We’re planning to teach through a flexible combination of online and face to face learning as we start the new academic year. If you’re thinking about starting in autumn 2020, there’s more detail on how we’ll deliver your course below, and in particular on the ‘Teaching’ tab under ‘Teaching and learning – changes for students in 2020’.
It is estimated that one in four people seek professional support for a mental health problem and therefore there is high demand for psychological therapies and interventions. This programme is aimed at those who wish to develop careers in psychological therapy or mental health by building on your knowledge, practical skills, experience and confidence when applying for highly competitive roles such as Assistant Psychologist or Clinical Psychology Research Assistant.
This programme will provide you with the academic, practical and research skills you need to continue onto further professional training in clinical psychology, counselling psychology, psychotherapy, clinical research, and health management.
You will be introduced to a range of approaches to psychological therapy and intervention and will be supported to develop a range of therapeutic communication and intervention skills both in workshops and through work experience.
As part of the Masters programme, you will also acquire the knowledge and skills required to critically assess research in therapeutic psychology and to undertake research in a topic that is relevant to psychological therapies or interventions. You will be taught by staff who are therapy practitioners and researchers in mental health, psychological wellbeing and trauma.
Please note that this programme does not lead to a therapy practitioner qualification.
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During the course, you will focus on developing in-depth knowledge, understanding, skills and experience for progressing to, or within, therapy related careers, including clinical psychology, counselling psychology, psychotherapy, clinical research, and health management. You will also explore the key approaches to, and practice in, psychological therapy and interventions as well as understanding lifespan trauma experience and its impacts on psychological disorder; how it is assessed and identified, and experienced cross-culturally.
You will gain a range of therapeutic communication, motivational interviewing and cognitive behavioural intervention skills and a reflective approach to the development of these skills. You will also have developed the knowledge and skills required to critically assess research in therapeutic psychology and be able to undertake novel research in an area relating to psychological therapies or interventions.
We’ve made temporary changes to some course modules for students starting in 2020 in response to the coronavirus outbreak. If you’re applying to start this course or progressing into year one, two or three this autumn, there’s information on these updates below.
This module will introduce the main schools of psychological therapy, their theoretical origins and demonstrate how the theory is applied in practice. You will also be introduced to the basic principles of communication skills that form the foundation of all counselling and therapy.
In this module, you will develop a critical understanding of current research evidence and perspectives on psychological trauma and its effects. You will review the impact of trauma on different groups and at different stages of the lifespan and critically examine the models of intervention for psychological trauma. You will also explore the current debates around ameliorating factors and developmental outcomes.
This module will provide you with the professional practice knowledge and practical skills relevant to therapeutic applications of psychology and experience in an organisation that is concerned with mental health and/or well-being. You will spend a minimum of 140 hours in a placement of your choosing and will develop your ability to apply psychological knowledge and/or therapeutic communication skills in a workplace context.
This module is ideal for those who are currently employed in an organisation that is concerned with mental health and/or well-being. The module will provide you with the professional practice knowledge and practical skills relevant to professional development within your job role and the therapeutic applications of psychology. You will conduct a work-based project in order to develop your ability to apply psychological knowledge and/or therapeutic communication skills in a workplace context.
This module will give you the opportunity for an in-depth, advanced study in a specific area of applied psychology. You will apply appropriate principles of empirical research, and present your research study in the form of a written journal article, using appropriate styles and conventions.
The aim of this module is to provide postgraduate students with research skills and expertise from theory to implementation required by areas in Applied Psychology. The module is designed to fulfil training requirements identified in the National Occupational Standards for Applied Psychologists (Key roles 2 and 3) by offering a comprehensive in-depth and systematic account of a range of skills in quantitative and qualitative research strategies, and the use of SPSS software in statistical analysis as applicable to the course syllabus. A variety of teaching methods and assessment will be employed with the aim of inspiring and challenging each student, whilst promoting independent learning and a critical appreciation of the research process. Students will engage in laboratory classes, workshops, lectures/seminars, tutorials, group work and practical sessions on SPSS and qualitative data analysis. Ultimately the aim is to train students to develop, implement and maintain personal and professional standards and ethical research practice in Applied Psychology.
This module will introduce the main schools of psychological therapy, their theoretical origins and demonstrate how the theory is applied in practice. You will also be introduced to the basic principles of communication skills that form the foundation of all counselling and therapy.
In this module, you will develop a critical understanding of current research evidence and perspectives on psychological trauma and its effects. You will review the impact of trauma on different groups and at different stages of the lifespan and critically examine the models of intervention for psychological trauma. You will also explore the current debates around ameliorating factors and developmental outcomes.
This module extends your undergraduate knowledge of research methods, design and statistics and prepares you for your dissertation and forthcoming supervised practice. It will enable you to choose appropriate methodologies and analyses for research.
This module will provide you with the professional practice knowledge and practical skills relevant to therapeutic applications of psychology and experience in an organisation that is concerned with mental health and/or well-being. You will spend a minimum of 140 hours in a placement of your choosing and will develop your ability to apply psychological knowledge and/or therapeutic communication skills in a workplace context.
This module is ideal for those who are currently employed in an organisation that is concerned with mental health and/or well-being. The module will provide you with the professional practice knowledge and practical skills relevant to professional development within your job role and the therapeutic applications of psychology. You will conduct a work-based project in order to develop your ability to apply psychological knowledge and/or therapeutic communication skills in a workplace context.
This module will give you the opportunity for an in-depth, advanced study in a specific area of applied psychology. You will apply appropriate principles of empirical research, and present your research study in the form of a written journal article, using appropriate styles and conventions.
The aim of this module is to provide postgraduate students with research skills and expertise from theory to implementation required by areas in Applied Psychology. The module is designed to fulfil training requirements identified in the National Occupational Standards for Applied Psychologists (Key roles 2 and 3) by offering a comprehensive in-depth and systematic account of a range of skills in quantitative and qualitative research strategies, and the use of SPSS software in statistical analysis as applicable to the course syllabus. A variety of teaching methods and assessment will be employed with the aim of inspiring and challenging each student, whilst promoting independent learning and a critical appreciation of the research process. Students will engage in laboratory classes, workshops, lectures/seminars, tutorials, group work and practical sessions on SPSS and qualitative data analysis. Ultimately the aim is to train students to develop, implement and maintain personal and professional standards and ethical research practice in Applied Psychology.
See the course specification for more information:
Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.
You are taught through through interactive lectures and participative workshops which encourages discussion and debate as well as critical thinking and a deep approach to learning. Skills and the ability to apply theory to practice are also developed through work experience and/or implementation of work-based projects.
We’re planning to deliver our assessment in a similar way to previous years. We will review this regularly, and let you know in advance of your assessment if we need to make any changes.
Assessment includes case study reports, research reports, a reflective diary, critical essays, reflective essays or a work-based project report, and the applied research dissertation.
If you’re starting university in 2020, we’ll be teaching you in different ways to make sure you get the best learning experience possible. You’ll learn through live sessions with teaching staff and have the chance to study independently too, with access to all the online resources you need through our globally available student portal.
We’re planning different scenarios for teaching so that we can be flexible. While we’re social distancing, we’re aiming to teach you through some small group sessions on campus, with other interactive teaching as well as larger lectures delivered online and recorded sessions available to you on-demand. If you’re unable to make it to campus at first, or we need to limit access to campus in the future, your course can be delivered fully online.
The table below shows current plans for your learning across a typical week, including scheduled live online teaching and an indication of what we hope to teach face to face, where you can make it to campus. While some weeks might look different to this, due to how we schedule classes and make arrangements for any face to face sessions (for example, in some cases these could take place every two weeks with an increased number of hours), the table gives you an idea of what to expect based on the overall number of teaching hours on your course.
You’ll receive final arrangements for your teaching and a full course timetable before you start.
Scenario 1: Course delivered fully online | |||
1. | Live learning | Contact time per week per level: | 10 hours |
2. | Self-paced learning time | Average hours per week per level: | 36 hours |
3. | On demand resources | Average hours per week per level: | 4 hours |
Scenario 2: Course delivered with a mix of online and face to face learning with social distancing in place | |||
1. | Live learning | Contact time per week per level: | 10 hours |
2. | Self-paced learning time | Average hours per week per level: | 33 hours |
3. | On demand resources | Average hours per week per level: | 4 hours |
4. | Face-to-face sessions | Contact time per week per level: | 3 hours |
Read more about our scenarios for returning to campus and what they might mean for your teaching and learning experience, and how you’ll be able to access student support.
Future plans for teaching
We’re developing our timetable for face to face teaching with current government advice on social distancing to keep you safe. If social distancing requirements are lifted, we’ll start to safely move back towards our usual teaching arrangements with more opportunities for face to face learning. Some learning and support might stay online in this scenario. If more restrictions are put in place, or there is another lockdown, we’ll be prepared to deliver your learning and support fully online, with alternative arrangements made for any required placements. We’ll always give you notice of any changes that we make.
You’ll have a strong support network available to you to make sure you develop all the necessary academic skills you need to do well on your course.
Our support services will mainly be delivered online and you’ll have access to a range of different resources so you can get the help you need, whether you’re studying at home or have the opportunity to come to campus.
You’ll have access to one to one and group sessions for personal learning and academic support from our library and IT teams, and our network of learning experts. Our teams will also be here to offer financial advice, and personal wellbeing, mental health and disability support.
Read more about our plans for the support which will be available to you.
Read our guide to what’s been happening in your subject area recently and more about what to expect this autumn.
Upon graduation, you could go on to work in the areas of mental health, psychological and social wellbeing, overseas development work, and clinical research. You could also pursue a career in clinical psychology such as psychotherapy and counselling trainings. Or you could choose to continue your academic studies and undertake a PhD in psychology.
We also aim to attract professionals working with deprived client groups; in the field of interventions, treatments and social policy, and this qualification will enhance their career path.
Dr Bailey-Rodriguez is a Lecturer in Psychology, with key interests in attachment theory and qualitative research methods. She completed her PhD exploring the transition to second-time parenthood in couple relationships, using qualitative mixed methods at Middlesex University.
Her doctoral research drew and built upon her undergraduate qualitative exploration of the transition to second-time motherhood, where the second child has a disability. During this time, she worked as a voluntary bereavement counsellor.
Dr Bailey-Rodriguez is an Executive Committee member of the International Attachment Netwok (IAN-UK) as well as a member of the Network for Pluralistic Qualitative Researchers (N-PQR), and the Centre for Abuse and Trauma Studies (CATS) at Middlesex University.
Dr Westley designs psychological interventions to help people to build emotional resilience, and to improve focus and creativity. He has published research on a range of topics including creativity, imagery, memory and psychological wellbeing.
Professor Bifulco has spent her career investigating trauma at different life-stages and intergenerationally. She is well published and has worked internationally with health and social care agencies undertaking vulnerability assessments and evaluating interventions.
Dr Starr works with young people, children and families in clinical practice. She is integrative in her clinical approach and draws on evidence-based CBT, systemic and psychodynamic approaches to psychological distress.
We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.
Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.
Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.
At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.
