Students will be permitted one formative assessment opportunity.
A written research proposal (7500 words) weighted at 100% which shows the participant’s:
1) Rationale for topic choice in relation to professional context (LO: 1)
2) Critical understanding and analysis of key literature in the chosen research area (LO: 2)
3) Refined aim and objectives of the research project (LO: 4)
4) Detailed research design and methodological approach to the proposed research project (LO: 3)

(Details of the specific contents of the research proposal and assessment criteria are provided in the module handbook.)

Students will be provided with formative assessment and feedback by clinical supervisors. Structured written feedback identifying strengths, weaknesses and guidance for improvement will also be given.

This module introduces approaches to research design in a professional healthcare context. The following topics and issues will be explored:
Research principles;
- Qualitative and quantitative approaches;
- Case study design;
- Data collection techniques.
- Data management, analysis, interpretation and presentation.
Research Management:
- Planning and organising a research project;
- Identifying researchable issues;
- Critically engaging with academic literature;
- Time and task management;
- Organising fieldwork;
- Ethical issues in education research, consent and confidentiality issues.

Scheduled Learning and Teaching Activities: (20 hours)
Each “lecture” will focus on a key topic where animated and voice annotated slides will guide students through the learning materials (approx. 12hrs). Online file sharing will be encouraged and backed-up with online asynchronous discussion forums. Skype research meetings will take place for each student on a monthly basis (approx. 8hrs).

Guided Independent Study: (280 hours)
In addition, participants will be required to engage in independent study so as to consolidate and build upon their learning in Distance Learning sessions. This takes the form of undertaking follow-up tasks, and reading key texts and research papers.

Computer with Internet Access.
Textbooks and learning materials as suggested.
Skype.
A research supervisor.

Denscombe, M. (2012). Research proposals: A practical guide (Open Up Study Skills). Maidenhead: Open University Press.

Greenhalgh, T. (2010). How to read a paper. Chichester: Wiley-Blackwell.

Oliver, P. (2010). The student’s guide to research ethics. Maidenhead: Open University Press.

Oliver, P. (2012). Succeeding with your literature review. A handbook for students. (2nd Ed.). Maidenhead: Open University Press.

Have successfully completed a level 2 BABCP accredited postgraduate diploma in Cognitive Behaviour Therapy

1. Demonstrate systematic knowledge and understanding of appropriate research paradigms, methods and processes within the context of a small-scale relevant research study that is at the forefront of the field of CBT (Knowledge and Understanding)

2. Demonstrate the ability to synthesise current CBT theory, advanced scholarship, and contemporary problems in order to suggest improvements to a current CBT issue at the forefront of the discipline
(Analysis)

3. Evaluate complex CBT issues both systematically and creatively employing the ability to combine theoretical knowledge of selected problem(s) with evidence based research in order to suggest workable solutions within a particular complex CBT issue (Problem Solving)

4. Critically reflect on own approach to combining theoretical knowledge and evidence-based research in order to enhance own understanding of a specific CBT issue (Reflection)

This module introduces approaches to research design in a professional healthcare context. The following topics and issues will be explored:
Research principles;
- Qualitative and quantitative approaches;
- Case study design;
- Data collection techniques.
- Data management, analysis, interpretation and presentation.
Research Management:
- Planning and organising a research project;
- Identifying researchable issues;
- Critically engaging with academic literature;
- Time and task management;
- Organising fieldwork;
- Ethical issues in education research, consent and confidentiality issues.