the student group.

3. Engage sensitively and professionally with the staff member facilitating the small groups as well as other students.

4. Maintain professional confidences and behaviour within practice based discussion, whilst critically appraising the work of oneself and others.

5. Develop proficiency and confidence in supervision practices, both in terms of being a peer supervisor and utilising supervision effectively in relation to critical thinking and skills progression.

Reflections upon voluntary or paid work

Reflective discussion and individual formulation

Group work in taught sessions

Supportive group reflections

Reflection on group work

Work across cultural groups

Mentoring or supporting others

An individual reflective report and presentation

THERAPEUTIC RELATIONSHIPS AND PROCESSES (Programme 2)

1. Show knowledge of contrasting different models of psychotherapy through critical discussion of the processes of psychic change underpinning each model.

2. Draw on knowledge of the psychotherapy model and identify principles which underlie the intervention being applied, using this to inform the analysis of case study materials.

3. Show, through critical discussion of evidence based practice, how a good therapeutic alliance is created and fostered in each model of therapy under review.

4. Demonstrate an ability to draw on knowledge of the principles of the intervention model, which is flexible and responsive to individual client need, but which also ensures that all relevant

Observations of video therapy – discussion of processes with different models in mind

Reflections upon voluntary or paid work

Reflective discussion and individual formulation

Group work in taught sessions

Supportive group reflections

Reflection on group work

Work across cultural groups

Mentoring or supporting others

An independent critical report

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components are included, through critical evaluation of case formulation.

5. Demonstrate an ability to draw on knowledge of relevant codes of professional and ethical conduct and practice in order to apply the general principles embodied in these codes to each discussion or case study through reflective practice.

PERSONAL DEVELOPMENT AND REFLECTION (Programme 2)

1. Know, apply and critically evaluate psychological theories of personal development and reflective practice.

2. Be able to learn, work and develop in a range of groups and spaces, contributing to the development and maintenance of their safety and confidentiality.

3. Draw on knowledge and experiences of a range of evidence-based psychological therapies in order to evaluate their own personal development.

4. Effectively communicate personal and professional awareness of therapeutic issues relating to important policies and practices.

5. Manage complex issues both systematically and creatively.

Group reflections

Facilitator led individual reflection tasks

Tasks around developing awareness of skills and abilities

Tasks designed to enhance insight and reflective practice

Personal and professional discussions within a safe and confidential environment

Individual personal development and reflection essay and presentation

RESEARCH PRINCIPLES & METHODS (Programmes 1 and 2)

1. Critically analyse the characteristics of different methodological approaches and methods of research.

2. Articulate the philosophical bases of quantitative and qualitative research.

3. Critically evaluate the applicability of different research methods within their own clinical area.

4. Formulate a feasible small-scale study or systematic literature review relating to the students own clinical practice, which utilises a research methodology appropriate for the question.

5. Justify the selection of appropriate data analysis methods in order to fulfil the research aims.

Group work

Exhibition

Presentations

Independent and group exploration and critical appraisal

Small group research presentation and independent protocol

SERVICE EVALUATION AND DEVELOPMENT RESEARCH DISSERTATION (Programmes 1 and 2)

1. Evaluate critically literature and research methodologies. 2. Design, undertake and complete a piece of independent,

innovative, clinical audit and evaluation research using a variety of methodologies, designed to enhance service development and practice review.

3. Present research results concisely and be able to evaluate critically their own research findings.

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

Developing a working partnerships

Spending time on site with a team

Learning about an intervention

Utilising research skills

Using supervision in the field and for academic/support purposes


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5. Use knowledge and skills to promote psychological wellbeing with colleagues across a range of services.

Developing two mediums of presenting findings – a dissertation in the form of a journal paper and a shorter article of findings/recommendations.

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____________________________________________________________________________________________________________________________________ CASQE Page 30 of 33 Programme Specification

SECTION G – POINTS OF REFERENCE

Internal University Policy documents:

University Mission and Strategic Aims

Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website

Relevant University Assessment Regulations for Programmes of Study - Taught Postgraduate

University Curriculum Framework - Taught Postgraduate

MMU Strategy for Learning, Teaching and Assessment

Institutional Code of Practice for the Assessment of Students

University Standards Descriptors

University’s Equality and Diversity policy

University Academic Ethics Framework

Student Engagement Policy

Programme Handbooks

Management of Programme Delivery

Policy for Accreditation of Prior Learning

ICP for Placement and Work-based Learning

Recruitment and Admissions Policy Programme Specific Information:

Staff Research

Departmental Professional/Industrial Advisory Committees

Staff/Student Liaison Committees

External

QAA Subject Benchmark statement

QAA Framework for HE Qualifications

QAA Quality Code

http://www.mmu.ac.uk/about/corporate-strategy/

http://www.mmu.ac.uk/academic/casqe/event/

http://www.mmu.ac.uk/academic/casqe/event/


http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.celt.mmu.ac.uk/ltastrategy/index.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

http://www2.mmu.ac.uk/rke/ethics-forms/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/student_engagement_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/prog_handbooks.pdf


http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf

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

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

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

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

Date of FAQSC Approval (or PARM event)

Approval effective from:

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

Psychological Wellbeing Training Pathway · 2020-04-06 · Psychological Wellbeing Training Pathway...

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