UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
Template 7: Graduating Year Review Template 2014
Details
Current Year
2014
Name of Programme
MSc in Child and Family Psychology
Original Programme Identifier
Name of Self-Review Coordinator
and position held
UC09-MSc/2
Catherine Moran, Dean of Science
1. Programme Statement
Description
The Master of Science and Master of Arts in Child and Family Psychology is a two year, full-time, open-entry
programme (2.25 EFTS). In the first year students take four foundation courses as well as a 0.125 EFTS course HLTH
472: Introduction to Psychometric Theory and Administration and a 0.125 EFTS research course chosen from a selection.
In the second year students complete a 1.00 EFTS thesis.
The Child and Family Psychology Programme was established in 2001. Originally, the programme comprised the
Endorsed Degree of Master of Education in Child and Family Psychology followed by the Postgraduate Diploma in Child
and Family Psychology. In 2009, it was proposed that the Masters component be offered as a Master of Science or a
Master of Arts in Child and Family Psychology. The rationale for the change was: 1) better reflected the undergraduate
degrees of the applicants; 2) provided a pathway for students who were not selected into the clinical pathway of child and
family psychology (PGDipChild and Family Psych); 3) better reflected the breadth and depth of the Child and Family
Psychology programme in that health, education, and community were all aspects of the programme; 4) enhanced the
research focus; 5) provided a pathway to the PhD programme; and 6) better reflected the strengths and contributions of
the academic staff.
Achievement
The goals of the programme as outlined in the CUAP proposal were as follows:
1. To provide a coherent preparation for the Postgraduate Diploma in Child and Family Psychology including a detailed
knowledge of child development, family systems, children’s presentations and a critical understanding of evidence-based
interventions together with an introductory understanding of models of helping and helping skills.
The academic content of the programme will be
•
intellectually rigorous
•
based on recent international and national theory, research and trends
•
evidence-based
•
reflective of children’s ecology and contexts
•
focused on the strengths, resiliencies and protective mechanisms of children and families
•
informed by the social and political context of children in Aotearoa (New Zealand)
2. To teach theory and introductory skills of child and family psychology. These skills would reflect the starting point in
training as a psychologist and not, at this level, be specific to registered psychologists (e.g. establishing rapport, not
diagnostic interviewing). Specific skills will be taught within the Postgraduate Diploma in Child and Family Psychology.
3. To provide an understanding of how theory and skills might be applied within child and family psychology and to
provide a critical evaluation of the research evidence underpinning these applications.
4. To provide an academic programme which would be relevant to occupational pursuits in the helping professions likely
to be followed by graduates in psychology with a special interest in children and families. These may be within health,
education or welfare.
5. To provide a relevant pathway for students wishing to exit early to other programmes of study.
6. To provide skills for, and experience in, conducting research.
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The programme has met its aims with the panel noting the following: 1) That the programme is nationally and
internationally important and meets national benchmarks for such programmes 2) that the programme addresses the
teaching of theory and introductory skills as noted in CFPY 604 3) the students who continue on in the PGDip Child and
Family Psychology have a breadth of employment opportunities and are successfully contributing to the field. Students
were questioned specifically about research skills and in particular the thesis component of the MSc and MA. Students
acknowledged that it provided excellent learning and the review panel noted that students recognised the importance of
the Science-Practitioner model through their research experience. For those students not admitted to the PGDip Child
and Family Psychology, most continue on to complete their Master’s degree in Arts or Science and/or transfer
to Psychology.
(c) Changes
There were some changes recommended in 2014 to the MSc and MA in Child and Family Psychology as a result of the
review. The key changes that were recommended were reconsideration of the 1.0 EFTS weighting of the thesis,
particularly with the first year being a 1.25 EFTs weighting. Other recommendations for the first year of the MA and MSc
included a review of content and structure of CFPY 601 and 603 to ensure overlap between the two courses. It was further
recommended that CFYP 604 be divided into two 15-point courses so that the theory and practical skills could be taught
separately. It was noted by the panel that these were recommendations to enhance the programme but as it stood the
programme met all key outcomes as presented. An additional recommendation from the review panel was with regard to
the “family” content of the programme. It was felt that there was a heavier focus on the “child” component. One
suggestion was to broaden the choice of courses the students could take in the first year of the MA/MSc. These
recommendations are currently being considered by the programme.
2. Review Processes
E
Account of Review Processes.
The Graduating Year Review of the MSc and MA in Child and Family Psychology was conducted under the umbrella of
the comprehensive programme review of the Postgraduate Diploma in Child and Family Psychology that was undertaken
in 2013. As part of that review, the Master of Science/Master of Arts in Child and Family Psychology was considered.
The review involved submissions from internal and external stakeholders including staff, current and past students, and
employers and clinical supervisors in Psychology and Child and Family Psychology. The review panel comprised Neville
Blampied (Chair), Catherine Moran (Dean of Science), Prof. Tony Ward (Victoria University), Prof Kim Halford
(University of Queensland), and Mr. Martin Kelly.
3. Review Outcomes
(a)
E Acceptability
The MSc and MA in Child and Family Psychology are meeting the goals as outlined in the CUAP proposal. While some
minor adjustments were suggested by the review team in the 2014 report, the degree continues to attract students and the
students have noted that they are well prepared for future work in Child and Family Psychology. The students also noted
the importance of the research component to their overall work as a practitioner in Child and Family Psychology.
(b) Assessment procedures and student performance
Taught courses in the Master of Science and Master of Arts in Child and Family Psychology have a combination of
lectures, seminars, small group work and laboratories along with other appropriate teaching methods. The 1.00 EFTS
thesis uses a standard postgraduate research supervision structure, complying with university policy for Masters’ theses.
Each student has an approved topic and an approved primary and a secondary supervisor. The research thesis can be
completed over two years (and four for part time students) which skews the completion rates relative to the numbers
enrolled.
Student learning is assessed using a mix of formative and summative procedures, including essays, design and
presentation of seminars, practical exercises and role-plays, examinations, and a research thesis.
(c) Data
Table 1A: Numbers enrolling and completing MSc
Year
Projected
No.
Enrolling
Actual No. Enrolled
Full-time
Parttime
EFTS
No.
Completed
Withdrawals
2011
21*
17
13
4
14.4
1
0
2
2012
22*
32
20
12
26
4
1
2013
23*
27
18
9
18.6
4
0
Table 1B: Numbers enrolling and completing MA
Year
Projected
No.
Enrolling
Actual No. Enrolled
Full-time
Parttime
EFTS
No.
Completed
Withdrawals
2011
21*
15
12
3
15.4
0
0
2012
22*
18
13
5
14
3
1
2013
23*
25
20
5
23.2
2
0
The MSc/MA in Child and Family Psychology underwent two recent reviews as part of the review of the Postgraduate
Diploma in Child and Family Psychology (from which this GYR report is derived) as well as an Accreditation Review.
While the MA/MSc in Child and Family Psychology on its own does not form an accredited programme, it contributes to
the overall requirements of the Psychologists registration Board for registration as a Psychologist. The graduates of this
programme meet this standard.
(e) Continuation or Discontinuation
The Review Panel unreservedly commended the programme on meeting its goals and obligations and there is no doubt it
should be continued.
The Academic Administration Committee considered the Graduating Year Review. It noted the low completion rate
which is skewed as mentioned in the report by the length of time students can and do take to complete the thesis.
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