PSYC68880 0 Full year Postgraduate Taught Level 7 Polly Turner Unit coordinator Division of Psychology and Mental Health 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 0.0 <div><p>Reflective practice is the foundation for applied careers. In future applied or research careers you will be required to keep logs of learning activities; the portfolio is designed with this in mind. &nbsp;You will engage in teaching on the theory and practice of reflective practice in two of your semester one units (‘Introduction to Forensic Psychology and Professional Practice’ and ‘Psychology Applied to Investigative and Legal Processes’). It will be useful to apply models of reflective practice in your completion of your portfolio. Successful completion of the portfolio leads to a University certificate in reflection.</p></div><p>&nbsp;</p> <p>Reflective practice is the foundation for applied careers. In future applied or research careers you will be required to keep logs of learning activities; the portfolio is designed with this in mind. &nbsp;You will engage in teaching on the theory and practice of reflective practice in two of your semester one units (‘Introduction to Forensic Psychology and Professional Practice’ and ‘Psychology Applied to Investigative and Legal Processes’). It will be useful to apply models of reflective practice in your completion of your portfolio. Successful completion of the portfolio leads to a University certificate in reflection.</p> <div><p>The aim of the portfolio is to firstly to encourage you to develop reflective practice skills so that you can:</p><ul> <li>Reflect on and identify key learning points from each aspect of the programme</li> <li>Consider general learning points and setting goals for future activities on the course</li> <li>Identify independent learning activities that can contribute towards your employability</li> <li>Highlight the link between key skills and learning you will gain from each unit and your future careers</li></ul></div><p>&nbsp;</p> <p>Knowledge and understanding and intellectual skills:</p><ul><li>Psychological theory and research (i.e. consider how prior learning integrates / contrasts to new learning on MSc)</li><li>Demonstrate originality and independence in solving problems, planning and implementing tasks;</li><li>Independently utilise resources to develop knowledge;</li><li>Employ effective written and verbal communication skills</li><li>Demonstrate skills in applying models of reflection to critique and develop own learning</li><li>Demonstrate skills in setting goals to build on reflections / observations</li><li>Demonstrate sensitivity, respectful and non-discriminatory language in relation to reflections on own learning</li></ul> <div><p>The unit will be an optional independent study unit. Students are supported to understand what reflective practice is via face to face teaching (Induction, IFPPP, PAILP, OBI units). They will be afforded numerous opportunities for reflection in the many interactive teaching activities across the MSc; indeed the MSc has been designed with this in mind. They will engage in focused activities to reflect (e.g. all units). They will also be expected to engage in guided/independent study re reflective practice. Student’s completion of the portfolio can be reviewed by their AA or another nominated staff member. The students can request formal feedback in the portfolio or verbal feedback during one to one meetings.</p></div> 5 Portfolio 100% MSc Forensic Psych&Mental Hlth MSc Forensic Psych&Mental Hlth PGDT Taught Component Optional MSc Forensic Psych&Mental Hlth MSc Forensic Psych&Mental Hlth PGDT Taught Component Optional N <ul><li>Gibbs G (1988) <i>Learning by Doing. A Guide to Teaching &amp; Learning Methods</i>. Further Education Unit. Oxford Polytechnic, Oxford</li><li>Hancock P (1998) Reflective practice – using a learning journal. <i>Nursing Standard</i>. 13, 36-39.</li><li>Johns, C (2000) <i>Becoming a Reflective Practitioner A reflective and holistic approach to clinical nursing, practice development and clinical supervision</i>. Blackwell Science, London</li><li>Kolb, D (1984) <i>Experiential learning as the science of learning and development.</i> New Jersey: Prentice Hall</li><li>Locke, E. A. (1968). Toward a theory of task motivation and incentives. <i>Organizational Behaviour and Human Performance, </i>3, 157-189.</li><li>Mann, K., Gordon, J., &amp; McLeod, A (2009) Reflection and reflective practice in health professions education: a systematic review. <i>Advances in Health Science Education</i>, 14, 595–621</li><li>Wilkinson, J (1999) Implementing reflective practice. <i>Nursing Standard</i>, 13, 36-40</li><li><a href="https://www.cambridge-community.org.uk/professional-development/gswrp/index.html">https://www.cambridge-community.org.uk/professional-development/gswrp/index.html</a></li></ul> 0 0 0