Postgraduate Programme Specification for D Sys Psych Systemic Psychotherapy
This programme is only offered at: Tavistock and Portman NHS Trust.
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Final award |
D Sys Psych |
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Intermediate awards available |
N/A |
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UCAS code |
N/A |
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Details of professional body accreditation |
N/A |
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Relevant QAA Benchmark statements |
N/A |
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Date specification last up-dated |
December 2005 |
Contents
This programme specification contains the following sections:
- Programme
summary - Aims & learning
outcomes - Programme
structure - Teaching, learning &
assessment strategies - Quality and
standard - Further
information - Apply
online
Profile section
Alternative locations for studying this programme
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The summary - programme advertising leaflet
Systemic Psychotherapy at UEL
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Admission requirements
Students will have completed an accredited Masters programme in family therapy/systemic psychotherapy, or its equivalent.
Programme structure
The programme covers three years. In the first year, students prepare a research thesis proposal, which they submit to the Registration Board at the end of the academic year. In addition, they complete a critique of their Masters research dissertation. Students are supported during this year with a combination of fortnightly research methods classes, an invited speakers programme, end of term research presentations of ongoing student work, and meetings with designated research supervisors.
In the second year, and following approval of the research thesis proposal, students begin their research work, supported by a similar programme. Finally, in the third year, students complete and write up their research thesis, with the help of research tutorials with their supervisor. The programme emphasises and develops research presentation skills throughout the three- year programme.
Learning environment
The programme relies on a combination of peer learning in groups, individual research tutorials, and large group discussions with outside presenters, in an adult learning environment, to support and develop research competence in systemic family therapists.
Students have the use of a well-stocked library, with relevant academic and clinical research journals, research texts, electronic access and electronic databases.
Assessment
Assessment proceeds in two stages. Students must produce a research thesis proposal (10,000 words) and a critical review of their Masters in Family Therapy research (4,000-6,000 words), which has to be passed by the Examination Board and the Registration Board. Once the research thesis has been completed, it is examined by an internal and external examiner at a viva voce.
Relevance to work/profession
A substantive research thesis makes both a contribution to the practice of systemic psychotherapy and to the personal and professional development of the practitioner.
Thesis/Dissertation/project work
The Doctorate in Systemic Psychotherapy is awarded upon successful completion and examination of the research thesis.
Added value
This programme is the first D Sys Psych in the UK and is awarded by research dissertation only.
Your future career
Professional Doctorates are a relatively recent introduction to the career paths of psychotherapists working in the public sector. As the profession of family therapy in the UK continues to develop, specialist research competence may well enhance career progression both for practitioners and academics.
How we support you
Students are allocated a research supervisor and a research adviser, where appropriate. Peer learning and support is encouraged. Research training seminars are tailored around the needs and interests of each learning group.
Bonus factors
We have a programme of invited speakers, who are asked to discuss methodological and ethical problems in their research work and their attempted solutions. This, combined with our end of term student presentation programme, gives first hand experience of how other researchers tackle similar dilemmas.
Outcomes section
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- To enable family psychotherapists to continue their professional and academic development
- To make an original contribution to knowledge in the field with a research thesis
What will you learn?
Knowledge
- Research methods that fits with systemic practice
- Generate extensive knowledge in the area of research
Thinking skills
- Conceptual and critical analysis of existing research and thinking
- Conceptual and critical analysis of clinical practice and theory
Subject-Based Practical skills
- Doctoral level research skills, including research design skills
- Analysis of qualitative data
Skills for life and work (general skills)
- Service evaluation and design skills for senior family therapists
- Skills of critical analysis for systemic thinking and practice
- Research leadership in the systemic psychotherapy field
- Writing skills
Structure section
The programme structure
Introduction
All programmes are credit-rated to help you to understand the amount and level of study that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).
Credits are assigned to one of 5 levels: 478
- 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
- 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
- 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
- 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
- M - equivalent in standard to a Masters degree
Credit rating
The overall credit-rating of this programme is 180 for Masters, 60 for PgCert, 120 for PgDip.
Typical duration
The programme lasts for three years
How the teaching year is divided
The programme is divided into three years, beginning in October and ending in July. The first year involves preparation of the research thesis proposal (6000-10000 words) and a critical analysis of previous Masters level research (6000 words).
The teaching programme for the first year runs termly, once a fortnight on Thursday afternoons.
The second year of the programme begins when students research thesis proposal is approved be the Registration Board. Teaching continues, in small groups, during the second year.
The final year of the Doctoral programme is based on research supervision meetings only. Research supervision is offered throughout the three year programme.
What you will study when
The qualitative research methods teaching is the core teaching although an overview and mixture of methodologies is covered. In addition, we have an invited speaker programme, once per term. Students are expected to attend. We have research presentations at the end of the autumn and summer terms. Students are required to attend and present their current research progress.
Year | Unit title | credit | status |
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1 | programme specifications for beginners | 60 | Core |
1 | Writing your UCAS programme profile | 10 | Core |
1 | What is a learning outcome? | 10 | Option |
1 | How do I produce a skills matrix? | 10 | Option |
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2 | Research Methods for beginners | 40 | Core |
2 | Statistics for social sciences | 10 | Core |
2 | Dissertation | 30 | Core |
Requirements for gaining an award
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Masters Award Classification
Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification
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70% - 100% |
Distinction |
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60% - 69% |
Merit |
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50% - 59% |
Pass |
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0% - 49% |
Not Passed |
Assessment section
Teaching, learning and assessment
Teaching and learning
- Knowledge is developed through reading of relevant literature and discussion, literature reviewing for the critique, proposal and thesis and invited speaker programme and research presentation.
- Thinking skills are developed through group discussion (regular), research supervision (individual) and feedback on written work.
- Practical skills are developed through the above as well as practical exercises designed to illustrate research methods, preparation of a research critique, preparation of the research thesis proposal and conduct of the thesis research proper.
- Skills for life and work (general skills) are developed through research presentation skills, literature reviewing skills, and extensive knowledge of chosen field, as well as the writing of the thesis.
Assessment
- Knowledge is assessed by the Masters dissertation critique, research proposal and the final thesis.
- Thinking skills are assessed by critical analysis of Masters level dissertation, the research thesis proposal and the final thesis.
- Practical skills are assessed by critical analysis of Masters level dissertation, the research thesis proposal and the final thesis.
- Skills for life and work (general skills) are assessed by the thesis and the viva.
Quality section
How we assure the quality of this programme
Before this programme started
Before this programme started the University checked that:
- there would be enough qualified staff to teach the programme
- adequate resources would be in place
- the overall aims and objectives were appropriate
- the content of the programme met national benchmark requirements
- the programme met any professional/statutory body requirements
- the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy, and student support mechanisms
This is done through a process of programme approval which involves convening a panel of academic experts including some subject specialists from other institutions. Each panel scrutinises available documents and talks to the staff who will teach the programme before deciding whether it can be approved
How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
- external examiner reports (considering quality and standards)
- statistical information (considering issues such as the pass rate)
- student feedback
Drawing on this and other information an Annual Quality Improvement Plan is drawn up by the staff who teach the programme that is reviewed at departmental and faculty level.
Once every five years the University undertakes an in-depth review of the whole subject area. This is undertaken by a panel that includes at least three external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.
The role of the programme committee
This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee is responsible for the quality of the programme. It oversees preparation of the Annual Quality Improvement Plan and proposes changes to improve quality. The programme/subject area committee plays a critical role in the University's quality assurance procedures.
The role of external examiners
The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:
- To ensure the standard of the programme
- To ensure that justice is done to individual students
External examiners fulfil these responsibilities in a variety of ways including:
- Approving exam papers/assignments
- Attending assessment boards
- Reviewing samples of student work and moderating marks
- Ensuring that regulations are followed
- Providing feedback to the University through an annual report that enables us to make improvements for the future
Listening to the views of students
The following methods for gaining student feedback are used on this programme:
- All students attend our programme committee meeting 3 times a year
- Fortnightly group meetings for teaching/supervision are used to solicit regular feedback
- Individual research tutorials are also opportunities to give and receive feedback (9 per year)
Students are notified of the action taken through:
- Fortnightly group meetings for teaching/supervision are used to feedback action taken.
- Individual research tutorials are also opportunities to give feedback (9 per year)
Listening to the views of others
The following methods are used for gaining the views of other interested parties:
- Inviting former students to make a research presentation as an invited speaker
- Encouraging current students to seek advice (research) from former students
Further Information section
Where you can find further information
We encourage our doctoral students to present their research in progress to interested colleagues and at national conferences. We encourage the network of researchers and have developed a community of researchers in the field of systemic psychotherapy.
Further information about this programme is available from:
- The UEL web site (http://www.uel.ac.uk)
- The student handbook
- Unit study guides
- UEL Manual of Regulations and Policies http://www.uel.ac.uk/qa/
- UEL Quality Manual http://www.uel.ac.uk/qa/
- Regulations for the Undergraduate Degree Scheme http://www.uel.ac.uk/uds/
Apply online
Applications for this programme should be made directly to Tavistock and Portman NHS Trust - Apply Now: Click here to apply online
Admission Requirements
Students will have completed an accredited Masters programme in family therapy/systemic psychotherapy, or its equivalent.
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