Standards for the accreditation of Masters & Doctoral programmes in occupational psychology

Transcription

1 The British Psychological Society Promoting excellence in psychology Standards for the accreditation of Masters & Doctoral programmes in occupational psychology October

2 Contact us If you have any questions about Accreditation through Partnership, or the process that applies to you please feel free to contact the Partnership and Accreditation Team: Tel: +44 (0) Our address is: Partnership and Accreditation Team The British Psychological Society St Andrews House 48 Princess Road East Leicester LE1 7DR If you have problems reading this document because of a visual impairment and would like it in a different format, please contact us with your specific requirements. Tel: +44 (0) ; P4P@bps.org.uk. For all other enquires please contact the Society on: Tel: +44 (0) ; mail@bps.org.uk Printed and published by the British Psychological Society. The British Psychological Society 2017 Incorporated by Royal Charter Registered Charity No

3 Contents 4 Introduction 4 What is accreditation? 4 Benefits of accreditation 4 Our standards 5 This document 7 Our standards for Masters programmes in occupational psychology 8 Additional information for education providers 10 The core training of an occupational psychologist: Statement of intent 13 Programme standard 1: Programme design 16 Programme standard 2: Programme content (learning, research and practice) 23 Programme standard 3: Working ethically and legally 25 Programme standard 4: Selection and admissions 28 Programme standard 5: Student development and professional membership 30 Programme standard 6: Academic leadership and programme delivery 35 Programme standard 7: Discipline-specific resources 36 Programme standard 8: Quality management and governance 39 Our standards for Doctoral programmes in occupational psychology 40 Additional information for education providers 41 The core training of an occupational psychologist: Statement of intent 44 Programme standard 1: Programme design 47 Programme standard 2: Programme content (learning, research and practice) 54 Programme standard 3: Working ethically and legally 56 Programme standard 4: Selection and admissions 59 Programme standard 5: Trainee development and professional membership 61 Programme standard 6: Academic leadership and programme delivery 66 Programme standard 7: Discipline-specific resources 67 Programme standard 8: Quality management and governance accreditation through partnership 3

4 Introduction The British Psychological Society ( the Society ) is the learned and professional body, incorporated by Royal Charter, for psychology in the United Kingdom. The key objective of the Society is to promote the advancement and diffusion of the knowledge of psychology pure and applied and especially to promote the efficiency and usefulness of members by setting up a high standard of professional education and knowledge. The purpose of the Society s accreditation process is to further that objective. What is accreditation? Accreditation through Partnership is the process by which the British Psychological Society works with education providers to ensure quality standards in education and training are met by all programmes on an ongoing basis. Our approach to accreditation is based on partnership rather than policing, and we emphasise working collaboratively with programme providers through open, constructive dialogue that allows for exploration, development and quality enhancement. Benefits of accreditation Delivering a programme that meets the standards required for accreditation is a significant commitment, and there are many reasons why Society accreditation is worth your investment of time and money: It is a highly regarded marker of quality that prospective students and employers value. It enhances the marketability of your programmes. It gives your graduates a route to Society membership, an integral part of students development as psychologists, or as part of the wider psychological workforce. It is a high quality benchmarking process aimed at getting the best out of programmes. It provides an opportunity for you and your students to influence the society and its support for education providers and students. Together we have a powerful voice in raising the profile of psychology and psychological practice in the UK and internationally. Our standards In 2017, the Society s Partnership and Accreditation Committee (PAC) and its constituent Education and Training Committees reviewed the overarching programme standards, with the aim of providing greater clarity and more effective signposting to other relevant guidance in a way that is helpful to programmes when they articulate their work. Our standards are intended to be interpreted and applied flexibly, in a way that enables programmes to develop distinctive identities that make the most of particular strengths shared by their staff team, or those that are reflected in the strategic priorities of their department or university. During partnership visits, the questions that visiting teams will ask will be designed specifically to give education providers every opportunity to confirm their achievement of the standards. Our standards are organised around eight overarching standards, as follows: 4

5 1. Programme design 8. Quality management & governance 2. Programme content 7. Discipline-specific resources 3. Working ethically & legally 6. Academic leadership & programme delivery 4. Selection & admissions 5. Student / trainee development & professional membership The standards have been derived following extensive consultation between the Society and education providers, and must be achieved by all accredited programmes. Each overarching standard is followed by a rationale for its inclusion, together with guidance and signposting of other relevant resources. This document This document sets out the accreditation standards for the accreditation of programmes in occupational psychology. The standards came into operation on 1 October If you are submitting a new programme for accreditation, or are preparing for an accreditation visit or review, you should read these standards in conjunction with the relevant process handbook. All handbooks can be downloaded from Accredited Masters programmes meet the underpinning academic knowledge requirements for full membership of the Division of Occupational Psychology. Completion will provide a basis for entry to further professional training towards eligibility to practise as an occupational psychologist, and for Chartered membership of the Society (CPsychol) and full membership of the Division. accreditation through partnership 5

6 Accredited Doctoral programmes meet the requirements for Chartered membership of the Society (CPsychol) and full membership of the Division of Occupational Psychology. Such programmes will seek to prepare trainees for professional practice as an occupational psychologist. Practitioner psychologists are statutorily regulated by the Health and Care Professions Council (HCPC), and it is a legal requirement that anyone who wishes to practise using a title protected by the Health Professions Order 2001 is on the HCPC s Register. Programmes will also, therefore, need to seek approval from the HCPC. A working model of the requirements for Stage 1 and Stage 2 training is outlined below: Client groups & others Ethics Professional conduct Work settings KR4: Communicate psychological knowledge, principles, methods, needs & policy requirements Psychological assessment at work Stage 2 Learning, training & development Stage 1 Research design, advanced data gathering & analytical techniques Applying psychology to work & organisations KR1: Develop, implement & maintain personal & professional standards and ethical practice Leadership, engagement & motivation KR3: Research & develop new & existing psychological methods, concepts, models, theories & instruments in OP Work design, organisational change & development Well-being & work KR2: Apply psychological & related models, methods, concepts, theories & knowledge 6

7 Our standards for Masters programmes in occupational psychology accreditation through partnership 7

8 Additional information for education providers There is inevitably a whole range of ways in which the curriculum for occupational psychology (OP) might be divided up and organised, and there will always be potential overlap between different domains. Indeed, the new curriculum actively promotes greater overlap than the previous one to enhance a more joined up approach to the discipline. Education providers should use the curriculum to facilitate students linking topics both within and across content domains. The revised curriculum is deliberately presented in rather less detail than the one it is replacing. This is chiefly to promote flexibility in such a way as to allow different education providers to play to their strengths while still delivering what the curriculum framework requires. The domains detailed below provide a structure within which relevant content should explicitly be considered. This calls for education providers to spell out clearly in any relevant course information, such as module catalogues and handbooks, how and where each content domain is covered and how it is being assessed. The flexibility of this curriculum should also allow scope for it to be modified more swiftly and dynamically in response to future changes and developments. An overarching framework for the curriculum One of the guiding principles in the design of the curriculum is that it considers the application of psychology to work and workplaces in a broad sense, with some reflection on what work actually is; and within this it considers different units of analysis, which are (a) personnel / individuals in organisations, (b) groups and teams, (c) organisations and also the broader societal context as appropriate. Some key points in understanding and applying the new curriculum 1. The topic headings given under each domain are exemplars of the ground to be covered rather than a comprehensive and exclusive list of subjects that should be addressed. 2. There are some subjects or themes which have not been included in specific domains or modules but which would be relevant to all domains: l diversity l fairness l gender l cultural influences. It is essential that these aspects be considered across the whole curriculum. 3. Awareness and knowledge of some practical aspects and techniques in OP is made explicit in this curriculum through being described as a separate domain. However, the intention is for this element of the MSc to be covered in a flexible way, in that it can be taught as a separate module, or have its elements spread across the other modules. Whichever way it is covered, it is to be marked as a specific component of the programme. The main aim of this module is to make students familiar with methods and techniques used in applying OP, without necessarily becoming proficient in delivering all of them without further training. It is not asking MSc programmes to turn out qualified practitioners but rather to prepare students more effectively for the transition from their Stage 1 training to Stage 2 than seems to have been the case in the past. In line with this, MSc programmes should use teaching methods which help students apply the knowledge they acquire to real life problems for instance through use of case study exercises. 8

9 4. The attention given to training in research methods and advanced statistical techniques remains a core element in the curriculum, along with the requirement to carry out a piece of research independently under supervision. This will attract a heavier weighting in the student s assessment than any other individual component. Assessment of programme elements Programmes are free to develop an assessment strategy that is consistent with learning outcomes, that is creative, and which promotes their own USPs. Programmes are encouraged to take account of the core skills identified in the Society s standards and make use of a range of assessment methods that reflect these. General background factors to be considered Some MSc programmes currently offer courses leading to Test User Ability and Test User Personality qualifications in psychometrics, either as an integral part of their programme or as an additional element that may be provided for a modest fee. Offering such input to students is recommended, but is not a requirement of the revised curriculum as such. Many changes have taken place in Undergraduate (UG) Psychology Programmes and how they are specified and accredited by the BPS since the previous OP MSc curriculum came into effect. For example, the coverage of personality and individual differences in UG degree programmes varies and education providers running MSc programmes will find it helpful to evaluate the UG coverage that students on, or applying for, their courses have had in relation to this area, and also in relation to statistics and research methods. Where a student s background in these areas seems less strong, or where some time has elapsed since the student completed their UG studies, it may be necessary to take some steps to help them. MSc programmes themselves cannot be expected to smooth out variations in UG programmes by going over all the ground that could be covered again, but they should assess gaps in the knowledge base of new or potential students and at least point them to reading which will bring them up to speed in any areas that need it. Indeed, MSc programmes may wish to use the content and emphasis of UG input including any OP taught at UG level - as one of the selection criteria they use for places on their courses. The flexibility offered to education providers by the revised curriculum should, as indicated above, give them the opportunity to play to their strengths. It will therefore be important for individual providers to make explicit to student applicants what those strengths are in order to facilitate their decision-making and to achieve the best match between student interest and institutional profile. accreditation through partnership 9

10 The core training of an occupational psychologist: Statement of intent To become a Chartered Member of the Society through the occupational psychology training route, an individual will have achieved the following: Graduate Basis for Chartered membership (GBC) by completing a Society accredited degree or conversion course AND Society accredited Masters in Occupational Psychology Stage 2 of the Society s Qualification in Occupational Psychology (two years of supervised practice) OR Doctorate in Occupational Psychology What do Registered occupational psychologist and Chartered psychologist mean? The term occupational psychologist is a protected title and is regulated by the Health and Care Professions Council (HCPC). By employing a Registered or Practitioner Psychologist (Occupational) you can be sure that the individual has met the standards for training, professional skills, behaviour and health to appear on the HCPC s Register with the aim to regulate the profession and protect the public. In order to use this title, individuals must be registered with the Health and Care Professions Council (HCPC). This will involve completing The British Psychological Society s Stage 2 Qualification in Occupational Psychology (leading to Chartered Status) or equivalent qualification that has been approved by the HCPC (such as an approved Professional Doctorate). Contact the HCPC for more information on the entry requirements for their register. Chartered Status (CPsychol) is the benchmark of professional recognition. It reflects the highest standard of psychological knowledge and expertise. CPsychol is a mark of experience, competence and reputation for anyone looking to learn from, consult or employ a psychologist. The title is legally recognised and can only be conferred by the British Psychological Society under the Royal Charter, which was granted in 1965 and gives national responsibility for the development, promotion and application of psychology for the public good. Qualifying for chartered membership status is a significant achievement, requiring high levels of academic attainment, periods of supervised practice and applied experience, a commitment to lifelong learning and continued professional development, and an engagement with the broader issues facing the profession. What do occupational psychologists do? Occupational psychology (OP) is concerned with the behaviour, performance, health and wellbeing of individuals in work and organisational situations. Essentially it is about applying the science of psychology to people at work, therefore employing an evidence base to their workplace interventions. Occupational psychologists are interested in how individuals, groups and organisations behave and function. The broad aim of OP is to increase the effectiveness of the organisation and improve the job satisfaction of individuals. The work of an occupational psychologist can be diverse with potential roles including self-employed consultancy, in-house technical experts, human resources, organisational development and academia. 10

11 OP delivers tangible benefits by enhancing the effectiveness of organisations and developing the performance, motivation and well-being of people in the workplace. Occupational psychologists are skilled in the development and utilisation of a range of tools and techniques which they apply to many workplace settings including psychometric assessment, recruitment and selection, learning and development, occupational wellbeing, organisational change, coaching, job design and human factors. They can provide solutions to a host of workplace problems such as how to recruit the best quality employees, how to engage the workforce and improve their wellbeing, how to tackle workplace stress, developing employees etc. OPs will draw upon a diverse evidence-base to design various interventions and are governed by a strict ethical code. They are also interested in evaluating the benefits of their work to ensure that the products and services that they offer really do make a difference to the individuals and organisations that they work with. Where do occupational psychologists work? Occupational psychologists work with organisations and businesses of all sizes across the private and public sectors. You will find OPs working in government and public services, in leadership development centres and consultancies. They work alongside other professionals such as managers, HR, union representatives, training advisors and specialist staff within client organisations. A qualified occupational psychologist will be registered with the Health and Care Professions Council (HCPC), and will have been assessed to ensure that they meet the minimum standards for safe and effective practice. Registered Practitioner Psychologists (occupational) and individuals with an initial OP qualification (i.e. an MSc) might also use titles such as business psychologist, work psychologist, and organisational psychologist as well as technical specialist titles such as organisational development business partner or human resources consultant. They can also be found in other functions such as marketing. This enables greater application of the principles of OP in the workplace; it is however worth confirming whether the individual is a Registered Practitioner Psychologist (occupational) to ensure their competence and experience in the discipline. Occupational psychologists are most commonly found in the following workplace settings: The Private Sector: Occupational psychologists offer a range of consultancy services whether as in-house (such as those employed in banks) or external consultants (for large consultancies or working as independent practitioners). Both in-house and external consultants can specialise in a variety of core areas of OP (such as selection and assessment), or offer a range of occupational psychology services across the breadth of the knowledge areas in OP. Internal consultants can often be employed within functional roles in organisations such as learning and development, organisational development or human resources. OPs are also recruited for their technical and statistical knowledge in the development of specialist assessment tools including ability, situational judgement and personality measures. Typical employers for these skill areas are psychometric test publishers. OPs working within these settings are also often employed as external consultants offering bespoke assessment and development services or may find that their career can progress in this way. The Public Sector: Roles within this sector can be broad ranging from offering specialist rehabilitation support to individuals in the workplace to working within HR and organisational development departments providing services across the range of OP knowledge areas. OPs are often also involved in training individuals within their own organisations on specific areas of specialism such as how to interview candidates. Examples of public sectors organisations which employ occupational psychologists include the Department for Work and Pensions (DWP), The National Health Service (NHS), Ministry of Defence (MOD) and the Home Office. accreditation through partnership 11

12 Academia or research roles: OPs are also employed within academic institutions as lecturers in psychology or business schools, often running accredited MSc Occupational Psychology programmes. They will typically be involved in research or consultancy as part of their role. Furthermore, OPs are attractive to other organisations which specialise in research around workplace issues and providing policy advice, these organisations may be aligned to universities. 12

13 Programme standard 1: Programme design The design of the programme must ensure that successful achievement of the required learning outcomes is marked by the conferment of an award at the appropriate academic level. 1.1 Credits and level of award: Master s programmes seeking accreditation against stage one of the requirements for Chartered Membership of the Society (CPsychol) must comprise 180 credits, and must result in the award of a level 7 qualification (level 11 in Scotland). 1.2 Duration and location of studies: For postgraduate professional training programmes in psychology, the total period of study must be no less than three years full-time (or the equivalent part-time). Stage one Master s programmes are typically undertaken over a period of one year full-time (or its part-time equivalent) The Society does not stipulate a maximum study period within which an accredited programme must be completed Up to one third of the total credits of an accredited UK programme may be undertaken outside of the UK. Where a greater proportion is undertaken abroad, we consider this to be a separate programme requiring separate accreditation. 1.3 Award nomenclature: The education provider must ensure that the title of any award accurately reflects the level of students achievements, represents appropriately the nature and field(s) of study undertaken and is not misleading, either to potential employers or to the general public. 1.4 Assessment requirements: Programmes must have in place an assessment strategy that maps clearly on to programme and module learning outcomes, incorporates a wide range of formative and summative assessments, and which reflects students development of knowledge and skills as they progress through their studies. Each of the core content areas specified in Programme standard 2, below, must be assessed at the appropriate level, but need not be assessed separately (with the exception of the empirical research project) Accredited postgraduate programmes must stipulate a minimum pass mark of 50 per cent for all modules that contribute to the accredited award where quantified marking is employed. No compensation across modules is permissible Assessment rules, regulations and other criteria should be published in a full and accessible form and made freely available to students, staff and external examiners Assessment practices should be fair, valid, reliable and appropriate to the level of the award being offered. Assessment should be undertaken only by appropriately qualified staff, who have been adequately trained and briefed, and given regular opportunities to enhance their expertise as assessors Education providers should have in place policies and procedures to deal thoroughly, fairly and expeditiously with problems which arise in the assessment of students. These should include the grounds for student appeals against assessment outcomes, and the process that students should follow if they wish to pursue an appeal. accreditation through partnership 13

14 1.4.6 Education providers should ensure that detailed and up to date records on student progress and achievement are kept. Throughout a programme of study, students should receive prompt and helpful feedback about their performance in relation to assessment criteria so that they can appropriately direct their subsequent learning activities. 1.5 Inclusive assessment: Education providers should have inclusive assessment strategies in place that anticipate the diverse needs and abilities of students Where reasonable adjustments need to be made for disabled students, these should apply to the process of assessment, and not to the learning outcomes being assessed. Rationale for inclusion The Society has clear expectations about teaching, learning and assessment on accredited programmes, and the provisions that should be built into the design of those programmes to ensure quality. The standards outlined above will ensure that those seeking entry to specific grades of Society membership on the basis of having completed an accredited programme have met the stipulations set out in the Society s Royal Charter, Statutes and Rules. Guidance and signposting Part A of the UK Quality Code addresses Setting and Maintaining Academic Standards, and signposts relevant qualifications and credit frameworks, as well as guidance on the characteristics of different qualifications. Providers may also find it helpful to refer to a further five chapters from Part B of the Quality Code ( Chapter B1: Programme Design, Development and Approval Chapter B3: Learning and Teaching Chapter B6: Assessment of Students and the Recognition of Prior Learning Chapter B9: Academic Appeals and Student Complaints Chapter B11: Research Degrees The Society s standards require that all accredited stage one MSc and Doctoral programmes stipulate a minimum 50 per cent pass mark for all modules that contribute to the accredited award. This requirement applies to all assessments for which quantified marking is employed, and does not affect those assessment tasks to which pass / fail grading applies. Some providers operate a standard 40 per cent pass mark for their postgraduate programmes; accredited programmes will need to seek variation from the provider s standard regulations in order to meet this requirement. Graduates who do not achieve the necessary 50 per cent pass mark for all modules contributing to the accredited degree should receive an alternative award to enable them to be distinguished from those who have achieved the expected standard. The Equality Challenge Unit has produced guidance on Managing Reasonable Adjustments in Higher Education, which providers may find helpful ( 14

15 The Society s accreditation standards make provision for students to undertake some study or placement time abroad as part of their programme (up to one third of the total credits of the accredited programme). Study abroad opportunities may not be available for all students, and arrangements will vary across different providers. Where study abroad opportunities are available, the UK provider must ensure that the study abroad being undertaken allows students to cover all of the required curriculum appropriately by the time they have completed their programme (though not necessarily in the same way as others on their cohort), and that this learning will effectively support their progression. More detailed information is available in our guide to studying abroad on an accredited programme, which can be downloaded from Where more than one third of the total credits for the programme are undertaken outside of the UK, the Society considers this to be a separate programme requiring separate accreditation. Information regarding the Society s international accreditation process can be found at The Society does not specify a maximum study period for an accredited programme. It is expected that individual education providers will have in place regulations governing the maximum permissible period of time that may elapse from initial enrolment to completion, regardless of individual circumstances, to ensure the currency of their knowledge, their skills, and the award conferred upon them. accreditation through partnership 15

16 Programme standard 2: Programme content (learning, research and practice) The programme must reflect contemporary learning, research and practice in psychology. 2.1 Programme content requirements Context The purpose of Stage 1 training is to build upon undergraduate knowledge and skills, to provide an in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in occupational psychology. This knowledge and understanding, and the associated core skills, will support students in their progression to Stage 2 training, where they can begin to develop their practice under supervision; there should not be an expectation of applied practice at Stage 1. Core skills Accredited programmes are expected to support their students development of a range of core and transferrable skills that are central to occupational psychology practice and to a range of other areas of employment. The standards for the accreditation of Stage 1 programmes are outcomes based, and encourage the development of critical thinking skills and ways of working such that students engage with the discipline by: Critically evaluating the current knowledge, theory and evidence base relevant to the discipline (note: this may comprise both psychological theory and knowledge from other disciplines), and understand that this is an important first step for all work and activities; Identifying and developing skills and capabilities relevant to progression to occupational psychology practice; Using a range of techniques and research methods applicable to psychological enquiry; Applying relevant ethical, legal and professional practice frameworks (e.g. BPS, HCPC), and maintaining appropriate professional boundaries; Communicating effectively (verbally and non-verbally) with colleagues, research supervisors, and a wider audience; Critically reflecting on and synthesising all of the above to inform their developing professional identity as a trainee occupational psychologist; and Disseminating their work appropriately in a range of appropriate written (e.g. professional reports, journal papers, conference posters) and oral (e.g. presentations, one-to-one feedback) formats. It is expected that the development of the above core skills will be embedded throughout each of the following curriculum areas. Development of skills in critical self-reflection should underpin Stage 1 training. This will provide preparation for and continuity with Stage 2 training and professional practice. Note: Ethical and professional practice frameworks are not specifically outlined separately in the curriculum requirements below as these are considered core skills; however programmes will find it useful to refer to work that has been undertaken by the Society s Ethics Committee to support the teaching and assessment of ethical thinking and decision-making (see Programme Standard 3). 16

17 Curriculum Accredited programmes should ensure that students develop the above core skills across the curriculum areas outlined below. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. However, each area should be covered as a minimum as outlined below in relation to the knowledge and skills that students should be able to demonstrate on successful completion of their programme. Learning, training and development Psychological assessment at work Research design, advanced data gathering and analytical techniques Applying psychology to work and organisations Leadership, engagement and motivation Work design, organisational change and development Wellbeing and work We outline the revised OP domain areas below under seven headings. These are not to be understood as binding guidance, but rather as broad headings to guide the revised Stage 1 content. Psychological assessment at work Students should demonstrate a critical understanding of a range of aspects and stages in the assessment of people in, or for, work settings, from analysis of the job and the attributes required to perform it effectively, through to the eventual wider impact on organisations of best practice in assessment. Students should be able to critically evaluate the nature and effectiveness of different assessment methods, including consideration of issues such as fairness, diversity and candidate reactions. Relevant topics include: Methods of job analysis: capability and competency profiling Theories and models in assessment and selection, including consideration of reliability, validity, performance criteria and utility Linking assessment from the pre-selection stage through to subsequent activities in training, appraisal, promotion and organisational change accreditation through partnership 17

18 Individual differences in personality and cognitive ability: psychometric theory and practice including test construction including online testing and assessment Consideration of specific selection methods such as employment interviews, assessment centres, situational judgment tests Considering the criteria for choosing and designing assessment methods including diversity, fairness and candidate perspective. Learning, training and development Students should demonstrate a critical understanding of the ways in which individuals learn and develop in the context of work and organisations. Cognitive theories of learning and skill development inform understanding of how individuals learn, and theories of occupational choice frame what individuals choose to do long term in their employment. Different activities are contrasted including coaching and training, with particular reference to their psychological underpinnings, and an emphasis on evaluation. Coverage should also include the organisational perspective, for instance how development activities link to succession planning, and facilitate innovation and creativity. Relevant topics include: Learning theories, skill acquisition and self-development Overview of training cycle: needs analysis, design, implementation & delivery (including online and e-learning methods), transfer of learning, evaluation Organisational and social factors in training and development Employability and trainability Integrated approaches to learning and development, including talent and succession planning Innovation and creativity Psychological theories of occupational choice and career development Individual and team coaching, counselling and mentoring. Leadership, engagement and motivation The topics in this domain are all strongly interrelated. Drawing from research in general psychology, this domain examines theories of work motivation, and their relationship with approaches to performance appraisal and performance management. Students should be able to evaluate concepts of leadership, power and influence and their impact on employee engagement, commitment and perceptions of fairness. They should have an understanding of both positive (e.g. organisational citizenship) and negative (e.g. derailment) responses to work. While this domain focuses on the individual level in some instances, in others it concentrates on group and teamwork perspectives. Relevant topics include: Motivation, goals and cognition; psychological theories and applications Leadership: Theories, style, influence and measurement Engagement, commitment, values and organisational citizenship Appraisal and management of performance and potential Psychological contract and perceptions of justice Derailment and counterproductive behaviours Power, influence and negotiation in organisations The psychology of groups, teams and teamwork: Intra- and inter- group processes. 18

19 Wellbeing and work This domain integrates (a) how work links with individual and organisational well-being by considering the role of work and employment as such, (b) how work is structured and continues to evolve including the interface of work and non-work, (c) any negative effects of work including various theories of stress and pressure and the role of emotions, and (d) positive and preventative paradigms. Mental and physical health will be considered explicitly, including symptoms and disorders and their manifestations in the workplace with clear consideration of diversity and individual differences in responses. Students will be expected to critically evaluate the psychological evidence base for relevant interventions and how these might be implemented and evaluated in practice. Relevant topics include: The employment lifecycle and its management, including unemployment, outplacement, retirement and post-paid employment Traditional and new work patterns including work-life balance Occupational health psychology Stress in the workplace: Causes and symptoms, assessment, prevention and management Bullying, harassment and conflict management Positive psychological perspectives Promoting resilience and well-being Emotion in the workplace; Recognising the importance and impact of affective responses. Work design, organisational change and development This domain is in many respects a background for the others, in that it looks at the organisation as a setting for their topics, and in consequence is diverse in its content. It seeks to widen out the perspective and context of OP to take into account not only business perspectives on organisations but also the impact of globalisation. It will range over the design of working environments and consideration of risk management through to organisational change and development strategies. It offers the opportunity for students to critically engage with more contemporary themes such as economic and consumer psychology. Relevant topics include: Organisational structure, design, culture and climate, including globalisation and international aspects Models and methods of organisational and individual change and development Consumer and economic psychology Design of jobs and work environments The psychology of people and technology; human factors and ergonomics Workplace safety, risk management, and error prevention Organisational effectiveness, productivity, performance and communications: the wider context for occupational psychology. accreditation through partnership 19

20 Applying psychology to work and organisations This domain can be covered as a separate module or integrated into the other domain areas to provide students with overall models for reflecting on evidence-based practice and also specific tools and techniques for gathering, analysing and feeding back data in organisational contexts. A range of techniques should be introduced, which should also link to and support the research skills domain, in particular the independent dissertation. Relevant topics include: Scientist-practitioner model and implications for evidence-based practice Ethical issues in working with individuals, teams and organisations Knowledge and coverage of practical skills including, for example: Interview techniques, critical incidents, repertory grids, appreciative inquiry, running focus groups, questionnaire design, facilitation skills, action learning set skills, giving feedback Using existing data to analyse and understand client needs, problems and priorities Writing client reports, writing proposals, making presentations Team development techniques Project management and the consultancy cycle. Research design, advanced data gathering and analytical techniques 1 OP is an evidence-based discipline rooted in scientific research and methodology. This domain spreads over research design and advanced statistical analysis, covering both quantitative and qualitative methods, and students should demonstrate the ability to use a range of techniques and research methods applicable to advanced scholarship in the discipline. It deals with applying these not only for academic research but also in addressing practical problems in organisations, for example in evaluation studies. A significant element of this domain will be the requirement to plan and carry out an independent, empirical research study under supervision. Consideration of ethical issues that may arise in research will be an important element of the content. Relevant topics may include: Consideration of different paradigms such as positivism, and social-constructivist approaches Advanced quantitative design and methods including experimental approaches and correlational designs Selection and design of appropriate measures e.g. observational methods Univariate and multivariate statistics to the level of multiple regression, factor analysis, meta-analysis and SEM Qualitative data gathering and analytical techniques, including literature reviews, ethnographic principles, action research, interviews and focus groups Understanding the potential use of big data sets Evaluation strategies and applying research methods to understanding and solving practical problems in organisations 1 In order for students to be able to progress on to Stage 2 training, and for them to be active consumers of research, the project should involve collecting original empirical data from participants, or equivalent alternatives such as computational modelling of empirical data or secondary data analysis, making use of existing large quantitative or qualitative data sets. Systematic reviews are not included within the permissible equivalent alternatives. 20

21 Design, execution and writing up of an independent research study under supervision Ethical issues in research. 2.2 Teaching and learning: A clear programme specification must be in place that provides a concise description of the intended learning outcomes of the programme, and which helps students to understand the teaching and learning methods that enable the learning outcomes to be achieved, and the assessment methods that enable achievement to be demonstrated with adequate breadth and depth. The programme specification (and any module specifications) must include learning outcomes that reflect the specific programme content requirements outlined above Education providers must be able to document the intended programme and module learning outcomes, and the ways in which these are mapped on to the programme content requirements outlined above Programmes must have a statement of orientation and values that underlie their programme specification. In addition to articulating learning outcomes and an assessment strategy that reflect the Stage 1 training requirements outlined in this handbook, programmes must be able to show how their orientation and values inform their teaching and learning strategy Students are entitled to expect a learning experience which meets their needs, and which is underpinned by competent, research-informed teaching, and a supportive and enabling learning environment. 2.3 Research: Education providers must be able to demonstrate how they have taken account of the Society s Supplementary guidelines for research and research methods in designing, developing and delivering their research methods and project provision. Rationale for inclusion The Society s standards for accredited programmes reflect contemporary theory, research and practice, enabling accredited programmes to develop psychologists who will be fit for purpose for the future. As such, these reflect the optimal academic and professional standards, promoted by the Society through the award of Graduate Membership (MBPsS) and the Graduate Basis for Chartered Membership (GBC), and Chartered Membership (CPsychol) respectively. The Society is keen that these standards create flexibility for programmes to develop distinctive identities, by making the most of particular strengths around research and practice shared by their staff team, or those that are reflected in the strategic priorities of their department or university. Guidance and signposting Education providers are free to map topics in any academically coherent combination, which could range from delivering core content areas within dedicated modules, or embedding coverage across a number of modules. The Society encourages programmes to deliver core content across modules within an integrated curriculum that offers a pedagogical development of students knowledge, understanding, and skills. accreditation through partnership 21

22 Providers may find it helpful to refer to Chapter B3 of the UK Quality Code, which addresses Learning and Teaching ( It is important to note that Stage 1 training programmes fulfil the significant role of enabling graduates to fulfil those Standards of Proficiency set out by the Health and Care Professions Council that are deemed to represent the key concepts and bodies of knowledge that are relevant to the practice of practitioner psychologists (SOP 13; The Society has produced Supplementary guidelines for research and research methods on Society accredited postgraduate programmes (revised April 2017). A further document, Supplementary guidelines for research and research methods on Society accredited undergraduate and conversion programmes, was also published in April

23 Programme standard 3: Working ethically and legally The programme must evaluate students understanding of working ethically and legally. 3.1 All accredited programmes must include teaching on the Society s Code of Ethics and Conduct and relevant supplementary ethical guidelines. 3.2 Accredited programmes must have mechanisms in place to ensure that all research undertaken by students that involves human participants is conducted in line with the Society s Code of Human Research Ethics. 3.3 Programmes must ensure that students are taught and assessed on ethics beyond the submission of ethics applications for research projects. 3.4 Programmes should familiarise students with the distinct role of the Society as the professional body for psychology, and the Health and Care Professions Council as the statutory regulator for practitioner psychologists in the UK. Programmes should ensure that students are aware of the legal and statutory obligations and restrictions on the practice of psychology in the UK context. 3.5 Master s and Doctoral programmes are also expected to make students aware of the Health and Care Professions Council s Guidance on Conduct and Ethics for Students. Rationale for inclusion The inclusion of this standard reflects the particular importance of ethics and ethical practice to psychologists, and to the Society as the professional body for psychology and psychological practitioners. Students and trainees on accredited programmes need to be able to: identify the presence of an ethical issue (ethical sensitivity); formulate the morally ideal course of action by identifying the relevant ethical issues and using these principles to consider appropriate actions (ethical reasoning); decide what they wish and intend to do (ethical motivation); and execute and implement what they intend to do (ethical implementation). They also need to develop commitment to the ethical principles of respect, competence, responsibility, and integrity as appropriate to their level of study. In addition, all prospective psychologists and psychological practitioners need to understand the legislative and regulatory requirements that apply to psychological practice in the UK. This standard therefore differentiates between working ethically and working legally to reflect the above considerations. Guidance and signposting The Society s Code of Ethics and Conduct, Code of Human Research Ethics, and supplementary ethical guidelines provide clear ethical principles, values and standards to guide and support psychologists decisions in the difficult and challenging situations they may face. Further information can be found at The Society s Ethics Committee has produced Guidance on teaching and assessment of ethical competence in psychology education (2015), available at ethics, which outlines ethical competencies, and how these may be taught and assessed at different levels of study. Programmes are encouraged to make use of the guidance as appropriate to their provision. accreditation through partnership 23