MSc Development, Disorders & Clinical Practice Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			MSc Development, Disorders & Clinical Practice
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8	This document applies to students who commenced the programme(s) in:			September 2023		Award type			Msc
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10	What level is this qualification?			7		Length of programme			1 year
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12	Mode of study (Full / Part Time)			Full time
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14	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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16	Awarding institution			University of York		Board of Studies for the programme			Psychology
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18	Lead department			Psychology		Other contributing departments			N/A
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus
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24	Partner organisations
25	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
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29	Reference points
30	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
31	University of York Framework for Programme Design (PGT)
32	University of York Framework for Programme Design (PGT)
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34	Credit Transfer and Recognition of Prior Learning
35	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
36	No
37	No
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39	Exceptions to Regulations
40	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
41	N/A
42	N/A
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44	Internal Transfers
45	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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47		Transfers in:	No			Transfers out:	Yes
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50	Statement of Purpose
51	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
52	The MSc in Development, Disorders & Clinical Practice offers an exciting opportunity to study at one of the world’s top psychology departments and capitalises on the department’s expertise in the psychology of typical and atypical child development. The degree is equally suitable for students who wish to pursue doctoral research and those who wish to embark on a professional path in Educational or Clinical Psychology or related areas (such as SEN teaching, or Speech & Language Therapy). It combines theoretical and empirical grounding in the cognitive and biological mechanisms underlying neurodevelopmental disorders, in the context of typical development, with a particular focus on dyslexia, developmental language disorder, autism, ADHD, and dyscalculia. The degree offers hands-on training in basic clinical skills, including interview and observation techniques, as well as an introduction to the assessment, diagnosis and treatment options for common neurodevelopmental disorders. As a result of the programme, graduates will be able to independently design and carry out research projects relevant to the field of atypical or typical development. They will also be in a strong position to undertake professional training for a career in applied child psychology (clinical, counselling or educational routes).
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60	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
61	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
62	PG Certificate			Exit award only	Students will have an understanding of cognitive neurodevelopmental disorders, from a theoretical and/or applied perspective.			Any 60 credits from Semester 1 and Semester 2
63	PG Diploma			Exit award only	Students will have a systmatic understanding of cognitive neurodevelopmental disorders, from both theoretical and applied perspectives, as well as some of the key research methdologies used to study these.			Complete 100 credits from Semester 1 and 2, and complete a 20 credit Literature Review in place of the Empirical Project
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65	Programme Learning Outcomes
66	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
67	1	Knowledge: Demonstrate a deep and systematic understanding of cognitive neurodevelopmental disorders within the context of typical cognitive and neurological development, and the research paradigms used to investigate the causes, diagnosis and remediation of these disorders, with particular emphasis on educational and clinical implications.
68	2	Critical evaluation: Critically evaluate theories within and beyond the field of neurodevelopmental disorders, using empirical evidence to support their reasoning and arguments.
69	3	Analysis of Data: Demonstrate a systematic knowledge of a range of advanced research paradigms, research methods and measurement techniques, including statistical analysis, with a specific focus on measuring developmental outcomes, identifying causal relationships, and educational and clinical assessment.
70	4	Research Skills: Design, conduct and interpret systematic, scientifically rigorous and ethically sound studies, using a combination of advanced quantitative (and where appropriate, qualitative) methods and statistics, supported by state-of-the-art software, in the context of methodologies used in developmental psychology.
71	5	Solve Complex Problems: Solve complex scientific problems in developmental psychology using evidence-based reasoning to identify new research questions, devise methods to address them, consider alternative approaches, evaluate outcomes, and ultimately apply these skills to real-world problems.
72	6	Communication: Communicate complex concepts effectively using written, oral and graphical means appropriate to the discipline, adapting the content and presentation style to make it appropriate to specific audiences and settings: academic research outlets, parents, teachers, clinicians and other professionals .
73	7	Management Skills: Demonstrate that they are able to work autonomously in planning and implementing tasks at a professional level, making decisions based upon complex and uncertain information, take responsibility for their own learning and professional development, and work effectively as a member of a team.
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75	Diverse entry routes
76	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
77	The Research Design and Statistics module provide generic skills in psychological research that allow students from a diverse range of backgrounds to obtain a solid foundation in psychology, particularly in experimental design and statistical analysis of data.
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80	Inclusion
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82	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.
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84	Employability
85	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
86	The training research design and statistics and the substantial piece of independent research that students produce on this course equips students perfectly for applications for funded PhD positions or Research Co-ordination/Technician roles at universities across the UK and overseas. In terms of practical skills, students have a thorough grounding in best practice in assessment and evaulation of cognitive skills and behaviour, and are trained in the administration, scoring and interpretation of a wide range of psychometric tests; this s a valuable asset when applying for roles in school settings, particularly in roles specialising in special educational needs provision, and for assistant educational psychologist roles. Students also receive introductory training in fundamental clinical skills such as interviewing, observation, self-reflection and multi-disciplinary team-working, which directly map onto core professional competencies required for posts in mental health professions. Throughout the course, students are given many opportunities to present information in different formats e.g. informal tutorials to their peers, formal powerpoint presentations to larger groups. They are also likely to engage with children either through their research projects, or through volunteer placements, which are encouraged throughout the course. Providing evidence of the ability to communicate effectively to both professional and lay audiences is a key requirement for most applied roles working in team settings or with the general public. As such, the development of communication and interpersonal skills we emphasise makes our students well-placed for roles in health care work, child and adolescent mental health services and social work. A common outcome of the course is for students to progress to assistant educational/clinical psychology roles, or roles in support work/teaching assistance, which are common stepping stones to professsional child psychology careers. Past students have also gained roles as SENCOs, pupil wellbeing practitioners, health care support workers, private psychologists, trainee teachers and nurses. Others have progressed directly to further study: to doctoral courses in educational psychology, to funded PhD positions in psychology, or to Speech and Language therapy training.
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98	[For Undergraduate and Integrated Masters Programmes Only]
99	Are you offering any variations of this programme, such as additional years abroad or industry?
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