MSc Forensic Psychology

Transcription

1 MSc Forensic Psychology Programme Specification Primary Purpose Course management and quality assurance. Secondary Purpose Detailed information for students, staff and employers. Current students should refer to the related Course Handbook for further detail. Disclaimer The University of Portsmouth has checked the information given in this Programme Specification. We will endeavour to deliver the course in keeping with this Programme Specification; however, changes may sometimes be required arising from annual monitoring, student feedback, review and update of units and courses. Where this activity leads to significant changes to units and courses, there will be prior consultation of students and others, wherever possible, and the University will take all reasonable steps to minimize disruption to students. It is also possible that the University may not be able to offer a unit or course for reasons outside of its control, for example; the absence of a member of staff or low student registration numbers. Where this is the case, the University will endeavour to inform applicants and students as soon as possible. Where appropriate, the University will facilitate the transfer of affected students to another suitable course. Copyright The contents of this document are the copyright of the University of Portsmouth and all rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the University of Portsmouth.

2 Contents Course Details Named Awards Course Code (and UCAS Code if applicable) Awarding Body Teaching Institution Accrediting Body QAA Benchmark Groups Document Control Information Effective Session Author Faculty Department...1 Curriculum Educational Aims Reference Points General Learning Outcomes Learning Outcomes...3 A. Knowledge and Understanding of:... 3 B. Cognitive (Intellectual or Thinking) Skills, able to:... 3 C. Practical (Professional or Subject) Skills, able to:... 3 D. Transferable (Graduate and Employability) Skills, able to: Learning and Teaching Strategies and Methods Assessment Strategy Course Structure, Progression and Award Requirements Employability Statement...6 Course Management Support for Student Learning Admissions Criteria...6 A. Academic Admissions Criteria... 7 B. Disability Evaluation and Enhancement of Standards and Quality in Learning and Teaching...7 A. Mechanisms for Review and Evaluation... 7 B. Responsibilities for Monitoring and Evaluation... 7 C. Mechanisms for Gaining Student Feedback... 7 D. Staff Development Priorities Assessment Regulations Role of Externals Indicators of Standards and Quality...8 A. Professional Accreditation/Recognition... 8 B. Periodic Programme Review (or equivalent)... 8 C. Quality Assurance Agency... 8 D. Others Further Information...9 i

3 Course Details 1. Named Awards MSc Forensic Psychology 2. Course Code (and UCAS Code if applicable) C1348F/P 3. Awarding Body University of Portsmouth 4. Teaching Institution University of Portsmouth 5. Accrediting Body British Psychological Society 6. QAA Benchmark Groups Psychology 7. Document Control Information July Effective Session Author Dr Adrian Needs 10. Faculty Science 11. Department Psychology Curriculum 12. Educational Aims To provide students with a systematic knowledge and understanding of the field of forensic psychology in accordance with the academic requirements of the Division of Forensic Psychology of the British Psychological Society for accredited courses. To enable students to form and develop vocational, academic and applied interests relevant to their future careers. To encourage the integration with forensic psychology of theories, techniques and findings from a broad range of areas of psychology and other relevant disciplines to provide a basis for Programme Specification for MSc Forensic Psychology Page 1 of 9

4 creative synthesis in the generation and development of applications, hypotheses, methods and models. To provide a conceptual and practical understanding of processes, methods and analytical techniques employed in research in order to enable research relevant to forensic psychology to be evaluated and conducted. To highlight and provide experience in the exercise of self- management, problem- solving and communication skills integral to a reflective, scientist- practitioner approach to the often complex tasks and situations encountered in forensic psychology. To encourage and support an independent, reflective approach to learning and its application. 13. Reference Points University of Portsmouth Curriculum Framework Document (2016) The scholarship, research expertise, vocational and professional experience of academic members of staff QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education National Qualifications Framework Accreditation Criteria for Postgraduate Programmes of the Division of Forensic Psychology, British Psychological Society British Psychological Society Occupational Standards in Applied Psychology 14. General Learning Outcomes Level 7 Master's degrees awarded to students who have demonstrated: a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced scholarship originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline conceptual understanding that enables the student: to evaluate critically current research and advanced scholarship in the discipline to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses Typically, holders of the qualification will be able to: deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level And holders will have: the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility decision-making in complex and unpredictable situations the independent learning ability required for continuing professional development Programme Specification for MSc Forensic Psychology Page 2 of 9

5 15. Learning Outcomes A. Knowledge and Understanding of: A.1 The critical application and evaluation of theories and research findings concerning crime, offenders, victims, witnesses, jurors, litigants and personnel involved in the operation of the systems of criminal and civil justice. A.2 Utilisation of domain- specific (factual, organisational, legal and procedural) information pertaining to the contexts of criminal and civil justice. A.3 The synthesis of roles, responsibilities and contextual issues in the knowledge and skills required to work effectively as a forensic psychologist within the settings of criminal and civil justice. A.4 The critical application and evaluation of procedures informed and refined by psychological research within the contexts of criminal and civil justice. A.5 Selection and utilisation of principles and methods of empirical investigation and analysis. A.6 The integration of principles and constraints of professional codes of conduct into research and practice. B. Cognitive (Intellectual or Thinking) Skills, able to: B.1 Think critically when assimilating and communicating written and spoken information and ideas, analysing and presenting arguments with regard to evidence, logic and theory. B.2 Define and analyse a problem or task, identifying and evaluating requirements, theoretical, practical and contextual issues and sources of information. B.3 Use initiative and creativity to generate, evaluate and prioritise options for achieving goals within a coherent and defensible formulation. B.4 Plan and implement the selected option with creativity, flexibility and awareness of potential obstacles and constraints. B.5 Identify, elaborate and critically evaluate replicated themes and patterns across diverse areas of psychology and related disciplines as a source of potential insights and hypotheses. B.6 Generate testable ideas, questions and strategies for further investigation and original research. C. Practical (Professional or Subject) Skills, able to: C.1 Hypothesise, formulate and represent the interrelationships between factors involved in complex human behaviour. C.2 Summarise and defend conclusions in an adversarial legal context. C.3 Derive and evaluate implications for assessment and intervention from case information. C.4 Structure an expert, case, organisational consultancy and research report in a coherent, integrated and accessible fashion that addresses instructions, referral questions, agreed targets or research aims in an explicit and unambiguous manner. C.5 Provide a critical and reflective summary of decision- making processes in relation to competences associated with core roles of Stage 2 of eligibility for chartered status as a forensic psychologist. C.6 Identify goals and means for personal development relevant to meeting future challenges as a forensic psychologist, taking and recording opportunities for practice, feedback, elaboration and reflection. D. Transferable (Graduate and Employability) Skills, able to: D.1 Utilise professional standards and principles of written communication. D.2 Plan work and manage time effectively in the face of competing demands. Programme Specification for MSc Forensic Psychology Page 3 of 9

6 D.3 Construct and deliver effective presentations with use of visual and other aids and handling of questions as appropriate. D.4 Participate constructively in a group situation using appropriate interpersonal skills and maintaining a focus on group goals, the effective functioning of the group and the well-being of its members. D.5 Interact with colleagues, programme staff, other professionals and research participants in a responsible, empathic and self-regulated manner. D.6 Apply skills in the use of information technology (IT) including word processing, the application of statistical software and the accessing of electronic information sources. 16. Learning and Teaching Strategies and Methods The accreditation criteria of the Division of Forensic Psychology of the British Psychological Society specify six core areas with which students must be familiar: the context of practice in forensic psychology; applications of psychology to processes in the justice system; working with specific client groups encountered in forensic psychology; using and communicating information in forensic psychology in practice; research methods; the completion of a research project. The first four of these are subdivided (for example the first area includes psychology and criminal behaviour and appreciation of the ethical and professional considerations of forensic practice ). These areas are integral to what is sometimes referred to as the knowledge base of forensic psychology, the provision of which is the central function of a programme accredited as equipping students with Stage 1 of eligibility for chartered status as a forensic psychologist. There is an emphasis on orienting students so they can come to navigate the landscape of concepts and research, roles and settings. Case materials and a variety of assignments require active integration of a range of areas of knowledge and other considerations. Knowledge and understanding are cultivated using methods indicated below. Lectures and workshops, presented by current practitioners and/ or active researchers (A1, 2, 3, 4, 5, 6); extensive use of case examples and materials to generate discussion in a group context and/ or promote identification of learning needs, self- directed study and reflection (A1, 2, 3, 4); full use of electronic facilities and sources to support, engage and encourage exploration (A1, 2, 3, 4, 5, 6); formative and summative assessments designed to promote learning, introduced and prepared for where appropriate by workshops, (A1, 2, 3, 4, 5, 6). Completing under supervision an original empirical research project (A5, 6). The above skills are a vital part of academic work at this level. In addition, however, they are central to effective exercise of the scientist- practitioner role. They are of particular relevance to Stage 2 of eligibility for chartered status as a forensic psychologist that for many students will follow the programme, representing dimensions (originally formulated by the present author) that must be demonstrated in submissions during that period. Such skills are cultivated best by their application in exercises and assignments and over a broad range of topics and contexts, as indicated below. The assignments have also been designed with an eye to realism in order to acquaint students with professional requirements in the communication as well as use of information. Lectures and workshops, presented by current practitioners and/ or active researchers (B1, 2, 5, 6); extensive use of case examples and materials to generate discussion in a group context and/ or promote identification of learning needs, self- directed study and reflection (B1, 2, 3, 4, 5); full use of electronic facilities and sources to support, engage and encourage exploration (B1, 2, 3, 4, 5, 6); formative and summative assessments designed to promote learning, introduced and prepared for where appropriate by workshops, (B1, 2, 3, 4, 5, 6). Completing under supervision an original empirical research project (B1, 2, 3, 4, 5, 6). The above are advanced skills, representing some of the more demanding, and in some cases less familiar, tasks that are likely to be encountered in working as a forensic psychologist. It is often these on which credibility depends. The following are designed to give students direct experience of their nature and application. Programme Specification for MSc Forensic Psychology Page 4 of 9

7 Lectures and workshops, presented by current practitioners and/ or active researchers (C1, 2, 3, 4, 5, 6); extensive use of case examples and materials to generate discussion in a group context, and/ or promote identification of learning needs, self- directed study and reflection (C1, 2, 3, 4, 5, 6); full use of electronic facilities and sources to support, engage and encourage exploration (C1, 2, 3, 4, 5, 6); formative and summative assessments designed to promote learning, introduced and prepared for where appropriate by workshops, (C1, 2, 3, 4, 5, 6). Completing under supervision an original empirical research project (C1, 4, 6). The above are fundamental competences where the demands of academic work and professional practice converge. They are promoted through the challenges posed by the process of engaging with and completing the course, through a range of opportunities for direct participation in learning activities within a group (team) context and through a variety of relevant and realistic assignments, as indicated below. Lectures and workshops, presented by current practitioners and/ or active researchers (D 4, 5); extensive use of case examples and materials to generate discussion in a group context, and/ or promote identification of learning needs, self- directed study and reflection (D 3, 4, 5, 6); full use of electronic facilities and sources to support, engage and encourage exploration (D1, 6); formative and summative assessments designed to promote learning, introduced and prepared for where appropriate by workshops, (D1, 2, 3, 4, 5, 6). Completing under supervision an original empirical research project (D1, 2, 5, 6). 17. Assessment Strategy Constructing: a model of a form of crime (A1); a case report addressing a legal question (A1, 2, 3, 4, 5, 6); a case report involving risk assessment, inter- agency working and intervention ((A1, 2, 3, 4, 5, 6); an organisational briefing report (A1, 2, 3, 4, 5, 6); a research proposal and accompanying poster (A5, 6); an analysis of a supplied data set (A5); a report on an original empirical research project (A5, 6). Commenting on a report by another student (A1, 2, 3, 4, 5, 6). Summarising and defending in an adversarial and group context conclusions from case material (A1, 2, 3, 4, 5, 6); discussing research proposal in a poster presentation (A5, 6). Constructing: a model of a form of crime (B1, 2, 3, 4, 5, 6); a case report addressing a legal question (B1, 2, 3, 4, 5, 6); a case report involving risk assessment, inter- agency working and intervention ((B1, 2, 3, 4, 5, 6); an organisational briefing report (B1, 2, 3, 4, 5, 6); a research proposal and accompanying poster ( B1, 2, 3, 4 5, 6); an analysis of a supplied data set (B2, 4, 6); a report on an original empirical research project (B1, 2, 3, 4, 5, 6). Commenting on a report by another student (B1, 2). Summarising and defending conclusions from case material in an adversarial and group context (B1, 2, 3, 4, 5, 6); discussing research proposal in a poster presentation (B1, 2, 3, 4, 5, 6). Constructing: a model of a form of crime (C1); a case report addressing a legal question (C1, 2, 4, 6); a case report involving risk assessment, inter- agency working and intervention (C1, 3, 4, 6); an organisational briefing report (C1, 4, 5, 6); a research proposal and accompanying poster (C1, 2, 3, 4 5, 6); an analysis of a supplied data set (C2, 4, 6); a report on an original empirical research project (C1, 4, 6). Commenting on a report by another student (C 2). Summarising and defending conclusions from case material in an adversarial and group context (C1, 2, 3, 4); discussing research proposal in a poster presentation (C1, 4). Constructing: a model of a form of crime (D1, 2, 6); a case report addressing a legal question (D1, 2, 3, 6); a case report involving risk assessment, inter- agency working and intervention (D1, 2, 3, 4, 5, 6); an organisational briefing report (D1, 2, 6); a research proposal (D1, 2, 5, 6); an analysis of a supplied data set (D1, 2, 3); a report on an original empirical research project (C1, 2, 5, 6). Commenting on a report by another student (D 5). Summarising and defending conclusions from case material in an adversarial or group context (D 2, 3, 4, 5); presenting research proposals individually and as part of a team (D 2, 3, 4, 5). Programme Specification for MSc Forensic Psychology Page 5 of 9

8 18. Course Structure, Progression and Award Requirements See Unit Web Search 1 for full details on the course structure and units The following awards can be made: MSc (180 credits); PgDip (120 credits) and PgCert (60 credits) The MSc programme consists of four taught units, each of 30 credits, plus an empirical research project worth 60 credits. The programme is available in full- time (one year) and part- time (two year) routes. Standard University rules apply with the exception that it is a requirement of the Division of Forensic Psychology (DFP) of the British Psychological Society (BPS) that accreditation of prior learning can only be applied to similar units from similar accredited courses. The University s regulations must be consulted for a full description of exit awards. 19. Employability Statement The programme has strong links with external organisations such as the National Offender Management Service. It has teaching contributions from several external practitioners and, in addition to the value of such contacts in enabling visits to custodial and other institutions, some students complete data collection for their research projects in such settings. Earlier versions of the course have been commended by the DFP/ BPS for the quality of the preparation for professional practice that the course provides. The forerunner of the unit Theory into Practice was particularly highly regarded for its inclusion of a range of areas important to professional practice, from project management to managing aggression. Several units include assignments based on analysing case material and constructing professional reports. The programme has been designed to help attune students to the demands of Stage 2 of eligibility for chartered status as a forensic psychologist. This is reflected in certain assignments (e.g. the briefing report for a senior manager and the accompanying reflective account) and the programmespecific Personal Development Planning Documentation. The course leader and deputy course leader are highly experienced as qualified practitioners of forensic psychology in applied settings and have been office holders in the Division of Forensic Psychology of the British Psychological Society, maintaining an active involvement in current developments in the profession and related contexts. Course Management 20. Support for Student Learning The Course is managed by a Course Leader. Extensive induction programme introduces the student to the University and their course. Each student has a personal tutor, responsible for pastoral support and guidance. University support services include careers, financial advice, housing, counselling etc. The Academic Skills Unit (ASK). The Additional Support and Disability Advice Centre (ASDAC). Excellent library facilities. The University of Portsmouth has consistently been awarded an excellent rating for student support and guidance in a number of Quality Assurance Agency inspections. Student course and unit handbooks provide information about the course structure and University regulations etc. Feedback is provided for all assessments. Personal Development Planning (PDP) for all awards. 1 Programme Specification for MSc Forensic Psychology Page 6 of 9

9 21. Admissions Criteria A. Academic Admissions Criteria Students will have a good honours degree recognised by the BPS as conferring Graduate Basis of Chartered Membership (GBC). Preference may be given to applicants with relevant experience. A Disclosure & Barring Services (DBS) check is routinely carried out prior to commencement of the programme as a conviction for a serious offence may limit access to research participants and subsequent employment opportunities. B. Disability The University makes no distinction in its admissions policy with regard to disability and will endeavour to make all reasonable adjustments in order to make it possible for students to study at Portsmouth on a course of their choice. 22. Evaluation and Enhancement of Standards and Quality in Learning and Teaching A. Mechanisms for Review and Evaluation Mechanisms for Review and Evaluation Course Leader s Annual Standards and Quality Evaluative Review Head of Department s Annual Standards and Quality Evaluative Review Unit and Course Level student feedback considered at Board of Studies Unit Assessment Board consideration of student performance for each programme Annual Standards and Quality Reports to Board of Studies, including consideration of Subject and Award External Examiner Reports Periodic Programme Review Student Representatives and Student/Staff Consultative Committees National Student Survey National Postgraduate Taught Experience Survey Staff Performance and Development Review Peer Review and Development Framework Faculty Learning and Teaching Committee B. Responsibilities for Monitoring and Evaluation Unit Co-ordinators for unit content and delivery. Course Leader for day-to-day running of course. Board of Studies with overall responsibilities for operation and content of course. Head of Department. Associate Dean (Academic). Associate Dean (Students). Quality Assurance Committee. C. Mechanisms for Gaining Student Feedback Student Representation on Board of Studies. Student Staff Consultative Committees. Unit and Course level student feedback questionnaires. University participates in external student surveys, eg Postgraduate Research Experience Survey (PRES) and International Student Barometer (ISB). Programme Specification for MSc Forensic Psychology Page 7 of 9

10 D. Staff Development Priorities Academic staff undertake activities related to research, scholarship, teaching and learning and student support and guidance. Annual staff performance and development reviews match development to needs. Managers undertake a variety of management development programmes. New academic staff required to undertake appropriate University of Portsmouth learning and teaching programmes. All academic staff encouraged to seek Higher Education Academy membership. Academic staff new to teaching required to undertake Initial Professional Development Programme (iprof). Support Staff are encouraged to attend short courses in areas such as minute taking, and specific IT packages. 23. Assessment RegulationsThe current University of Portsmouth academic regulations will apply to this programme (see Assessment and Regulations 2 ). 24. Role of Externals Subject External Examiners who will: Oversee unit assessment and usually attend Unit Assessment Boards Review unit assessment strategy Sample assessment artefacts Present report to Unit Assessment Boards Award External Examiners (usually also a Subject External Examiner) who will: Oversee and attend Award/Progression Boards Scrutinise and endorse the outcomes of assessment Ensure that the standard of the award is maintained at a level comparable with that of similar awards elsewhere in the United Kingdom 25. Indicators of Standards and Quality A. Professional Accreditation/Recognition The course was reaccredited by the DFP/ BPS in June 2014 for the maximum 6 years and with five commendations. This followed a site visit and extensive examination of documentary evidence and questioning of the course team. The course leader is currently awaiting the accreditation panel s written report. B. Periodic Programme Review (or equivalent) The programme received a successful review in February 2012; it was re-approved with no conditions. C. Quality Assurance Agency QAA Higher Education Review, March 2015, judgements about standards and quality meet UK expectations (for full report see Higher Education Review of the University of Portsmouth, March ) pdf Programme Specification for MSc Forensic Psychology Page 8 of 9

11 D. Others None. 26. Further Information Further information may be found in: Student Handbook University of Portsmouth Curriculum Framework Document University of Portsmouth Prospectus University of Portsmouth 4 and School/Department 5 websites Programme Specification for MSc Forensic Psychology Page 9 of 9