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Session: 2022/23

Last modified: 12/10/2022 13:57:24

Title of Module: Research Skills and Compassion Teaching

Code: MIND11005 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 30 ECTS: 15
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:j  Ingram

Summary of Module

The fourth module will examine compassion and its role in understanding others through empathic processes, whilst also advancing student knowledge and understanding of the research process. Students will be introduced to the practical skills required to teach the Compassion Based Living Course (CBLC) curriculum. Students will have the opportunity to lead sessions and observe the delivery of the CBLC curriculum, continually developing their ethical practice skills in line with the Mindfulness Based Interventions: Teaching Assessment Criteria (MBI:TAC).

Students will continue their development of critical reflection of research evidence and develop skills in applying research methods. The module will contextualise this development within our understanding of cognitive, behavioural and biological processes related to empathy, with a view to support compassion aspects of the CBLC. Learning may consider aspects of cognitive empathy (inferring external states of others) and embodied empathy (sharing the states of others). Students will further develop their skills in accurately interpreting data and evaluating strengths, weaknesses, and quality of different data types.

This module will develop the following graduate attributes:

  • Critical Thinker
  • Inquiring
  • Digitally Literate
  • Emotionally Intelligent
  • Ethically-Minded
  • Research-Minded
  • Socially Responsible
  • Autonomous

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:





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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate critical knowledge and understanding of current cognitive and embodied empathic processes.

L2. Contrast and select different research designs and data analyses methods, comparing their utility and limitations in answering specific research questions.

L3. Demonstrate competence in delivering CBLC material to the minimum required level (Advanced Beginner MBI-TAC).

L4. Critically reflect upon and evaluate their specialist teacher training and ethical practice of CBLC in light of contemporary research on empathy/compassion.

L5. Critically apply knowledge of psychology, compassion, and mindfulness literature and research processes to the completion of a research-led course evaluation.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
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 compassion and empathy.
Extensive, detailed and critical knowledge and understanding of the psychological processes involved in practicing compassion.
A critical awareness of current issues in cognitive & embodied empathy in relationship to compassion based living.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Applying knowledge, skills and understanding:
In the use of a range practices and techniques from the CBLC to inform understanding of the role of compassion practice in cultivating compassion/empathy.
In the appropriate techniques required to evaluate practice and draw inferences from data.

Generic Cognitive skills SCQF Level 11.

Applying critical analysis, evaluation and synthesis of forefront issues in compassion and empathy research and practise.
Critically reflect upon their experience of practice, teaching and research.

Communication, ICT and Numeracy Skills SCQF Level 11.

Effectively communicating and collaborating with peers, more senior colleagues, academics and specialists.
Using appropriate application/software to engage in blended and online learning activities.
Effectively communicating their level of understanding through written work and also in seminars with peers.

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising substantial autonomy and initiative in carrying out personal compassion practice and learning activities.
Taking responsibility for own work and contributing to the collective learning activities of the group in ways which support and develop critical reflection. Being accountable for their student subsequent performance as an educator/trainer.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Mindfulness Teaching and Cognitive Processes
Mindfulness, Biopsychology and Research
Psychological Wellbeing and Mindfulness
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
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 involving synchronous (live) teaching and learning sessions delivered across two weekends and supported and enhanced by synchronous online teaching activities and resources.

The asynchronous teaching materials will introduce recent and seminal research and literature on our understanding of compassion and empathy. Asynchronous activities will also expand knowledge of qualitative and quantitative data interpretation.

The synchronous (live) sessions will develop and assess compassion teaching practice, and further examine academic aspects of compassion, empathy and research. Synchronous (live) sessions will also support asynchronous learning and activities giving the opportunity to engage with content under interactive conditions.
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 Delivery26
Tutorial/Synchronous Support Activity7
Asynchronous Class Activity21
Practice Based Learning35
Independent Study211
300 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Bourne, V. (2017). Starting out in methods and statistics for psychology a hands-on guide to doing research. Oxford University Press.

Cheang, R., Gillions, A. & Sparkes, E. (2019). Do Mindfulness-Based Interventions Increase Empathy and Compassion in Children and Adolescents: A Systematic Review. Journal of Child and Family Studies, 28, 1765–1779.

Choden & Regan-Addis, H. (2018). Mindfulness Based Living Course. Winchester UK, Washington US: O Books.

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.

Fuochi, G., & Voci, A. (2020). A deeper look at the relationship between dispositional mindfulness and empathy: Meditation experience as a moderator and dereification processes as mediators. Personality and Individual Differences, 165, 110122.

Gilbert, P. (2017). Compassion: concepts, research and applications. New York: Taylor & Francis Group.

Gilbert, P & Choden. (2013). Mindful compassion: using the power of mindfulness and compassion to transform our lives. London: Robinson

Hanson, R. (2016). Hardwiring happiness: the new brain science of contentment, calm, and confidence. New York: Harmony Books

Keyers, C. K. (2011). The Empathic Brain. Amsterdam: Social Brain Press

Lim, D., Condon, P., & DeSteno, D. (2015). Mindfulness and Compassion: An Examination of Mechanism and Scalability. PLoS ONE, 10(2): e0118221. doi:10.1371/journal.pone.0118221

Neff, K. (2011). Self-compassion: the proven power of being kind to yourself. New York: William Morrow.

Ogden, J. (2012). Health Psychology (5th ed). London: McGraw-Hill

(**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)

Engagement Requirements

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 (live) 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:

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Supplemental Information

Programme BoardPsychology & Social Work
Assessment Results (Pass/Fail) No
Subject PanelUG/PG Psychology
ModeratorA Robertson
External ExaminerC Ramsey-Wade
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
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 CBLC. 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: The second assessment will be a portfolio of written work including an evaluation of the delivery of an MBLC presented in the format of the psychology research article. The portfolio will also include a reflective evaluation of the understanding of compassion in relation to psychological research and ethical teaching practice as taught through the CBLC. The portfolio will be worth 60% of the final mark and should be between 4000 and 4500 words long.
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral  check markcheck mark 402

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck mark check markcheck mark604
Combined Total For All Components100% 6 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
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:

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
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.