ABSTRACT
The present chapter reviews significant changes which have recently taken place in the professional accreditation of psychology degrees in the UK, and associated developments in the delivery of research methods. Also included is a discussion of recent innovations to promote student engagement, particularly the development of peer assisted student support (PASS). Prior to 2008, the major accrediting body for undergraduate and postgraduate professional programmes in psychology was the British Psychological Society, which governed programmes leading to Bachelors, Masters and professional doctoral levels. However, more recently, the governance of postgraduate professional courses, including those at Masters and doctoral level, has shifted to the Health and Care Professions Council (HCPC) whereas undergraduate accreditation has remained with the BPS. The HCPC has also introduced a new professional post in applied psychology, termed Psychological Wellbeing Practitioner, which is available to graduates of other cognate programmes. The nature and implications of these changes will be discussed. Important developments have also taken place in research methods teaching, which has been maintained as an essential strand in the accreditation of both undergraduate and postgraduate programmes. In addition to meeting important challenges, such as increasingly large class sizes, research concerned with the effectiveness of research methods teaching has developed strongly in the SoTL (Scholarship of Teaching and Learning) movement. Teaching of research methods and other areas of practical training has also been enhanced through the development of peer interaction initiatives, through which more advanced students are trained in the support of new students through peer mentoring in widely used PASS schemes.
