Course Catalogue

This Liverpool John Moores University MSc in Health Psychology meets the Stage 1 training requirement for BPS accreditation. The course has a strong emphasis on psychological investigation and exploring ethical issues. The primary goal of health psychology as a discipline is to contribute to the understanding of how physical, intellectual, emotional and spiritual factors influence health and illness within a sociocultural framework. Recent advances in psychological, medical, and physiological research have led to new ways of thinking about health and illness. This conceptualises health and illness as the product of a combination of factors. The research includes: biological characteristics such as genetic predisposition; behavioural factors such as lifestyle, stress, health beliefs; and social conditions such as cultural influences, family relationships and social support. Specific programme aims are: 1) To provide an academically rigorous framework through which students can study scientifically, the psychological processes involved in health, illness and health care with reference to the application of psychology to: the promotion and maintenance of health; the analysis and improvement of the health care system and health policy formation; the prevention of illness and the enhancement of wellbeing in those affected by illness or disability 2) To promote students' awareness of the range of applications of health psychology 3) To provide students with a qualification which meets Stage 1 of the British Psychological Society’s training towards Chartered Psychologist status.

Lectures and directed independent reading are used to introduce core knowledge. These are supplemented by seminar and workshop activities in which students can explore ideas in more depth and contribute to, and benefit from, peer learning. In addition, students are expected to cover substantive course content through their own directed reading. These approaches are consistent with the learning outcomes of each specific module within the programme. While a number of course texts will be utilised to introduce students to the core concepts, critical examination of these concepts using primary sources including journal articles, reports and a variety of health policy documents will form a major component of the teaching strategy. In formulating the assessment strategy, the programme team fosters in-depth and active learning to achieve an appropriate match between teaching and learning methods and assessment tasks. The provision of summative and formative feedback, an appropriate balance of assessment tasks over the programme, and inclusivity of a range of student approaches to learning. A variety of assessment methods is therefore utilised across the programme. Workshop activities provide opportunities for formative feedback from both peers and tutors. Similarly, tutor support during the preparation of coursework assignments provides opportunities for formative feedback. Coursework assessment is used to provide timely and detailed summative assessment. Individual tutors also build in opportunities for formative assessment during modules, and take advantage of opportunities to provide formative assessment that arise from students' work and engagement with the tasks. Assessment methods include essays, conventional written examinations (using seen and unseen questions),critiques, case study, workbooks, reports, reflective portfolios, presentations, research proposal and dissertation. Lectures are supported by appropriate learning resources and learning activities to provide practice in applying declarative knowledge to applied problems, with feedback from tutors and peers. Workshop activities similarly provide a forum for skill development through practice with feedback and reflection. Individual supervision meetings support students in developing, conducting and reporting an empirical investigation in psychology. A variety of assessment methods are used, including examination, essay, projects, group and individual presentations, reports and research dissertation. Lectures are used to introduce core knowledge and principles. Workshops provide opportunities for students to develop skills underpinned by this knowledge through practice with feedback (from peers and tutor) and through critical reflection. Individual supervision sessions are used to support students in the development and completion of their research dissertation. A variety of assessment methods are used, including examination, essay, reports, projects, presentations and dissertation. Lectures are used to introduce core knowledge base. Workshops provide opportunities for students to develop skills underpinned by this knowledge through practice with feedback (from peers and tutor) through critical reflection and through presentation. Individual supervision is provided to guide the student through the development and completion of an empirical research project. Assessment methods include written assignments and examinations, together with practical skills assessment.

During the course of the MSc, the programme team discuss the development of professional skills and career development (such as working in NHS; charity; professional development). There is no formal work-based learning during the MSc, although many of the students conduct their research project in applied health settings such as the NHS/charity sectors. As such these research studies support the student to build real experience in the working environment and create professional relationships outside the university setting.