MQM1NSP1-Neuroscience and Psychology

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Holly Andrews
Email: h.andrews2@henley.ac.uk

Type of module:

Summary module description:

This is the second of two modules making up the Post-Graduate Certificate level of the Masters in Coaching for Behavioural Change.  The module examines coaching from a psychological perspective, exploring the neuroscience underpinning learning and behaviour change, and cognitive behavioural approaches to coaching including second wave and third wave approaches. Different approaches, tools and techniques will be introduced and students will have the opportunity to practice the use of these tools within interactive workshops. How these approaches can be used to cultivate trust and safety, enhance active listening, evoke client awareness and facilitate client growth is explored. 

Aims:

• To ensure students have a basic understanding of psychology, and insight into the leading edge neuroscience which informs coaching practice 


• To develop an understanding of a broad range of psychological tools and techniques for use within coaching to cultivate trust and safety, enhance active listening, evoke client awareness and facilitate client growth 


• To gain practical experience and understanding of a wide range of tools and techniques which deliver effective behavioural change  


• To enable students to learn from their own practical experience and reflection 


• To expose students to a wide range people with whom to work, thus increasing their experience and flexibility both as coaches and coachees 

Assessable learning outcomes:

• Academic Business Knowledge and Analytical Skills: Programme members will be able to demonstrate appropriate academic  knowledge of the key concepts and theories within coaching and behaviour change 


• Academic Business Knowledge and Analytical Skills: Programme members will be able to apply relevant knowledge and analytical and critical thinking skills in a way that combines academic rigour with practical relevance 


• Critical Reflection: Programme members will be able to identify critically reflective examples from their own practice that evidence their knowledge and understanding of the key concepts and theories within coaching and behaviour change 


• Critical Reflection: Programme members will be able to effectively synthesize theory and research with their reflective examples to illustrate their understanding of how theory and research applies to their own practice

Additional outcomes:

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  Increased awareness and confidence in working with a wide range of individuals 

  
  


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  Increased flexibility and resources to respond to presenting issues from coachees 

  
  


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  An understanding of how people develop patterns of behaviour, and how these can be changed 

  
  

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  Personal experience of the world from different perspectives 

  
  


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  Ability to explain the psychological underpinnings of effective coaching and behavioural change interventions 

  
  

Outline content:

• Explore the structure and development of the brain, common human biases and functions which relate to coaching practice through a neuroscience approach 


• Explore the development of cognitive behavioural approaches as tools for behavioural change  


• Explore second wave cognitive behavioural approaches  


• Explore third wave cognitive behavioural approaches  


• Explore their application tocoaching through relevant frameworks tools, techniques and approaches  


• Utilise relevant tools, techniques and approaches to enhance coaching competencies, particularly cultivating trust and safety, enhancing active listening, evoking client awareness and facilitate client growth 

Brief description of teaching and learning methods:

• Tutor input 


• Demonstrations 


• Practice in groups, triads and pairs 


• Plenary and small group discussion 


• Peer/tutor/supervisor feedback 


• Independent coaching practice is encouraged  


• Coaching supervision  


• Reading  


• Reflective writing  


• Learning log

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

One 5,000 word assignment  

Submission date: see canvas

Formative assessment methods:

Supervision sessions, feedback from peers, tutors and learning advisors 

Penalties for late submission:

University standard penalties apply 

Assessment requirements for a pass:

50% for the module overall 

Reassessment arrangements:

One resubmission in line with University standard rules 

Additional Costs (specified where applicable):

Last updated: 30 March 2023