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Session: 2022/23
Last modified: 12/10/2022 13:56:29
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Title of Module: Mindfulness & Compassion Retreat 1 |
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Code: MIND11003 |
SCQF Level: 0
(Scottish Credit and Qualifications Framework) |
Credit Points: 0 |
ECTS: 0
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | N
Douglas-Smith |
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| Summary of Module |
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This module is part of the MSc in Mindfulness & Compassion. Students will attend a residential retreat at an external location (for example the Samye Ling Tibetan Buddhist Monastery in Dumfriesshire, Scotland). A specific retreat will be arranged for students allowing further development of peer-to-peer relationships established during taught sessions. At the first retreat students will complete the Compassion Based Living Course (CBLC) necessary for transition to the 2nd Year of the programme.
Annual attendance at a retreat is required by the British Association for Mindfulness Based Approaches (BAMBA) good practice guidelines for teachers of mindfulness. During the retreat students will spend a minimum of 50% of the waking day in silence. They will receive a range of mindfulness teachings, practice mindfulness meditation exercises, and complete interactive enquiry sessions to share mindfulness practice experience.
Students will arrange and pay for their own travel and accommodation during the retreat. Booked at https://www.samyeling.org/ where relevant. Whilst attending the retreat in person is encouraged students who are unable to do so can attend online.
If students are unable to attend the retreat organised as part of the programme, they may attend another suitable retreat within the same timeframe. Students should contact Mindfulness Tutors to confirm suitable alternative retreats. Students who cannot attend the planned retreat during the first year of study will also need to complete the CBLC. An alternative retreat and the CBLC will be self-funded if the student cannot attend the sessions provided as part of the programme.
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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 experiential development of personal practice in Mindfulness and Compassion in line with BAMBA good practice guidelines.
L2.
Demonstrate completion of the Compassion Based Living 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 0.
Demonstrate a critical understanding of principal concepts in practicing mindfulness and compassion. |
| Practice: Applied Knowledge and Understanding | Use a range of specialist techniques in mindfulness and compassion which are informed by forefront developments. |
| Generic Cognitive skills | Extend knowledge of practices in mindfulness and compassion. |
| Communication, ICT and Numeracy Skills | Use specialist skills and knowledge to communicate appropriately with peers and teachers on mindfulness and compassion in a retreat setting. |
| Autonomy, Accountability and Working with others | Practice in ways which draw on critical reflection on own and others’ roles and responsibilities. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
MIND11001
| Module Title:
Psychological Wellbeing and Mindfulness
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Students will complete a range of mindfulness teachings, practices, and meditation exercises. Students will share mindfulness practice experiences through interactive enquiry. Student will spend 50% of the waking time in silence.
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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) |
| 0
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:
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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 the provided annual retreat in person where possible. If necessary, they may attend online. Students may complete a retreat which is held externally to the programme but must confirm the suitability of this retreat with Mindfulness Tutors and must provide confirmation of attendance prior to beginning the next stage of the programme. |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | UG/PG Psychology |
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| Moderator | J Ingram |
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| External Examiner | C Ramsey-Wade |
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| Accreditation Details | |
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| Version Number | 2.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Confirmed attendance and participation at a suitable residential retreat and completion of Compassion Based Living Course |
(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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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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