MSc in Cognitive
Behavioural Therapy
Project/Dissertation Handbook for Masters
Programmes in the School of Health Sciences
Subjects of:
Developing and applying the skills of research as it
applies to practice to a specialised area of CBT.
Research Project
HANDBOOK
2014 / 2015
1
List of Contents – Research Project Handbook for MSc in Cognitive
Behavioural Therapy
Research Project Handbook
Page
1
Introduction
3
2
The Masters Research Project
3
3
Aims of Research Project
4
4
4.1 Choice of your Research Project Topic
4
4.2 Types of Research Project
5
Approval of your Research Topic and
Outline Proposal
5
5
5.1 synopsis
5.2 Research Proposal
5.3 Literature Review
5.4 Paper for Publication
5.5 agreement of authorship
5.6 approval to proceed
5
6
7
9
6
The supervised project period
9
7
Roles and responsibilities
9
8
The Presentation of the Research Project
11
9
Plagiarism
12
Assessment
12
10.1 Assessment Criteria
13
10.2 QMU Attributes of Performance
17
Module Descriptor
20
1. Synopsis
24
2. Research Proposal Guidelines
25
3. Literature Review Guidelines
26
4. Paper for Publication Guidelines
27
5. Agreement of Authorship
28
6. Time-plan for Part-time students
30
7. Project Feedback
31
10.
11
Appendices
2
Research Project
HANDBOOK
1. Introduction
This handbook will explain what you need to do to fulfil the requirements for the
Masters Research Project to be eligible for an award of an MSc in each of the subject
areas within the School of Health Sciences. Please note that different minor
regulations may apply in some instances, but all operate within the Queen Margaret
University-wide regulations.
The handbook is constructed so that school-wide considerations are presented first
in each section, followed by subject specific aspects.
The School wide section is pertinent to all students studying at Masters level within
the School of Health and gives general guidance, where the subject specific area will
give more detailed information relevant your programme requirements. Please read
both sections carefully.
The guidance in this handbook should be read alongside the regulations contained in
the Taught Postgraduate Framework website
QMU Taught Postgraduate Regulations:
www.qmu.ac.uk/quality/.../Taught_Postgraduate_Framework.pdf
www.qmu.ac.uk/quality/documents/pg_graduate_attributes.doc
QMU Governance regulations:
http://www.qmu.ac.uk/QUALITY/gr/default.htm
2. The Masters Research Project
The Masters Research Project (herein called project), once entitled the dissertation,
is the pinnacle of achievement in a taught Masters degree. The project
encompasses all of the elements of the module including its planning and execution.
The project refers to the 13,000 word thesis which is an investigation of a topic within
the chosen specialist area of CBT. The project will involve an exploratory piece of
research which involves designing and undertaking a research project including
choosing appropriate research questions, epistemology, methodology, collecting
data, analysing data and drawing appropriate conclusions from your study. Due
consideration should be given to ethical requirements of the study and appropriate
Research and Development procedures as well as QMU ethical review, should be
observed. A range of research approaches or project methodology may be adopted,
drawing for example from phenomenological, case study, implementation science or
action research paradigms and using quantitative, qualitative, or mixed methods of
3
data collection and analysis. The project could take the form of a small scale, service
related audit, service based evaluation, a single N or case series design.
The components of the Masters Research Project would include:
a. A research proposal; (2000 words.) This would detail the title and rationale of
the chosen research project, and then appraise the relevant research
methodologies, epistemology and outline comprehensive consideration of
ethical issues.
b. A literature review: (6000 words.) This would be a comprehensive literature
review focusing on a topic related to a specific aspect of the research
proposal which critically appraises and synthesises the evidence pertaining to
a specific area explored in the proposal.
c. Paper for publication (5000 words) in journal article format. The student
should identify an appropriate journal in which they wish to publish and follow
appropriate style. The paper would summarise the above literature review
and detail the actual project undertaken with results and appropriate
conclusions. The paper will be presented ready to be submitted for
publication, with some discussion of a potential route of dissemination such
as work based report, publication, poster, etc.
It is equivalent to four taught modules or 600 hours of student effort, the majority of
which will be self directed learning. The Masters Research Project must show
sufficient evidence of independent thought to justify an award of a Masters degree. It
will build on the research skills that you gained in the taught module(s). You will
present the results of a research study that you have undertaken yourself, in a topic
appropriate to your profession or the knowledge base upon which the profession
rests, in the form outlined by the specific subject area.
The assessment will look for evidence that you can choose new or fresh ways to look
at a topic or issue which could lead to professional innovation. You will need to
demonstrate that you know how to develop a sound research proposal; that you can
develop a protocol to show that you can manage the research process. Finally, that
you can complete analyses and interpretation of research in relation to appropriate
knowledge bases within a prescribed period of time and prescribed resources
3. Aims of the Research Project
The general aims are to:
a) enable students to develop and apply the skills of research and enquiry to
produce original work which contributes to a subject, field or profession,
b) engage students in study which demands a professional approach, academic
rigour, independence and self-direction.
The learning outcomes of the research project are to enable the student to:
a) Explore and apply relevant research approaches and clinical skills, to the
chosen topic.
b) Critically evaluate the existing literature appropriate to the chosen research
topic.
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c) Develop critically, strategically and in depth a topic or area of interest within
the chosen project type.
d) Critically appraise the ethical implications of the proposal, focusing on an
examination of the roles and responsibilities of a (neophyte) researcher.
e) Develop further skills of practice and inquiry, demonstrating an ability to set
the project in its wider context, to sustain argument and to present
conclusions.
f) Present and be able to defend the rationale, approach or methodology,
outcomes and conclusions of their project.
4. Choice of your Research Project Topic
Project topics should be intellectually demanding and of particular interest to you.
The subject specific section is presented next, so that you can see the subject area
requirements for project selection, supervision and co-ordination.
Subject Specific
4.1 Choice of Research Project Topic
The topic must focus on a novel area of research in the field of Cognitive Behavioural
Therapy in theory or practice.
For CBT course staff to support you, it should be an area which reflects our
expertise, in either content or methods. You are therefore encouraged to consider
staff research interests when choosing your topic.


These could include psychosis, bipolar disorder, personality disorders, eating
disorders, older adults, physical health problems, CBT Supervision,
developments in CBT training, practice and dissemination or the student’s
specialist interest as approved by course team.
Any area of CBT interest will be considered dependent on availability of
supervision.
It is also important to choose a topic which interests you, is intellectually demanding,
and is one which you can live with and enjoy over many months. The topic may come
from a work-related issue or problem, or it may emerge from discussion with your
employer, academic tutor or research project co-ordinator.
4.2 Type of Research Project
The project will involve an exploratory piece of research which would include
designing and undertaking a research project including choosing appropriate
research questions, epistemology, methodology, collecting data, analysing data and
drawing appropriate conclusions from your study. The project could be in the form of
a service related audit; service based evaluation, a single N or case series design. A
range of research approaches or project methodology may be adopted, drawing for
example from phenomenological, case study, implementation science or action
research paradigms and using quantitative, qualitative, or mixed methods of data
collection and analysis.
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5. Approval of your Research Topic and Outline Proposal
Your topic has to be approved by the Programme Committee, so that you can be
allocated a project supervisor. Once the Programme Committee has approved the
topic, you will be able to develop a full proposal with advice from your supervisor in
the format for your subject area.
If you fail to submit a satisfactory protocol, you may be asked to revise the protocol or
prepare a new proposal and protocol.
5.1
A brief synopsis - all students (formative)
You should write a brief synopsis of your intended work (Appendix 1), giving your
project title, clearly stated objectives for the project (state the research question or
hypothesis), and a short outline of how the objectives will be met (research
methodology). State briefly also, your reason for choosing the topic. The synopsis
should be not more than 750 words and should include a few of the key sources
consulted in developing your ideas for the work. The synopsis may be prepared in
discussion with academic staff; it should not be regarded as a fixed model but rather
as a well considered starting point from which the full research project will evolve.
Submit your synopsis to the Project Co-ordinator by the agreed date.
The
synopses will then be discussed by the Postgraduate Programme Committee, which
will appoint an appropriate academic supervisor. You will be informed in writing
about the name of, and ways of contacting, your supervisor and you should make an
appointment to see your supervisor as soon as possible. Your supervisor will have
experience of planning and undertaking research.
Additionally, you should identify
a colleague or employer to act as a local supervisor. Local supervisors should also
have a clear understanding of the demands of a Masters level degree. The overall
aim in selecting a supervision team is to ensure that research project topics are
explored in the context of both research design and contemporary professional
practice.
The guidelines are now presented for research proposal [5.2], literature review [5.3],
and paper for publication [5.4].
5.2
Research Proposal
5.2.1
Feasibility
The study must be feasible in terms of the time and the resources available to
you. We know from some students’ experiences, for example, that there can
be tensions between an employer’s needs for information and a student’s
project goals and available time. You may perhaps already be involved in a
project of some kind at work and the research project may seem to provide an
ideal opportunity to further develop and evaluate the work. However,
sometimes the scale of such work is too great for the project and, following
discussion with your academic supervisor, you may need to negotiate with
your employer to select one issue or one part of a larger piece of work as the
focus for your project. Alternatively, it may be wise to select a completely
different topic. If you are concerned that you seem to be under pressure from
your employer to take on a large project or if you are at all unsure about the
feasibility of a project, please talk it over with your academic supervisor.
In
our experience, negotiation and refocusing are always acceptable where they
are in the best interests of successful completion of your project and degree.
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5.2.2
Outline proposal
All students should prepare, in discussion with their academic supervisor, a
full proposal for their study (Appendix 2). This part of the exercise not only
provides valuable experience in the research planning process, but is also a
necessary step in relation to ethical approval. Applications for ethical
approval must be accompanied by an outline proposal. At this stage, access
arrangements to patients/clients and likely resource requirements should be
discussed and set out; for example, costs associated with secretarial support,
computing/statistical support, library, photocopying, postage, stationery, travel
and other equipment etc. The length of this work is 2000 words.
A copy of the full proposal, research ethics release form (where appropriate)
and agreement of authorship (Appendix 5) should be lodged with the Project
Co-ordinator. This full proposal represents an important part of your work and
is included within your final project.
5.2.3
Ethical approval and access
The Head of the subject area of Cognitive Behavioural Therapy
is
responsible for ensuring that Queen Margaret University Research Ethics
Guidelines are being followed in all research associated with the School. Full
guidelines are given on the QMU website:
www.qmu.ac.uk/quality/Rs/Ethical%20Approval%20Form.doc
http://www.qmu.ac.uk/research_knowledge/ethics-governance.aspx
All proposals must be accompanied by the University Research Ethics
release form.
You can fill in online, but it must be printed out, and signed by yourself,
supervisor, and subject head.
Subsequent to this, all empirical studies must be submitted to an Ethics
Committee, whether internal to QMU or external.
If applying to undertake research in the NHS, the following sites can be
accessed:
http://www.rdforum.nhs.uk/docs/irasbrochure.pdf
https://www.myresearchproject.org.uk/Help/Information.aspx
In addition to gaining favourable ethical opinion, you must also meet research
governance requirements, and negotiate access to your research site.
For those students who may be data collecting within the NHS, the NHS R&D
Forum have put together responses to the most frequently asked questions
from researchers and NHS R&D offices. These provide additional support and
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explanation to add to the guidance already available on the R&D form website
and to the resources for R&D offices on the R&D Forum website.
Download R&D form FAQs for researchers:
http://www.rdforum.nhs.uk/docs/rdform_faq_030805.doc
5.3
Literature Review
A key component of the master’s dissertation is the Literature Review which should
not exceed 6000 words.
Further details of the exact layout of the literature review are shown in appendix 3.
It is expected that the student will lay out a clear explanation of the problem, issue or
area they are going to investigate and why they have chosen it and the key review
question(s.)The student will also then outline the approach/design, presenting your
rationale for your selection of papers, and advantages and disadvantages of your
methods. Include as appropriate search criteria, and databases, selected number of
papers, and inclusion and exclusion criteria. Include limitations of the studies. We
would expect the student to critically review previous work on the proposed topic,
addressing both the topic and how previous researchers have investigated it. The
student should show evidence of exploring in depth, and critiquing the existing
papers, summarising what they add to the literature and areas that need to be
developed, debating the issues arising from the review, including any implications for
practice.
The student may wish to identify further research questions that may arise in the
future.
5.4
Paper for publication
The final aspect of the Masters project is preparing a paper for publication that
should not exceed 5,000 words. Your paper should also be written in the style
recommended for your chosen journal.
A full description of the layout of this paper is in appendix 4 and information on
“Agreement of Authorship” is in appendix 5.
5.4.1
Format
Guidelines on the suggested format for the final submission of a paper for
publication are presented in Appendix 3 but the exact format will depend on
the style of the journal which you have chosen to submit the paper to.
5.5 Agreement of authorship
To ensure clarity, you are requested to discuss future publication issues with your
supervisor, come to an agreement, and sign the agreement of authorship form in
Appendix 6. This should be submitted to the Project Co-ordinator with your formative
proposal/plan. There is the expectation that students will take steps to disseminate
the paper for publication. If this is not actioned within two years the academic team
retain the right to utilise the data for publication.
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5.6
Approval to proceed
Approval to proceed with your project is not automatic. If the synopsis
(Appendix 1) or the formative outline proposal for the research project.
(Appendix 2) are found to be unsatisfactory by the postgraduate programme
committee, you may be requested to resubmit them.
6. The supervised project period
1.
The Programme Convener or module co-ordinator, on behalf of the
Programme Committee, will inform you, in writing, when the formal
supervised period of research or study for the project will start and end.
2.
The start date will be subject to the School Board for Examiners’ decision that
you have completed and passed a minimum of 90 M level credits before you
can proceed to the Masters Research project.
3.
The formal supervised period should not exceed 24 months from the date of
approval of your synopsis for your research project.
4.
You will be told, in writing, the latest date for submission of the project.
5.
The date for the submission of your completed project will normally be one
month before the date for the Examinations Board and at least three months
before the end of the total period of registration for post-graduate students.
The registration period for the project is set at a maximum of 24 months from
approval to proceed, subject to the regulations on the maximum period of registration
for the MSc in Cognitive Behavioural Therapy award (7 years). The minimum period
for project work to be completed for part-time students is 2 semesters.
You will be encouraged not to delay the process of completing your project;
however, more importance will be placed on the quality and maturity of your work
than on the speed with which you achieve it. Your target date for submission should
be discussed and agreed with your academic supervisor and the agreed date
submitted in writing to the Project Co-ordinator. If a revision to the submission date is
necessary and possible within the registration period, the agreed date must be
notified to the Project Co-ordinator.
A typical time line for part-time students is given in Appendix 6.
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Roles and Responsibilities
7.1
Project Supervisors will be appointed by the Programme Committee or
representative, based on their specialist expertise and research experience.
They will be responsible for:
a)
b)
c)
d)
e)
providing guidance on the student’s chosen field of study;
advising on data, literature sources and copyright;
advising on the plan for the project proposal;
suggesting specialists whom the student may consult for additional
advice;
providing the student with supervisory sessions as contracted, giving
support and monitoring progress;
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f)
g)
h)
i)
facilitating planning and writing and giving advice on the necessary
completion dates of successive stages of the work in order to meet the
submission deadline;
ensuring academic rigour;
liaising with employer supervision; and
reporting progress to the Programme Committee.
Supervision:
Your academic supervisor will allocate a maximum of 10 hours to supervision.
The thesis is undertaken in an independent manner; the supervisor merely facilitates
the process. To make effective use of this supervision time students should prepare
for meetings carefully. Any draft sections should be submitted to the supervisor
allowing a minimum of 48 hours for the supervisor to read the draft before the
meeting.
The 5-10 hours allocated for supervision includes all reading time by the
supervisor and all technical and statistical support.
7.2
Student’s role:
As a participant the student is required to:
a)
decide on the proposed area of study in consultation with the Project
Supervisor and, if appropriate, the employer;
b)
discuss with the allocated supervisor the type of guidelines and form of
contact most helpful, and come to agreement on a schedule of
meetings;
c)
take the initiative in raising problems or difficulties with the supervisor;
d)
produce work in accordance with the schedule agreed with the
supervisor, ensuring that material is presented in sufficient time to allow
for comment, discussion and alterations before proceeding to the next
stage;
e)
take account of:
- referencing guidelines;
- rules about plagiarism;
- the academic appeals procedure;
- ethics relating to research;
- regulations governing the presentation of the project.
f)
meet the submission deadline.
7.3
The role of the Programme Committee or their representative(s) is to:
a)
b)
c)
d)
e)
f)
g)
advise students of staff members' research interests;
obtain advice and recommendations from departments relating to
project matters;
approve, moderate, modify and advise on project proposals;
approve academic supervisors;
approve nominations of expert or professional advisors.
provide links between students seeking help in deciding on project
topics and staff expertise and research interests;
approve the commencement of the supervised period of project work
subsequent to approval of the proposal;
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h)
i)
j)
k)
7.4
receive progress reports;
approve internal examiners.
assisting the student to decide on an area of study for the project and
on identifying further possible sources of information;
assisting in the appointment of an appropriate supervisor and of an
examiner, for the project.
The project co-ordinator and programme leader roles
These members of the team will:
 arrange for introductory sessions to project work
 as members of the Postgraduate Programme Committee, assist in
relation to the approval of your synopsis, the allocation of your supervisor
and the appointment of an examiner
 act as a point of contact should you have any concerns about access
to/working with your supervisor
 provide you with an opportunity to evaluate this part of the MSc in
Cognitive Behavioural Therapy programme.
7.5
The local supervisor role
The project is highly likely to require the cooperation of your workplace so a
local supervisor is recommended. This member of the team will:
 support and encourage your progress through discussion of current
practice and its context.
 providing guidance on the student’s chosen field of study
 advising on data and literature sources relevant to the chosen topic
 advising on the plan for the project proposal
 suggesting specialists whom the student may consult for additional advice
 providing the student with supervisory sessions as contracted, giving
support and monitoring progress.
 Help the student consider ethical implications of the chosen project.
 Add expertise on the chosen subject area.
8. The Presentation of the Research Project
The structure of the research project will be dependant on the subject area
requirements and examples of presentations are given in the appendices. Some
variation may be appropriate and should be discussed with your supervisor.
Draft versions of portions of the project should be submitted to your supervisor as
early as possible so that feedback can be given about content, level of analysis,
structure, style and presentation.
The research project should be submitted to the following specifications:
a)
b)
Two copies of the project should be submitted by the date stipulated in
the assessment schedule; normally one month before the examination
board. You will also be asked to submit one electronic copy
following the usual assignment submission procedure.
Project must be presented:
 in a permanent legible (word processed or typed) form
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

c)
d)
on 80 or 90 grams A4 white paper.
Arial or Times New Roman 11 or 12 font and double spacing
should be used.
 The left margins should be set at 1.25 inches to allow enough
room for binding, the right margin should be set at 0.75 inches
for single sided printing;
Illustrations should be dry mounted or computer scanned. Figures,
tables and diagrams may be inserted into the text, with adjacent
legends or titles. Relevant audio visual records to be consulted in
conjunction with the text must be fully labelled.
Referencing should follow the APA format.
e)
The project should be comb bound in laminated card and the
cover should contain the following information:
Title
Candidate’s Name
Candidate’s Matriculation number
Name of Award
Name of University
Date of Submission.
9. Plagiarism
You are reminded that your project must be your own work.
What is plagiarism?
Plagiarism is the presentation of another person’s work as though it was the writer’s
own. All quotations from other sources, whether published or unpublished, must be
properly acknowledged. Plagiarism is a serious academic offence and, if proven,
may result in disqualification of the award of MSc in Cognitive Behavioural Therapy.
How to avoid plagiarism.
Properly acknowledge all quotations from other sources, whether published or
unpublished in the text (and in the reference list).
Try to avoid quoting directly. Put the ideas into your own words and acknowledge the
source in your text (and in the reference list).
The University website addresses some aspects of plagiarism and this can be found
at: http://www.qmu.ac.uk/goodscholarship/
10. Assessment
The weighting of the project is equivalent to four taught modules. The pass mark is
50%. Assessment will normally be by a member of staff appointed as the first
independent marker and by your supervisor as the second marker. The feedback will
follow the format as set out in Appendix 9. The assessors will agree marks for
design, analysis, execution, presentation and general comments using the criteria
presented in section 10.1.
Not all criteria apply to all types of project. However, the postgraduate attributes
presented in section 10.2 apply to all postgraduate work.
An oral examination of the project is not normally required. Exceptionally, oral
examination may be offered at the request of the External Examiner.
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10.1 Assessment Criteria
QUEEN MARGARET UNIVERSITY
School of Health Sciences: MSc RESEARCH PROJECT
MSc in Cognitive Behavioural Therapy : RESEARCH PROJECT MARKING
CRITERIA
A Grade: 80%+
Extensive and exceptionally well-synthesised, critical and in-depth review of
literature.
Design
Research, aim/question/hypothesis clearly outlined and aligned and related to
current state of knowledge.
Subsidiary questions/hypotheses aligned incorporated where appropriate.
Ambitious, original and comprehensive research design.
Rationale for methodology fully discussed and literature utilised exceptionally well
to support rationale
Links between method and theory firmly and clearly established.
Full awareness of ethical implications.
Provision made for all major sources of bias, both obvious and potential.
Sampling appropriate and theoretically informed.
Efforts made to ensure external validity of findings.
Exceptional comprehension of research design demonstrated
Analysis
Highly comprehensive and profound.
Original, imaginative and critical interpretation of data.
Discussion related fully to existing knowledge and initial research
question/hypothesis.
Data from various sources exceptionally well synthesised to construct an overall
picture.
Correct choice and mastery of any statistical manoeuvres used.
Full consideration of both confirmatory and disconfirmatory data.
Original and imaginative consideration of practical implications of findings and
ideas for further investigation.
Full consideration of limitations of present study.
Insightful and comprehensive discussion of any ethical implications.
Ability to challenge existing theory and develop new alternatives.
Links the research project to relevant practice areas.
Execution
Validation of instruments (e.g. piloting, calibration) carried out where appropriate.
All procedures clearly described, such as to allow full replication.
Evidence of adaptability in the light of changing factors/emerging information.
Methodical approach.
High degree of initiative.
Relevant advice and help sought, but major achievement of project unmistakably
the student’s own.
Mature, collaborative relationship established with supervisor.
Optimum and economical use of resources.
Demonstrates exceptional ability in executing the research project.
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Presentation
Appropriate sub-division of text into sections.
Text clear and succinct, with no ambiguity.
Consistent use of appropriate terminology.
References, graphs, tables, figures of publishable quality.
No inaccuracies of any significance.
An exceptionally high level of attention to detail.
General
Exceptional ability in synthesising all elements of the research project.
High degree of analytic capability and originality of thought.
Student displays outstanding potential for pursuing independent research at a
higher level.
B Grade: 70 – 79%
Extensive, well-synthesised, critical and in-depth review of literature.
Design
Research, aim/question/hypothesis clearly outlined and related to current state of
knowledge.
Subsidiary questions/hypotheses incorporated where appropriate.
Ambitious and comprehensive research design.
Rationale for methodology fully discussed.
Links between method and theory firmly established.
Full awareness of ethical implications.
Provision made for all major sources of bias, both obvious and potential.
Sampling appropriate and theoretically informed.
Efforts made to ensure external validity of findings.
Analysis
Highly comprehensive.
Imaginative and critical interpretation of data.
Discussion related fully to existing knowledge and initial research
question/hypothesis.
Data from various sources synthesised to construct an overall picture.
Correct choice and mastery of any statistical manoeuvres used.
Full consideration of both confirmatory and disconfirmatory data.
Thoughtful and imaginative consideration of practical implications of findings and
ideas for further investigation.
Full consideration of limitations of present study.
Comprehensive discussion of any ethical implications.
Execution
Validation of instruments (e.g. piloting, calibration) carried out where appropriate.
All procedures clearly described, such as to allow full replication.
Evidence of adaptability in the light of changing factors/emerging information.
Methodical approach.
High degree of initiative.
Relevant advice and help sought, but major achievement of project unmistakably
the student’s own.
Mature, collaborative relationship established with supervisor.
Optimum and economical use of resources.
Presentation
Appropriate sub-division of text into sections.
Text clear and succinct, with no ambiguity.
Consistent use of appropriate terminology.
References, graphs, tables, figures of high quality
No inaccuracies of any significance.
Generally a high level of attention to detail.
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General
High degree of analytic capability.
Student capable of pursuing independent research at a higher level.
C Grade: 60 – 69%
Design
Comprehensive and critical literature review possibly lacking in discrimination.
Reasonably clear aim/research question/hypothesis.
Modest research design.
Methodology justified.
Awareness of major ethical implications.
Attention paid to most sources of bias.
Appropriate sampling.
Most procedures adequately described.
Analysis
Relevant findings adduced for conclusions.
Relevant discussion, related to existing knowledge and present research
question/hypothesis.
Generally sound choice and use of any statistical manoeuvres employed.
Full consideration of both confirmatory but possibly insufficient attention to
disconfirmatory data.
Discussion of practical implications of findings and ideas for further investigation.
Discussion of any shortcomings of the project.
Sound discussion of most ethical implications.
Execution
Efficient and economical.
Appropriate help and advice sought and largely acted upon.
Good exchange established with supervisor.
Good use of resources.
Evidence of effort.
Presentation
Appropriate sub-division of text into sections.
Reasonable standard of neatness and accuracy.
References, graphs, tables, figures mostly legible and accurate.
Negligible errors.
Generally a reasonable level of clarity and attention to detail.
General
Demonstrates analytic capability but lacking some depth or critique in some areas
Student would require further assistance if pursuing independent research at a
higher level.
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D Grade: 50 – 59%
Design
Less complete literature review or review possibly lacking in discrimination
Research aim/question/hypothesis less clearly specified.
Acceptable, but unambitious, research design.
Methodology not fully justified.
Possible lack of alignment between research questions, approach, design and
data collection methods
Less awareness of some ethical implications.
Some sources of bias possibly not catered for.
Appropriate sampling.
Most procedures adequately described.
Analysis
Discussion incomplete with possible superficiality or irrelevancies
Some unsubstantiated conclusions
Relevant discussion related to research question/hypothesis.
Limited skill in choice and use of any statistical manoeuvres employed.
Less evidence of ability to weigh conflicting or inconsistent data.
Limited discussion of practical implications of findings and ideas for further
investigation.
Shortcomings of the project possibly not fully addressed.
Ethical implications discussed less comprehensively.
Execution
Reasonably efficient.
Help and advice sought, but not always acted upon appropriately.
Possibly too little or too much use made of supervisor.
Fewer signs of initiative and sustained effort.
Presentation
Less acceptable level of neatness and accuracy.
References, graphs, tables, figures may contain some inaccuracies, be
incomplete or difficult to interpret.
Some parts of the report unclear.
General
An acceptable but limited, less complete report, lacking in originality.
Less evidence of analytic capability.
Student would require considerable assistance if pursuing independent research
at a higher level.
Fail Grade: 0 – 49%
Report falls short of a significant number of the above criteria.
16
10.2 QMU Attributes of Performance
POSTGRADUATE ATTRIBUTES OF PERFORMANCE
The student will provide evidence of the following attributes to achieve
recognition of the grade banding:
Grade A








Mastery of the specialist area that demonstrates exceptional insight and
breadth of knowledge.
Excellent comprehension of scholarly techniques and / or the research-base.
Presents extensive evidence of critical and deep knowledge of the specialist
and related areas.
Ability to challenge and develop existing theory and/or professional practice
within the specialist area.
Demonstrates outstanding originality in the application of knowledge and the
development and inter-relationship between concepts, theories, policies and
practice.
Displays outstanding potential to undertake research or be a leading
practitioner within a specialist area.
Demonstrates exceptional ability in synthesising knowledge from different
disciplines.
Meets the learning outcomes of the module or assessment.
Grade B









70- 79.9% Very good performance [distinction mark is 70%]
Mastery with very good and critical comprehension of the specialist area with
extensive evidence of deep knowledge of relevant and related theories,
principles and concepts of the major aspects of the area.
Very good comprehension of scholarly techniques and / or the research-base.
Presents evidence of critical and deep knowledge of the specialist and related
areas.
Some ability to challenge and develop existing theory and/or professional
practice within the specialist area.
Demonstrates ability to identify, conceptualise and define or redefine
concepts, theories, policies and practice.
Displays potential to undertake research or be a leading practitioner within a
specialist area.
Demonstrates significant ability in synthesising knowledge from different
disciplines.
Meets the learning outcomes of the module or assessment.
Grade C

80%+ Excellent performance, exceptionally able
60- 69.9% Good performance
Mastery with good comprehension of the specialist area with some evidence
of deep knowledge of relevant and related theories, principles and concepts,
but lacking depth or critique in some areas.
Good comprehension of scholarly techniques and / or the research-base.
17




Presents evidence of understanding of some advanced or complex issues at
the forefront of the subject or professional area.
A good comprehension of how concepts and knowledge may be applied to
inform judgements and develop advanced ideas, policies or practices.
Demonstrates ability in synthesising knowledge from different disciplines.
Meets the learning outcomes of the module or assessment.
Grade D






Mastery with satisfactory comprehension of the specialist area with some
insight into relevant and related theories, principles and concepts, but lacking
depth or critique in some areas.
Limited comprehension of scholarly techniques and / or the research-base.
Some evidence of knowledge relating to advanced, current and complex
issues within the subject or professional area, but only in parts of the work.
Some ability to identify and comprehend how concepts and knowledge may
be applied to inform judgements and develop ideas, policies or practices.
Demonstrates some ability in synthesising knowledge from different
disciplines.
Meets the learning outcomes of the module or assessment.
Grade E










40-49.9% Unsatisfactory performance - Fail
Unsatisfactory comprehension of the specialist area and little evidence of
deep understanding of theories, principles and concepts.
Insufficient evidence of knowledge relating to advanced, current and complex
issues at the forefront of the subject or professional area.
Insufficient evidence of comprehensive and critical knowledge related to the
theoretical concepts, scholarly techniques or the research-base supporting a
specific area with some accurate factual information.
Unsatisfactory evidence of how knowledge may be applied to inform
judgements and develop advanced ideas, policies or practices with little
originality of thought.
Demonstrates little ability in synthesising knowledge from different disciplines.
Meets only some of the learning outcomes of the module
Grade F


50- 59.9% Satisfactory performance
30-39.9% Poor Fail
Unsatisfactory; does not meet learning outcomes of the module.
Limited attempt to demonstrate knowledge of the specialist area with
inadequate evidence available.
Minimal evidence of knowledge and insight into theories, principles and
concepts.
Inadequate evidence of critical and deep knowledge related to a specialist
area. Restricted evidence of advanced current and complex issues at the
forefront of the subject or professional area.
Insufficient evidence of comprehensive and critical knowledge related to the
theoretical concepts, scholarly techniques or the research-base supporting a
specific area.
Demonstrates no ability to synthesise knowledge from different disciplines.
18


Incomplete evidence of how knowledge may be applied to inform judgements
and develop advanced ideas, policies or practices with little originality of
thought.
Does not meet the learning outcomes of the module.
Grade G







Clear failure, does not meet learning outcomes of the module.
Minimal knowledge of the specialist area and lack of evidence of deep
understanding of theories, principles and concepts.
Inadequate and incomplete evidence of critical and deep knowledge related
to a specialist area and of advanced, current and complex issues at the
forefront of the subject or professional area.
Deficient in evidence of comprehensive and critical knowledge related to the
theoretical concepts, scholarly techniques or the research-base supporting a
specific area.
No ability to synthesise knowledge from different disciplines.
No understanding of how knowledge may be applied, to inform judgements
and develop advanced ideas, policies or practices with little originality of
thought.
Does not meet the learning outcomes of the module.
Grade H








20-29.9% Bad fail
<20% Very bad fail and non-submission
Demonstrates a serious and unacceptable lack of knowledge and
understanding of the specialist area.
No evidence of deep understanding of theories, principles and concepts.
Deficient in critical and deep knowledge related to a specialist area.
No evidence of comprehensive and critical knowledge related to the
theoretical concepts, scholarly techniques or the research-base supporting a
specific area.
Inadequate understanding of how knowledge may be applied, with originality,
to inform judgements and develop advanced ideas, policies or practices.
No understanding of advanced, current and complex issues at the forefront of
the subject and professional area.
No ability to synthesise knowledge from different disciplines
Does not meet the learning outcomes of the module.
19
Practice Based Project (Modules 9 – 12)
Title
SHE Level
M
Semester &
Mode of Study
Code (if known)
Credit Rating
Part time
SCQF
Level 11
Level
Module Co-ordinator
60
Dr Sean Harper
Module Team
Dr. Sean Harper, Melanie Sharpe, Leeanne Nicklas,
Pre-requisites
Co-requisites
Prohibited Combinations
Successful completion of Diploma
Aims
1)
enable students to develop and apply the skills of research and inquiry as it applies in practice
to a specialised area in the field of CBT
2)
engage students in practice and study which demands a professional approach, academic
rigour, independence and self-direction
Learning Outcomes
On successful completion of the module the student will be
able to:
Explore and apply relevant research approaches and clinical
L1
L2
L3
L4
L5
L6
skills, to the chosen option.
Critically evaluate the existing literature appropriate to the
chosen research topic.
Develop critically, strategically and in depth a topic or area
of interest within the chosen option.
Critically appraise the ethical implications of the proposal,
focusing on an examination of the roles and responsibilities
of a (neophyte) researcher
Develop further skills of practice and inquiry, demonstrating
an ability to set the project in its wider context, to sustain
argument and to present conclusions.
Present and be able to defend the rationale, approach or
methodology, outcomes and conclusions of their project
Assessed in this
module
A
Yes
√
Yes
√
Yes
√
B
C
√
√
D
√
√
√
Yes
Yes
√
√
Yes
√
√
20
√
√
A – Knowledge and Understanding
B – Intellectual Skills
C – Practical Skills
D – Transferable Skills
Learning Experiences
The module will engage the student in the following types of learning experiences:
Students will select one of the specialised options: Personality Disorders, Bipolar Disorder, Eating
Disorders, Psychosis, CBT Supervision, developments in CBT training, practice and dissemination
or the student’s specialist interest as approved by course team.
10 hours maximum supervision.
590 hours self directed learning.
6 hours research skills workshops.
Assessment Pattern
Dissertation of the research project which is an investigation of a topic within the chosen specialist
area of CBT (13,000 words). The project will involve an exploratory piece of research which would
include designing and undertaking a research project including choosing appropriate research
questions, epistemology, methodology, collecting data, analysing data and drawing appropriate
conclusions from your study. Due consideration should be given to ethical requirements of the study
and appropriate Research and Development procedures should be observed. This could be in the
form of a small scale, service related audit, service based evaluation, a single N or case series
design. A range of research approaches or project methodology may be adopted, drawing for
example from phenomenological, case study, implementation science or action research paradigms
and using quantitative, qualitative, or mixed methods of data collection and analysis.
The components of the dissertation would include:
d. A research proposal; (2000 words.) This would detail the title and rationale of the chosen
research project, and then appraise the relevant research methodologies, epistemology and
comprehensive consideration of ethical issues.
e. A literature review: (6000 words.) This would be a comprehensive literature review focusing
on a topic related to a specific aspect of the research proposal which critically appraises and
synthesises the evidence pertaining to a specific area explored in the proposal.
f. Paper for publication (5000 words) in journal article format. The student should identify an
appropriate journal in which they wish to publish and follow appropriate style. The paper
would summarise the above literature review and detail the actual project undertaken and
present ready to be submitted for publication, with some discussion of a potential route of
dissemination such as work based report, publication, poster, etc.
21
Can this Module be Anonymously marked?
Yes/No
If No please provide an explanation.
The dissertation will be marked by internal supervisors so cannot be done so anonymously
Content
This is dependent on the option undertaken.
Supervision will be provided by specialist supervisors.
Main Texts
These will be defined by the option area and appropriate to area of study. See option specific
section of project handbook for details.
Barker, C., Pistrang, N. and Elliot, R. (2002). Research Methods in Clinical Psychology: An
Introduction for students and Practitioners- 2nd Edition. Chichester: Wiley.
Becker L (2004) How to manage your postgraduate course. Palgrave Macmillan
Bell J. (2005) (4th ed) Doing Your Research Project: a guide to first time researchers in education
and social science. Maidenhead OU Press.
Blaxter, L., Hughes, C., & Tight, M. (2010) How to Research-4th Edition. Open University Press.
Clarke, M., & Oxman, A.D., (2003) Cochrane Reviewers Handbook. 4.2.0 Oxford: The Cochrane
Collaboration; 2003.
Coolican, H., (2009) Research Methods and Statistics in Psychology-5th Edition. Routledge.
Cuttie D (2005) Developing and applying study skills, writing assignments, dissertations and
management reports London Chartered Institute of Personnel and Development
Day, A., (2008.) How to get research published in Journals -2nd Edition. Gower.
Denscombe, M., (2010). The Good Research Guide for Small Scale Social Research Projects.
Buckingham, Open University.
Fairbairn G.J. & Fairbairn S (2001) Reading at University: a guide for students Buckinghamshire
OU Press
Field A, and Hole G, (2003) How to design and report Experiments. Sage, London.
Hart C (1998) Doing a literature review. Sage, London
Jarvis P Holford J Griffin C (2003) The theory and practice of learning London Kogan Page
Jasper M (2003) Beginning reflective practice Cheltenham Nelson Thornes
Katrak, P., Bialocerkowski,A.E., Massy-Westropp, N., Kumar, S., & Grimmer, K.A. (2004) A
systematic Review of the Content of Critical Appraisal Tools. BMC Medical Research Methodology
2004, 4:22
O’Brien, P.M.S., & Pipkin, F.B. (1999) Introduction to Research Methodology for Specialists and
Trainees. RCOG Press.
Parker,R.I., & Brossart D.F.(2003) Evaluating Single Case research data: A comparision of seven
statistical methods . Behavioural Therapy, 34, 189-211.
Parry, G. & Watts, F.N. (1996) Behavioural and Mental Health Research: A Handbook of Skills and
Methods-2nd Edition. Lawrence Erlbaum Associates, Ltd. Hove.
Petermann, F. & Muller, J.M. (2001) Clinical Psychology and single case evidence: A practical
approach to treatment planning and evaluation. Wiley.
Sommer, B. & Sommer, R. (2001) A Practical Guide to Behavioural Research: Tools and
techniques-5th Edition. Oxford University Press.
Wallace M Wray A (2006) Critical reading and writing for Postgraduates London: Sage
22
Other relevant details
Programme specific issues will be outlined in the project handbook
Signed
Module Co-ordinator Dr Sean Harper
Registry use only
Date
March 2014
Date received
23
Appendix 1
QUEEN MARGARET UNIVERSITY
MSc in Cognitive Behavioural Therapy – DISSERTATION / PROJECT
SYNOPSIS
Student’s Name: ____________________________________________________
This outline (maximum 750 words) should be a carefully considered starting point
from which your full project will evolve in discussion with your supervisor. It is on
the basis of this outline that an appropriate supervisor will be appointed.
Title of project:
Proposed Format: (e.g. empirical study, detailed proposal, work-based project)
Reason for choice of topic:
Objectives of the project:
Outline of approach/design of the project:
Return this form to: _____________________ By: ______________________
Signature: _____________________________ Date: _____________________
24
Appendix 2
MSc in Cognitive Behavioural Therapy – DISSERTATION / PROJECT
GUIDELINES – RESEARCH PROPOSAL
Follow the suggestion on this page about format. The length of the proposal
should not exceed 200 words.
Title
This should contain the relevant key words and concepts, showing clearly the focus
of the intended investigation
Introduction and background literature
Explain the problem, issue or area you are going to investigate and why you have
chosen it. Include a short review of key literature to put your project in context of
current/seminal work in the field
Aim/objectives of the study
State the aim of the proposed research with the key research question(s) or
hypothesis (-es)
Methodology
Outline the approach/design; include as appropriate, nature of the population, sample
size and power, access to subjects and process of selection, independent and
extraneous variables, issues of rigour, and procedures to be used for analysis.
Ethical considerations
Complete and append the Research Ethics Release Form. Include for the Head of
Department any explanatory notes and/or relevant forms prepared. Explain whether
or not your project requires further ethical approval, (e.g. Research ethics
committees/ local R&D departments.
Timetable
Illustrate diagrammatically the timescale of the project.
Resources
Outline the resources/budget you will require.
of resources may not be approved.
Projects that are expensive in terms
References
These should conform to APA guidelines.
Notes:
 a copy of the outline proposal should be given to the Project Co-ordinator
 an outline proposal will be necessary when applying for ethical approval
 this outline proposal should be completed, in consultation with the academic
supervisor, by all students undertaking an empirical study.
25
 Appendix 3 Literature Review
This is the suggested format for the Literature Review which should not
exceed 6000 words.
Title
This should contain the relevant key words and concepts, showing clearly the focus
of the intended review.
Abstract: This is a summary of the content of the review. (maximum 300 words)
Introduction
Explain the problem, issue or area you are going to investigate and why you have
chosen it.
Aim/objectives of the study
State the aim of the literature review with the key review question(s.)
Methodology
Outline the approach/design, presenting your rationale for your selection of papers,
and advantages and disadvantages of your methods. Include as appropriate search
criteria, and databases, selected number of papers, and inclusion and exclusion
criteria. Include limitations of the study. Refer the reader to the appendices which
could include a flow chart of selection of papers and potentially a table summarising
included papers and their key outcomes.
Literature Review
Critically review previous work on your proposed topic, addressing both the topic and
how previous researchers have investigated it. Explore in depth, and critique the
existing papers summarising what they add to the literature and areas that need to
be developed.
Discussion
Debate the issues arising from your proposal, including implications for practice.
You may wish to identify further research questions that may arise in the future.
Conclusion
Bring your work to a conclusion, identifying proposed methods of dissemination and
utilisation of findings.
References
These should conform to APA guidelines.
Appendices:
Flow chart
Summary Table
26
Appendix 4
GUIDELINES – Paper for publication.
This is the suggested format if you are undertaking empirical research of
5,000 words. Your paper should also be written in the style recommended
for your chosen journal.
Normally, the project will contain the following:
 Abstract: a summary of the content of the project and the main
conclusions reached (maximum 250 words)
 Introduction: this should clearly define the area you have examined, the
reason for focusing on this and the steps you have taken to explore and
further empirical knowledge within the topic. It may also include, if relevant,
a brief description of your organisation or work context
 Literature review: this should take the form of a critique of material drawn
from several sources, such as books, journal articles, reports or audiovisual material and should expand on the rationale for your chosen area of
investigation.
 Aims and Objectives: List 1-3 key questions or hypothesis you are hoping
to explore in your chosen project.
 Methodology: this should include the theoretical framework guiding
methods of enquiry; the rationale for your choice of approach/design;
sampling and ethical issues; data collection methods; approach to data
analysis; statistical methods where relevant; discussion of the strengths
and limitations of the methodology
 Results: findings should be presented clearly
 Discussion: here you should present detailed consideration of the findings
and analyses, in the context of methodology and relevant literature, with an
assessment of inferences made
 Conclusions and recommendations: this should be a brief resume of
the key findings in relation to the stated aim(s) and objectives, the research
process through which it was investigated and the conclusions reached.
Recommendations may be made, for example, in relation to further
research or changes in practice or policy
 References: using the format recommended by the journal you have
selected to submit to. List all sources referred to in the text.
Appendices: these should be numbered in sequence and may contain material
relevant to the work but not essential for inclusion in the main body of the text: for
example, interview schedules, questionnaires, diagrams, examples of data, tables,
diagrams etc
27
Appendix 5
Agreement of Authorship
School of Health & Social Sciences
This form should be signed by the student and supervisor, and submitted with the
formative research proposal. The student is advised to photocopy and retain a copy
of this agreement.
The postgraduate student may have the opportunity to submit a manuscript for
publication, which will contribute to the body of knowledge in your professional area.
Agreements between students and supervisors regarding authorship or any
publication or oral presentation resulting from the research project carried out in
partial fulfilment of any postgraduate programme within the School of Health
Sciences, will normally be based on the following definition:
Authorship
All persons designated as authors should qualify for authorship. The
order of authorship should be a joint decision for the co-authors. Each
author should have participated sufficiently in the work to take
responsibility for the content.
Authorship credit should be based only on substantial contributions to
(a) conception and design or analysis and interpretation of data; and to
(b) drafting the article or revising it critically for important intellectual
content; and on (c) final approval of the version to be published.
Conditions (a), (b), and (c) must all be met. Participate solely on the
acquisition of funding or the collection of data does not justify
authorship. General supervision of the research group is also not
sufficient for authorship. Any part of an article critical in its main
conclusions must be the responsibility of at least one author.
International Committee of Medical Journal Editors 1991, 1991, New
England Journal of Medicine, 324:424 – 428.
Note: To qualify for authorship, all authors must approve the final version of the
publication. There is a need, therefore, for all authors to remain in contact until the
final version has been accepted for publication.
Acknowledgement
There is also an ethical obligation to recognise and identify the work of others where
it has contributed to the work being reported in a publication. At an appropriate place
in the publication, one or more statements should specify: (a) contributions that need
acknowledging but do not justify authorship; (b) acknowledgement of technical help;
28
(c) acknowledgement of financial or material support, specifying the nature of the
support; and (d) financial (or other) relationships that may pose a conflict of interest.
We, the undersigned, agree to the terms, as detailed above, related to authorship
and acknowledgement.
Student
________________________________________________________
Supervisor
________________________________________________________
Date
________________________________________________________
This agreement does not supersede the Queen Margaret University, Edinburgh,
policies and procedures.
29
Appendix 6
Project Co-ordinator: Dr Sean Harper (sean.harper@nhslothian.scot.nhs.uk)
Timeplan for the Project, 2014-2016, for Part-Time Students
The following is the suggested timeplan for a part-time student, who is intending to
complete the project in 2 year:
Step 1 Choose your topic [August 2014-October 2014]
Step 2 Submit synopsis to Postgraduate Programme Committee (PPC) for
approval.
The PPC meets on October 22nd, so your 1 page synopsis should be
submitted to the project co-ordinator by October 16th at the latest. This
can be submitted by email.
Approval is not automatic, as topic has to be assessed for feasibility,
and whether it can be supervised appropriately.
From the date of this approval, you have a maximum of 24 months to
submit.
After this PPC you will be informed in writing of your supervisor’s
name and contact details.
Step 3
Arrange meetings to work with your supervisor, so that a proposal,
ethical approval (where applicable), and agreement of authorship can
be submitted to the project co-ordinator and added to your file. There
is no set date for this, but you would be advised to complete this by
the end of January 2015.
Step 4 Supervised dissertation/project period continue.
Step 5 Submit project by 3rd August 2016.
The Exam Boards are held in September, so you can graduate in
November 2015.
If you do not meet this deadline, discuss your intended submission
date with your supervisor, and inform the project co-ordinator in writing
of the revised date.
30
Appendix 7
RESEARCH PROJECT ASSESSMENT – MSc in Cognitive Behavioural Therapy
Student's Name:
Title of Study:
First/Second Marker's comments
Abstract and Introduction
Literature Review
Design
Analysis
31
Discussion and Conclusion
Presentation
Overall summary of standard and execution of work:
The project supervisor will provide an assessment of the student’s approach to the
conduct of the work and of progress overall.
Marker's signature:
Date:
Mark:
Grade:
32