Trainees will be required to complete 2 pieces of summative assessment. Both elements must be passed.

1. Critical Appraisal Exercise (Timed essay): 50% weighting
Trainees will be issued with 3 peer-reviewed research papers 2 weeks before assignment date. They will select one paper and utilise standard appraisal tools and strategies to critically appraise it within a 2 hour invigilated period. (addressing LO1)

2. Research Proposal (Standard Template): 50% weighting
Trainees will be required to produce and submit, to a satisfactory standard, a draft research proposal on an approved clinical psychology research topic, using a standardised template. (addressing LO's 1, 2 and 3). This proposal will subsequently be sent for scientific and ethical approval by relevant independent bodies e.g. University ethics; NHS Ethical Approval.

Additional Assessment Details (include formative feedback / assessment):
There is a formative submission opportunity for the Research Proposal Assignment

This module will examine the philosophical underpinnings of research approaches and the challenges of conducting ethically sound and practically relevant research by psychologists within clinical contexts under experimental and non-experimental conditions.

The module will introduce the critical appraisal of evidence, with reference to standardised appraisal tools such as CASP and PRISM. A range of research designs and methods will be introduced, including qualitative and quantitative designs, participatory approaches such as action research, and wider designs such as Q methodology and repertory grid technique. The use of 'industry standard' statistical software such as SPSS will be introduced. Differentiated teaching in statistical analysis is arranged to encompass the diverse entry/knowledge levels of trainees.

Consideration will also be given to research management skills and conducting ethical research within the health and social care context, including the independent peer review process, gaining access to research sites/participants, the process of gaining ethical and NHS approval to carry out research, and preparing effective research proposals. Teaching also includes one-to-one discussions around research thesis topics and methods.

Scheduled Learning and Teaching Activities: (84 hours)
84 hours Lecture/lab

Guided Independent Study: (216 hours)
100 hours Reading
116 hours Assignment preparation

A room in which discussion groups can be formed.
Computers running statistical software capable of analysing the designs covered in the module.
Internet and library resources.

Brace, N., Kemp, R., & Snelgar, R. (2009). SPSS for psychologists (4th Ed.).
Denscombe, M. (2012). Research proposals: A practical guide (Open University Press Study Skills). Maidenhead: Open University Press.
Greenhalgh, T. (2010). How to read a paper. Chichester: Wiley-Blackwell.
Harper, D. & Thompson, A. (2012). Qualitative research methods in mental health and psychotherapy. Chichester: Wiley-Blackwell.

Additional reading will be given throughout the module and in the module handbook.

1. Make informed judgments on complex issues through appraising, critiquing and reporting on peer reviewed material in a balanced way. (Learning)

2. Conceptualise and design a research proposal on a specific clinical psychological research topic for the generation of new knowledge, application or understanding within the profession. (Analysis)

3. Demonstrate a detailed understanding of the application of ethical issues in conducting psychological research. (Application)

4. Communicate with and conduct research in respectful collaboration with others, and within relevant ethical and research governance frameworks (e.g. NHS, BPS, HCPC, universities and other statutory regulators). (Communication)

This module will examine the philosophical underpinnings of research approaches and the challenges of conducting ethically sound and practically relevant research by psychologists within clinical contexts under experimental and non-experimental conditions.

The module will introduce the critical appraisal of evidence, with reference to standardised appraisal tools such as CASP and PRISM. A range of research designs and methods will be introduced, including qualitative and quantitative designs, participatory approaches such as action research, and wider designs such as Q methodology and repertory grid technique. The use of 'industry standard' statistical software such as SPSS will be introduced. Differentiated teaching in statistical analysis is arranged to encompass the diverse entry/knowledge levels of trainees.

Consideration will also be given to research management skills and conducting ethical research within the health and social care context, including the independent peer review process, gaining access to research sites/participants, the process of gaining ethical and NHS approval to carry out research, and preparing effective research proposals. Teaching also includes one-to-one discussions around research thesis topics and methods.