2015/16
ACCREDITATION THROUGH PARTNERSHIP
Curriculum and skills development mapping document for Masters
programmes in Occupational Psychology
Programmes will need to evidence that they meet the curriculum and skills development standards we outline in our Standards for the
accreditation of Masters and Doctoral programmes in Occupational Psychology handbook in full. Differing levels of emphasis on particular
aspects by different providers will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the
tables below to tell us in which modules particular skills and curriculum requirements are addressed. Our self-evaluation questionnaire requires
you to provide additional narrative explaining how your programme reflects each of these components.
This document is a key source of evidence that our reviewers need in order to evaluate your programme’s fulfilment of programme
standard 1.
Core skills
Accredited programmes are expected to support their students’ development of a range of core and
transferrable skills that are central to occupational psychology practice and to a range of other areas
of employment. You should outline below the modules in which students will be able to develop and
demonstrate the required core skills.
Core skill
CRITICAL EVALUATION
Critically evaluating the current knowledge,
theory and evidence base relevant to the
discipline (note: this may comprise both
psychological theory and knowledge from other
disciplines), and understand that this is an
important first-step for all work/activities
SKILLS
Identifying and developing skills and capabilities
relevant to progression to occupational
psychology practice
PSYCHOLOGICAL ENQUIRY
Using a range of techniques and research
methods applicable to psychological enquiry
APPLICATION
Applying relevant ethical, legal and professional
practice frameworks (e.g. BPS, HCPC), and
maintaining appropriate professional boundaries.
COMMUNICATION
Communicating effectively (verbal and nonverbal) with colleagues, research supervisors,
and a wider audience.
REFLECTION AND SYNTHESIS
Critically reflecting on and synthesising all of the
above to inform their developing professional
identity as a trainee occupational psychologist.
DISSEMINATION
Students should be able to communicate and
report their work in a range of appropriate written
Module(s)
(e.g. professional reports, journal papers,
conference posters) and oral (e.g. presentations,
one-to-one feedback) formats.
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Curriculum
Accredited programmes are expected to address the full range of core curriculum areas, as outlined
below. Programmes are encouraged to develop specific emphasis and focus on some areas in
more depth than others, to reflect the areas of strength of the staff team delivering the programme,
or to promote a distinctive identity for the programme as a whole. You should highlight any particular
strengths or emphases of your programme in the table below.
Curriculum area
Module(s)
Psychological assessment at work
Learning, training and development
Leadership, engagement and motivation
Well-being and work
Work design, organisational change and
development
Applying psychology to work and
organisations
Research design, advanced data gathering
and analytical techniques
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