University of the
West of England
MODULE SPECIFICATION
Code: USPJKG-30-M Title: Professional Skills in Health Psychology 2 Version:
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: April 2010
Approved for Delivery by: N/A
Valid from: September 2010 Discontinued from:
Pre-requisites:
Co-requisites:
Entry Requirements:
Excluded Combinations:
Learning Outcomes:
The student will be able to:
• demonstrate the ability to assess the need for psychological advice;
• effectively provide and evaluate the impact of psychological advice;
• provide evidence of the ability to establish, maintain and review systems to safeguard the security and control of information;
• demonstrate compliance with legal, ethical and professional standards of practice by themselves and by others;
• demonstrate competence of themselves and others in research and practice in health psychology;
• demonstrate the appropriate use of methods and sources to evaluate personal knowledge and professional practice;
• provide evidence of the ability to identify and address areas of weakness in professional practice;
• identify, critically evaluate and incorporate credible examples of good practice into their professional lives;
• demonstrate skills necessary to regularly evaluate the competencies of self and others;
• appreciate the benefits of continuing professional development as a Chartered Health Psychologist;
• critically evaluate and incorporate credible examples of good practice and advice into his/her professional life;
• demonstrate an appreciation of the boundaries of competence in professional practice;
• recognise and address threats to the well being of self and others in professional contexts;
• assess effectively the need for psychological advice;
• assess the potential and actual impact of psychological advice;
• establish, maintain and review appropriate systems to promote and ensure high standards of professional practice in health psychology;
• demonstrate skills in providing effective psychological advice and guidance to others, based on relevant and current knowledge and principles and identify/facilitatie effective team working;
• demonstrate enhanced communication skills;
• demonstrate skills in the development and evaluation of materials to support health related behaviour change;
• develop enhanced skills in self-directed learning;
• demonstrate familiarisation with e-technology.
Syllabus Outline:
Being Professional - what does being ‘professional’ mean?; Personal conduct; Formal & informal codes of conduct; confidentiality, trustworthiness, keeping data secure, ethics
Learning agendas & Continuing Professional Development (CPD)
Reflection: the importance of reflection, developing reflective skills, possible problems .
Giving & receiving feedback - What constitutes effective feedback? advantages and disadvantages of modes of feedback (written, verbal) and effective, appropriate use of both; acting as an external reviewer
Applying for funding – identifying possible sources of funding, agendas, user involvement, optimising your chances of success
Working with the Media - experiences of working with the media; differing agendas; Why should health psychologists engage with the media? Working with the print media, TV & radio; Writing a good press release; Clarifying & delivering a message (including promoting health psychology and dissemination - choosing an audience and mode of delivery)
Working with Others; Valuing differences; equality awareness
Developing team working skills; what makes an effective team? pros and cons of team working
Teaching and Learning Methods:
Professional Skills doctoral schools will consist of discussion, debate and group activities. Students are required to keep a log of their experiential and more formal learning throughout their period of registration on the Programme. The logbook should provide a record (including details of date, time spent and cross referenced to documentary evidence) of all the activities and experiences which have enabled the competencies to be gained. As the log is intended to encourage reflection, students should also provide a brief summary on the ways each experience has led to the acquisition of the competency in question.
Reading Strategy:
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.
Indicative Reading List:
Bennett P (2000) Introduction to Clinical Health Psychology. Buckingham: Open University Press.
Berry D (2004) Health Communication: Theory & Practice. Open University Press.
BPS (2009) Code of Ethics and Conduct. BPS. http://www.bps.org.uk/the-society/code-of-conduct/code-of-conduct_home.cfm
Bowling A & Ebrahim S (2005) Handbook of Health Research Methods: Investigation, Measurement and Analysis. Open University Press.
Breakwell G, Hammond S, Fife-Shaw C & Smith J (Eds.) (2006) Research Methods in Psychology (3rd Ed.). Sage.
British Medical Association (2000) Consents, Rights & Choices in Health Care for Children and Young People. London: BMJ Books.
Conner M & Norman P (Eds.) (2005) Predicting Health Behaviour (2nd Ed.). Open University Press.
Corcoran N., (ed) (2007) Communicating Health: Strategies for Health Promotion. Sage
Crossley M (2000) Rethinking Health Psychology. Milton Keynes: Open University Press.
Downie R & Calman K (1998) Healthy Respect: Ethics in Health Care (2nd Ed.). Oxford: Oxford University Press.
Doyal L & Tobias J (Eds.) (2000) Informed Consent in Medical Research. London: BMJ Books.
Frith-Cozens J & Paynek R (1999) Ethics for Psychologists: A Handbook. Leicester: BPS Books.
Goodare H & Smith R (1995) The rights of patients in research. British Medical Journal, 310, 1277-1278.
Hallowell, N., Lawton, J. & Gregory, S. (eds) (2004) Reflections on Research. Open University Press.
Health Psychology Update (2001), Volume 10, Issue 3, Special Edition: Health Psychology as a Profession.
(Includes supervising health psychology in the NHS, working towards chartered status, health psychology in the NHS, health psychology in Britain – past, present & future, issues in health psychology: the UK debate, qualifying as a Chartered Health Psychologist).
Marks D et al (1999) Health Psychology 2000: the development of professional health psychology. Health Psychology Update, 35, 4-16.
Marks D & Rumsey N (2004) Practical & Ethical Aspects of Research. Chapter 2 in D Marks & L Yardley (Eds.) Research Methods for Health Psychology. Milton Keynes: open University Press.
Michie S & Abraham C (Eds.) (2004) Health Psychology in Practice. Oxford: BPS Blackwell.
Moon J (1999) Reflection in Learning and Professional Development: Theory and Practice. London: Kogan Page.
Moon J (1999) Learning Journals. London: Kogan Page.
Newan, S. (2004). Writing Grant Applications, in Michie S & Abraham C (Eds.) Health Psychology in Practice. Oxford: BPS Blackwell.
Norman P, Abraham C & Conner M (2003) Understanding and Changing Health Behaviour. Amsterdam: Harwood Academic Press.
Royal College of Surgeons of England (1997) Report of the Working Party on the Psychological care of Surgical Patients. London: Royal College of Surgeons of England & The Royal College of Psychiatrists.
Rutter DD & Quine L (Eds.) (2001) Changing Health Behaviour. Buckingham: Open University Press.
Seedhouse D (1998) Ethics – the heart of health care (2nd Ed.). Chichester: Wiley.
Wellington, J. (2003) Getting Published. Hove: Psychology Press.
Williams S & Cooper L (2002) Managing Workplace Stress. London: Wiley.
Web Pages
British Psychological Society (BPS) http://www.bps.org.uk
BPS Division of Health Psychology http://www.bps.org.uk/dhp/
European Health Psychology Society http://www.ehps.net
Department of Health http://www.dh.gov.uk
National Health Service http://www.nhs.uk
Psychology, Health & Medicine http://journalsonline.tandf.co.uk
Journal of Health Psychology http:// www.sagepub.com
British Medical Journal http:// bmj.bmjjournals.com/
World Health Organisation http://www.who.int/en/
International Society for Critical Health Psychology http://www.med.mun.ca/ischp/
NHS Centre for Reviews & Dissemination http://www.york.ac.uk/inst/crd/
Involve http://www.invo.org.uk/
National Institute for Health Research http://www.nihr.ac.uk/
Assessment:
Weighting between components A and B (standard modules only) A: 0% B: 100%
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW1 |
Professional Practice Learning Log maintained over a minimum of 2 years' full-time supervised practice |
Pass/Fail |
Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
||
Second Assessment Opportunity (further attendance at taught classes )
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW1 |
Professional Practice Learning Log maintained over a minimum of 2 years' full-time supervised practice |
Pass/Fail |
Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
||
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)