MQM1NSP1: Neuroscience and Psychology

Module code: MQM1NSP1

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 30

Level: 7

When you'll be taught: Semester 2

Module convenor: Dr Holly Andrews, email: h.andrews2@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list:

Last updated: 19 November 2024

Overview

Module aims and purpose

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.

Module learning outcomes

By the end of the module, it is expected that the student will be able to:

1. 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 

2. 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 

3. 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 

4. 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

Module 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 to coaching 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

Structure

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  

Study hours

At least 49 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Supervision sessions, feedback from peers, tutors and learning advisors.

Reassessment

Additional costs