MSc Forensic Psychology and Mental Health / Course details

This unit provides you with a range of research skills essential for progression to forensic psychology practice. These include practical experience of commonly used techniques for analysing qualitative data (which may include techniques such as, Thematic Analysis and Interpretative Phenomenological Analysis, Grounded Theory and Framework analysis) and advanced statistical techniques for quantitative analysis, (which may include techniques such as Logistic Regression and Mediation and Moderation analyses).In addition you will develop data preparation skills (missing data analysis, data cleaning, power calculations) and be introduced to different mixed methods designs, and will develop an understanding of the advantages and disadvantages of applying a mixed method approach.

Ensure that you have knowledge of the main epistemological approaches to qualitative research. The unit aims to provide theoretical knowledge and practical experience of coding and theme generation from qualitative data. This will provide you with the knowledge to independently decide which form of qualitative analysis is needed for a research question and ensure you can justify their choice, epistemological position and review limitations and strengths of the approach. This will also ensure you are able to report qualitative data. The unit will then aim to ensure that you have an understanding of selected advanced quantitative statistical techniques. The unit aims to ensure that you understand the concepts underpinning advanced statistics and are able to interpret output and accurately present results from advanced analysis.

By the end of the unit you should be able to:

• Critically evaluate the scope of different statistical analysis techniques;
• Demonstrate a comprehensive understanding of the concepts underlying quantitative and qualitative methods;
• Identify which techniques are appropriate to address different types of research question;
• Demonstrate  application  of  qualitative  research  methods/  analysis  in  relation  to forensic/forensic mental health case examples;
• Correctly  interpret  output  from  advanced  statistical  analysis  and  be  able  to  report findings appropriately;
• Demonstrate   originality   and   independence   in   solving   problems,   planning   and implementing tasks;
• Employ effective written and verbal communication skills;
• Gain understanding of qualitative and quantitative approaches which will be applicable to understanding and appraising research.

Teaching will be delivered predominantly in an interactive lecture format, with some work in computer labs where possible. During sessions focusing on qualitative research, you will be working on analysing data in sessions using NVivo. with lectures on the theory followed by a practical workshop enabling the class to work on an analysis. The quantitative sessions will be taught using traditional lecture formats, interactive data handling sessions and small group discussions, with some work in computer labs where possible. To assist in preparation for the sessions, you will be provided with electronic resources on Blackboard including Powerpoint slides, key papers, web links and discussion facilities

There are two summative assignments for this unit –

Poster          50%

Analysis of qualitative data           50%

Student representation plays a vital and important part in helping the programme maintain and improve the quality of its provision. Student representatives liaise between staff and students on matters of concern to either side; provide two-way feedback on the course and on teaching quality, and promote active student involvement in course development. Student representatives are also invited to speak confidentially to the external examiner at the end of the academic year, and to participate in end-of-year course review meetings. Representatives are asked to feedback information from these meetings to the other students.In addition, at the end of each semester students are asked to complete an on-line evaluation questionnaire for each course unit they have taken. At the end of the course they complete a general evaluation for their overall programme of study. This anonymous feedback is circulated to unit leaders. This helps to ensure quality assurance. Formative assessment and feedback to students is a key feature of the on-line learning materials for this unit. Students will be required to engage in a wide range of interactive exercises to enhance their learning and test their developing knowledge and skills.

You will be expected to supplement your reading, and source your own relevant articles as demonstrated by your blackboard learning. Additional contemporary publications will be discussed during the unit.

• Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality & Social Psychology, 51(6), 1173-1182.
• Braun, V., & Clarke, V (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3:2, 77-101
• Hayes, A. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. UK: Guildford Press.
• Hayes, A. F., & Preacher, K. J. (2014). Statistical mediation analysis with a multicategorical independent variable. British Journal of Mathematical & Statistical Psychology, 67(3), 451-470. doi: 10.1111/bmsp.12028
• Ritchie J. & Spencer L.(1994) Qualitative data analysis for applied policy research. In Analysing Qualitative Data (Bryman A., Burgess R.G., eds), Routledge, London, pp. 172-194.
• Pallant, Julie (2016) SPSS survival manual : a step by step guide to data anlysis using IBM SPSS Open University Press McGraw-Hill
• Smith, J.A., Flowers, P., Larkin, M. (2009) Interpretative Phenomenological Analysis: Theory, methods and research. London: Sage.
• Willig, Carla (2013) Introducing qualitative research in psychology [electronic resource] Open University Press