Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

Appropriate Undergraduate Qualification

Other Required Qualifications/Experience

English language proficiency is also a requirement, with candidates expected to achieve IELTs average standard of 6.0.

Admission based on Recognition of Prior Learning (RPL) will comply with the University’s Regulatory Framework (Chapter 2), as well as University regulations on postgraduate study and guidance on RPL. Credit transferred into the programme through Accreditation of Prior Learning (APL) must have been subject to reliable and valid methods of assessment at a recognised HEI. Accredited Prior Experiential Learning (APEL) entry is also permitted. The amount of credit transferred though RPL (APL and APEL) will comply with the maxima set out in the Regulatory Framework. Candidates should note that transferred credit does not carry a grade, therefore, award with distinction cannot be granted for awards where credit is transferred in at level 11.

Further desirable skills pre-application

General Overview

General Overview

Introduction to the Programme

The programme offers the opportunity for psychology graduates to develop their knowledge and understanding of Addiction and related disorders at a specialist level.  This course will be particularly suitable for psychology graduates who are intending to enter professions that aim to understand and address addiction related disorder and harms at both an individual and social level.  By completing this postgraduate course, students will have obtained substantial specialist knowledge in the psychological mechanisms involved in the development, maintenance and treatment of Addiction disorder.

Key Features of the course include:

• In addition to traditional forms of substance addiction, this course will cover behavioural addictions such as Gambling Disorder, Internet Gaming Disorder and Binge Eating Disorder
• Coverage of up-to-date emergent findings in the field, and current controversies and academic debates regarding application of psychological principles to intervention approaches (such as the emergence of e-cigarettes)
• An opportunity to acquire real-world experience in the domain of addiction and addiction-related disorders via a Work-Based Learning (WBL) module

Programme Delivery

The programme will be delivered via a blended learning approach with a combination of lectures, seminars and workshops alongside asynchronous independent study.  Students will be introduced to core addiction psychology theory, psychological interventions for addiction, recent advances in addiction psychology and a range of psychological research skills and methods for investigating addiction psychology. 

The course is designed to equip students with the skills to identify, comprehend and critically evaluate addiction psychology research literature, with the ultimate aim of attempting to apply such psychological principles to reduce addiction disorder and minimise associated harms in this domain.

A core element of the MSc Addiction Psychology course will be the requirement of students to identify a knowledge gap, propose and conduct a research design that will generate knowledge and provide a contribution to the research field.  Students will work closely with their dissertation supervisor to design an appropriate research project and to develop their postgraduate psychological research skills. 

Research Underpinnings and Links to Teaching

In line with the learning outcomes specified, teaching across the modules will be research-informed.  Addiction Psychology is a dynamic and rapidly expanding academic field, and within the course the student will be introduced to current developments within each module.  Addiction is one of the primary research themes and specialisms within the Division; with core staff actively contributing research to the field of study via research at UWS.

Consistent with the programme aims, students will not only be introduced to emergent theory but also develop their own addiction psychology research skills within the core modules of Investigating Addiction and the Addiction Psychology Dissertation module.  Furthermore, students will discuss and make evaluations of how to effectively apply current research to developing real-world addiction-related problems at an individual and community level.

Internationalisation:

Supporting UWS’ Corporate Strategy for global engagement MSc Addiction Psychology takes an international perspective regarding the research and content covered within the course.  Knowledge discussed and evaluated within the programme will be put in the context of global addiction-related challenges, as well as local and national concerns.  Moreover, in line with UWS’ Global Reach Enabling Plan, the programme is designed to be a transformative experience that will equip students with the postgraduate skills that will enable them to be researchers and professionals internationally, and more broadly speaking, global citizens. 

Graduate Attributes, Employability & Personal Development Planning

The programme will enable students to develop I AM UWS graduate attributes including Universal capabilities, being Work-Ready and ultimately Successful. The graduate attributes will not solely be limited to the important traditional academic attributes such as being Knowledgeable, a Critical Thinker and a Problem-Solver. 

From a Personal perspective, the course content will enable the student to understand how cultural factors and variation affect the development and intervention approach to addiction.  Within the core Psychological Interventions for Addiction module the student will have an opportunity to learn and apply essential ethical principles when working with vulnerable populations.  Furthermore, via teaching activities across multiple modules, such as debates and assessment tasks, students will have an opportunity to develop and refine their verbal communication skills. Through the teaching and learning activities students will gain an understanding of the challenges of applying psychological theory to addressing addiction disorder in the real world. 

The course content and assessment structure is designed to develop students’ Professional characteristics that will enable them to be effective and instrumental in their future careers.  Having completed the course, students will become research-minded in their approach to addiction psychology, and in a position to conduct independent academic and professional research.  Students will have opportunities to develop their collaborative skills within group-based academic activities, as well as developing their own initiative and drive when engaging in independent tasks such as their research dissertation.

Work Based Learning/Placement Details

The MSc course will require students to undertake a period of work-based learning as part of the programme of learning.  Experiential learning is a central element of understanding Addiction Psychology, as it will provide students an opportunity to understand theoretical content in a real-world context. A range of opportunities to engage in work based learning in substance or behavioural addiction settings will be available, alongside opportunities in addiction-related research and policy settings.  Work based learning will occur in partnership with stakeholder groups in the field of addiction such as NGO’s, support services, and academic research groups. 

Engagement

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time.

Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here:

Students are defined as academically engaged if they attend all scheduled classes and participate with all delivered elements of each module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

Equality and Diversity

The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

The programme fully supports and embeds UWS’ commitment to enabling all learners, respecting diversity, and promoting equality and inclusion within the programme . The curriculum of the programme includes specific reference to vulnerabilities with respect to cultural or demographic minorities, and those with protected status, with respect to addiction-related harm. Within the programme, cultural sensitivity, and sensitivity to disorder, will be taught in relation to ethical principles of conduct, in both professional and research settings. Students on the programme will be afforded an opportunity to reflect on matters of equality and diversity in relation to vulnerability to addiction relating to hardship, disability and social exclusion factors.

The programme will support equality and inclusivity by applying university inclusive learning policies with regards to supporting assistive technology and applying reasonable adjustments and accommodation in both teaching and assessment delivery.

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework.

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of PgCert/ PgDip in Combined Studies.