UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Clinical Psychology 2 (SP598)
2.
The School which will be responsible for management of the module
Psychology
3.
The Start Date of the Module
S-term 2007
4.
The cohort of students (onwards) to which the module will be applicable:
2007/8
5.
The number of students expected to take the module:
18
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal:
None
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
H (FHEQ Level: 6)
8.
The number of credits which the module represents:
15
Note: undergraduate full-time students take modules amounting to 120 credits per year and postgraduate
full-time students take modules amounting to 180 credits per year for a Masters award
9.
Which term(s) the module is to be taught in (or other teaching pattern):
Spring Term
10.
Prerequisite and co-requisite modules:
Pre-requisite – SP597 Clinical Psychology I
11.
The programmes of study to which the module contributes:
Applied Psychology with Clinical Psychology, Applied Social Psychology with Clinical
Psychology, Psychology with Clinical Psychology, Social Psychology with Clinical Psychology
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes.
On completion of this module students will: Demonstrate a broad knowledge of the range of areas
in which a clinical psychologist might work. Demonstrate a broad knowledge of the range of
specialisms in which a clinical psychologist might work. Demonstrate an appreciation of the
centrality of the service user to all work conducted by a clinical psychologist. Demonstrate the
ability to describe in a balanced and critical manner the issues raised in lectures, in outlining how
theory and research can be used effectively in practice. Demonstrate the ability to present material
with evidence of the use of relevant literature to support arguments. These outcomes relate
directly to programme outcomes concerning meeting the needs of students contemplating a career
in clinical psychology as well as those motivated by an intellectual interest in psychology.
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Following the completion of this module students should:
Have prepared a written assignment which shows their capacity to draw on published research and
theory to formulate an argument. Have demonstrated their ability to understand, and communicate
in writing, abstract concepts. Have shown they are able to rise to the demands of the course by
successfully meeting deadlines for the completion of academic assignments. Have identified how
they will use information technology (word processing, email, internet use) to meet the demands
of the programme. These outcomes relate directly to the programme outcomes concerning
transferable skills, competency with information technology etc.
14.
A synopsis of the curriculum
Overview of clinical psychology, historical and current clinical and service issues. Social Inequalities,
mental health and mental health services. Childhood autism and early intervention. Working with
people with profound and multiple learning disabilities. Behavioural interventions in learning
disabilities. Issues in community care. Women and mental health. Advances in clinical behaviour
analysis. Clinical psychology training.
15.
Indicative Reading List
Hunsley, J. & Lee, C. M. (2006). Introduction to Clinical Psychology: An evidence-based
approach. Ontario: Wiley. ISBN: 9780470835807
O’Donohue, W. Fisher, J. E. Hayes, S. C. (Eds) (2003). Cognitive Behavior Therapy:
Applying empirically supported techniques in your practice. New Jersey: Wiley. ISBN:
0471236144.
16.
Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
Contact hours: 20. Non-contact study hours: 130.
Learning and teaching includes:
Lectures:allowing students to gain key information on the topic, a broad overview of the topic area
and its organisation, and knowledge of further information sources which will allow the topic to be
developed further. Lectures are generally accompanied by handouts containing relevant data or
expanding on aspects of the subject covered.
Practical presentation and discussion with trainee clinical psychologists: This provides practical and
experiential information on the steps required to prepare for clinical psychology training and the
processes involved in the training.
Private study: non-contact hours will be spent primarily in reading and preparation of an
assignment which allows students to consolidate concepts and support reflection.
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessed by examination (80%) and coursework (20%). Examination encourages and tests the
acquisition of important concepts, terms and distinctions. Coursework (such as essays) encourages
and tests the development of understanding of important concepts and the integration of theory
and research. In the case of short-term exchange students unable to sit the exam, this may be
replaced by a single piece of coursework of increased length.
18.
Implications for learning resources, including staff, library, IT and space
This module is convened by a member of staff at the Tizard Centre and is taught by qualified and
practicing clinical psychologists. The module benefits from a historic stock of available library
materials which is regularly added to. Teaching is carried out in a well-furbished lecture theatre in
Keynes and all necessary teaching aids are available.
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
There is no reason to believe that the module and its pattern of delivery and assessment give rise
to any non- justifiable disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
…………………………………………………….
Print Name
..............................................
Date