MODULE PROPOSAL FORM
FORM UPDATED 29.04.14School use only:
Date Proposed / Date approved School TQEC / Date reported to College Programmes Committee / Module CodePlease refer to the Guidance Notes to help you complete this proposal.
1 / Module Title / Clinical Issues and Group Processes (BSc top up)2 / Level
(See Guidance Note 2) / 6 / 3 / Credit Value
(See Guidance Note 3) / 30
4a / DEPARTMENT/School
(See Guidance Note 4) / Department Psychosocial Studies, SSHP / 4b / Subject Area
(See Guidance Note 4) / BSc in Short-term psychodynamic counselling and cognitive behaviour therapy
5 / Date Module will commence
(mm/yyyy)NOT IMMEDIATELY / September 2016 / 6 / Minimum / Maximum number of students / 5/24
7a / Mode of Delivery
(Tick as appropriate) / Face to Face / y / Distance Learning / Moodle Accessrequired
7b / Programme/
Modular Enrolment
(Tick as appropriate) / Programme Enrolment / y / Modular Enrolment*
* (see notes for PG)
7c / For modular Enrolment only:
Open/Restricted /Subject to Placement Test
(See Guidance Note 7) / Open Enrolment / Restricted Enrolment / Subject to Placement Test
(language modules only)
8 / Teaching and Learning (SeeGuidance Note 8)
Indicate (a)total contact hours for each entry as appropriate and (b)approximate non-contact study hours.Normally, 1 credit = 10 notional hours of learning.
(a)Method of Teaching / Contact hours and attendance requirement
Lectures / 12.5
Seminars
Tutorials
Project Work / 10 (experiental group)
Practical Classes (labs, computers, languages)
Field Work
Other (please specify)
TOTAL CONTACT HOURS / 22.5
(b)Directed Learning / Private Study / Assessment (please detail as appropriate)
TOTAL NON-CONTACT HOURS / 277.5
TOTAL LEARNING HOURS (CONTACT & NON CONTACT) / 300
9 / Status
(See Guidance Note 9) / Designated as a CORE/COMPULSORY/OPTIONAL for the following programme(s)
Programme Code / Title of Programme / CORE/COMPULSORY
New code / Clinical Issues and Group Processes / Core
Available as an OPTIONAL Module on the following Programme(s)
Programme Code / Title of Programme / OPTIONAL
10 / Designated as Pre- requisite (PR), Co-requisite (CO) and/or Restrictions (RES)(See Guidance Note 10)
Module Code / Title of Module / PR / CO / RES
11 / Rationale for introducing this module (See Guidance Note 11)
The rationale for introducing this module is the same as for the module “Psychodynamic Method and Group Processes”, i.e. to develop and deepen the understanding of psychodynamic theory that BSc top up students will already have from their Foundation Degree, offering a coherent account of the development of the psychodynamic method of clinical working. In addition the module builds on the work on self-reflection and understanding of group processes already acquired in the Foundation Degree.
BSIS: If the proposal supersedes an existing module, please give the code and title of the superseded module and the reason for replacement.
Module Code / Title of Module / Reason for replacement
SSPA023S6 / Basic clinical and observational skills / The revised module will develop further the understanding and application of psychodynamic theory and the understanding of group processes started in the Module “Psychodynamic Method and Group processes”. The module being replaced taught basic clinical and observational skills, which BSc top up students will have already covered in their Foundation Degree.
12 / Main Aims (See Guidance Note 12)
1. Further develop understanding of the basic elements of the psychodynamic method, with particular emphasis on applying the main elements of the method to particular clinical groups and clinical situations.
2. Teach the main elements of making a psychodynamic diagnosis
3. Introduce students to a psychosocial perspective on how the psychodynamic method has evolved and how it is now practised
4. Further explore how group and social processes affect, shape and interact with individual experience, through participation in the experiental group
5. Further develop capacity for self-awareness and emotional sensibility
6. Further explore how experience of identity and difference are constructed and negotiated in the experiental group as a temporary institution
13 / Prospectus Entry(See Guidance Note 13)
No need for prospectus entry, as this programme is only open to students completing the Foundation Degree, which is now closed to new applicants.
14 / Learning Outcomes (See Guidance Note 14
Outcomes may be Subject Specific, Intellectual, Practical, or Personal and Social.
On successful completion of this module a student will be expected to be able to:
(n.b. The aims and learning objectives of the module are closely linked to those of the module “Psychodynamic Method and Group Processes”, as this module is a continuation of and further development of the teaching on the Psychodynamic Method module).
1. Enhance existing understanding of the main elements of the psychoanalytic method and apply this knowledge to particular clinical issues
2. Describe the main elements of a psychodynamic diagnosis
3. Further develop their capacity for self-awareness, emotional sensibility and the management of anxiety through participation in an experiental group
4. Further develop the capacity for self-reflection and understanding of group and social processes in order to understand and articulate their own contribution to the construction and maintenance of their experiental group (e.g. what role do they take up in the experiental group?)
5. Further explore and articulate their understanding of how the experience of identity and difference is constructed and articulated in the experiental group
Syllabus(See Guidance Note 15)
Please itemise the main topics of study
1. Making a psychodynamic diagnosis
2 Study of the main dynamics and clinical approaches for anxiety, including depression, borderline and narcissistic states (building on work already undertaken on Foundation Degree)
3. Study of the main dynamics and clinical approaches with some frequently encountered states of mind/clinical issues, including disturbances of the body, self-destructive and destructive behaviour, dealing with risk (building on Foundation Degree)
4. The dynamics, processes and emerging structures of the ongoing experiental group (as a newly created temporary institution)
5. Personal self-awareness and emotional sensibility, through a study of the experiental group
6. How psychosocial categories of identity and difference (race, gender etc.) are experienced and negotiated in the experiental group
16 / Scheme of Assessment– please list in chronological order (See Guidance Note 16)
Title of Assessment (e.g. Dissertation) / Weighting (%) / Characteristics (e.g., word count, duration of exam)
Essay on an aspect of the theoretical syllabus / 100 / Maximum of 2,000 words
Self-reflective piece of writing on the student’s personal learning in the experiental group, making reference to the capacity for self-awareness and emotional sensibility, in order to address the task: “describe how a psychosocial category of identity and difference (e.g. race, gender, sexual orientation, age, class) has been constructed, negotiated and experienced in the experiental group”. / Pass/fail / Submitted as a professional communication of no more than 1,000 words (posted on Moodle). To pass this assignment the essay must be submitted and show evidence of self-reflection and a basic understanding of group and psychosocial processes. It will function as a zero-weighted course requirement, so will not count towards the final mark for the module. In order to pass the essay must show evidence of being a “reasonable attempt”, that is an exploration of a psychosocial category of identity and difference using psychoanalytic and psychosocial ideas (as a guide, if marked the essay would have been marked as at least 30%
Total / 100%
Pass requirements: / a pass overall
yes / all elements have to be passed
some elements must be passed PLEASE INDICATE *
17 / Core Teaching Staff (See Guidance Note 17)
Module Co-ordinator / Dr Laurence Spurling / PT
Please indicate whether permanent and/or sessional staff will be teaching on this module
Permanent YES / SessionalNo
Name: Dr. Laurence Spurling / Name(s):
18 / Resources (See Guidance Note 18)
(INDICATIVE ) READING LIST SENT TO SUBJECT LIBRARIAN / YES
Will this module be offered on an annual or biennial basis? Annual
Are additional resources required for this module?YES (Delete as appropriate)
If YES, please give details of additional resources required. One teaching room (could be use of room already allocated to this programme)
Confirm that consultation has taken place in all cases with relevant colleagues supporting these services (detailed below) to indicate agreement. This consultation should be evidenced by covering emails.
Accommodation – additional resources required: one teaching room (we already have a teaching room allocated for the BSc top up, which is used for the module Mentalization and trans-diagnostic processes) / Consultation with Room Bookings: YES
Library – additional resources required: no / Consultation with Subject Librarian: YES / NO
ITS – additional resources required: no / Consultation with User Support Manager (ITS): YES / NO
Media Services – additional resources required: no / Consultation with Media Services Manager: YES / NO
19 / Agreement (See Guidance Note 19)
Name / Date
Module Co-ordinator
(or author of this proposal, if different) / Laurence Spurling / 5/2/16
Head of Department (or Executive Dean for School held modules) – to be evidenced by covering email /
AD Psychosocial Studies Department / 6/2/16
Chair of STQEC
(including date of STQEC meeting at which module approved) / Christy Constantakopoulou / 09/03/16
Relevant External Examiners should be consulted and notified of any changes made to existing programmes within their remit, including new modules.
CLOSING DATE FOR NEW MODULES FOR EXISTING PROGRAMMES: by the end of the 2nd week of the term preceding the starting date i.e. when teaching would begin.Thus, for a new module planned to be introduced in the Summer term 2011, notification should be made by Friday 21st January 2011 at the latest.
CLOSING DATE FOR NEW MODULES FOR NEW PROGRAMMES: Proposal should be submitted with Programme Proposal and Programme Specification forms, in line with deadlines for programme proposals. Please note ASQ/PDP/CPC/TQEC are not able to fully assess proposed programmes without information on all proposed new core/compulsory modules.
YOU MUST ALSO ENSURE ALL OF THE ABOVE CONSULTATION/APPROVAL HAS TAKEN PLACE BEFORE YOU SUBMIT THE FORM to the Secretary of the School Teaching and Quality Enhancement Committee (STQEC)
Following approval (where appropriate) by STQEC notification of the new module should be made to the College Programmes Committee via Academic Standards and Quality (Registry Services). At this time ASQ will notify Planning and Business Systems and the required changes will be made to the Birkbeck Student Information System (BSIS).
Module Proposal Form Guidance Notes
In developing the module, account should be taken of the College’s Common Awards Scheme, the College Strategy for Learning and Teaching Enhancement, the Framework for Higher Education Qualifications, Higher Education Credit Framework for England, relevant QAA Subject Benchmark Statementsand, the QAA UK Quality Code for Higher Education.
Schools/Departments are advised to keep a copy of this proposal for their own reference.
Section / Note1 / Self explanatory
2 / Level: either 4, 5 or 6 for undergraduate modules; Level 7for postgraduate modules
Level descriptors are described in the Framework for Higher Education Qualifications
3 / Credit Value: 15 (half), 30 (single) or 60 (double)
4 / 4a: Self explanatory. 4b: For modular enrolment only the subject area should be provided in addition to the Department with academic responsibility as these are the areas under which the module will appear in the online prospectus and in GURU.
5 / Self explanatory
6 / Give the minimum and maximum number of students required to run this module.
7 / 7a: Tick one or more boxes as appropriate.
7b: Tick one or more boxes as appropriate. For PG Modular Enrolment only:Birkbeck does not currently offer postgraduate level modules via the online modular booking and there is no award available for students taking individual PG modules. If a student wants to take an individual PG module, they would have to submit an affiliate student application
7c: Open Enrolment/Restricted Enrolment/Subject to Placement Test should be detailed here. Most modules that are available to book individually will be open enrolment, but some are restricted to a specific group or have prerequisite modules. 'Subject to Placement Test' refers specifically to language modules which require a separate fee module to be set up to take payment prior to the test.
8 / Normally, 1 credit = 10 notional hours of learning. This includes all study undertaken to achieve the specified learning - contact hours, assessment and private study. Therefore a 30-credit module = approximately 300 hours total learning hours.
Method of teachingandContact hours/attendance: For each teaching component give details of the number of associated study sessions and contact hours the student will be expected to attend/undertake in College or elsewhere, eg, Lectures: 11 weekly sessions, each 1.5 hours, plus revision week.
Directed Learning/PrivateStudy/Assessment: Please indicate the approximate number of hours a student might beexpected to undertake in other learning and private study, including assessment and preparation for assessment.
9 / Tick one or more boxes as appropriate to indicate status of module.
Core: must be taken and passed. Compulsory: must be taken, but may be compensated on some programmes (not on subsidiary awards i.e. Cert/Dip HE, GradCert/Dip, PgCert/Dip) if not passed. Add details of the designated programme(s) for Core/Compulsory modules.
Option: selected from a range of approved modules within the field as specified in the programme regulations. Add details of all programme(s) forwhich the module may be selected as an approved Option.
Electivemodules: unless specified otherwise, all modules will be available as electives and open to any student whose programme of study has defined an elective module as part of the approved programme, subject to availability of places,pre(co)-requisite requirements, timetabling constraints and being at the appropriate level/value.
10 / Pre-requisite: List any module (Code and Title) which must be successfully completed prior to undertaking this module, or any other condition(s) of eligibility.
Co-requisite: List any module (Code and Title) which must be selected in parallel with this module
Restrictions: List any modules which CANNOT be taken in conjunction with this module
11 / Rationale for introducing this module in the context of existing provision, including statement of how the proposal meets students needs.
If the proposal supersedes an existing module, please give the code and title of the superseded module and the reason for replacement.
If the proposal relates to an existing module, please give the code and title of the related module and an explanation of how this relationship will work.
12 / The overarching aims of the module and how it fits with the programme(s). Any special features should be highlighted.
13 / Short description of the module for inclusion on the web site.
14 / Learning Outcomes should relate to the overall aims of the programme(s) to which the module forms part and should be achievable and measurable.The entry should be written in the following format:
“On successful completion of this module, a student will be expected to be able to …..”, followed by a verb, eg, demonstrate, evaluate, operate, apply, analyse, and then an indication of the appropriate skills, complexity, knowledge or understanding.
Learning outcomes may relate to some, or all, of the following categories:
Subject Specific: The main areas of knowledge to be gained by the student, the understanding of the context in which this knowledge exists and the understanding of how this knowledge can be applied.
Intellectual: Reference should be made to evaluation, applications of theoretical understanding to work/life situations, critical reasoning, formulation and testing of hypotheses, problem solving, analytical skills, synthesis, the ability to study a problem in depth etc.
Practical: Research skills, laboratory skills, IT skills, numeracy skills, use of specialised statistical packages, ability to handle historical documents in a history programme, or other as appropriate.
Personal and Social: Skills that the student should be able to use in areas of life independent of the programme eg, communication skills, the ability to work independently, self-awareness, planning and organisational skills, continuous learning skills, presentational skills, teamwork or an increased awareness of ethical practice.
15 / Self explanatory
16 / Assessment methods should enable the student to demonstrate the learning outcomes for the module.
ALL elements of assessment must be listed (including those that are zero-weighted for purposes of calculating the overall final mark).
Title of Assessment: e.g. coursework essay, dissertation, project, examination (seen), examination (unseen), group assessment, presentation, portfolio, oral, viva, report (or other that may not be listed here).Weighting: percentage weighting the element contributes to the final module result.Characteristics: e.g. word count, submission date, duration of exam or other timed assessment
Pass requirements: e.g. all elements have to be passed; some elements must be passed as well as a pass overall; just a pass overall must be obtained.
Please list in chronological order– for completion statistics released by BSIS to the colleges funding authorities.
17 / The module co-ordinator should be a permanent member of teaching staff who should ensure that procedures are being adhered to with regard to teaching and assessment practices.
18 / State in Reading List has been sent to Subject Librarian.
Provide details of any ADDITIONAL resources required. Consultation with Room Bookings, User Support Manager (ITS) and Media Services Manager are required in all cases and this consultation should be evidenced by covering emails. All teaching and learning must be sufficiently flexible to enable all reasonable adjustments to be made in accordance with the Disability Discrimination Act (DDA).
19 / Approval of the Head of Department (or Executive Dean for School held modules e.g. Law) and the Chair of the School Teaching and Quality Enhancement Committee to include the date of the STQEC meeting at which the module was approved.
1