MSc Clinical Psychology
01 Sep 2026 - 31 Aug 2028
| Course Leader | Martin Graff |
|---|---|
| Course Team | Deborah Lancastle, Dan Bowers, Lucy John, Alexis Jones |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
Educational Aim
The course aims to:
1) Develop disciplinary and generic competencies to support applications for doctoral training or employment within the field of Clinical Psychology.
2) Foster an advanced knowledge and critical appreciation of key current and historical theories and issues within Clinical Psychology that allows them to systematically apply an extensive range of theoretical models and a broad evidence and knowledge base to novel contexts.
3) Provide extensive training for students in scientific methods so they can research the mechanisms leading to psychological and behavioural disorders, and the interventions employed to ameliorate these, and conduct research independently.
4) Develop students’ abilities to confidently locate, synthesise, and critically evaluate literature regarding theory, research findings, and applications within the field of Clinical Psychology
Learning Outcomes
| A1 | Demonstrate a sophisticated critical understanding of the breadth and depth of theoretical and empirical frameworks in Clinical Psychology. |
| A2 | Critically appraise and apply appropriately theoretical and empirical frameworks from Clinical Psychology to mental health-care settings. |
| A3 | Demonstrate a sophisticated awareness of the contribution of different theoretical perspectives to our understanding of psychological and behavioural disorders. |
| A4 | Evidence a critical appreciation of the core knowledge base underpinning different treatment approaches. |
| A5 | Demonstrate a confident critical awareness of the research methods and analytical techniques used in Clinical Psychology. |
| B1 | Critically evaluate and synthesise competing theoretical perspectives in Clinical Psychology. |
| B2 | Conceptualise and critically appraise new and emerging ideas in Clinical Psychology. |
| B3 | Develop original and creative responses to problems and issues in mental health. |
| B4 | Recognise and appraise the theoretical underpinnings of Clinical Psychology practice. |
| B5 | Design, implement and critically assess research using qualitative and quantitative methods on primary and secondary data |
| C1 | Plan and execute an original piece of research. |
| C2 | Apply appropriately a wide range of data collection and analytic techniques. |
| C3 | Identify and address professional and ethical issues with integrity. |
| C4 | Demonstrate autonomy by taking responsibility for own learning. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| PL4D120 | MOD010547 | Research Methods in Clinical Psychology: Measurement and Professional Issues | Running | 40 | core |
| PL4S146 | MOD010543 | History, Concepts and Controversies in Mental Health | Running | 20 | specified |
| PL4S147 | MOD010544 | Interventions | Running | 20 | specified |
| PL4S148 | MOD010545 | Perspectives on Psychological Disorders | Running | 20 | specified |
| PL4S149 | MOD010546 | Addiction, Dependence, and Deviance | Running | 20 | specified |
| PL4T131 | MOD010548 | Dissertation in Clinical Psychology | Running | 60 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
The course team have links with a number of NHS organisations in South East Wales. In addition, two clinicians from NHS organisations are USW Visiting Professors (Professor Tayebb Tahir, and Professor Linda Speck). The Visiting Professors and other guest speakers from NHS organisations contribute guest lectures to add value and a clinical perspective to the topics taught. These speakers also provide information about ways of maximising the likelihood of successfully securing competitive employment and training opportunities in the field of Clinical Psychology.
Volunteering
Students are informed in scheduled sessions about the School’s Psychology Plus scheme and USW employability opportunities. They are encouraged to engage in voluntary opportunities to enhance their CVs in ways that will help them secure the competitive employment and training posts to which they aspire.
Work Placements
Voluntary work placements are made available via our NHS links, where possible. These are largely extra-curricular but it is possible for students to complete their dissertation project in a setting where they are volunteering (subject to the ethical constraints discussed earlier). Placements are not compulsory, or guaranteed, but students who have previously engaged in these have found the experience to be immensely positive and to have enhanced their employability skills and career prospects. Students engaging in voluntary placements not only gain clinical experience, but can usually secure references from clinicians in the field that are a sought after addition to applications for employment and training places in this field.
Means of Assessment
Essays
Time Constrained Assessment
Unseen exam
Presentation
Literature/book/paper review
Project
Portfolio
Dissertation
Learning Support
The learning support available through the course
Induction
The induction period is very important in terms of a successful transition from undergraduate to postgraduate study.
Some students on this course are USW graduates, but many come from diverse home, European, and International universities. A series of induction activities are organised by the course team, to ensure students have the information they need to settle into their course quickly, on as equitable a level as possible. These have the aim of:
• Introducing the student to the course philosophy, structure and overview of content. An overview of the content of the modules and requirements in terms of knowledge, understanding of ethical and professional issues, and possibilities for progression are covered. Although students are only beginning their course, they will already be considering the way in which this course and future practical experience might lead to a career in Clinical Psychology. Hence the induction week will introduce students to the ways in which they can enhance their applications for future training and employment opportunities. Further events during the year (e.g., visiting speakers, voluntary opportunities) which will explore this in more detail will also be identified.
• Exploring the expectations of both lecturers and students; particular attention will be paid to the ways in which postgraduate study differs from undergraduate study.
• Identifying and explaining sources of academic, personal and practical resources. This will include an introduction to Blackboard, practice at participating on discussion boards and consideration of associated ethical issues.
The induction timetable includes the following activities to achieve the aims of helping students to settle into the course, to develop relationships with peers and academic staff, and to ensure students receive critical information to support their learning at the earliest opportunity.
1) A full day of induction activities on the first day of the course, including:
a) Orientation to the course by the Course Leader, including content, expectations (theirs and ours) of postgraduate studies, introduction to Blackboard, location of and introduction to module planners and course handbook, introduction to the course team.
b) Ice-breaker interviewing exercise in which students informally interview and are interviewed by a classmate and feedback to the rest of the cohort.
c) Coverage of academic misconduct considerations at USW.
d) A session on time-management
e) A session with the Psychology specialist technician who will introduce students to the neuropsychology equipment and explain the processes for access and training.
2) A half day of induction actitivies on the second (half) day of the course (Full-time and second year part-time students only because first year part-time students do not attend university on this day in year one)
a) Introduction to research methods and statistics
b) Ice-breaker activities to help second year part-time and new full-time students to integrate.
c) Ice-breaker lunch for staff and students.
Other induction activities are interspersed through the early weeks of term one, including: a visit from the specialist psychology librarian to explain the range of services available, and coverage of Psychology Plus employability enhancing opportunities.
Personal tutor
Full-time and second year part-time students: PL4TFFF dissertation supervisors are personal tutors for the students they supervise and are responsible for progress monitoring. Students are allocated dissertation supervisors early in the Autumn Term, and prior to this, the Course Leader acts as personal tutor. Dissertation supervisors are ideally placed to provide a regular point of contact for queries and concerns about the course as a whole during dissertation supervision meetings. Students are able to request meetings with supervisors at mutually convenient times throughout the course, and in addition, ‘required’ supervision meetings are built into the dissertation timetable.
First year part-time students: As these students do not complete a dissertation until year 2 of the course, the course leader is the personal tutor and oversees progress monitoring for these students. Part-time students are contacted by the course leader early in the Autumn term for an initial group meeting to check that they have settled into the course, to explain about personal tutoring, and to advise them how to make arrangements to meet the course leader individually. The course leader then arranges individual meetings with the students early in the Spring Term to discuss progress on the course (e.g., grades from the first assessments), and any concerns that might have arisen. Later in the Spring Term, the course leader meets the students as a group to discuss the second year of study and invite questions.
Information about the arrangements for personal tutoring and progress monitoring are provided in the Course Handbook
Office hours
All Psychology staff provide 2 hours per week of office hours that are available to psychology students on all courses. Students on the MSc Clinical Psychology Course only attend for scheduled teaching hours for: 4 hours (second year part-time), 8 hours (first year part-time) or 12 hours (full-time), each week. Therefore the course team make additional flexible provision to enable these students to access office hours, such as offering provision before or after classes or at another mutually convenient opportunity. Module planners on Blackboard and in the course handbook make the arrangements clear.
Tutorials
Face-to-face teaching sessions include tutorials or seminars to provide students with additional opportunities to discuss topics and confirm their understanding of lectures and reading. In addition personal tutoring arrangements apply as detailed in the “personal tutor” section above and the “progress meetings” section below.
Seminars
Face-to-face teaching sessions include tutorials or seminars to provide students with additional opportunities to discuss topics and confirm their understanding of lectures and reading.
Formative Assessment
The course team provide written assessment briefs, samples of high-quality assessments from earlier cohorts, and oral assessment preparation sessions to support students with assessments. These oral assessment preparation sessions and opportunities to review anonymised examples of past work form part of the class activity and independent study provision for modules throughout the course. Students are also given formative feedback on elements of work that contribute to the dissertation, which is worth 100% of a 60 credit module (e.g., research proposal, ethics application, analysis plan, draft writing). Finally, students are invited to submit questions about assessments by e-mail and to arrange individual meetings for further, individual support and clarification.
Progress meetings
Students’ dissertation supervisors (full-time and second year part-time students) and the course leader (first year part-time students) are also students’ personal tutors and are responsible for progress monitoring. Progress meetings involve discussion of attainment in assessment, and ways to improve in the future. Discussion will also include any issues or concerns influencing the student’s academic achievement, and advice/referral to appropriate support services (e.g., Student Services). Dissertation supervisors provide a regular point of contact for queries and concerns about the course as part of dissertation supervision meetings. Students are able to request meetings with supervisors at mutually convenient times throughout the course, and in addition, ‘required’ supervision meetings are built into the dissertation timetable.
The course leader is the personal tutor and oversees progress monitoring for first year part-time students. The Course Leader invites them to a group meeting early in the Autumn term for an initial group meeting to check that they have settled into the course, to explain about personal tutoring, and to advise them how to make arrangements to meet the course leader individually. The course leader then arranges individual meetings with the students early in the Spring Term to discuss progress on the course (e.g., grades from the first assessments), and any concerns that might have arisen. Later in the Spring Term, the course leader meets the students as a group to discuss the second year of study and invite questions.
Information about the arrangements for personal tutoring and progress monitoring are provided in the Course Handbook
Research Supervision
Students completing dissertations are entitled to 9 hours of individual dissertation supervision. Students are allocated a primary supervisor but always allocated to a second supervisor who can support the student and primary supervisor (e.g. with specialist expertise on a particular element of a student’s project or in providing supervision cover in the case of illness).
Online Resources
The University subscribes to a range of topic specific academic journals that students can access online. Where possible, recommended books are made available as e-books. Students are directed to other online resources as appropriate (e.g., mental health timeline, online statistics tutorials, support websites for mental health problems, research ethics documentation).
Advice Centres
Students receive a visit from representatives who explain the services provided by the Advice Centre and how to access these. Students are referred to the Advice Centre by the course team as appropriate.
DDS Service
Students receive a visit from representatives who explain the services provided the Disability and Dyslexia service and how to access these. Students are referred to the Disability and Dyslexia service by the course team as appropriate.
IT/Library
Students receive a session from the Psychology specialist librarian who explains all the services available via the library and how to access them. Students are provided with the contact details for the IT service at induction.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Exit |
Progression Route
Although no specific progression routes exist, as detailed in Section A above, this course can enhance a student’s distinctiveness from other Psychology graduates when applying for jobs in mental health fields (including Psychology Assistant posts).
Entry Requirements
Admission to the course is typically through the following qualifications:
A BSc or BA of 2:2 or higher in a Psychology course is required, along with a successful interview by the course leader, where this is deemed appropriate.
Will students be required to undergo a DBS check? Not for the purposes of completing the course, but if they choose to apply for a voluntary placement, they will need to do so. The DBS requirements (e.g. adult/child) will be determined by the requirements of the student’s voluntary placement.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
\\rThe Course Leader works with the course team to develop this course to its full potential so that it provides a professional, employment-focused learning experience for students. The module leaders and course leader meet to discuss course-related issues as and when they arise and to decide on the appropriate course of action. Typical discussions centre around the progress/attendance of individual students, questions and feedback from students, any changes to the timetable (e.g., staff sickness, visiting speaker), cohort performance on assessments. The course team is very experienced and reflects on the most appropriate course of action after discussion of the options.
\\rIn addition, the course team meets formally in the spring each year to reflect on the teaching thus far in the academic year, and to decide if any changes to the timetables/assessments are necessary.
\\rThe Course Leader oversees academic standards, quality assurance and enhancement, by confirming that module leaders have managed marking, moderation, and external examiner requirements, submitted marksheets, will present marks to the subject boards, and have submitted module review forms. In addition, the course leader prepares annual monitoring course reports, attends progress and award boards, attends course boards, liaises with the external examiner as appropriate (e.g., with regards to the course handbook each year), and takes responsibility for feeding back to the course team and acting on any communication from the external examiner about the course.
\\rTransitional Arrangements for Current Students (if applicable)
\\rAll new students will commence on the new MSc Clinical Psychology in Year 1. Part-time students will still be able to complete research methods and dissertation modules in Year 2 but will complete the newly titled modules instead of PL4D103 and PL4T104. Students who suspend studies or fail modules and have to repeat will be able to recommence on the newly titled course and their existing achievements mapped on to the new course.
\\rAlthough the transitional arrangements above will apply to home/EU students, in the case of international students it may be necessary to make exceptions to this process. If a student has already been made an offer to study MSc Clinical and Abnormal Psychology and has been issued with a visa to study this named course, s/he will continue on the MSc Clinical & Abnormal Psychology course but will substitute the modules listed here for those attached to the previously validated course. There are substantial similarities between module content and learning outcomes and it will be possible to achieve the course learning outcomes of the MSc Clinical and Abnormal Psychology by following the modules presented in the current document. The course leader has already been in discussions with International Enquiries and Admissions and has identified any students this might apply to. These students will be contacted as soon as possible to discuss their visa situations.
\\rAny international students who have not already been made offers to study on MSc Clinical and Abnormal Psychology will be offered the newly titled MSc Clinical Psychology course and will commence this course in September 2018.
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rOn receipt, the member of the course team who set the assessment is responsible for marking/arranging the marking of the work as soon as possible to give themselves and/or other markers ample opportunity to have the work marked and internally moderated within 20 working days.
\\rIf the member of the course team who set the assessment is unavailable, the course leader notifies the Academic Manager and alternative arrangements are made to ensure the work is marked and internally moderated in time.
\\rStudent Representation
\\rStudents on this course will be represented at meetings with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
\\rStudent Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
\\rStudents are encouraged to engage with the online LOOP course evaluation system. Students are able to complete LOOP evaluations at any time, and are further encouraged by the course leader to engage with LOOP at key times specified by the university. The course team reflect on LOOP feedback and act upon the evaluation as appropriate.
\\rIn addition, the course team verbally encourage the students to provide feedback about the course on an ongoing basis, in order that we can act quickly to solve any issues as soon as they become apparent. We find that students welcome this approach and are more likely to discuss any questions or issues with members of the course team as and when they arise, rather than engaging with formal channels such as LOOP or Course Representatives. We do however continue to encourage them to engage with these forums.
Quality Of Standards Indicators
Course Monitoring
\\rThe University is responsible for both the standards of its courses and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement, a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision. The course leader is responsible for preparing course reports and speaking to the course at course boards.
\\rExternal Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course are recorded in the Course Handbook, along with the following information about quality control processes for assessment.
\\rAssessment quality control processes (these are notified in the Course Handbook)
\\rAssessments are subject to the following quality control processes:
\\rInternal moderation
\\rAssessed work is moderated (reviewed independently) by another member of the course team. This involves the ‘second marker’ reading all of the submitted work from a cohort, or representative sample. The second marker will confirm that they agree with the grades and feedback from the first marker(s) before work is returned to students.
\\rExternal examiner
\\rAn external examiner is an independent academic from another university who scrutinises courses, modules, and assessments to ensure students receive a good quality education and appropriate grades for assessed work. The external examiner reviews samples of assessed work from this course to ensure the grades assigned to work are fair.
\\rExamination boards
\\rAs well as the internal and external moderation processes described above, student performance on assessed work is presented at examination boards which review student performance on individual modules, and on the course as a whole. Grades provided to students are not final until they have been verified by the examination board.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rAlthough primarily focussed on undergraduate delivery, the QAA Benchmark for Psychology has been referred to when determining appropriate curriculum content and academic skills. These academic skills have been translated to module and course learning outcomes which in turn reflect level 7 of the CQFW and FHEQ. Finally reference to the QAA’s “Characteristics of Masters Degrees” (2015) document has been made when developing the course philosophy (including the emphasis on research methods and the supervised research project). In addition to these documents, the methods of recording and assessing Continued Professional Development reflect the professional practice framework developed by the British Psychological Society for all psychology practitioners.