Course Descriptors |
MAP810 Psychological Assessment (3 AUs)
This core course equips students with the foundational knowledge and skills related to psychological assessment. It provides an introduction to the conceptual and psychometric aspects of psychological testing. The first section of the course covers basic concepts of assessment and psychometric principles that apply to all types of psychological tests. It teaches students how to critically evaluate psychometrically strong assessment tools from weaker ones. The second section provides a brief introduction to cognitive tests. The third section provides a brief over view on personality assessment and covers a few basic skills and assessment tools that could be used inpractice (e.g., intake interviews, self-report inventories and behaviour rating scales). The fourth section provides an introduction to behavioural assessment and various observation protocols and behaviour recording tools that could be used on field while assessing a clients behaviour. |
MAP811 Research Methods in Applied Psychology (3 AUs)
This course examines the rationale and processes of research in Applied Psychology. Topics include the nature and purposes of educational and social research in the helping professions, research ethics and research design, the nature and process of conducting qualitative research, the nature and process of conducting quantitative research, single-subject research designs, survey and experimental design, sampling and instrumentation, evaluation research, quantitative and qualitative methods of data collection, writing research reports and evaluating research. |
MAP812 Statistics in Applied Psychology (3 AUs)
This course covers the principles and techniques in the use of statistics for helping professionals. Topics include variables, data and data organisation, the normal curve and levels of measurement, central tendency and variability, probability and sampling, correlation and measures of association, hypothesis testing, techniques for analysing categorical data, the use of computers in data analysis, summarising and presenting statistical results. |
MAP819 Psychological Disorders Across the Life Span (3 AUs)
This course provides students with the foundational knowledge of the etiology, assessment and evidence-based treatments for psychological disorders that they are likely to encounter in clinical practice. In the first 10 weeks of the course, all students will be introduced to clinical assessment practices and psychological disorders that psychologists are likely to encounter in many clinical populations. In the final 3 weeks of the course, students will be introduced to psychological disorders that are specific to their specialization, i.e. counselling psychology or educational psychology tracks. |
MAP901 Ethical and Legal Issues in Psychological Practice and Research in Singapore (3 AUs)
The purpose of the course is to provide students with a firm grounding in ethics and practice standards of professional psychology in Singapore. Referencing the Singapore Psychological Society Code of Ethics, students will understand the overall principles guiding work in human services, as well as maintain clinical and research practices that are consistent with the specific guidelines in the Code. Students will acquire skills in systematic ethical decision-making which includes seeking appropriate resources and engaging in peer consultation. |
MAP902 Research Methods and Statistics in Applied Psychology (4 AUs)
This course was designed to provide skills and knowledge for students to understand, evaluate, and design different types of research in psychological and educational areas. The course will mainly focus on the procedures and issues related to quantitative research approach. Students will learn univariate statistical procedures and some multivariate statistical procedures. |
MCP809 Theories and Techniques of Counselling (3 AUs)
This course aims to introduce fundamental theories and techniques of counselling to trainee counsellors and/or counselling psychologists. It explores the role of the counsellor, the nature of the counselling relationship, and different approaches to counselling. By the end of the course, you should understand the nature of the counselling process (including ethical standards and professional issues), key theoretical approaches to counselling and related techniques, demonstrate basic case conceptualization skills, and begin to identify your personal guiding theory and/or approach to counselling. The course will equip you with the foundational knowledge and skills necessary to be an effective counsellor and/or counselling psychologist and lay the groundwork for other advanced counselling courses. |
MCP812 Group Dynamics and Counselling (3 AUs)
This course examines the psychological processes underlying human interactions ingroups. Current theories applicable to group work in counselling are considered. Students will be expected to develop a repertoire of skills and ideas and to develop communication skills essential to group counselling in both face-to-face and on-line environments. |
MCP814 Counselling: Applications across Cultures (3 AUs)
This course examines dimensions of culture that may affect the receptivity of various populations to counselling, the effectiveness of alternative approaches to counselling, training requirements and desirable personal characteristics of counsellors working in multicultural settings. The final aim is to delineate the implications of the multi-ethnic population in Singapore for evolving effective, indigenous approaches to counselling, appropriate modes of service delivery, professional development of counsellors and research on counselling in Singapore. |
MCP815 Family and Marital Counselling (3 AUs)
This course covers both the theoretical and practical approaches in working with couples and families. The course aims to: 1. Introduce a new epistemology and show how systemic family therapy is different from other forms of therapy 2. Teach the key characteristics (i.e. basic assumptions and underlying philosophies, process of psychotherapy, tools and technique in intervention and therapeutic goal/outcome) of major family therapy models and outline its therapeutic process and goals. 3. Demonstrate the application of the practical elements of each model in local real- life context. 4. Raise awareness of the strengths and limitations of each model. |
MCP817 Vocational Assessment and Career Counselling (3 AUs)
This course aims at preparing the counsellor for an expanded role in career guidance. Topics include: social and economic contexts, theories of career development, the role of information, assessment of career development, career guidance programme in schools, models in career counselling and current issues in career counselling. |
MCP818 Advanced Counselling Skills (3 AUs)
The aim of this course is for students to master advanced counselling skills which are found in most counselling approaches. On completion of the course students should be able to demonstrate competency in a range of counselling and crisis management skills. They will also be able to apply the contextual model as a meta-theoretical model to guide their counselling, and perform feedback-informed treatments. |
MCP819 Psychological Disorders across the Life Span (3 AUs)
This course provides students with the foundational knowledge of the etiology, assessment and evidence-based treatments for psychological disorders that they are likely to encounter in clinical practice. In the first 10 weeks of the course, all students will be introduced to clinical assessment practices and psychological disorders that psychologists are likely to encounter in many clinical populations. In the final 3 weeks of the course, students will be introduced to psychological disorders that are specific to their specialization, i.e. counselling psychology or educational psychology tracks. |
MCP821 Cognitive-Behavioural Management and Interventions (3 AUs)
This course aims to provide students with a basic understanding of the theories, principles, procedures and practice of behavioural and cognitive-behavioural management. The basic assumption of the behavioural approach is that both desirable and undesirable behaviour are learned and the best strategy for remediation of problem behaviour is to structure the environment to reward desirable behaviour and extinguish maladaptive behaviour. In the cognitive approach, behaviour and emotions are viewed as resulting from cognitive processes, and maladaptive behaviour and emotions are changed by correcting dysfunctional beliefs and helping clients to develop new cognitive and behavioural patterns. Both approaches can be applied to a range of real life issues and problems of children, adolescents, and adults. Students will be provided opportunities to practice CBT skills in class and to receive feedback. |
MCP822 Introduction to Play Therapy (3 AUs)
Introduction to Play Therapy is an experiential and interactive clinical course designed to provide trainee counselors and psychologists with the knowledge and skills to work effectively with children in various clinical and school settings. Working with children requires a specific skill set and expertise that is different than working with adolescents and adults. Play therapy is an evidence-based intervention and research has demonstrated its efficacy for addressing various issues children present with such as low self-esteem and disruptive behaviour.
Through the course, participants will be familiar with child-centred play therapy and acquire basic play therapy skills including the logistical set up of a play room and basic play therapy skills. Participants will also be prepared to handle typical issues in play therapy. Participants will get hands-on experience that will prepare them to work competently with children. |
MCP823 Complex Traumatic Stress in Children and Adolescents (3 AUs)
This course will introduce students to a range of psychological interventions for youth who have experienced complex traumatic stress and often require services in the child welfare system.
This advanced psychotherapy course is suitable for students who aspire to work with at-risk youth and families and those coping with mental health challenges. The Skills Practice component of the course will help participants clarify and improve therapeutic skills needed for working with children and adolescents. |
MCP900 Mental Health Assessment for Counselling Psychologists (1 AUs)
This course provides a basic exposure to common mental health assessment tools and integrates the findings of these tools with historical information gathered from the assessment process, i.e., gathering relevant background information during an intake or review session. The course also develops knowledge and skills to summarize and explain diverse clinical information about clients presenting issue(s) in a brief, coherent statement or map that elucidates the clients basic pattern to guide the treatment process. This aims to build a clinicians competency and skills in developing and utilizing case conceptualization to guide the treatment formulation and process. |
MCP909 Theories of Counselling and Advanced Counselling Skills (4 AUs)
This course aims to introduce fundamental theories and techniques of counselling to trainee counselling psychologists. It explores the role of the counselling psychologist, the nature of the counselling relationship, and different approaches to counselling. |
MEP820 Behavioural Interventions for Special Needs (3 AUs)
This module aims to follow a scientist-practitioner model to develop skills in constructing and implementing various behavioral interventions within applied settings such as schools, community centers, clinics, and homes. It intends to follow a hands-on approach towards providing students with essential background knowledge and tools to conduct effective evidence-based interventions for the most common reasons for referrals to educational psychologists within applied settings. This module is divided into 3 main areas: a) The need for evidence-based practice and interventions within applied setting and linking assessment with intervention. b) Basic behavioral principles, interventions, data collection systems and single case researchdesigns to monitor the progress of various interventions. c) Behavioral Interventions used in applied settings for children with ADHD, ASD, ODD andConduct problems. |
MEP821 Cognitive Behavioural Management and Interventions (3 AUs)
This course aims to provide students with a basic understanding of the theories, principles, procedures and practice of behavioural and cognitive-behavioural management. The basic assumption of the behavioural approach is that both desirable and undesirable behaviour are learned and the best strategy for remediation of problem behaviour is to structure the environment to reward desirable behaviour and extinguish maladaptive behaviour. In the cognitive approach, behaviour and emotions are viewed as resulting from cognitive processes, and maladaptive behaviour and emotions are changed by correcting dysfunctional beliefs and helping clients to develop new cognitive and behavioural patterns. Both approaches can be applied to a range of real life issues and problems of children, adolescents, and adults. Students will be provided opportunities to practice CBT skills in class and to receive feedback. |
MEP822 Early Intervention (3 AUs)
This course focuses on early intervention targeted at students with disabilities and those at risk of developmental delay. With early intervention as its focus, this course would focus on children in the early years aged from birth to 8 years. This course would provide an introduction to the key principles in early intervention and their application to different groups of children at risk as well as those with developmental disabilities. Participants will be encouraged to link theoretical perspectives and empirical studies for critical examination within the local context. |
MEP823 Learning Disabilities (3 AUs)
This course provides an in-depth study on learning disabilities to equip students with relevant content knowledge and selected intervention skills to work with learners with learning challenges. It introduces students to the nature and cause of learning disabilities, and their assessment and intervention. It will also examine the research literature on the effectiveness of various practices as well as learn about the issues and devates in the field. |
MEP824 Multi-Tiered System of Support (MTSS)
to Build Success in Literacy (3 AUs)
The purpose of this course is to equip trainee psychologists with foundational knowledge of a multitiered system of support, which will enable schools to identify and serve students who struggle with reading and require additional support. |
MEP825 Introduction to Play Therapy (3 AUs)
Introduction to Play Therapy is an experiential and interactive clinical course designed to provide trainee counselors and psychologists with the knowledge and skills to work effectively with children in various clinical and school settings. Working with children requires a specific skill set and expertise that is different than working with adolescents and adults. Play therapy is an evidence-based intervention and research has demonstrated its efficacy for addressing various issues children present with such as low self-esteem and disruptive behaviour.
Through the course, participants will be familiar with child-centred play therapy and acquire basic play therapy skills including the logistical set up of a play room and basic play therapy skills. Participants will also be prepared to handle typical issues in play therapy. Participants will get hands-on experience that will prepare them to work competently with children. |
MEP900 Basic Counselling Skills for Educational Psychologists (1 AUs)
This course is designed to meet the foundational skills needs of students from the Educational(EP)
Psychology track, so that they are able to use basic counselling skills to give negative news sensitively to clients and manage their distress appropriately. |
MEP913 Psychoeducational Assessment for Educational Psychologists (4 AUs)
The course aims to provide trainee Educational Psychologists with psychological testing skills in the administration, scoring and interpretation of selected standardized cognitive, language and literacy tests, and writing of psychological reports. |
MEP926 Identifying Disabilities and Cognitive-Behavioural Interventions in Educational Psychology (3 AUs)
This course provides an introduction to identifying Special Educational Needs (SEN) students with socio-emotional difficulties such as in students with language and/or social difficulties. This course also seeks to equip EP trainees with the knowledge and skills to implement certain strategies used as part of Cognitive Behavioural Intervention for this population of SEN students. Trainees will b eprovided opportunities to practice the skills in class and to receive feedback. |
