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MSc Applied Clinical Health Psychology

Student Programme Handbook 2011/2012

School of Health and Social Sciences

Programme Leader: Nicky Payne

Student Name:

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CONTENTSUniversity and Programme Academic Calendar...............................................................................1

WELCOME TO THE SCHOOL.......................................................................................................3Welcome from the Dean...................................................................................................................3

WELCOME TO YOUR PROGRAMME...........................................................................................4Programme Leader’s Welcome........................................................................................................4Purpose and status of your student handbook.................................................................................5Programme staff list and contact details...........................................................................................6Module information...........................................................................................................................7Programme Structure Diagram.........................................................................................................8Timetable..........................................................................................................................................9Attendance requirements..................................................................................................................9Assessment schedule.....................................................................................................................10Assessment Officer support............................................................................................................11Placements.....................................................................................................................................11Careers Service..............................................................................................................................12

LEARNING, TEACHING AND ASSESSMENT............................................................................13Preparing and submitting psychology coursework ........................................................................15Learner Development Unit..............................................................................................................18Learning Resources........................................................................................................................19Assessment Feedback...................................................................................................................21Personal Development Planning....................................................................................................22Progressing on your programme....................................................................................................22

COMMUNICATION......................................................................................................................26Accessing your own records including your timetable and letter requests.....................................2624-7.................................................................................................................................................27Middlesex e-mail – your account for life.........................................................................................27What is OASISplus?.......................................................................................................................28OASISplus (how it is used in relation to the programme)...............................................................28

SUPPORT.................................................................................................................................... 29Academic Support..........................................................................................................................29Counselling.....................................................................................................................................30International Student Support.........................................................................................................31Disability Support Service...............................................................................................................31Health, Safety and Welfare.............................................................................................................31Middlesex University Students’ Union – The Student Voice of Middlesex.....................................32Financial Issues..............................................................................................................................33

QUALITY OF YOUR PROGRAMME AND EXPERIENCE...........................................................35Quality assurance and enhancement of your programme..............................................................35Feedback from you.........................................................................................................................35Campus Forums.............................................................................................................................36Student representatives..................................................................................................................36School Board of Study....................................................................................................................37Programme evaluation forms..........................................................................................................37Suggestions and Complaints..........................................................................................................38

APPENDICES.............................................................................................................................. 39A. Accessing University IT systems................................................................................................39B. Programme Specification and Curriculum Map for MSc Applied Health Psychology................42C. Module Narratives......................................................................................................................51

University and Programme Academic Calendar

October7 Postgraduate student induction 11 Teaching starts for autumn term

NovemberTBC Programme Board of Studies

December15 Last day of teaching in the autumn term

December/January19-6 Christmas vacation17-2 University closed for Christmas vacation

January3 University re-opens after Christmas 10 Teaching starts for winter term

FebruaryTBC Programme Board of Studies

April2-15 Easter vacation6-10 University closed for Easter vacation26 Last day of teaching

May7 Bank holiday – University closed28 Bank holiday – University closed

July5 (5pm) Publication of progression decisions

August27 Bank holiday – University closed

October12 Dissertation submission deadline (2012 for p-t students)

December11 (5pm) Final qualification results published

Student attendance dates 3 October – 16 December (New students)9 January 2011 – 30 March 2012 16 April 2011 – 12 October 2012

1Student Programme Handbook 2011/2012

Learning Framework Term dates3 October – 16 December 2011 Autumn term – new students (11 weeks)9 January – 30 March 2012 Winter term (12 weeks)16 April – 20 July 2012 Spring term (14 weeks)23 July – 5 October 2012 Summer term (11 weeks)


WELCOME TO THE SCHOOLWelcome from the Dean

Welcome to the University and to the School of Health and Social Sciences. This programme handbook should be treated as though it is our contract with you – keep it safely so that you may refer to it throughout your time here at Middlesex. It contains an overview of the framework of your programme and the content of its modules and signposts key contacts and information you need to progress your studies and to get the most out of student life.

From our side we will deliver the best student experience we can so that you can build on your skills and knowledge and fulfil your full potential. In return we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.

In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here. You are not expected to absorb everything in detail, but to be aware of the main resource documents and their contents. In particular as an enrolled Middlesex student, you have certain rights but also specific responsibilities. See the full University Regulations http://www.mdx.ac.uk/regulations in particular ‘University Membership’, and if you have not already done so, explore http://www.24-7.mdx.ac.uk, the student portal which contains detailed advice and support to assist you further.

We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be your Student Office. Staff there will be pleased to help and direct you. We wish you well in your future studies. Here at Middlesex we are very proud of our academic programmes and students and we look forward to meeting you.


http://www.24-7.mdx.ac.uk/

http://www.mdx.ac.uk/regulations

WELCOME TO YOUR PROGRAMME

Programme Leader’s Welcome

Welcome to MSc Applied Clinical Health Psychology at Middlesex University.

Clinical health psychology is a branch of health psychology that focuses on the relationship between psychological variables and biomedical conditions. It deals with physical illness and patients in the health care system, with an emphasis on treatment.

Before the development of the field of health psychology, those in the field of clinical psychology had begun to move solely from working in psychiatric settings to providing services within a wider range of settings, including to patients with physical conditions in, for example, pain clinics, and cardiac rehabilitation programmes. Although some of the professional skills required to help patients manage physical conditions and change behaviour are part of the skills base of many different practitioners, such as Clinical Psychologists, there are obviously different theories and principles that guide working with patients with physical rather than mental health problems. It is these theories and principles that are embedded within the field of health psychology. Thus clinical health psychology involves both clinical skills and a knowledge and skills base in health psychology.

This MSc does not qualify you to practice as a Health Psychologist, Clinical Psychologist, or a counsellor or therapist. However, it will provide you with knowledge and skills relevant to understanding how psychology is applied to the care of the physically ill and how it is applied to maximise the effectiveness of health care delivery. These knowledge and skills may be relevant to, for example, jobs in smoking cessation, obesity management, stroke or cardiac rehabilitation, pain management, cancer care, teaching or research.

The MSc is guided by the goal of training students to become scientist-practitioners who engage in evidence-based, ethical and reflective practice and use clinical health psychology theory and research to underpin their work. Therefore, the programme aims to help students understand theories, findings and research methods and apply them to practice, and to develop a range of professional, research and transferable skills. As such the emphasis is on training students in real world applications of clinical health psychology. Areas of expertise of the core teaching staff include counselling and psychotherapy, the biological basis of health and illness, stress, addiction and health behaviour change.

I wish you every success in your studies, and a rewarding and enjoyable time at Middlesex. I, and the rest of the programme team are here to support you throughout your studies, so please do not hesitate to contact us.


Purpose and status of your student handbook

The purpose of this handbook is to provide you with information about your Programme of study and to direct you to other general information about studying at Middlesex University.

This handbook must be read in conjunction with the University Regulations at www.mdx.ac.uk/regulations/ The material in this handbook is as accurate as possible at the date of production.

Your comments on any improvements to this handbook are welcome - please put them in writing (with name of handbook) to Dr Nicky Payne.

Dr Nicky Payne Email: [email protected] TG81 Telephone: 020 8411 5467The Town Hall Fax: 020 8411 4259The BurroughsHendonNW4 4BT


mailto:[email protected]

http://www.mdx.ac.uk/regulations/

Programme staff list and contact details

Programme Executive

Dr Nicky Payne Programme LeaderRoom TG81 Telephone: 020 8411 5467 Email: [email protected]

Dr Camille Alexis-Garsee Room TG81Telephone: 020 8411 5605Email: [email protected]

Prof Olga van den Akker Head of DepartmentRoom TG80Telephone: 020 8411 6953Email: [email protected]

Dr Linda Duffy Director of ProgrammesRoom TG56Telephone: 020 8411 5406Email: [email protected]

Other Programme Staff

Dr Bahman Baluch Room TG54Telephone: 020 8411 5375Email: [email protected]

Dr Nicky Brunswick Room TG49Telephone: 020 8411 2619Email: [email protected]

Dr Karen Ciclitira Room TG82Telephone: 020 8411 2645Email: [email protected]

Dr Paul de Mornay-Davies Room TG57Telephone: 020 8411 2621Email: [email protected]

Dr Nollaig Frost Room TG48Telephone: 020 8411 5310Email: [email protected]

Dr Neil Martin Room TG48Telephone: 020 8411 6292Email: [email protected]








Dr Sevasti-Melissa Nolas Room T100 Telephone: 020 8411 6081Email: [email protected]

Dr Ilhan Raman Room T100Telephone: 020 8411 5152Email: [email protected]

Dr George Sandamas Room TG58Telephone: 020 8411 6654Email: [email protected]

Dr Pnina Shinebourne Room TG58Telephone: 020 8411 5417Email: [email protected]

Dr Fiona Starr Room TG**Telephone: 020 8411 ****Email: [email protected]

Administrator

Jo Nicolaou Room TG85Telephone: 020 8411 5343Email: [email protected]

Technician

David Newson Room HG10Telephone: 020 8411 5405Email: [email protected]

Module Information

CompulsoryPsy4012 Research methods in applied psychology (30 credits)Psy4106 Psychosocial foundations of health and illness (15 credits)Psy4114 Applications of health psychology (15 credits)Psy4110 Psychological processes of illness and health care delivery (30 credits)Psy4115 Counselling and psychotherapy (30 credits)Psy4222 Advanced Dissertation in psychology (60 credits)









Programme Structure Diagram

MSc Applied Clinical Health Psychology Full-time mode (1 year)

September-January January-April April-Sept.Psy4012 Research methods in applied psychologyPsy4106 Psychosocial foundations of health and illness

Psy4114 Applications of health psychology

Psy4115 Counselling and psychotherapyPsy4110 Processes of illness and health care deliveryPsy4222 Advanced Dissertation in psychology

MSc Applied Clinical Health Psychology Part-time mode (2 years)

September-January January-April April-Sept.YEAR 1 Psy4012 Research methods in applied psychology Psy4106 Psychosocial foundations of health and illness

Psy4114 Applications of health psychology

Psy4222 Advanced Dissertation in psychologyYEAR 2 Psy4115 Counselling and psychotherapy Psy4110 Processes of illness and health care delivery Psy4222 Advanced Dissertation in psychology

Change to levels of modules and programmes Middlesex University will change the way it describes the levels of its modules and programmes. The university will adopt the widely used Framework for Higher Education Qualifications (FHEQ) levels, as defined in the table below. The new level structure will be fully adopted across the university by September 2011. Until then you may experience some inconsistency in the description of module levels.

Description New Middlesex University / FHEQ levels (from Sep 2011)

Current Middlesex University levels

Foundation level 3 0Certificate level 4 1Intermediate level 5 2Honours level 6 3Masters level 7 4Doctoral level 8 5


Timetable

Module Students Dates Day Time Room

1 PSY4012 p-t & f-t Oct-April Tues2 PSY4106 p-t & f-t Oct-Jan Tues3 PSY4114 p-t & f-t Jan-April Tues4 PSY4115 f-t Oct-April Thurs5 PSY4110 f-t Oct-April weeks 6,7,9,10

&13 onwardsThurs

Weeks 2, 3 & 4 only Thurs HG24Weeks 5, 8 & 11 only Thurs HG13

Attendance requirements

You should attend all scheduled classes and prescribed activities to be eligible for formal assessment. If you are unable to attend, you should inform the programme leader or module leader by telephone or e-mail.

In order to pass a module, you must attend at least 80% of all taught sessions. This is to ensure that you are fully able to meet the learning outcomes of each module. Where your attendance fails to meet the minimum required to meet the learning outcomes of a module (i.e. 80%), you may be excluded from the assessment and be graded X in the module. The definition of the X grade is “Fail – incomplete without good reason: may not be reassessed”. It is your responsibility to ensure that your attendance fulfils the published attendance requirements.

The X grade is applied if you fail to participate in the learning processes of a module for which you are registered. It is not a “punishment” for poor attendance but a recognition that you have not been able to prepare yourself for assessment in the content of the module. It is also given when you drop a module without formally removing it from your registered programme of study.

If you receive an X grade you may have the opportunity of taking the whole module again with permission from the Programme Leader, without grade penalty, though you will have to pay the module registration fee. You may only do this at Summer School (if available) or at the end of your programme.

For further guidance on attendance requirements, refer to the section entitled “Attendance & Withdrawal” which is also available at www.24-7.mdx.ac.uk/admin/attend.htm. The formal regulations about attendance can be found in Section C2 of the University Regulations and at www.mdx.ac.uk/regulations/ .

Policy on late arrival



http://www.24-7.mdx.ac.uk/admin/attend.htm

If you arrive more than ten minutes late for a class you will be denied entry. This policy was introduced at the request of staff and students who have complained that late arrivals disrupt the learning experience of other students.Assessment schedule

This map refers to coursework deadlines for full-time students and part-time students (PSY4106, PSY4114 and PSY4012 only) in their first year. If deadlines here differ from those in module handbooks, the module handbooks are correct (F = formative assessment; bold = summative assessment; RW = Reading week)

Week Date PSY4012 PSY4106 PSY4114 PSY4110 PSY4115 PSY4222123 Supervisor

allocation456 Field trip

reflect. (F)7 Essay (F)8910 In-class

test (F)Essay Worksheet

(F)VacVacVac1112 Present (F)13 Diary14 Log book

(F)15 In-class

testEssay

16 Interviews (F)

Proposal (F) for full-time

1718 Critical

review & ethics (F)

19 Evaluat. (F)

2021 Case 122 Proposal (F)

for part-timeVacVac23 Essay &

Log book 24 Leaflet

Critical review & Report

Case 2

Dissertation


Assessment Officer support

Assessment is an important aspect to your programme but you may find that at times personal circumstances can impact on your studies. Should you have circumstances which mean you need to defer your assessment you will find valuable guidance on 24-7, but you can also contact the Assessment Team, Email: [email protected] , who will guide you through the process. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm .

In addition, your Module Leaders will be more than happy to assist you with any queries you may have about assessment of a particular module.

Placements

Work placements are NOT part of this programme but if you wish to do one outside of your programme, placements are supported across the University by a network of School placement offices who work closely with your academic staff. Together with the Careers Service, they will offer workshops and one-to-one advice on writing CVs, cover letters and application forms; offer password protected access to the placement website; help arrange interviews and where possible create links with employers. Please note, however, that placements cannot be guaranteed and your energy in researching and ap-plying for a placement is key.

Your Placement Office can be contacted as follows: Hendon Campus, Elaine Elson, email: [email protected]

You are encouraged to gain work placement experience if you can. Work experience is one of the most valuable assets you can have in planning a successful career. Employers want graduates who have developed the ability to be flexible and adaptable, work in teams, communicate with fellow employees and customers, take initiatives and responsibility and, when necessary, take the lead. Many of these qualities can be learned and developed through placements.

Equally important is the fact that these experiences help you develop your own ideas about the career you want, what will suit you best, and perhaps the kind of work or employers you wish to focus on. It is much easier to identify the positive and negative aspects of a particular career if you have experienced it first hand.

The University has responsibilities under the Health and Safety at Work Act 1974 to ensure that risks to health and safety are controlled and you are properly insured while on placement. It is therefore essential that no student commences a placement without first having it approved by the School Placement staff and as such, ensuring that all administrative, health and safety and insurance procedures are carried out prior to the start date. Failure to adhere to this may invalidate your placement.

Further information and guidance notes for students are available on www.24-7.mdx.ac.uk/placement .


http://www.24-7.mdx.ac.uk/placement

http://www.24-7.mdx.ac.uk/placement

http://www.24-7.mdx.ac.uk/assess/defer.htm


Careers Service

The Careers Service provides impartial and confidential guidance and information to Middlesex University students and alumni (for up to two years after graduation) to help them in their career planning and job seeking.

The careers advisers can assist you with planning your academic programme and personal development in relation to your career goals from your first year to final year. This includes exploring career and study options, self awareness and decision making. The advisers can also help you to: find full and part-time employment, write CVs, covering letters and application forms, prepare for interviews, psychometric tests and assessment centres, identify voluntary and work experience opportunities and research postgraduate/further study and funding.

You have access to careers information, individual guidance appointments, drop-in advice sessions, careers seminars and workshops, employer presentations, Careers Fairs, other campus based careers events and alumni links to support students with their career development. The careers advisers also work with tutors to deliver and support careers related activities on course programmes, such as career opportunities for graduates, job study research, the graduate employment market, developing employability skills, sector specific information, pre-placement preparation, job search skills and strategies and post graduate study options.

The main careers library is based at Hendon and careers advisers are available on most campuses offering a flexible service to support the needs and any specific requirements of all students. To check opening times and availability of careers advisers on your campus or to book an appointment please see the website http://www.24-7.mdx.ac.uk/careers/careers.html, telephone 020 8411 5523.

The Careers Service’s website as above (or accessible through the 24-7 website) offers a wide range of information and links to other graduate careers websites. The website contains an on-line job vacancy service, JobsPlus, where opportunities notified by employers for full time, part time, voluntary work or work experience are posted. If you are unable to visit on campus there is also a link to ‘MeG’, an e-guidance service, through which you can email your queries to a careers adviser.

Today’s job market is full of opportunities but is also rapidly changing and developing to meet the needs of employers in the 21st Century. Gaining work experience and developing the employability skills that employers look for is an important part of your career planning and development and will help towards your future career success. In addition to the help and support available from the Careers Service, you may also want to consider the option of undertaking a work experience placement as part of your degree, a student exchange in another country or undertaking some voluntary work and gaining accreditation for this through the university. Further advice on placements is available from the placement staff in your school, or speak to your tutors about this. Information links to student exchanges and volunteering opportunities can be found on the 24-7 student portal at http://www.24-7.mdx.ac.uk.



http://www.24-7.mdx.ac.uk/careers/careers.html

LEARNING, TEACHING AND ASSESSMENTLearning, Teaching and Assessment approaches will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning and opportunities to reflect upon and learn from that feedback.

You will be actively involved in a range of learning, teaching and assessment approaches as part of your MSc Applied Clinical Health Psychology.

Such active learning approaches put students at the centre of their learning where they are actively involved and engaged in all aspects of their learning and the assessment of their learning. Your programme will require your active participation in learning activities and engagement with your peers both individually and collaboratively, working and learning with other students as part of a small group. Learning activities may also occur both within and outside the classroom.

Your learning will also be supported by technology. Increasingly your tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (OASISplus, podcasts, wikis, etc) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by time and space you will be able to take part in online discussions and learning activities from wherever you are studying.Our tutors and the Web Helpdesk will provide any support you may need whilst learning online.

By engaging with e- learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to: working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

Each module has aims and specific learning outcomes that will be met by using a diverse range of leaning and teaching strategies. This is particularly important since all students are unique individuals who will have their own motivations to learn and preferred ways of learning.

The key to the teaching philosophy of the programme is that learner activity and experiential learning, particularly in relation to real life issues, encourage a deep approach to learning.

Approaches include: Interactive lectures to introduce key material and facilitate discussion and debate Group work to stimulate communication, cooperation and discussion Laboratory practicals, including statistics workshops and psychophysiology work-

shops Practical work to practice presentation, communication and research skills Case studies and problem-based learning


Assessment is an integral part of learning, and you may hear it referred to as formative or summative. Formative assessment is primarily developmental in nature, and is designed to give feedback to learners on their performance and how it can be improved. Formative assessment is a key part of the learning process, and has been shown to contribute to enhancement of learning and raising of standards.

Summative assessment is designed to measure the extent to which a learner has achieved the intended learning outcomes of a module. The summative component of an assessment task is designed solely to provide a measure of the achievement of a learning outcome by a learner. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner.

Assessment may also involve self, peer of group approaches. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding, and also identifying areas where can see you have room to improve. Assessment may also be a peer process where peers individually, or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme, where part of the assessment process requires you to demonstrate your ability to work as part of a group or team, and possibly receive a group mark.

In order to foster a deep approach to learning, most assessments will: be unusual (i.e. something students may not have encountered before that doesn’t

involve memorisation or set procedures) involve integration of knowledge from different areas often involve real world tasks

All modules are assessed with more than one strategy and a range of assessment methods will be employed. An emphasis is placed on the development of professional practice and this is reflected in the strategies used to assess learning.

Methods of assessment include: Analysing case studies to examine ability to make decisions about patient care Keeping a self-reflective log to examine personal and professional development Conducting research and writing professional research reports to examine research

skills as well as IT, communication and numeracy skills Giving a presentation to examine presentation and communication skills Designing and evaluating an intervention to examine the development of profes-

sional skills

Assessment is seen as a strategy to enhance learning by: Enabling students to demonstrate that they have met the outcomes and skills appro-

priate to the level of study Providing students with feedback that enables them to learn from mistakes and to

build on achievements Classifying and grading student achievement Motivating students and focusing their sense of progression Consolidating student learning Encouraging independent study and research Assisting students to apply abstract principles to practical contexts Providing feedback on the effectiveness of learning and teaching


Providing an indication of achievement of standards and performance indicators and data for quality monitoring including meeting of professional standards.

Preparing and submitting psychology coursework

1. For most modules, one copy of your work should be submitted to the student of-fice and also electronically using turnitin via OASISplus by the appropriate coursework deadline (please see module handbooks for relevant submission in-formation). Please keep a copy for yourself as the copy submitted for assess-ment will not be returned. Keep the receipt given to you by the student office as proof that you have submitted the work by the deadline.

2. All work should be word processed, using 12 point font.3. There should be a title page, which should contain:

a. Student numberb. Title of essay/projectc. Module coded. Programme of study (i.e. MSc Applied Clinical Health Psychology)e. Module leader’s namef. Month and year of submissiong. Word count

4. Cite sources correctlya. Sources of information or direct quotations must be acknowledged in the

body of the essay by citing the author’s surname and date of publication. E.g. “Bloggs (2005) suggests that…..” OR “It is suggested that…. (Bloggs, 2005)”.

b. When a work has two authors, cite both names every time, but when a work has 3-5 authors, cite all authors the first time and in subsequent cita-tions include only the surname of the first author followed by et al. E.g.” Bloggs et al. (2005) found that….“

c. When a work has 6 or more authors cite only the surname of the first au-thor followed by et al. in all citations.

d. When using a direct quotation, the page numbers of the quotation must follow the author and date (e.g. Bloggs, 2004, p. 332).

See the Publication Manual of the American Psychological Association (5th Edition) (pp. 207-214) for further details.

5. At the end of your paper you must include a Reference Section. All sources cited in your work and all sources used in the preparation of your work must be in-cluded in this section in alphabetical order. References should be in the following styles:BooksAuthor, A.A., & Author B. B. (2004). Title of book. Place of publication: Publisher.Book chaptersAuthor, A.A., & Author B. B. (2004). Title of chapter. In A. Editor, & B. Editor (Eds.), Title of book (pp. first page – last page). Place of publication: Publisher.Journals articlesAuthor, A.A., & Author B. B. (2004). Title of article. Title of journal, volume number (part number), first page – last page.See Publication Manual of the American Psychological Association (5th Edition) (pp. 215-281) for further details.


An abridged version of the APA guidelines is available to students under the psychology subject area on OASISplus.

Essay writing tips

Make sure your essay really answers the question. In particular, resist the urge to write everything you know about a topic. Be selective in the material you include.

Critically analyse the topic. In other words, don’t just describe theories and findings. Everything is open to doubt and criticism but use evidence (making sure you cite the sources) to back up your arguments and don’t just volunteer your intuitive opinion.

Think about the structure of your essay. Don’t just make the essay a list. Get a lo-gical thread of an argument running throughout. The marker may not be able to see connections between points that seem perfectly obvious to you so it’s safer to spell out your points clearly and how they’re meant to link up.

Have an introduction to set the scene and a conclusion which briefly summarises the argument of the essay and shows how you’ve answered the question. There is no need to come to a definite position and it doesn’t need to be a grand conclusion but there should be a sense of having reached an ending.

Originality and recent relevant research which goes beyond the reading list will be viewed positively by the marker.

Make sure grammar and spelling are correct. If you have trouble with your English, visit the Learner Development Unit in the Learning Resources Centre.

Plagiarism

Plagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral), which is wholly or partly the work of another. This covers the copying, verbatim or otherwise, of text from published work, electronic databases or other students, and includes copying someone else’s ideas. Taking unfair advantage over other students in this way is considered by the University to be a serious offence. The University will take action against any student who plagiarises whether through negligence, foolishness or deliberate intent.

Plagiarism can be avoided in the following ways: Summarise everything you read, including all research findings you are discuss-

ing in your own words and be sure to cite the source in brackets (e.g. Bloggs, 2005).

Direct quotations should be used sparingly and should not take the place of your own words. However, where used, separate direct quotations from your work by using quotation marks, followed by the source (e.g. Bloggs, 2005, p.240).

List all sources used in preparing your work in the reference section. Do not show your work to anyone else unless you are a) absolutely sure that you

can trust them and b) know for a matter of fact that they have completed their own coursework and handed it in.


Turnitin

You will be asked to submit much of your work on turnitin (as well as to the student office). Turnitin is software that checks work for plagiarism. Where plagiarism occurs, it produces a report about the amount of work that has been plagiarised.

Preparing and submitting the Dissertation

The MSc Dissertation is based on a supervised piece of empirical research on a topic within health psychology. All aspects of the research must be original and personally conducted by you, including the design of the study and the collection and analysis of data. Various events will take place to help you prepare for your dissertation. Dates of some events can be found in the academic calendar.

Shortly after the beginning of term you will be allocated a Supervisor, who will be a member of the academic staff of the University. He/she will help you decide on a topic for your dissertation and assist you in refining your ideas for the dissertation. Regular dissertation support workshops will take place.

Students will present their ideas for the dissertation to fellow students and staff. This will provide an opportunity to gain feedback on your ideas before submitting a dissertation proposal. After submitting your dissertation proposal, you must seek ethical approval for the proposed research from the Psychology Department Ethics Committee by submitting an ethics form, along with a participant information sheet, a consent form (where appropriate) and research materials (e.g. a questionnaire). Guidelines including: a guide to producing information sheets for research participants, a guide to obtaining written informed consent, confidentiality guidelines and a guide to debriefing are available to students under the psychology subject area on OASISplus. If the research is conducted off campus and/or if conducting the research may pose any risk to you, a risk assessment form must also be submitted alongside the ethics form. Before commencing data collection, you MUST wait to receive ethical approval.

Format of the Dissertation

1. Two bound copies of your 10,000 - 15,000 word dissertation should be submitted to the student office by the deadline. Keep the receipt given to you by the student of-fice as proof that you have submitted the work.

2. All work should be word processed, using 12 point font.3. Pages should be numbered consecutively through the whole dissertation, including

appendices. 4. There should be a Title Page, which should contain the following:

Full title (and sub-title where appropriate) of the dissertation Student number Module number (i.e. Psy4222) Programme title Institution (Middlesex University, School of Health and Social Sciences) Month and year of submission Supervisor’s name

5. Acknowledgements should follow the title page (if you choose to include them).


6. A Table of Contents should follow the acknowledgements page. It should list the title of all chapters, subsections, appendices, etc., together with the page number at which each chapter, etc. begins.

7. The normal sections into which a dissertation (at least a quantitative dissertation) is divided are:

a) Abstract (approximately 300 words)b) Introduction c) Method (including design, participants, materials, procedure and ethics sections). d) Results e) Discussion f) References

8. Sources of information and direct quotations must be clearly acknowledged in the text and a reference section must be included at the end of the dissertation. Follow the same referencing guidelines as detailed under ‘Preparing and submitting coursework for assessment’ (above), which corresponds with style guidelines in the Publication Manual of the American Psychological Association (5th Edition).

9. All tables, figures and diagrams must be clearly numbered and labelled. Where ap-propriate, cite sources of tables and figures (again see the Publication Manual of the American Psychological Association)

10. Appendices should include a copy of any questionnaire or other test materials and the ethics form.

Learner Development Unit

The Learner Development Unit (LDU) is a team of specialists in academic writing and English language development, Numeracy and Dyslexia Support. You will see us at different times throughout your academic career.

During induction week we generate a Learning Development Profile for each new Middlesex student. This is designed to give us information about your academic English and numeracy skills, and it will help you identify your strengths and also areas for improvement. And it will help us to make sure you get effective and timely support during your studies.

Often we will be in your School working alongside your subject lecturers to help you understand what’s expected of you on your programme. We are likely to work with you in this way on the writing process, preparing for presentations, making the most of feedback, etc.

If necessary, we can provide you with an individual programme of support, which could involve intensive courses, self-study materials and close monitoring of your progress.Help with maths is available from our Numeracy Support team, in the form of embedded, small group, online and individual provision.

If you are dyslexic, you can receive specialist help from our Dyslexia Support team, who work closely with the Disability Support Service. You will also find support at the University’s Learning Resources Centres, which are equipped with assistive technologies and services, and have disability support representatives.


We also coordinate the University’s Student Learning Assistants (SLAs), a group of highly motivated peer-mentors, from the 2nd and 3rd years, who are here to help 1st year students in their studies. You may see them helping out in tutorials or seminars, or you may see them offering help with academic writing. You can read more about SLAs at www.sla.mdx.ac.uk.

Contact details Information on what we do can be found on our 24-7 pages at http://www.24-7.mdx.ac.uk/ldu or by contacting us on 020 8411 5116 or at [email protected].

If you have questions about specific teams within LDU, please contact:Academic writing and English language020 8411 [email protected]

Numeracy Support020 8411 [email protected]

Dyslexia Support020 8411 [email protected]

Learning Resources

Learning Resources (LR) provides library and academic computing services to support student learning. Middlesex University has a Learning Resource Centre (library) on each campus. The Museum of Design and Domestic Architecture (MODA) is also part of Learning Resources. Details of all our opening hours, services, facilities and resources can be found at http://www.lr.mdx.ac.uk.

Learning materials and resourcesLR provides electronic and print books and journals, DVDs, CDs, etc to support you in your studies. We also provide materials listed in your module handbooks. You can access these resources via the LR website and you can also find specialist resources from the Library Subject Guides at http://libguides.mdx.ac.uk. Many of our resources are web-based so you can access them from wherever you are.

Equipment and facilitiesThe libraries (Learning Resources Centres) supply the computers and other equipment you will need for study on the programmes at that site. This could include video cam-eras, Mac computers, and DVD players; printing and copying facilities; small study rooms with projectors so you can practice presentations; or space to cut, paste and cover your project report.

Help and supportLearning Resources staff are here to help and support you throughout your studies providing IT, and media support, and help with your information/research needs. We provide one-to-on support at the Enquiry Desk, group training in library workshops and online help through the Web Helpdesk (http://webhelpdesk.mdx.ac.uk) and Ask a Librarian http://askalibrarian.mdx.ac.uk

You can get specialist subject support from your Liaison Librarian (http://libguides.mdx.ac.uk) who also provides information and research skills workshops relevant to your subject. Librarians work closely with your lecturers to ensure that the


http://libguides.mdx.ac.uk/

http://askalibrarian.mdx.ac.uk/

http://webhelpdesk.mdx.ac.uk/

http://libguides.mdx.ac.uk/

http://www.lr.mdx.ac.uk/





http://www.24-7.mdx.ac.uk/ldu

http://www.24-7.mdx.ac.uk/ldu

http://www.sla.mdx.ac.uk/

resources and support that you need are available. Contact your librarian if you require individual support or if you would like to suggest a book/DVD etc for the library etc.

Psychology resources

The Learning Resources team is available to provide advice and support for your learning needs and to ensure that services and resources are relevant and of a high quality. The team provides a range of training sessions in information skills and the use of subject specific resources. Contact details of the psychology subject librarian Judy McSorley as well as details of specialist resources available for psychology may be found at: http://libguides.mdx.ac.uk/content.php?pid=58195

The full listing of licensed online materials may be found at:http://www.lr.mdx.ac.uk/lib/eresources/index.htm


http://www.lr.mdx.ac.uk/lib/eresources/index.htm

Assessment Feedback

Assessment feedback provides the opportunity for you to engage with feedback on your assessed work, to reflect on it, and to use this feedback as the basis for learning and to improve your work. Feedback can take many forms, and may be informal, for example, it may be offered and discussed in classroom sessions either collectively or individually. It may also be more formal and delivered for example in written or audio form from peers or academic staff. Understanding your feedback is very important, to achieve this you are encouraged to discuss feedback with your peers and academic staff.

All forms of assessment are part of the learning process, both formative and summative. Receiving feedback on your work is an essential and important part of your learning, and all programmes will therefore provide regular opportunities to assess your work formatively and provide feedback on it. The nature of the formative assessment and the feedback will vary from Programme to Programme. You will find further information in the University Regulations detailed under the Code of Assessment Practice. Arrangements for the provision of feedback shall include the minimum provision detailed in section M of the University Regulations and shall be included in the relevant Module Handbook.

Each assessment will be marked by the relevant module leader and/or module team members and will generally consist of qualitative individual or collective feedback, which will usually be given within two to four weeks. Feedback is an integral part of your learning and development and thus it is important to carefully read and consider the feedback and use it to improve your future work.

Feedback on Assessed work will be offered in a variety of forms and all work will be marked and moderated in line with the University Regulations Code of Assessment Practice: http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm

Return of courseworkYou are expected to keep a copy of your coursework. As the marked copy is not normally returned to you, retention of a copy is important so that you can relate feedback to your work. Where work is returned to a student this should be clearly indicated in Programme handbooks along with deadlines after which it is disposed of if not collected (normally six months).

Electronic receipt of courseworkYou will be asked to submit much of your work on turnitin (as well as paper copies to the student office). Turnitin is software that checks work for plagiarism. Where plagiarism occurs, it produces a report about the amount of work that has been plagiarised.

Marking, second marking and marking moderationCoursework for all taught modules is moderated (i.e. 10-30% of the work is randomly selected and marked by a second marker; this includes all distinctions and fails). All dissertations are double marked (i.e. 100% of the work is marked by a second marker). All distinctions and fails and a random selection from other classes are then sent to an external examiner. The external examiner is an academic from another institution and it is her job to ensure that the level of our marking and degree awards is comparable with that of other universities around the UK.


http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm

Copies of past assessmentsOn some modules you will be given exemplars of past assessments to read and discuss.

Personal Development Planning

Personal Development Planning (PDP) will provide you with an opportunity to assess the value of the skills and knowledge you are developing and identify your future learning and development needs. It is intended for both undergraduate and postgraduate students. It offers a structured way to reflect on what you are good at and what you need to develop further. You will learn to review your own skill levels and what you have learned from different situations and environments, including your studies, part time work, voluntary work and other activities; you will record your reflections and use them to help you think about and plan your future development.

This is an important part of your personal development and reflects the working environment where employers encourage new graduates to assess their own continuous professional development (CPD) using a portfolio. You can also use your record of PDP as a valuable aid for marketing your skills to employers in recruitment and selection processes.

In order to help you reflect on, and record evidence of these skills, Middlesex University has introduced Personal Development Planning for all students. Your Careers Adviser will be able to provide you with further advice on how best to use your PDP to help you build up useful documentation of your skills.

You will be required to record your reflections as part of the assessment for: Counselling and Psychotherapy (PSY4115).

Progressing on your programme

An explanation of the University grading scale can be found in the University Regulations (www.mdx.ac.uk/regulations/). Further information on the use of the University grading scale can be found on 24-7 (www.24-7.mdx.ac.uk/assess/grading.htm).

For all modules the assessment is based on a combination of assessments but the mode of assessment and the weighting of each assessment varies from module to module. An overall grade for each module is arrived at by marking each assessment in percentages, aggregating them in accordance with their relative weight, and then converting this percentage to the 20 point scale. For example, if one assessment is worth 20% of the overall grade and is given a mark of 13 (47%) and another assessment is worth 80% of the overall grade and is given a mark of 3 (72%), then the overall mark for the module would be 67%, which is a merit grade of 5.

Assessment criteria can be found in each module handbook.


http://www.24-7.mdx.ac.uk/assess/grading.htm


Grading ScaleThe University grading scale is used in relation to, and in conjunction with, the University grade criteria guide and guidance on the generation and use of module level descriptors (see Regulations “Module Level Descriptors” and “Grade Criteria Guide” www.mdx.ac.uk/regulations/).

Module GradesGrades 1 to 16, the Y grade and 17C and 18C (compensated fail grades) are all pass grades. If you do not get one of these grades in any of your modules it is very important that you check the exact details of what you need to do in order to pass. Therefore, if you are given any of the following grades, you will need to take action: grades 17 to 20, X, I or U.

You have the right to be reassessed once only, in any module, with a grade of 17 to 20. Reassessment will be taken at the next available opportunity, unless deferred (see below).

A maximum grade of 16 will be applied to the reassessed component. For example:

Component A (50%) Component B (50%) Overall Module Grade1st attempt 8 17 17RC2nd attempt 8 (as before) 10 (capped at 16) 12 (17/12)

An example in percentages

Component A (50%)

Component B (50%) Overall Module Grade

1st attempt 55% 22% 39%2nd attempt 55% (as before) 60% (but capped at 40%) 48%

It is really important that students complete all assessed work (coursework, presentations, exams etc) that is required to complete each module. Failure to do so will result in failure in the component or the module concerned (grade 20 – failure incorporating failure to undertake all assessment components; compensation not allowed) should the required learning outcomes not be met.

For more information on the X grade (fail – incomplete without good reason: may not be reassessed) see the earlier section titled ‘Attendance requirements’.

DeferralYou may seek permission to defer all or part of the assessment in a module to the next available opportunity. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm . This can only be granted where exceptional circumstances prevent you from completing assessment through no fault of your own and where documentary evidence is supplied.




Deferral requests should be submitted to the School Student Office counter on your base campus by completing the relevant form and attaching supporting documentation, e.g. medical certificates. The final deadline for deferral applications is 2 weeks after the end of the examination period. The deferral form is available at:http://www.24-7.mdx.ac.uk/assess/defer.htm .

Requests for deferral of assessment that is due to be submitted up to Learning Week 17 should be submitted to the relevant Assessment Officer by the end of that week. The request will be considered under the usual deferral regulations, and if it is granted the assessment will be deferred until the final module assessment deadline (which is usually April or May). Module grades will be published in June.

Requests for deferral of assessment that is due to be submitted after Learning Week 17 should be submitted to the relevant Assessment Officer by the final assessment deadline. The request will be considered under the usual deferral regulations, and if it is granted the assessment will be deferred until the module reassessment deadline (which is usually August or September). Module grades for this deferred work will be published in November.

If you have difficulties accessing resources (e.g. access to the University network, library, OASIS etc.) after deferral, contact the web helpdesk at http://webhelpdesk.mdx.ac.uk .

Extenuating CircumstancesIf you do not wish to defer assessment, but are concerned that exceptional personal circumstances (e.g. ill health) might affect your performance in assessment, you should complete an extenuating circumstances form and attach supporting documentary evidence. This form should be submitted to your School Student Office.

The extenuating circumstances will be summarised by the Assessment Officer and brought to the attention of the appropriate assessment board. Extenuating circumstances are only considered when determining the progression or the final classification of borderline students. They are not used to change the grade in a module.

The final deadline for submission of extenuating circumstances forms, attaching supporting documentation, is the last date of the examination period. The extenuating circumstances form is available at:http://www.24-7.mdx.ac.uk/assess/extenu.htm

RegulationsAssessment and progression regulations for taught programmes of study can be found in Section E of the University Regulations www.mdx.ac.uk/regulations/. This section covers: The calendar of assessment Progression of undergraduate and postgraduate students Qualifications and classification, including methods of determining classification of

qualifications The grading scheme Reassessment in and deferral of modules



http://www.24-7.mdx.ac.uk/assess/extenu.htm



Publication of results Production of certificates and issuing of diploma supplements / transcripts. You will find additional guidance in the Assessment Section on 24-7 which is

available at www.24-7.mdx.ac.uk/assess.

The University Regulations also detail procedures in relation to: Infringement of Assessment Regulations – Academic Misconduct (Section F)

including collusion and plagiarism Appeal Regulations and Procedures (Section G) Student Conduct and Discipline Student Complaints and Grievance Procedures Equal Opportunities (see www.mdx.ac.uk/regulations/ )

Academic MisconductPlagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one's own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by the University to be a serious offence. The University will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories, formulae, etc are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus learning resource centres. Academic misconduct also covers cheating in examinations.

Detailed information can be obtained at www.24-7.mdx.ac.uk/assess/plagiarism.htm


http://www.24-7.mdx.ac.uk/assess/plagiarism.htm


http://www.24-7.mdx.ac.uk/assess

COMMUNICATIONMiddlesex is committed to keeping students informed about developments and changes and constantly reviews the tools it uses to keep students informed.

The University's policy is to make all standard information easily available to students on and off campus.

Your university e-mail account is a key tool in communications and it is critical that you check your university e-mail address regularly.

Middlesex also has its own website for current students http://www.24-7.mdx.ac.uk and all important information is posted on there.

The university will also text you with important and urgent information so ensure that you provide us with an up-to-date mobile phone number when you register as a student.

There are also student offices on all campuses if you prefer to ask questions face to face.

Staff who teach on the MSc Applied Clinical Health Psychology may be contacted by a number of means. All teaching staff have tutorial hours. Details of these can be found outside the relevant staff member’s office door. If you would like to arrange a specific appointment with a member of staff, it is best to contact them by e-mail, in the first instance, or by telephone.

Programme staff will usually contact students via e-mail, so you must regularly check your university e-mail account.

The university is committed to ensuring communication tools allow students to provide feedback as well as receive information. See section Quality of your programme and experience to find out more about ways to give your feedback.

Accessing your own records including your timetable and letter requests

You can enrol, see timetables, view your module registrations, academic records (including assessment results) and other information using MISIS (Middlesex Integrated Student Information System). You can access MISIS at https://misis.mdx.ac.uk or by clicking the link via student website 24/7 http://www.24-7.mdx.ac.uk. If you are having problems accessing MISIS, please contact the Computer Helpdesk in the Learning Resources Centre or contact the web helpdesk at http://webhelpdesk.mdx.ac.uk.

Timetable You are allocated to timetabled lectures, labs, seminars, and workshops based upon your module registrations. Once this is done you can view your own personal timetable via MISIS.




https://misis.mdx.ac.uk/


If your timetable is incomplete, you are unable to view it or you wish to change your timetable please contact a member of Student Support Staff. You can view the entire university timetable via MISIS using the 'Search University Timetable' facility. Letter RequestsFull-time, UK based, students can request Council Tax exemptions letters. Both full and part-time students can request student status and bank letters. These letters are requested via MISIS.

24-7

24-7 is the Middlesex website for current students. It can be accessed whether you are in the university or not and is not password protected. It has the latest news and events from the university, as well as a complete guide to services available to assist you with your studies. At certain times of the year 24-7 is also an important source of key information such as exam timetables. To find out more visit http://www.24-7.mdx.ac.uk

Middlesex e-mail – your account for life

As an enrolled student, you have your own university email address. This is in the form [email protected], where xx are your initials, and nnn is a number generated by the system. This code will be found on the reverse of your student card. Your initial password is: Student Number + mmm, where mmm is the month (in lower case) of your date of birth. At first login you will be invited to complete a simple registration process.Any students experiencing difficulties accessing their account should contact the web helpdesk at http://webhelpdesk.mdx.ac.uk

Your Middlesex University e-mail is an e-mail address that is available to you for life and will be the principle tool the university will use to communicate with you. Your tutors, the student support team, the Learning Resource Centre and other areas of administration will use this e-mail address to contact you so it is critical that you check your account regularly (at least twice a week). We’ll also use this account to tell you about events and activities that will help enhance your time at university and enable you to make new friends. The university adheres to the usual data protection policies and will not share your address within any external companies and organisations, except those working with the university to gather your feedback.

To access your email account, go to: http://www.outlook.com or click on the Email link on the 24-7 website. Your local computer centre will help you gain access to your account during your Learning Resource Centre induction after enrolment.

For quick guides on user accounts and using the network, go to: www.lr.mdx.ac.uk/document.htm and click on Computing Network and Software. If you are have continuing difficulty in its use, consult the web helpdesk at http://webhelpdesk.mdx.ac.uk



http://www.lr.mdx.ac.uk/document.htm

http://www.outlook.com/




Important note on privacyTo ensure security, continuity and privacy, the University discourages the use of private accounts for University business. You should ensure that the MISIS database of personal information about you is accurate and up to date, but you are not required to publicise this private information to other students or individual members of staff.

What is OASISplus?

OASISplus is the University’s online learning environment where you can find online materials, including lecture notes, to support your studies together with: discussion boards, quizzes, module information, announcements and important information.

Most modules and programmes now have an online presence delivered through OASISplus. Your tutors will be providing you with more information about how you will be expected to interact online with your peers and your tutors.

Instructions on how to access OASISplus are available in the appendix section of this handbook. For the most up to date information on how to access OASISplus please go to: http://www.24-7.mdx.ac.uk/oasisplus/index.htm

OASISplus (how it is used in relation to the programme)

Module handbooks, lecture notes, and some journal papers/reports will be available on OASISplus. You will also be expected to submit your formatively and summatively assessed work for most modules on Turnitin via OASISplus. Therefore, you need to log on to OASISplus once or more per week. There is also a psychology subject area on OASISplus where you can access information about ethics (including all downloadable files required to apply for ethical approval of your dissertation) and information about the psychology test library (where you can find psychometric tests and questionnaires that you may wish to use as part of your dissertation research).


http://www.24-7.mdx.ac.uk/oasisplus/index.htm

SUPPORTAcademic Support

Programme and Curriculum Advice You are expected to be independent and to take responsibility for your own academic and personal life. However there is a lot of help available.

Your tutors will direct your studies and ensure that you know what work you need to cover in any given module. Seek advice from academic staff either after class, during their office hours (published on their doors), by email or telephone.

General Educational Guidance and EnquiriesGeneral educational guidance, clarification of University Regulations and help with planning your programme is available from the student support team’s duty/student advisers, who can be contacted by telephone or e-mail or in person on any campus and who normally have regular drop-in hours.

You can get a wide range of support, advice and information direct from the student website 24-7 (http://www.24-7.mdx.ac.uk) where you can also find the telephone numbers and email addresses of student/programme support team staff. If you need personal advice call the School Student Office, Email: (Hendon) [email protected] Tel: 020 8411 5700/ (Archway and Hospitals) [email protected] Tel: 020 8411 6600. If they cannot help you, they will refer you to someone who can.

Do not hesitate to approach the student support team by telephone, email or in person for support services including: Changes to your personal record such as address, name, etc. (Alternatively this can

be done on-line via MISIS https://misis.mdx.ac.uk ) Using MISIS (Middlesex Integrated Student Information System) Programme regulations advice Revising or recording module registrations Submission of coursework Assessment deferral requests Recording extenuating circumstances Recording reasons for unavoidably being absent Arranging to interrupt your studies, change or withdraw from your programme Advice on where to make a suggestion or a complaint Personal Counselling

Specialist advice is also available from the Disability Support Service, Careers Advice and Placement Services, Accommodation Service, Childcare Service, Sport and Leisure, International Support Services, Money and Welfare Advise Services, Counselling Services, and Financial Services; and from the Middlesex University Students’ Union (MUSU). Ask at your school office for more information.


https://misis.mdx.ac.uk/




Counselling

During the course of your studies at Middlesex, if you encounter problems concerning your coursework or personal or emotional difficulties, you can consult one of our professional counsellors confidentially. Counselling involves one or more meetings with your counsellor in a safe and confidential setting. You will have the time and space to discuss difficulties in your life which may be interfering with your ability to study and enjoy your time as a student. Students come to counselling for all sorts of reasons but generally it is a good idea to seek help before things start to feel unmanageable. Counselling can give you the opportunity to talk and think things through with someone from outside your social circle. This can feel both supportive and also offer the possibility of developing a fresh perspective on your difficulties. For more information please go to intranet www.24-7.mdx.ac.uk/counsel Contacting a counsellor:Archway & Hospitals - Alison JefferiesRoom 15a Trevor Clay Building, Whittington Hospital & for Royal Free Hospital.Tel: 020 8411 6152email: [email protected] Cat Hill & Trent ParkLindsey Othen-Price Room 5 Peter Green Building CHRoom 210 The Mansion TPTel: 020 8411 5548email: [email protected]

Caroline Hallett Room 5 Peter Green Building CHRoom 210 The Mansion TPTel: 020 8411 6421email: [email protected] HendonSandra TaylorRoom CG24 College BuildingTel: 020 8411 4719email: [email protected]

Bernard Shapley Tel: 020 8411 5779email: [email protected]

Nadina Al-Jarrah Room CG25 College BuildingTel: 020 8411 5779email: [email protected]

Sandra Primack








http://www.24-7.mdx.ac.uk/counsel

Room CG23 College BuildingTel: 020 8411 6169email: [email protected]

International Student Support

All members of the Student Support Team on each campus are dedicated to supporting international students, who make up over 20% of students in the university. Check on 24-7 (http://www.24-7.mdx.ac.uk) or ask the student office if you are unsure who to speak to.

You can join in a varied and exciting social programme organised by the International Student Liaison Manager, 020 8411 5422, [email protected], who also organises the Welcome to Middlesex Orientation Programme. Look out for the International Newsletter every few weeks.

You can get specialist advice and support, particularly relating to visa renewals, from the International Student Support Co-ordinator, who works in collaboration with the Money and Welfare advisers. - Tel/fax 020 8411 5917/6076 and email [email protected]. If you require either a CAS (Confirmation of Acceptance for Study) or a post study work visa letter then please email [email protected].

Disability Support Service

If you have a long term medical condition, physical difficulty, sensory impairment, mental health problems or a specific learning difficulty (e.g. dyslexia) that you feel could impact on your studies, and would like information about support provision that can be made available, please contact the University’s Disability Support Service. You are encouraged to make your situation known at the earliest opportunity to ensure due provision is made. Support can include, but is not restricted to: advice on Programme related study needs, arranging support such as note takers, personal assistants, liaison with tutors and funding authorities and arranging special provision for examinations and undertaking needs assessments for students applying for support through the Disabled Student’s Allowance. Confidentiality will be respected and relevant details will only be disclosed with your permission.

For further details contact the Disability Support Service on 020 8411 4945; e-mail [email protected] or see 24-7 http://www.24-7.mdx.ac.uk/Disability/index.htm

Please also refer to the Programme Specification included in this Handbook which will state whether the programme excludes students with particular disabilities. See also Personal Evacuation Plans below.

Health, Safety and Welfare

Information and advice regarding health, safety and welfare is accessible on a University wide basis at: www.mdx.ac.uk/24-7 . The information resource for Middlesex University students, contains a summary of this advice. On this web site you will find useful information on:


http://www.mdx.ac.uk/24-7

http://www.mdx.ac.uk/24-7/Disability/index.htm






Health related issues such as registering with a doctor, dentist or optician. A summary of key infectious disease and a range of health matters such as minor illnesses, alcohol, drugs and travel.

Health and safety issues such as the University’s Health and Safety policy, first aid arrangements, fire procedures, accident reporting procedures and how to raise concerns. Also, several other key health and safety related policies such Alcohol and Substance Misuse and No Smoking.

Personal safety related issues such as, reporting and dealing with crime. These are supported by useful numbers to contact while on campus or in halls.

The University strongly advises you to register with a local doctor on enrolment if you have moved away from home. More detailed guidance on the above will be brought to your attention at the start of your studies.

Personal Evacuation PlansIf you have specific long or short-term disabilities, it may be that you will require a specific plan to be agreed and in place so that you can evacuate, or be evacuated from university buildings safely during an emergency. If you think you need to discuss an evacuation plan, please contact your School Student Office in the first instance. Otherwise, if you are registered as disabled, you should independently be contacted by your School safety representative early in the new term to agree an emergency plan.

The Health and Safety Officer for the School of Health and Social Sciences is: Graham Shennan, Tel: 020 8411 4260 Email: [email protected]

Middlesex University Students’ Union – The Student Voice of Middlesex

MUSU (Middlesex University Students’ Union) is a democratically elected, student-led, not-for-profit organisation to which all enrolled Middlesex students are automatically members. MUSU exists in order to promote, support, respond to, campaign on behalf of and above all represent the student body both to the University and, through its affiliation with the NUS (National Union of Students), nationally and to the wider community as a whole – in essence MUSU aims to be the definitive student voice of Middlesex.

MUSU is a membership organisation with officers elected annually each spring by the student body to represent their interests. These officers, along with the staff team, oversee the day to day running of MUSU and its longer-term strategic direction.

MUSU provides a number of services, activities and projects in addition to its democratic function in order to fulfil its mission. These include financial and resource support for Student Clubs and Societies, welfare and academic advice, referral, representation and campaigning via SWIRL (Student Welfare & International Resource Lounge), the Student Course Rep scheme which provides a formal and organised system of feedback on course provision, an online radio station with shows entirely hosted by student presenters (MUD Radio) and a monthly magazine written and edited by current, and sometimes former, Middlesex students (MUD Magazine).



The Union also runs a number of specific projects, campaigns and events throughout the year including society, cultural & social event nights, the Freshers’ Fairs during Induction Week, MYfriend the student-to-student buddy scheme and the MUSU Star Awards Ceremony an annual celebration of student volunteering plus many more.

For more information, to access services, support and activities, or to get involved in your Union at any level simply call us on 020 8411 6450, contact one of the MUSU Campus Administration Offices below, or visit musu.mdx.ac.uk

Hendon MUSU Campus Administration Office Open 10:30am – 4:00pm Monday - FridayT: 020 8411 4296 E: [email protected]

Cat Hill MUSU Campus Administration OfficeOpen 10:00am – 4:00pm Monday – FridayT: 020 8411 5511 E: [email protected]

Trent Park MUSU Campus Administration OfficeOpen 10:30am – 5:00pm Monday – FridayT: 020 8411 6450 E: [email protected]

Financial Issues

Tuition Fee PaymentThe University has a strict policy on fee payment. If you do not pay your fees when due you may be deregistered or have a financial hold automatically placed upon your record. This can prevent you from accessing certain University services and from viewing parts of your MISIS record.

University Services include, but are not restricted to: OASISplus Library Lending Disclosure of your module grades Letter Requests, etc Access to classrooms and library buildings

The annual tuition fee is due upon enrolment. You are allowed two weeks from the start of the academic year to make payment or provide proof of sponsorship. Failure to do so may result in you being de-registered i.e. cancellation of your enrolment.

UK/EU undergraduate students who have applied and are eligible for Student Finance England (SFE) funding and support will be sent a statement when their contributions are due to be paid and are not subject to the de-registration process.

Please note: It is your responsibility to research and make sure that you are eligible for the above funding. For instance, if you already have a higher or equivalent award to that which you are applying, you will not be funded and will be liable to pay a higher rate of tuition fees. If in doubt, please seek advice from a Money & Welfare Adviser on your campus at once.



If you are having difficulty in paying your fees you should contact the Credit Control Team as soon as possible by telephone on 020 8411 6400 option 3 or by email at [email protected]

Withdrawal, Interruption or TransferTuition fee charges are determined on the basis of enrolment and not actual attendance. Charges will be incurred until such time as an official notification of withdrawal, interrup-tion or transfer to another institution has been received from you and submitted to your School Student Office. See http://www.24-7.mdx.ac.uk/admin/attend.htm for more advice on attendance and withdrawal.

Money and welfare adviceFinancial, practical and legal assistance is offered by the Money, Welfare and Interna-tional Advice Service (MWIAS) (http://www.24-7.mdx.ac.uk/mwas/index.htm). There are advisers available on a drop-in basis on every campus who can help with issues such as:

Student funding, debt and loans Welfare benefits and housing rights Immigration queries

Contact your adviser via Student Services, or email [email protected]



http://www.mdx.ac.uk/24-7/mwas/index.htm

http://www.24-7.mdx.ac.uk/admin/attend.htm


QUALITY OF YOUR PROGRAMME AND EXPERIENCEQuality assurance and enhancement of your programme

To ensure the high standards and quality of Middlesex University provision, all Programmes are subject to the University’s academic quality assurance procedures (which include those procedures related to programme approval, monitoring and review). A key feature of these processes is the input from external subject experts who ensure that awards of Middlesex are comparable to those of other UK universities, and that the programme curriculum, teaching, assessment and resources are appropriate.

You also have a very important role in enhancing Programmes, feeding back on a regular basis via feedback forms, Boards of Study, and other mechanisms. Your feedback also plays a major role in Programme monitoring and review. Middlesex University, and its Programmes, are subject to periodic audit or review by external quality agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place confidence in the quality and standards of provision as operated at Middlesex University. The most recent QAA audit of quality and standards of Middlesex University awards, conducted in 2009, was of those programmes delivered in-house. The outcomes were that confidence can reasonably be placed in the soundness of the University’s current and likely future management of the academic standards of its provision, and, of the quality of the learning opportunities available to students. QAA review and audit reports can be viewed at: www.qaa.ac.uk .

Feedback from you

Boards of StudyThe purpose of the Board of Study is to provide a forum for discussion between you and staff involved in all aspects of your Programme.

You elect student members of the Board at the start of each academic year to ensure that all the various interests on the Programme are adequately represented. For advice and training contact the MUSU Student Representative and Development Co-ordinator on 020 8411 6481.

Each Programme holds regular Boards of Study. The membership includes:

Student representatives Director of Programme/Head of Department Academic staff aligned to the delivery of the Programme or modules Support services representatives

Your student representative represents the Programme or year group and is responsible for notifying the Board of issues which have been brought to them by you. You should be aware of the function of the Board of Study, and should ensure that representatives are alerted in good time to matters of concern, or to suggest initiatives.


http://www.qaa.ac.uk/

Minutes are made of the discussion and decisions of each Board meeting, and these are circulated to members with outcomes. The minutes are included with the Programme Quality/Annual Monitoring Report for consideration by the University. The points raised at the meeting are carefully recorded for issues arising, and the action taken upon them, and are available at http://www.24-7.mdx.ac.uk. Students will also be sent information by email.

Terms of referenceFull terms of reference are available in the Learning and Quality Enhancement Handbook which is available from: http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspxdates, minutes, actions and further information can be found on 24-7 at www.24-7.mdx.ac.uk/campusforums/index.htm

DatesBoards of Studies are normally held in November and February.

Student representatives

One student representative will be selected to represent the programme. He/she will normally be selected based on a request for volunteers.

You may also represent your halls of residence on Campus Forums; for more information and training contact the MUSU Student Representative and Development Co-ordinator on +44 (0)20 8411 6481.

If you are elected as a student representative your role will be to gather the views and opinions of the students you represent and to represent these to either the Board of Study or the relevant Campus Forum and to feed back the results and information to other students following the meeting.

Student representatives should be selected, either by election or self-nomination, by the end of week 2 each year. Training and support throughout the year is provided for student representatives by MUSU – details of times and dates for training can be found on the MUSU website at www.musu.mdx.ac.uk.

As a representative you can receive a certificate that recognises your representational achievement. For the certificate you will have to attend the training sessions and be present at the Board of Study each term. This is a great opportunity to add value to your CV.


http://www.musu.mdx.ac.uk/

http://www.24-7.mdx.ac.uk/campusforums/index.htm

http://www.24-7.mdx.ac.uk/campusforums/index.htm

http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspx


School Board of Study

The School Board of Studies is the School level committee that deals with issues affecting students. All programme student representatives are invited to attend the School Board of Studies which occurs twice per year. Dates of meetings will be confirmed at the start of the year. Minutes from the meetings can be found on Oasisplus.

Programme evaluation forms

Programme feedback forms are distributed throughout the academic year. The forms are completely anonymous. The aim of this feedback process is to elicit your views on the quality of your programme of study.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality/annual monitoring process. The whole feedback process will also be reviewed on a regular basis, to ensure that that it is effective in helping provide a good quality experience for students.

The Students Union and the University also conduct periodic surveys of your levels of satisfaction with various University services. Further information will be available from time to time on MISIS and 24-7.

Other surveysFrom time to time the University will distribute surveys to elicit your views on the quality of the services offered by the University and your student experience on areas other than your programme of study. These surveys will be completely anonymous.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality/annual monitoring process. This process will be reviewed on a regular basis, to ensure that it is effective in helping provide a good quality experience for students.


Suggestions and Complaints

We welcome your suggestions on how we might improve your experience of university life, even when this takes the form of a complaint about a service, a member of staff or another student.

If you have a suggestion or a complaint about any aspect of university life, raise it with the person concerned in the first instance. If you are not satisfied with the outcome you can progress the matter through informal and formal procedures step by step up the management structure of the university. Full details of these steps are available in the University Regulations (www.mdx.ac.uk/regulations/) within the Student Complaints and Grievance Procedures.

If you are not sure who to speak to, seek advice from a school office or advice centre. If the matter is serious, talk directly to your school's Director of Resources.

If something goes wrong we aim to put it right as quickly as possible. Your advice and comments are essential.



APPENDICESA. Accessing University IT systems

Logging onto the computer network

This enables you to use computers in the Learning Resources Centres or anywhere else on a Middlesex University Campus. To access a computer you will need:

1. Your IT User ID: this is printed on the back of your student card, consist-ing of your initials and three or more digits, e.g. SO807

2. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric,

please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun

3. You will need to change your password the first time you login. Your new password MUST include the following: - at least 8 characters - at least one letter in UPPERCASE - at least one letter in lowercase - at least one number e.g. Sunsh1ne or Monday63

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/index.htm

Logging onto OASISplus

To access OASISplus take the following steps:

1. From the 24-7 website click on the ‘OASISplus’ link or alternatively type http://oasisplus.mdx.ac.uk/

2. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login page. 3. Enter your Username. This is your Student Number and can be found on

your student card. 4. For the most up to date information about OASISplus passwords

please go to: http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf

5. You should now be able to see the list of modules for which you are registered although only those with content will be listed here. Click on the module name to access the materials, discussions, assignments and other activities within the module.

For more information and troubleshooting advice visit the OASISplus pages on 24-7 at http://www.24-7.mdx.ac.uk/oasisplus/index.htm

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http://www.24-7.mdx.ac.uk/oasisplus/index.htm

http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf

http://oasisplus.mdx.ac.uk/

http://www.24-7.mdx.ac.uk/email/index.htm

Logging onto Athens

Your Athens username and password will enable you to access the full text databases or journal articles that the library subscribe to; wherever you are - on or off-campus; in the UK and abroad.

1. Enter your User ID and Password = these are the same as for the computer network. But please note that the initial password will not work off campus so if you have not yet changed or cannot change your password on campus then please apply to a helpdesk for your password.

2. There are two ways to use Athens: you will usually be asked to login when accessing a specific article. Alternatively you can login once to all the resources authenticated by Athens at: http://www.lr.mdx.ac.uk/lib/athens

Logging onto MISIS

1. From the 24-7 website click on the ‘MISIS’ link or alternatively type http://misis.mdx.ac.uk

2. Enter your Username. This is your Student Number and can be found on your student card.

3. Enter your PIN. If you are logging on for the first time, your default password will be your date of birth (DDMMYY).

4. You will need to change your password the first time you login, and create a six-digit number.

For further information and assistance go to: http://www.24-7.mdx.ac.uk/misis/

Logging onto your Middlesex University email account

1. From the 24-7 website click on the ‘Student email’ link or alternatively type http://www.outlook.com

2. Your email address and login is: [email protected] 3. Your IT User ID: this is printed on the back of your student card,

consisting of your initials and three or more digits, e.g. [email protected]

4. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric,

please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun

5. You will asked to complete a simple registration and change your pass-word the first time you login

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

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http://www.24-7.mdx.ac.uk/email/login.htm

http://www.outlook.com/

http://www.24-7.mdx.ac.uk/misis/

http://misis.mdx.ac.uk/

http://www.lr.mdx.ac.uk/lib/athens

Logging onto your Sky Drive online file store

1. This provides you with 25GB of online storage which can be accessed at http://www.skydrive.live.com

2. Your User ID and Password are the same as your email account

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto the Library catalogue

1. Access the library catalogue at: http://library.mdx.ac.uk 2. Enter your Borrower ID. This is your Student Number and can be found

on your student card. 3. Enter your PIN. Your password will be your date of birth (DDMMYY). If

you are unsuccessful type in the default PIN number: 111111

If you have difficulties accessing any university system please contact the computing helpdesk on your campus or the Web Helpdesk available online at http://webhelpdesk.mdx.ac.uk/

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http://www.24-7.mdx.ac.uk/email/login.htm

http://www.skydrive.live.com/

B. Programme Specification and Curriculum Map for MSc Applied Clinical Health Psychology

1. Programme title Applied Clinical Health Psychology2. Awarding institution Middlesex University3. Teaching institution Middlesex University4. Programme accredited by N/A5. Final qualification MSc6. Academic year 2011/127. Language of study English8. Mode of study Full-time or part-time

9. Criteria for admission to the programmeStudents should normally possess a good honours degree (a high 2:2 or better) in an appropriate subject. You should also have some demonstrable knowledge or experience of research methods and of psychological principles. In addition to this, international students need to have obtained a minimum IELTS score of 6.5.

10. Aims of the programmeThe programme aims to:

Equip students with an advanced and mature understanding of current concepts, theories and controversies within clinical health and health psychology and psy-chotherapy

Facilitate students’ ability to apply psychological skills, knowledge and values to clinical problems in complex and unpredictable situations using a range of psycho-logical theories

Familiarise students with applications of clinical health psychology in a compre-hensive range of settings

Equip students with advanced research skills covering research design, analysis and dissemination

Facilitate students’ development of a range of high level skills, such as designing and evaluating interventions and decision-making

Facilitate students’ development of high level communication skills enabling them to communicate effectively with patients from a variety of cultural and ethnic back-grounds

Facilitate students’ development of a range of high level transferable skills such as numeracy and team-working in order to aid employability

Equip students with an ethical and reflective approach to their practice.

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :

Teaching/learning methodsStudents gain knowledge and understanding through interactive lectures and workshops (all outcomes) involving

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1. Psychosocial foundations of health, illness and disease;2. Psychological processes of disease and long-term conditions;3. Psychological processes of health care delivery;4. Applications of health psychology;5. Counselling and psychotherapy;6. Advanced research methods in psychology

significant learner activity, which allows students to engage with the material and encourages a deep approach to learning.

Assessment MethodStudents’ knowledge and understanding is assessed by a range of methods including formative assessments. Assessment includes essays (inc. one formative; outcome 1, 2 & 5), health behaviour change diary (outcome 1), psychophysiology lab worksheets (formative; outcome 2), case studies (outcome 3), designing and evaluating an intervention (inc. one formative; outcome 4), log book (inc. one formative; outcome 5), research report and in-class test (inc. one formative; outcome 6)

B. Cognitive (thinking) skillsOn completion of this programme the successful student will be able to:1. Reason analytically;2. Discuss in-depth issues in clinical health and health psychology and psychotherapy by drawing on relevant evidence;3. Comprehensively and critically evaluate research and theories in clinical health and health psychology and psychotherapy;4. Evaluate research methodology;5. Make decisions about implementing research and interventions in complex and uncertain environments6. Reflect in depth on learning and development

Teaching/learning methodsStudents learn cognitive skills through interactive lectures and workshops (all outcomes) involving significant learner activity, which encourages discussion and debate and encourages critical thinking and a deep approach to learning.

Assessment MethodStudents’ cognitive skills are assessed by a range of methods including formative assessments. Assessment includes essays and case studies (outcomes 1-4), health behaviour diary (outcomes 1, 2 & 3), designing and evaluating an intervention and (inc. one formative; outcomes 3, 4 & 5), research report (outcomes 1, 3, 4, & 5), critical review (outcomes 1 & 4), log book (inc. one formative; outcome 6), dissertation (all outcomes)

C. Practical skillsOn completion of the programme the successful student will be able to:1. Plan, conduct and write-up research that addresses important and relevant applied clinical health psychology issues;2. Analyse quantitative and qualitative data;3. Design and evaluate health-related interventions;4. Communicate effectively with patients from a variety of cultural and ethnic back-

Teaching/learning methodsStudents learn practical skills through interactive lectures (outcomes 1-5 & 7), research and statistics workshops (outcomes 1, 2 & 3), psychophysiology workshops (outcome 6), team work (outcomes 3, 4 & 6), problem-based learning (outcomes 5 & 7) and role-play (outcomes 4 & 7). All of these methods will provide opportunities for experiential learning

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grounds;5. Make decisions about patients’ needs and welfare through evidence-based reasoning.6. Take physiological measurements7. Take an ethical approach to their practice

Assessment MethodStudents’ practical skills are assessed by a range of methods including formative assessments. Assessment includes psychophysiology laboratory worksheets (formative; outcome 6), case studies (outcome 5), designing and evaluating interventions (inc. one formative; outcome 3), research report (outcomes 1 & 2), log book (inc. one formative; outcomes 4 & 7), dissertation (outcomes 1, 2 & 7)

D. Graduate SkillsOn completion of this programme the successful student will be able to:1. Chart, plan and reflect on their personal and career development;2. Learn effectively in order to be able to demonstrate mastery of issues in the field of clinical health psychology;3. Communicate effectively with peers;4. Work effectively as part of a team;5. Use information technology to produce reports, search literature and analyse data;6. Demonstrate advanced quantitative reasoning skills that are required to research and practice in the field of applied psychology

Teaching/learning methodsStudents acquire graduate skills through a log book (outcome 1 & 2), statistical workshops (outcomes 5 & 6), team work when using psychophysiology equipment, and when engaging in role-play (outcomes 3 & 4).

Assessment MethodStudents’ graduate skills are assessed by a range of methods including formative assessments. Assessment includes research report and in-class test (outcomes 5 & 6), oral and poster presentations (two formative; outcomes 3 & 6), log book (inc. one formative; outcomes 1, 2. 3 & 4), dissertation (outcomes 2, 3, 5 & 6)

12. Programme structure (levels, modules, credits and progression requirements)

12. 1 Overall structure of the programmeThe MSc is assessed at 180 credit points. The programme includes three 30 credit compulsory level 4 taught modules (Research methods in applied psychology, Psychological processes of illness and health care delivery, and Counselling and psychotherapy), two 15 credit compulsory level 4 taught modules (Applications of health psychology, and Psychosocial foundations of health and illness) and a compulsory 60 credit level 4 dissertation. In general, 30-credits represent approximately 300 hours of student study time, with two-four hours of contact time per week. In general, 30-credit modules run from October to May and 15 credit modules run from October to January or from January to April.

The MSc programme can be studied over 12 months full-time or 24 months part-time. Part-time students take 60 taught credits in year 1 and 60 taught credits in year 2. In addition, they begin planning their 60-credit dissertation from the outset of their studies and thus this module runs long and thin over 24 months for part-time students and over 12 months for full-time students.

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Seventy-five credits (i.e. Applications of health psychology, Research methods in applied psychology and Counselling and psychotherapy) focus specifically on helping students to develop professional, research and graduate skills. These modules help students to develop research skills and prepare them for their dissertation, help them to develop counselling and communication skills, and help them to develop skills in delivering interventions. The dissertation module encourages students to work independently and develop expertise in a particular area of clinical health psychology.

If students are obliged to terminate their studies early, they may apply for the award of Postgraduate Certificate in Applied Psychology, assessed at 60 credit points. If students are obliged to terminate their studies before completion of the dissertation, they may apply for the award of Postgraduate Diploma in Applied Clinical Health Psychology, assessed at no less than 120 credit points. There are no special module requirements for either of these two exit awards.

12.2 Levels and modules

Starting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. Therefore the old coding is bracketed below.Level 7 (4)COMPULSORYStudents must take all of the following:

Psy4106Psy4110

Psy4115

Psy4012Psy4114

Psy4222

Psychosocial foundations of health and illness (15 credits)Psychological processes of illness and health care delivery (30 credits)Counselling and Psychotherapy(30 credits)Research methods in applied psychology (30 credits)Applications of health psychology (15 credits)Advanced Dissertation in psychology (60 credits)

12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module codePsy4106 Psychosocial foundations of health and illnessPsy4110 Psychological processes of illness and health care deliveryPsy4114 Applications of health psychology Psy4115 Counselling and psychotherapyPsy4012 Research methods in applied psychologyPsy4222 Advanced Dissertation in psychology

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13. A curriculum map relating learning outcomes to modulesSee Curriculum Map.

14. Information about assessment regulationsAssessment regulations can be found in the University Regulations. Additionally, where all assessments on a module are required in order to demonstrate that all the module and programme learning outcomes have been achieved, then all assessments on a module must be passed in order to pass the module.

15. Future careersAs well as providing access to the University Careers Service, the programme supports career development in a variety of ways. The programme itself emphasises the development of graduate skills such as communication, numeracy and team working, as well as subject specific professional skills such as designing and evaluating interventions, counselling skills, and writing research proposals. These skills are all assessed and students are required to reflect on their learning and development in the Counselling and Psychotherapy module.

Visiting external speakers working in the NHS and academia contribute to the programme in order to help students consider their future careers.

Career opportunities in the field of clinical health psychology are rapidly expanding. Areas of employment include health promotion, smoking cessation, obesity management, stroke or cardiac rehabilitation, pain management, and cancer care, research and teaching. Thus students may work in a variety of settings including the NHS, public health, industry and academia. In addition, post graduation, students who have GBC may also pursue further postgraduate training and/or study such as clinical training.

17. Particular support for learningSignificantly research active staff and visiting external speakers working in the NHS and academia contribute to the programme and support effective learning and skills development.

Specific tutorial hours are available with the Programme Leader and the various Module Leaders to support learning on each module and all members of staff can be reached by telephone and e-mail.

The Learning Resources service provides a variety of support including English language development support, Numeracy support, and information technology workshops. The Learning Resources Centre also provides computer rooms (including a postgraduate room). The psychology department has two computer laboratories and a psychophysiology laboratory dedicated to psychology students.

Additional support required by disabled students, mature students, overseas students etc. is readily available to ensure that all students enjoy equality of opportunity at Middlesex (e.g. lecture notes can be made available in hard copy as well as on OASISplus,

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assessment feedback can provided by email or in hard copy and/or students can meet with module leaders for verbal feedback).

18. JACS code (or other relevant coding system)19. Relevant QAA subject benchmark group(s)

None at M-level but H-level QAA psycho-logy subject benchmark statement

20. Reference points Quality Assurance Agency (QAA) Framework for Higher Education Qualifications QAA Code of Practice QAA Master’s Degree Characteristics QAA H-level Psychology subject benchmark statement BPS National Occupational Standards for Psychology BPS Division of Health Psychology Training Committee core curriculum Health Professions Council Standards of Proficiency: Practitioner Psychologists University Guide and Regulations University Learning and Quality Enhancement Handbook

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations.

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Curriculum map for MSc Applied Clinical Health Psychology

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomes

Knowledge and understanding Practical skillsA1 Psychosocial foundations of health, illness and disease; C1 Plan, conduct and write-up research that addresses important and

relevant applied clinical health psychology issues;A2 Psychological processes of disease and long-term

conditions;C2 Analyse quantitative and qualitative data;

A3 Psychological processes of health care delivery; C3 Design and evaluate health-related interventions;A4 Applications of health psychology; C4 Communicate effectively with patients from a variety of cultural and

ethnic backgrounds;A5 Counselling and psychotherapy C5 Make decisions about patients’ needs and welfare through evidence-

based reasoning.A6 Research methods in applied psychology; C6 Take physiological measurements

C7 Take an ethical approach to their practice Cognitive skills Graduate SkillsB1 Reason analytically; D1 Chart, plan and reflect on their personal and career development;B2 Discuss in-depth issues in clinical health and health

psychology and psychotherapy by drawing on relevant evidence;

D2 Learn effectively in order to be able to demonstrate mastery of issues in the field of clinical health psychology;

B3 Comprehensively and critically evaluate research and theories in clinical health and health psychology and psychotherapy;

D3 Communicate effectively with peers;

B4 Evaluate research methodology; D4 Work effectively as part of a team;B5 Make decisions about implementing research and

interventions in complex and uncertain environmentsD5 Use information technology to produce reports, search literature and

analyse data;B6 Reflect in depth on learning and development D6 Demonstrate advanced quantitative reasoning skills that are required to

research and practice in the field of applied psychology

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Module Title Module Codeby Level

Programme outcomesA1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 C7 D1 D2 D3 D4 D5 D6

Psychosocial foundations of health and illness

PSY4106 X X X X X X X X

Psychological processes of illness and health care delivery

PSY4110 X X X X X X X X X X X X X

Research methods in applied psychology

PSY4012 X X X X X X X

Counselling and psychotherapy PSY4115 X X X X X X X X X X X X X X XApplications of health psychology PSY4114 X X X X X X X X X XAdvanced Dissertation in psychology

PSY4222 X X X X X X X X X X X X X X

PGCert Applied Psychology learning outcomes

Knowledge and understanding Practical skillsA1 Health or clinical health psychology theory; C1 Apply health or clinical health psychology theory to practice;A2 Applications of health or clinical health psychology; C2Cognitive skills Graduate SkillsB1 Reason analytically; D1 Learn effectively in order to be able to demonstrate mastery of issues in

the field of Clinical Health or health Psychology;B2 Discuss in-depth issues in clinical health or health

psychology by drawing on relevant evidence;D2 Use information technology to produce reports, search literature and

analyse data;B3 Comprehensively and critically evaluate research and

theories in clinical health or health psychology;

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PGDiploma Applied Clinical Health Psychology learning outcomes

Knowledge and understanding Practical skillsA1 Psychosocial foundations of health, illness and disease; C1 Plan, conduct and write-up research that addresses important and

relevant applied clinical health psychology issues;A2 Psychological processes of disease and long-term

conditions;C2 Analyse quantitative and qualitative data;

A3 Psychological processes of health care delivery; C3 Design and evaluate health-related interventions;A4 Applications of health psychology; C4 Communicate effectively with patients from a variety of cultural and

ethnic backgrounds;A5 Counselling and psychotherapy C5 Make decisions about patients’ needs and welfare through evidence-

based reasoning.A6 Research methods in applied psychology; C6 Take physiological measurements

C7 Take an ethical approach to their practice Cognitive skills Graduate SkillsB1 Reason analytically; D1 Chart, plan and reflect on their personal and career development;B2 Discuss in-depth issues in clinical health and health

psychology and psychotherapy by drawing on relevant evidence;

D2 Learn effectively in order to be able to demonstrate mastery of issues in the field of clinical health psychology;

B3 Comprehensively and critically evaluate research and theories in clinical health and health psychology and psychotherapy;

D3 Communicate effectively with peers;

B4 Evaluate research methodology; D4 Work effectively as part of a team;B5 Make decisions about implementing research and

interventions in complex and uncertain environmentsD5 Use information technology to produce reports, search literature and

analyse data;B6 Reflect in depth on learning and development D6 Demonstrate advanced quantitative reasoning skills that are required to

research and practice in the field of applied psychology

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C. Module Narratives

1. Short code PSY40122. Title Research Methods in Applied

Psychology3. Level PG Level 44. Credit Points 305. Start Date September 20116. Subject Psychology7. Module Leader Dr Bahman Baluch8. Accredited by9. Module Restrictions

(b) Pre-requisite(d) Programme restriction None(e) Level restrictions PG(f) Other restrictions or requirements 80% attendance

10. Automatic deferral No11. Aims

The aim of this module is to provide postgraduate students with research skills and expertise from theory to implementation required by areas in Applied Psy-chology. The module is designed to fulfill training requirements identified in the National Occupational Standards for Applied Psychologists (Key roles 2 & 3) by offering a comprehensive indepth and systematic account of a range of skills in quantitative and qualitative research strategies, and the use of SPSS software in statistical analysis as applicable to the course syllabus. Ultimately the aim is to train students to develop, implement and maintain personal and professional standards and ethical research practice in Applied Psychology.

12. SyllabusThe module will cover the research process from generating hypotheses, data collection, interpretation and presentation of results from a quantitative perspec-tive and developing research questions eliciting data and transforming it using analytic and interpretative techniques from a qualitative perspective. Topics will be introduced within the context of design, statistical and methodological issues in Psychology.

Quantitative Methods SPSS will be utilised as the software package for data processing. The methodological issues considered will include validity and relia-bility in measurement; experimental, quasi-experimental, and correlation re-search designs. The statistical techniques taught will include descriptive and in-ferential statistics; exploratory data analysis; ANOVA; correlation and multiple regression; factor analysis. Further topics to be covered include levels of mea-surement, statistics and research design; probability theory, hypothesis testing; normal distribution, z-scores and t-tests; questionnaire construction; and intro-duction to multivariate statistics.

Qualitative ApproachesThere will be a series of lectures and workshops on the application of qualitative and mixed methodologies research in Applied Psychology. Topics to be cov-ered will include the development of research questions, the selection of appro-priate qualitative approaches and different approaches to data analysis, Stu-dents will learn about the epistemological and ontological issues underlying dif-ferent qualitative approaches and how these relate to qualitative and mixed-method investigations in Applied Psychology arenas.

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13. Learning OutcomesOn successful completion of this module students will be able to: 1- develop an awareness of strengths and limitations associated with quantita-tive and qualitative research in Applied Psychology at Level 42- choose the most appropriate research design in relation to the research question and to take into account ethical considerations3- demonstrate taking appropriate steps in data collection, data analysis and writing up of empirical and non-empirical research projects4- carry out research projects using a variety of methodologies and transfer re-search skills to new problems5- demonstrate skills in critical evaluation of quantitative and qualitative based research6- develop a proposal based on quantitative and qualitative research7- independently conduct research of a publishable quality8- develop skills in writing scientific reports based on quantitative and qualitative methodologies9- use SPSS in statistical analysis of the data as relevant to the course syllabus10- use a range of databases as research tools

14. Learning, Teaching and Assessment StrategyA variety of teaching methods and assessment will be employed with the aim of inspiring and challenging each student, whilst promoting independent learning and a critical appreciation of the research process. Students will engage in laboratory classes, workshops, lectures/seminars, tutorials, group work, and practical sessions on SPSS and qualitative data analysis.

The focus of on-going assessment and feedback will be on problem solving and in-vestigation of research questions, and synthesis of information in an innovative manner with respect to the above specialised topics using SPSS and qualitative data analysis techniques to reflect critical evaluation and appreciation of the research process appropriate at Level 4.

Assessment will be based on coursework and in-class assessment with the fol-lowing breakdown:

Formative assessmentFormative assessment will be continuous on the practical and theoretical as-pects of the course syllabus. 1) An in-class practical assessment using SPSS in statistical analyses and in-terpreting SPSS output (LOs 9,10).2) completing an ethics form for research in Applied Psychology (LO 8)3) developing short interview schedules during lab sessions (LOs 4, 6)

Summative assessment1) In-class practical assessment of descriptive and inferential statistical analy-ses. 25% of the mark (LOs 9, 10) ;2) EITHER a 2,500 word critical review of a quantitative OR qualitative based published research OR in-class presentation of a quantitative OR qualitative pa-per. 25% of the mark (LOs 1, 5)3) an empirically conducted quantitative research OR a qualitative based study (LOs 2, 3, 4, 6, 7, 8). 50% of the mark

15. Assessment WeightingSeen examination 0%Unseen examinations 0%Coursework (no examination) 100 %

16. Timetabled examination required NO

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17. Learning materials- Essential/PrimaryQualitative methodsSmith, J.A. (ed) (2007) (2e), Qualitative Psychology: A Practical Guide to Re-search Methods, Sage PublicationsORWillig, C. (2008) (2e). Introducing Qualitative Research in Psychology: Adven-tures in Theory and Method, Open University Press.Quantitative methodsHowitt, D. & Cramer, D. (2005) Introduction to statistics in Psychology. (Third Edition) Prentice Hall Clegg. F. (1992). Simple Statistics. A course book for the social sciences. Uni-versity Press, CambridgeMeltzoff. J. (1998). Critical thinking about research. APA (library ref: 150.72, Mel).

- Recommended/SecondaryQualitative methodsForrester, M.A.(ed) (2010). Doing Qualiattive Research in Psychology, A Prac-tical Guide, Sage PublicationsGolden-Biddle, K. & Locke, K. (2007), Composing Qualitative Research, Sage.Knapp, S. J. & VandeCreek, L.D. (2006), Practical Ethics for Psychologists: A Positive Approach, American Psychological Association.Lyons, E. & Coyle, A. (2007), Analysing Qualitative Data in Psychology, Sage.McLeod, J. (2005), Research in Counselling and Psychotherapy, Sage.Todd, Z., Nerlich, B., McKeown, S. & Clarke, D.D.(2004), Mixing Methods in Psychology: The integration of qualitative and quantitative methods in theory and practice. Psychology PressQuantitative methods

Minium, E. W, King B. M. & Bear, G. (1993). Statistical Reasoning in Psycho-logy and Education.Kinnear, P.R., & Colin, D. G. (2000). SPSS for Windows Made Simple- Release 10 Psychology Press LTD. Publishers.Nunn, J. (1998). Laboratory Psychology: A beginners guide. Hove, Sussex: Psychology Press.

JournalsQualitative ResearchQualitative Research in Psychology

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1. Short code Psy41062. Title Psychosocial Foundations of

Health and Illness3. Level PG4. Credit Points 155. Start Term Autumn 20116. Subject Psychology7. Module Leader Dr Nicky Payne8. Accredited by -9. Module Restrictions

(b) Pre-requisite None(d) Programme restriction None(e) Level restrictions PG(f) Other restrictions or requirements 80% attendance

10. Automatic deferral Not Permitted11. Aims

This module aims to introduce students to the discipline of health psychology, setting it apart from other related disciplines. Students will be introduced to the concept of health and the main theories/concepts relating to the psychosocial determinants of health/illness, including stress and health behaviours.

12. SyllabusThe syllabus covers context and perspectives in health psychology, epidemiology of health and illness, health-related behaviour, health-related cognitions, individual differences, health and illness, and stress, health and illness including: historical overview; related disciplines; defining and measuring health; cultural perspectives on health; epidemiology; bio-statistics; inequalities in health; gender and health; social capital, empowerment and advocacy; health behaviours (e.g. drinking, smoking, eating); theories of health behaviour and cognitions (covering theories, health beliefs, attributions, health locus of control, unrealistic optimism); individual differences (covering optimism, locus of control, self-efficacy, negative affect); models of stress; moderators and mediators.

13. Learning OutcomesOn completion of this module the successful student will be able to:

1. Critically evaluate the usefulness and limitations of health psychology concepts/theories drawing upon an up-to-date and broad knowledge of relevant research findings

2. Critically evaluate the usefulness and limitations of theories of health behaviour drawing upon an up-to-date and broad knowledge of relevant research findings

3. Critically evaluate the usefulness and limitations of theories of stress drawing upon an up-to-date and broad knowledge of relevant research findings

4. Comprehensively discuss and critically evaluate the evidence for in-equalities in health drawing upon an up-to-date and broad knowledge of relevant research findings

5. Demonstrate mastery in the application of theories of health behaviour, health-related cognitions and individual differences by using these the-ories/concepts to explain your own health behaviours and behaviour change efforts recorded in a diary

14. Learning, Teaching and Assessment StrategyTeaching is delivered through 2 hour interactive lectures running weekly for 12 weeks during the Autumn term. Teaching sessions will involve significant learner activity, which allows students to engage with the material and

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deepens learning. A range of methods of learning will be used in order to accommodate student diversity. Tutorials will be available each week and will provide opportunities for in-depth discussions, advice and feedback on assessment.Lecture notes will be placed on OASISplus. Access to additional journal papers, other articles and on-line activities will also be available. These will help students affirm and test out what they learn in relation to some of the topics taught in the interactive lectures. Activities may include discussion points, questions, and quizzes and interactive online tasks such as those available at http://www.psychology.heacademy.ac.uk/healthpsychsurvey/resources.htm and http://www.uwic.ac.uk/shss/dom/newweb/DU/example.htm . Coursework will be submitted via OASISplus.In November, a formatively assessed assignment will be due and students will receive feedback on this. The two summative assessments will be due in December and January respectively. The use of formative assessment and staggered deadlines will support student learning, and a range of methods of assessment will be used in order to accommodate student diversity.

Assessment SchemeFormative AssessmentA 500-1,000 word reflection on the trip to the Medicine Now exhibition.

Summative AssessmentAn essay of approximately 1,500 words (to assess learning outcomes 1, 3 and 4). Worth 50% of the overall grade.

A health behaviour diary project (applying theories, cognitions and individual differences to personal behaviour) of approximately 1,500 words (to assess learning outcomes 1, 2 and 5). This project is worth 50% of the overall grade.

15. Assessment WeightingSeen examination 0%Unseen examination 0%Coursework (no examination) 100%

16. Timetabled examination required NO17. Length of exam N/A18. Learning materials

- Essential/PrimaryMarks, D., Murray, M., Evans, B., & Willig, C. (2011). Health Psychology: Theory, Research and Practice. London: Sage.Ogden, J. (2007). Health Psychology: A Textbook. Maidenhead: Open University Press.Sarafino, E.P. (2011). Health Psychology: Biopsychosocial Interactions. New York: Wiley.

- Recommended/SecondaryConner, M., & Norman, P. (2005) Predicting Health Behaviours. Buckingham: Open University Press.Jones, F., & Bright, J. (2001). Stress: Myth, Theory and Research. Harlow: Prentice Hall.Taylor, S.E. (2011). Health Psychology. New York: McGraw-Hill.

JournalsBritish Journal of Health PsychologyPsychology and Health

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http://www.uwic.ac.uk/shss/dom/newweb/DU/example.htm

http://www.psychology.heacademy.ac.uk/healthpsychsurvey/resources.htm

Health PsychologyJournal of Health PsychologySocial Science and Medicine

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1. Short code Psy41142. Title Applications of health psychology3. Level PG4. Credit Points 155. Start Term Winter 20126. Subject Psychology7. Module Leader Dr Nicky Payne8. Accredited by -9. Module Restrictions



This module aims to introduce students to the applications of health psychology to health promotion and in particular, to behaviour change. It aims to help students develop the skills to design and evaluate interventions. The module examines different settings for this work.

12. SyllabusThe syllabus covers applications of health psychology, and health-related behaviour including: approaches to health promotion, theory based interventions, media interventions, community interventions, school interventions, public health, behaviour change techniques including motivational interviewing and cognitive behavioural approaches.


1. Comprehensively discuss and critically evaluate health communication interventions in different settings drawing upon an up-to-date and broad knowledge of relevant research findings

2. Fully discuss and critically evaluate the key issues to be considered when designing a health behaviour change intervention, including the difficulties involved in evaluation

3. Design a health communication intervention based on an advanced un-derstanding of the theoretical models of health-related behaviour and a broad knowledge and understanding of relevant research findings

14. Learning, Teaching and Assessment StrategyTeaching is delivered through 2 hour interactive lectures running weekly during the winter term. Teaching sessions will involve significant learner activity, which allows students to engage with the material and deepens learning. A range of methods of learning will be used in order to accommodate student diversity. Tutorials will be available each week and will provide opportunities for in-depth discussions, advice and feedback on assessment.Lecture notes will be placed on OASISplus. Access to additional journal papers, other articles and on-line activities will also be available. These will help students affirm and test out what they learn in relation to some of the topics taught in the interactive lectures. Activities may include discussion points, questions, and quizzes and interactive online tasks such as those available at http://www.psychology.heacademy.ac.uk/healthpsychsurvey/resources.htm and http://www.uwic.ac.uk/shss/dom/newweb/DU/example.htm . Coursework

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will be submitted via OASISplus.In February the formatively assessed work will take place and students will receive feedback on this in order to help them design their own leaflet for summative assessment in April. The use of formative assessment and staggered deadlines will support student learning, and a range of methods of assessment will be used in order to accommodate student diversity.

Assessment schemeFormative AssessmentEvaluate two health communication leaflets in relation to theoretical models of health behaviour and related research. The rationale should be approximately 500-1,000 words (to assess learning outcomes 1 & 2).

Summative AssessmentDesign a health communication leaflet to target a specific health behaviour in a specific setting. The leaflet should be accompanied by a rationale supporting the design of the leaflet based on theoretical models of health-behaviour and related research. The rationale should be approximately 2,500 words (to assess learning outcomes 1, 2 & 3). This project is worth 100% of the overall grade.



- Essential/PrimaryBennett, P. (2000). Introduction to Clinical Health Psychology. Maidenhead: Open University Press.Naidoo, J., & Wills, J. (2000). Health Promotion: Foundations for Practice. Edinburgh: Bailliere Tindall.Sarafino, E.P. (2011). Health Psychology: Biopsychosocial Interactions. New York: Wiley.

- Recommended/SecondaryMichie, S. & Abraham, C. (2004) Health Psychology in Practice. Oxford: Blackwell.Ogden, J. (2007). Health Psychology: A Textbook. Maidenhead: Open University Press.Rutter, D. & Quine, L. (2002). Changing Health Behaviour. Buckingham: Open University Press.Taylor, S.E. (2011). Health Psychology. New York: McGraw-Hill.Tones, K., & Tilford, S. (2001). Health Education: Effectiveness, Efficiency and Equity. Cheltenham: Nelson Thornes.

JournalsBritish Journal of Health PsychologyPsychology and HealthHealth PsychologyJournal of Health PsychologySocial Science and Medicine

59

1. Short code Psy41102. Title Psychological processes of illness

and health care delivery3. Level PG4. Credit Points 305. Start Term Autumn 20116. Subject Psychology7. Module Leader Dr Nicky Payne8. Accredited by -9. Module Restrictions



This module aims to introduce students to the biological processes involved in the onset and progression of a variety of long-term illnesses and diseases. The process of health care delivery, from symptom perception through consultation to treatment/management from the perspective of both the patient and the health professional will be discussed. The health care needs and experiences of patients across the lifespan will be considered.

12. SyllabusThe syllabus covers biological mechanisms of health and disease, long-term conditions/disability, health care in professional settings, and lifespan perspectives in health psychology including: biological systems of the body; psychoneuroimmunology; circadian rhythms; long-term conditions (impact, coping and intervention); pain; cross-cultural and lifespan perceptions of illness; cross-cultural and lifespan needs and experiences of patients; the role of the family; screening and immunization; Dr-patient relationships and adherence; preparation for stressful medical procedures and hospitalization; decision-making; death, dying and bereavement.


1. Discuss and critically evaluate the treatment/management of a long-term condition drawing upon an up-to-date and broad knowledge of rel-evant research findings

2. Discuss and critically evaluate issues involved in providing effective health care drawing upon an up-to-date and broad knowledge of rele-vant research findings

3. Comprehensively discuss the needs and experiences of patients incor-porating critical perspectives from cross-cultural and lifespan psycho-logy

4. Offer accurate and comprehensive accounts of the basic biological mechanisms of the most important bodily systems

5. Demonstrate advanced evidence-based decision-making regarding pa-tient care by detailing the assessment and treatment requirements of patients (i.e. case studies) presenting with a variety of problems

6. Demonstrate expertise in the measurement of psychophysiological re-sponse by using psychophysiological equipment to examine heart rate, stress response etc. of human volunteers

14. Learning, Teaching and Assessment StrategyTeaching is delivered through 2 hour interactive lectures running weekly for 24

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weeks. As part of these 24 weeks, students are required to attend three 3 hour lab classes in order to achieve learning outcome 6. The lab classes will involve learning how to take physiological measurements. The teaching provides students with continuity in their learning across the MSc and time to reflect on their learning. Teaching sessions will involve significant learner activity, which allows students to engage with the material and deepens learning. A range of methods of learning will be used in order to accommodate student diversity.Tutorials will be available each week and will provide opportunities for in-depth discussions, advice and feedback on assessment.Lecture notes will be placed on OASISplus. Access to additional journal papers, other articles and on-line activities will also be available. These will help students affirm and test out what they learn in relation to some of the topics taught in the interactive lectures. Activities may include discussion points, questions, and quizzes and interactive online tasks such as those available at http://www.psychology.heacademy.ac.uk/healthpsychsurvey/resources.htm and http://www.uwic.ac.uk/shss/dom/newweb/DU/example.htm . Coursework will be submitted via OASISplus.During term 1 students will complete 3 formatively assessed lab reports during class culminating in a summatively assessed essay in February. The second and final summative assessments will be due in March and May and students will receive feedback on the March assessment before the deadline for the final summative assessment. The use of formative assessment and staggered deadlines will support student learning, and a range of methods of assessment will be used in order to accommodate student diversity.

Assessment Scheme

Formative AssessmentThree psychophysiology lab worksheets completed in class (to assess learning outcomes 4 & 6).

Summative assessmentA Psychophysiology lab essay (to assess learning outcomes 1, 4 & 6) of approximately 2,000 words linking measurement techniques to the management of a long-term condition. This essay is worth 33.3% of the overall grade.

One case study of approximately 2,000 words (to assess learning outcomes 1, 3 & 5). Worth 33.3% of the overall grade.

Another case study of approximately 2,000 words (to assess learning outcomes 2 & 5). Worth 33.3% of the overall grade.



- Essential/PrimaryBennett, P. (2000). Introduction to Clinical Health Psychology. Maidenhead: Open University Press.Ogden, J. (2007). Health Psychology: A Textbook. Maidenhead: Open University Press.

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Sarafino, E.P. (2011). Health Psychology: Biopsychosocial Interactions. New York: Wiley.

- Recommended/SecondaryPetrie, K., & Weinman, J.A. (1997). Perceptions of Health and Illness. The Netherlands: Harwood Academic Publishers.Penny, G.N., Bennett, P., & Herbert, M. (1998). Health Psychology: A lifespan perspective. The Netherlands: Harwood Academic publishers. Taylor, S.E. (2011). Health Psychology. New York: McGraw-Hill.

JournalsBritish Journal of Health PsychologyPsychology and HealthHealth PsychologyJournal of Health PsychologySocial Science and Medicine

62

1. Short code Psy41152. Title Counselling and psychotherapy3. Level PG4. Credit Points 305. Start Term Autumn 20116. Subject Psychology7. Module Leader Dr Fiona Starr, Dr Nollaig Frost8. Accredited by -9. Module Restrictions



The aim of this module is to provide students with an introduction to the main schools of psychological therapy, their theoretical origins and how the theory is applied in practice. The module will also introduce students to the basic principles of communication skills that form the foundation of all counselling and therapy. Finally, the module will familiarise students with the role of counselling and therapy within all areas of applied psychology.

The module reflects humanist, psychodynamic, cognitive and systemic approaches to counselling and therapy, and the applications of these approaches and/or their skill set in educational, (mental) health, sport, organisational and community psychology.

The module will raise some of the ethical and philosophical dilemmas that occur in the therapeutic relationships. Issues around cultural diversity, gender, class and power will be discussed and considered throughout the module. The module will also cover challenges around measuring effectiveness, process and outcome research, as well as issues regarding ongoing professional development.

The module is designed to facilitate students to develop critical and reflective thinking, independent learning strategies and basic skills in counselling and therapy (e.g. listening skills, self-reflection, giving and receiving feedback).

This module will not qualify students to practice as a counsellor or therapist. However, through examples of applied practice students will be introduced to a range of ideas, which they might decide to explore further once they have finished their MSc.

12. SyllabusTerm 1 lectures: approaches & professional development

Humanistic approaches to counselling and therapy (person-centred therapy)

Psychoanalytic approaches (Freud/Klein/Winnicott) Cognitive approaches (Cognitive Behavioural Therapy) Systemic approaches (Family Therapy) Ethics in counselling and therapy Reflective practice, supervision and professional development Research for counselling and therapy Critical theory, counselling and psychotherapy

Term 2 lectures: contexts & applications

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Counselling and therapy in education Counselling and therapy in occupational health (selection, careers ad-

vice) Counselling and therapy in organisations (group workshops for de-

cision-making and decision-support) Counselling and therapy in health care (NHS and voluntary sector) Counselling and therapy in sports and exercise (rehabilitation) Counselling and therapy in community psychology (community devel-

opment and action) Counselling and therapy with vulnerable or excluded populations (CBT

for Drugs and Alcohol problems, working with children, young people or the elderly)

Coaching psychology (working with senior managers) Mental health policy (national and international perspectives)

Year long workshops: skill development Self-reflection Attending/listening skills Giving and receiving feedback Paraphrasing and reframing Reflecting feelings Summarisation Collaborative questioning Normalisation Challenging Reflective practice Critical practice

13. Learning OutcomesOn completion of this module the successful student will have:

1. Knowledge of the key theoretical and practical origins of counselling and psychotherapy whilst considering ethical dilemmas and issues of cultural diversity, gender and power.

2. Knowledge of the range of applications of counselling and psychother-apy in practice and the differences between different contexts of applic-ation

3. Developed their self-awareness and reflective thinking skills about clin-ical issues

4. Critically evaluate each of the schools of psychological therapy and how they are applied in practice

On completion of this module the successful student will be able to:5. Critically reflect on the experience of applying basic communication

skills in counselling through the skills workshops 6. Critically appraise their own personal development in relation to the

module and their wider living contexts7. Structure an interview session and have a clear understanding of the

different questioning styles and skills needed when interviewing indi-viduals about sensitive topics

14. Learning, Teaching and Assessment StrategyThe course is designed to draw on a number of learning strategies including experiential, didactic and problem-based learning, as well as individual feedback.

Lectures: 2hr lecture depending on the topic to be held each week throughout the academic year.

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Workshops: 1hr workshop covering skills to include role play, small group discussion and plenary feedback on skills throughout the academic year.

Individual tutorials: to discuss formative and summative assessment, feedback on book review and workshops.

Formative assessmentStudents will be given ongoing feedback on their skill development through the workshops.

Students will be given a short essay question to answer relating to topics covered in the first term. The essay is designed to help them with the summative essay in the second term. The essay will be due in at the end of week 7 of the Autumn Term. It will not be assessed and students will receive individual formative feedback on their essays. 1,000 words. To assess learning outcomes 1-4.

Student logbooks are intended to assess the non-theoretical elements of the course and should include students’ reflections on their skills development, as well as the development of their thinking in relation to the different psychological therapies and their practical applications. Students will be required to produce a 1500 word logbook which will be due in week 14 of the second term. They will receive individual formative feedback on the logbook and can use this logbook towards their summative assessment. 1,500 words. To assess learning outcomes 5-7.

Summative assessment Students will be given a choice of essay questions at the beginning of the second term covering a range of topics from the first and second term (topics will be different to those given for the formative essay). Students will be required to answer one essay question for their assignment. 2,500 words. 75% of the final mark. To assess learning outcomes 1-4.

Students will also be required to continue to keep a logbook in the second term reflecting on the development of their thinking in relation to different psychological therapies, their application in different contexts and the students’ learning of skills. Students can develop and/or continue their formative logbook (1500 words) as part of the summative logbook (2500 words) and summative logbook assessment. 2,500 words. 25% of the final mark. To assess learning outcomes 5-7.

The essay and logbook will be due on the first day after the Easter break.



Essential ReadingDryden, W. (1996). A Handbook of Individual Therapy. London: Sage.McLeod, J. (2003). An Introduction to Counselling. Maidenhead: OpenUniversity Press.Roth, P. & Fonagy, P. (1996). 'What Works for Whom?' New York: GuilfordPress.

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Gerhardt, S. (2010) The Selfish Society. London, Simon & Schuster.Layard, R. (2006) Happiness: Lessons form a New Society. London. Penguin. Lemma, A. & Patrick, M. (2010) Off the Couch Contemporary PsychoanalyticApplications. London. Routledge. Parker, I. Georgaca, E., Harper, D., Mclaughlin, T. & Stowell-Smith, M.(1999). Deconstructing Psychopathology. London: Sage.Yalom, I. (2010) The Gift of Therapy: An Open Letter to a New Generation ofTherapists and their Patients. Chatham. Piatkus.

Recommended readingBond, F.W. & Dryden, W. (Eds.) (2004). Handbook of Brief Cognitive Behav-iour Therapy. London: Wiley.Casement, P. (1990). Further Learning from the Patients. London: Routledge.Dryden, W. (2000). Therapists Dilemma. Berkshire: Open University Press.Freud, S. (1991). Two Short Accounts of Psycho-analysis: Five Lectures OnPsycho-analysis. The Question of Lay analysis. London: Penguin. Pp 31-92. Gabbard, G.O and Westen, D. (2003) Rethinking Therapeutic Action.International Journal of Psychoanalysis, 84(4):823-841Gerhardt, S. (2011) Why Love Matters: How Affection Shapes a Baby's Brain.London. RoutledgeJames, O. (2008) Affluenza. London. Ebury Publishing.Young, J.E., Klosko, J.S. and Weishaar, M.E. (2003) Schema Therapy: APractitioner's Guide. New York. Guilford press.Grant, A., Mills, J., Mulhern, R. & Short, N. (2004). Cognitive BehaviouralTherapy in Mental Health Care. London: Sage.Greenhalgh, T. (1997). How to Read a Paper: The basics of Evidence BasedMedicine. London: BMJ Publishing Group.Hook, D. (Ed) (2004). Critical Psychology. Lansdowne: UCT Press.Leichsenring,F. and Rabung,S. (2008) 'Effectivness of long-termpsychodynamic psychotherapy: a meta analysis', Journal of the AmericanMedical Association, 300, pp. 1551-65. Lemma, A., Roth, A. & Pilling, S. (2008) The competencies required todeliver effective Psychoanalytic/Psychodynamic Therapy.www.ucl.ac.uk/CORE<http://www.ucl.ac.uk/CORE>Orford, J. (2008). Community psychology: challenges, controversies andemerging consensus. Chichester: John Wiley & Sons Ltd Reason, P. and Bradbury, H. (2001). Handbook of Action Research:participative inquiry and practice. London: Sage. Roth, A. & Pilling, S. (2007). The competencies required to delivereffective CBT. www.ucl.ac.uk/CORE<http://www.ucl.ac.uk/CORE>.Kennedy, E. and Midgley, N. (2007) Process and Outcome Research in Child and Adolescent and Parent-Infant Psychotherapy: A Thematic Review. Lon-don: NHS London.Sainsbury Centre for Mental health (2006) The Costs of race Inequality.Policy Paper 6. London:SCMH. www.scmh.org.uk<http://www.scmh.org.uk>Segal, Z.V., Williams, J.M.G and Teasedale, J.D. (2002) Mindfulness BasedCognitive Therapy: A New Approach to Preventing Relapse. London: GuilfordPress.Watkins, M. and Shulman, H. (2008). Toward Psychologies of Liberation(Critical Theory and Practice in Psychology and the Human Sciences Series).Hampshire: Palgrave, Macmillan

JournalsPsychology and Psychotherapy Theory Research and Practice (PAPTRAP)British Journal of Clinical psychologyEvidence Based Mental HealthBritish Journal of Guidance and Counselling

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1. Short code PSY42222. Title Advanced Dissertation in psy-

chology3. Level PG4. Credit Points 605. Start Term Autumn 20116. Subject Psychology7. Module Leader Dr Ilhan Raman8. Accredited by9. Module Restrictions

(b) Pre-requisite Students must have previ-ously taken or be registered for PSY4011 or PSY4012

(d) Programme restriction MSc Applied Psychology, MSc Forensic Psychology, MSc Health PsychologyMSc Applied Clinical Health Psychology

(e) Level restrictions PG(f) Other restrictions or requirements

10. Automatic deferral Permitted11. Aims

To provide students with an opportunity for an in-depth, advanced study in a specific area of applied psychology, pertinent to the degree for which they are registered, guided by, but largely independent of, tutor support.

To enable students to apply appropriate principles of empirical research to an issue of their choice within the subject area of their degree regis-tration.

To enable students to present their research study in the form of a writ-ten thesis, using appropriate styles and conventions.

12. SyllabusStudents devise and carry out a research study in an area of interest to them related to their Masters degree subject, taking into account the expertise of members of the department available as supervisors. Students will make a short presentation to other Masters students and staff, on which they obtain formative feedback. Students then move on to preparing a formal research proposal, on which formative feedback will also be given. All students must obtain ethical approval from the Psychology Department Ethics Committee prior to starting their study or making any contacts with potential participant groups outside of Middlesex University.

13. Learning OutcomesOn completion of this module the successful student will be able to:1. Demonstrate a deep and systematic understanding of an area of applied

psychology related to the subject of the Masters degree for which the stu-dent is registered, and work with the theoretical and research-based know-ledge at the forefront of their subject.

2. Demonstrate a comprehensive understanding of the statistical and analytic techniques and research methodologies applicable to their subject.

3. Demonstrate self direction and originality in formulating a research plan which includes a realistic idea of the relative time and effort to be given to various stages of the research.

4. Negotiate with a supervisor their own goals in terms of coverage and inten-

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ded outcomes.5. Demonstrate excellent skills of literature searching, selection of relevant

sources, and systematic treatment of key material.6. Act autonomously in planning and implementing the research plan and

choosing and applying appropriate empirical methodologies and treating resulting data with appropriate analytical methods.

7. Conduct research in an ethical manner, and demonstrate the awareness and ability to manage the implications of ethical dilemmas, consistent with the BPS Code of Conduct and additional relevant divisional guidelines.

8. Present and defend a research proposal with due regard to styles of presentation and approaches to encouraging audience participation, where appropriate.

9. Write a thesis which pays due regard to the conventions whereby psycholo-gical research is conveyed to others.

14. Learning, Teaching and Assessment StrategyStudents will work independently with their supervisors to develop their re-search, thus allowing for diversity of interests, knowledge and strengths. Self-guided learning will require the use of a full range of learning resources. The module handbook, dissertation planning notes and other pertinent information as applicable will be available on OASISplus.

Assessment scheme

Formative Assessment- Poster presentation of research idea. (Learning Outcomes 3, 4, 5, 7, 8)- 1,000 word research proposal. (Learning Outcomes 3, 4, 5, 7, 8)

Summative Assessment- 10,000 – 15,000 word dissertation (Learning Outcomes 1, 2, 5, 6, 7, 9)



- Essential

- Recommended

There are no specific learning materials for this module as these will largely be determ-ined by the topic chosen.

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