This practice-based module builds upon competencies developed in PSYC8013 by working on placement in a further clinical setting with adults across the lifespan (working age and/or older adults) with a range of backgrounds and presenting problems. This module places a specific focus on continuing to develop BPS (2025) competencies in assessment, formulation, intervention and evaluation from a range of possible models (e.g. CBT, systemic, neuropsychology) and modes of intervention. This includes undertaking risk assessments informed by evidence-based formulations and using a range of assessment procedures (e.g. psychometrics) and outcome measures to inform interventions and evaluate practice. Trainees will also continue to develop skills in self-care and self-reflection. All of these competencies will continue to be underpinned by working within an anti-racist/anti-discrimination framework whilst considering issues of difference, diversity, culture, power and social/structural inequity. Trainees are expected to attend placement in person, but may also be required to work in other placement settings or remotely. Trainees must ensure that over 50% of their direct clinical activity and time on placement, across the whole of training, is completed in person.
This module builds on the foundation clinical skills established in PSYC 8013. Trainees gain experience of clinical work in an additional setting offering experience of working with working age and/or older adults. Trainee clinical psychologists will gain an understanding of the role of clinical psychology within the service and experience of working within the team. Trainees will work with service users with a range of presenting problems typical of the service as defined in the placement contract. They will refine engagement skills and use their knowledge of a range of models including CBT, systemic approaches, and neuropsychological approaches to consolidate competencies in assessment, formulation, and evidence-based interventions, focussing on intervention skills, relapse prevention and therapeutic endings. Trainees will be encouraged to identify transferrable skills and to consider how these can be adapted to the individual needs of service users. The trainee is expected to attend the placement in person but also may be required to work in other placement settings or remotely.
Trainees will work with a range of presenting problems typical of the service and informed by the guidelines produced by the relevant special interest group. Skills development will include engaging with wider systems that may include children, adolescents and awareness of adaptations of style and content which may be required including taking issues related to the power differential into account. They will gain experience of evaluating, selecting and using a range of assessment instruments appropriate to the client group. Formulation skills will be further developed taking into account the gender, class, culture and beliefs of their clients and their families/systems. Trainees will develop knowledge and critical appraisal of evidence-based interventions from a range of models including neuropsychological, behavioural, cognitive behavioural and systemic to plan and implement interventions for a range of emotional, behavioural and learning difficulties presented by the members of systems and/or children and their families referred to services. They will evaluate outcomes and reflect on the effectiveness of their interventions within this context. The trainee is expected to attend the placement in person but also may be required to work in other placement settings or remotely.
This practice-based module builds upon developing competencies from PSYC8015 in a further systemically-informed placement which may include working with children and young people, families, teams/organisations, and individuals with cognitive or communication needs. This module places a specific focus on continuing to develop BPS (2025) competencies in assessment, formulation, intervention and evaluation from a range of possible models (e.g. CBT, systemic, neuropsychology) and modes of intervention with clients from a range of backgrounds and presentations. Furthermore, there is an emphasis on adapting style of communication and content to meet the differing cognitive, sensory and developmental needs of clients (e.g. children, neurodiversity, intellectual disabilities). Trainees will continue to develop skills in using formulations with individuals and teams to meaningfully inform decision-making and guide interventions, which may use of practice-based evidence in the absence of an appropriate evidence-base or determining that an intervention may be inappropriate or ineffective. All of these competencies will continue to be underpinned by working within an anti-racist/anti-discrimination framework whilst considering issues of difference, diversity, culture, power and social/structural inequity. Trainees are expected to attend placement in person, but may also be required to work in other placement settings or remotely. Trainees must ensure that over 50% of their direct clinical activity and time on placement, across the whole of training, is completed in person.
The module provides trainees with a range of experience representative of Clinical Psychology work with systems which may include people who have a learning disability, their families, carers and others involved in service provision. Trainees will work across a range of settings and services which work systemically and may include working as part of integrated learning disability team. Trainees will gain experience of work with a range of presenting problems typical of the host service and informed by professional guidelines. They will develop skills in engaging with people systemically which may include engaging with people with a learning disability including an awareness of adaptations of style and content which may be required and will take into account the impact of power difference on the lives and experience of service users. Trainees will gain experience of using a range of assessments appropriate to the client group. They will take into account systemic issues including gender, class and culture and the beliefs of clients. They will use their knowledge and skills in critical evaluation of evidence -based interventions from systemic, neuropsychological, behavioural and cognitive models to plan and implement interventions for a range of emotional, behavioural and coping difficulties and evaluate outcomes. They will evaluate outcomes and reflect on the effectiveness of their interventions within this context. The trainee is expected to attend the placement in person but also may be required to work in other placement settings or remotely.
This practice-based module aims to consolidate skills and competencies developed during the first two years of training to meet the level of clinical competence required for completion of the Doctoral Programme in Clinical Psychology and HCPC registration as a Clinical Psychologist. The specific placement setting will be determined by Trainees competency development to date and their special interests in terms of client group, specialism or service type. This module places a specific focus on continuing to develop BPS (2025) competencies in working within an emergent transdiagnostic context, using formulation to understand team/organisational behaviours, demonstrate leadership (informed by relevant models and theory), and gain experience providing supervision, consultancy, teaching and communicating expert psychological opinions to relevant stakeholders to influence practice and support others in applying psychological theory/skills. Trainees are expected to be working at an appropriate level of autonomy and to be exercising independent professional judgement within appropriate legal and professional boundaries. Trainees should also have gained significant experience and competence across all BPS core competencies. All of these competencies will continue to be underpinned by working within an anti-racist/anti-discrimination framework whilst considering issues of difference, diversity, culture, power and social/structural inequity, as well as a commitment to continue to challenge and address these inequalities post-qualification. Trainees are expected to attend placement in person, but may also be required to work in other placement settings or remotely. Trainees must ensure that over 50% of their direct clinical activity and time on placement, across the whole of training, is completed in person.
The placement setting will be determined by the need to ensure that the trainee is able to gain a level of clinical competence (as defined by the Log of Clinical Competence) appropriate for completion of the Doctoral Programme in Clinical Psychology and application for entry to the HCPC register of Practitioner Psychologists. Consideration will also be given to the trainee’s desire to gain experience of work with a specific client group or in specialist clinical skills.
Predictive modelling offers a lot of benefits to organisations: it can help them to improve their business decisions and which in turn will have a huge impact on their business and its profits. As a result, there is a huge demand for persons with predictive modelling skills in various organisations across the globe. In this module, you will learn techniques to determine patterns and to make predictions about future trends from the data, including regression modelling, clustering analysis and Principal Component Analysis (PCA).
This course provides part of the essential knowledge and skills required for conducting the Final Project module in the final year. Forecasting is the process of making statements about events whose actual outcomes (typically) have not yet been observed. A commonplace example might be estimation of some variable of interest at some specified future date. This module gives you a thorough understanding of various statistical methods for forecasting, in particular time-series methods that have wide applications in business. Risk and uncertainty are central to forecasting and prediction; it is generally considered good practice to indicate the degree of uncertainty attaching to forecasts, and sometimes it is necessary to provide distributional rather than point forecasts. As such, an introduction to methods for distributional forecasting will also be provided. As forecasting often requires huge amount of data, both for training and testing the models, and the required formulae and equations are often complicated, it is essential to implement forecasting methods using a proper statistical package. As such training will be provided on using statistical software package for implementing forecasting methods.
This two week intensive course is designed to ensure that students who start postgraduate programmes in Economics will have the skills in mathematics and statistics needed for their subsequent modules. The course has two components, statistics and mathematics, and these are taught in parallel. The module concludes with a test anabling students to reflect on their preparedness for their respective programme. However, this module does not carry any credits, so that the test mark will not affect the final course mark.
This module will bring the general skills learned in the first semester to bear on the preparation of an individual research project. You will also assemble a significant portion of your Final Project materials prior to writing up. This module consists of a programme of plenary lectures and small group supervisions that support research leading towards the Final Project.
This module was co-designed by LCL students and staff, and it is aimed at preparing participants for a period of cultural immersion (abroad) in their third year. Participants will be informed about the third-year assessment, Residence Abroad Portfolio (RAP), and clarify the links between their RAP and specific teaching and learning experiences taking place in years two and four.
This module prepares you for writing the Masters dissertation. It includes both taught sessions and one-to-one tutorials.
In this module students will consider ethical challenges that arise when caring for children, young people and their families / carers. They will consider children and young people across the care settings including acute care, community and hospice/respite care. Students will develop an in-depth understanding so that they can discuss and debate the ethical challenges that may arise in Children’s Nursing. They will consider communication skills and how to deliver sensitive and empathetic nursing care to children, young people and their families.
The module is designed to introduce a range of Management Science techniques, it is the level 1 module in the prescriptive analytics stream for the Business Analytics programmes. This module will describe many of the classical MS problems and solution techniques and illustrate their use and effectiveness. You will have the opportunity to explore the process of understanding, formulating, solving and analysing a number of practical problems using the tools and techniques introduced in the module.
MANG2089 introduces simulation. As an experimental technique, simulation is one the most widely used modelling techniques. This is because, unlike optimising techniques such as queuing theory, it requires few assumptions. As a result, analysts use it to solve a wide variety of complex real-life problems. It is very effective. For example, a quick look at the clients of the Simul8 corporation (http://www.simul8.com/), one of the main simulation software vendors, reveals a long and impressive list of organisations who apply simulation. Students who successfully complete MANG2089 acquire the practical skills needed to conduct a successful simulation project from scratch, and have a theoretical understanding that is essential for the effective use of this powerful decision-aiding tool. Specifically, students will acquire theoretical understanding of and develop practical modelling skills in using three types of simulation: (i)Monte Carlo simulation to model complex but static problems for which changes over time are not important such as inventory control, forecasting and decision analysis; (ii)Discrete Event Simulationto model the operational behaviour of systems with complex queues such as hospitals, airports and supermarkets; and (iii)System dynamics to model long-term, strategic problems such as the long term effects of government policy decisions on the health care system.
Organisations are typically faced with many decision problems in the running of their operations and they strive to make better decisions by finding good, or ideally the best (optimal), solutions to such problems. This module is concerned with how decision problems can be formulated mathematically and solved optimally to support the decision making process in organisations. The module will introduce several optimisation techniques and illustrate the application of these techniques on problems from different types of industries. The techniques introduced in this module have a wide range of applicability on decision problems arising in, among others, resource and workforce planning, business investment, machine scheduling, logistics, and supply chain management. The underlying methods of optimisation studied in this module, however, are generally applicable and not restricted to prescriptive analytics.
This is a self-study module that aims to develop the skills required for researching, writing and presenting a report on some aspect of Operational Research/Data and Decision Analytics.
In this module we will examine how knowledge about the past is presented in museum exhibition and display. We will look at current practices in exhibition design and discuss the contemporary literature on communicating heritage to a range of audiences. You will then work in groups and present an oral presentation prior to completion of an exhibition proposal on a subject or theme relating to archaeology and heritage.
This module will incorporate critical observation and analysis of diverse aspects of primary and/or secondary education in England. You will develop your knowledge and understanding of the values and theories of primary and/or secondary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to Primary Care and Community Children’s Nursing. This module is well suited to students who have an interest in this area of practice and who may wish to go on and work in Primary Care and Community Children's Nursing settings. As part of this module, students will have the opportunity to apply their knowledge of a range of health conditions that are commonly experienced in community and primary care settings and critically consider the range of different approaches that are taken to support and care for children, young people and their families. Alongside this, students will have the opportunity to consider the children’s nurses role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to Primary Care and Community Nursing. This module is well suited to those who wish to go on and work in Primary Care and Community Nursing settings specifically. As part of this module, you will have the opportunity to apply your knowledge of a range of health conditions that are commonly experienced in these settings and critically consider the range of different approaches that are taken to their management. Alongside this, you will have the opportunity to consider your role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
This module will incorporate critical observation and analysis of diverse aspects of primary education in England. You will develop your knowledge and understanding of the values and theories of primary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The module will take the format of a placement in General Practice with one week of teaching and personal study either at the beginning or end of the module. The exact placement timing will vary for different students and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.
This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The module will take the format of a placement in General Practice with teaching and personal study either at the beginning or end of the module. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
