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Session: 2022/23
Last modified: 21/03/2022 13:54:02
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Title of Module: Mindfulness Teaching and Cognitive Processes |
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Code: MIND11004 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | J
Ingram |
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| Summary of Module |
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In the third MSc module, students will explore the topic of cognition and consciousness, grounded within both practice and academic perspectives. Students will be introduced to a range of topics within Cognitive Psychology, and will reflect on aspects of mindfulness within this framework. Throughout the module students will critically engage with current theories, methods and academic research within the area of mindfulness, cognition and consciousness. Students will engage with the Mindfulness Based Interventions: Teaching Assessment Criteria (MBI:TAC) to develop the teaching, feedback, and assessment, and ethical practice skills needed to deliver the Mindfulness Based Living Course (MBLC) curriculum.
Students will continue to develop their understanding of research processes and research ethics including qualitative and quantitative research designs, methods of evaluation and descriptive statistics, by developing a plan for evaluating a Mindfulness Based Living Course (MBLC) . Students will contextualise their plan within the psychology literature relating to mindfulness, cognition and consciousness.
Content will be delivered through face-to-face sessions and online learning activities. Examples of topics covered are:
- consciousness
- attention
- learning and memory
- metacognition
This module will develop the following graduate attributes:
- Inquiring
- Ethically-Minded
- Research-Minded
- Socially Responsible
- Problem Solver
- Enterprising
- Transformational
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of key topics in cognitive psychology.
L2.
Demonstrate skills in delivering MBLC material to the MBI-TAC ‘Advanced Beginner’ level.
L3.
Critically and systematically evaluate their teaching practice with respect to ethics, peer and instructor feedback, MBI-TAC criteria, and academic literature in the area of cognitive processes.
L4.
Critically apply knowledge of the relevant psychology literature and research design towards the development of a plan to evaluate an MBLC course. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrating and/or working with:
A critical understanding of the theories, concepts and principles that are relevant to mindfulness, cognition and consciousness.
Extensive, detailed and critical knowledge and understanding of the psychological processes involved in evaluating a mindfulness course.
A critical awareness of current issues in mindfulness and cognitive processes, including consciousness.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Applying knowledge, skills and understanding:
In the delivery of sessions from the MBLC course to peers.
In demonstrating the use of specialised mindfulness skills and practices by the giving and receiving of feedback and self-assessment in accordance with the MBI:TAC to demonstrate a reflective teaching practice at least at ‘Advanced Beginner’ level according to the MBI:TAC.
In the preparation of a plan to evaluate an MBLC course.
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| Generic Cognitive skills |
SCQF Level 11.
Applying critical analysis, evaluation and synthesis to forefront issues in mindfulness and cognitive processes.
Critically review, consolidate and extend knowledge, skills, practices and thinking in mindfulness course evaluation.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Apply communication skills in the delivery of sessions of the MBLC and in the giving and receiving of structured feedback.
Using appropriate application/software to engage in blended and online learning activities.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in delivering mindfulness teaching sessions and the preparation of an evaluation plan to evaluate a mindfulness course.
Taking responsibility for own work and contributing to the collective learning activities of the group in ways which support and develop critical reflection.
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below.
This course will have a blended delivery via asynchronous online teaching resources, with synchronous (live) teaching occurring over two weekend sessions and occasional evenings.
The asynchronous teaching sessions will support development of mindfulness teaching practice and introduce up-to-date and seminal academic literature in mindfulness and cognitive processes. Guided learning activities will provide students with the opportunity to acquire practical course evaluation skills, and will be structured in order to cover key issues and information in research methodology and course evaluation. Students will be encouraged to identify and follow up on their own learning needs within a student-centred learning approach.
The synchronous (live) sessions will develop and assess mindfulness teaching practice. These sessions will also be used to further examine module content, and research processes in the context of evaluation. Synchronous activities will allow engagement with the teaching team to support online learning activities and encourage deeper engagement with mindfulness practice and psychological concepts.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 26 |
| Tutorial/Synchronous Support Activity | 7 |
| Asynchronous Class Activity | 21 |
| Practice Based Learning | 35 |
| Independent Study | 211 |
| 300
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
*Braisby, N., & Gellatly, A. (Eds.). (2012). Cognitive Psychology. Oxford University Press.
Choden & Regan-Addis, H. (2018). Mindfulness Based Living Course. Winchester UK, Washington US: O Books.
Cognitive Psychology and Cognitive Neuroscience. Open Science Textbook. Retrieved from: https://upload.wikimedia.org/wikipedia/commons/d/d8/Cognitive_Psychology_and_Cognitive_Neuroscience.pdf
Crane, R. S., Soulsby, J. G., Kuyken, J., Williams, M. G., & Eames, C. (2018). Manual of the Mindfulness-based Interventions Teaching Assessment Criteria. The Universities of Bangor, Exeter and Oxford.
Feldman Barrett, L. (2017). How emotions are made: The secret life of the brain. Boston & New York: Houghton Mifflin Harcourt.
Accompanied with:
Jurist, E. (2019). Review of How emotions are made: The secret life of the brain. Journal of Theoretical and Philosophical Psychology, 39(3), 193–198. https://doi.org/10.1037/teo0000098
Jhangiani, R. S., Chiang, I. A., Cuttler, C. & Leighton, D. C. (2019). Research Methods in Psychology (4th Ed.). Open Science Textbook. Retrieved from: https://kpu.pressbooks.pub/psychmethods4e/
Kramer, G. (2007). Insight dialogue: The interpersonal path to freedom. Shambhala Publications.
McCown, D. & Riebel, D. K. et al (2011). Teaching Mindfulness: A Practical Guide for Clinicians and Educators. New York: Springer
Treleaven, D. A. (2018). Trauma-sensitive mindfulness: Practices for safe and transformative healing. WW Norton & Company.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are expected to attend a minimum of 75% of synchronous (live) learning activities and engage with at least 50% of asynchronous activities. In order to ensure that students meet the requirements of the UK Good Practice Guidelines for Mindfulness Teachers and are eligible to join the UK Listing, students will need to attend all assessed synchronous sessions. 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: https://uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework / |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Psychology |
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| Moderator | B Hatin |
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| External Examiner | C Ramsey-Wade |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1:This practical skills assessment will be completed through observation of teaching practice at the residential weekends and coursework. Two course tutors will observe the student in the delivery of sessions of the MBLC. There will be formative assessment at, and developmental feedback provided after, the first weekend, allowing students to critically evaluate their practice before a summative assessment at the second weekend. This assessment will be worth 40% of the final mark. |
| Assessment 2: This assessment is a portfolio of written work. The portfolio will include a course evaluation plan in the form of a research proposal including a critical evaluation of literature and suggested methodology. A reflective evaluation drawing from teaching practice, feedback, ethical practice and cognitive processes should be included in the portfolio. The portfolio should be a maximum of 4000 words. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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