StudyQA — Master: Aggression Studies Specialism

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Description Contents Requirements

The Master in Education (M.Ed.) programme is now available as a modular programme, and prospective applicants may choose one of the following study modes.

* Option 1: Full-time 4 modules and 20-25,000 word dissertation completed in one year
* Option 2: Part-time 4 modules and 20-25,000 word dissertation completed over two years
The taught component is completed in year 1, and the dissertation is completed in year 2.
* Option 3: Part-time 4 modules and 20-25,000 word dissertation completed over three years
2 modules are completed in year, 2 modules being completed in year 2, and the dissertation is completed in year 3.

Notes

1 Students intending to apply for the full time route (option 1) must submit a dissertation proposal when applying.

2 Students wishing to progress to the dissertation year must submit their completed coursework for the taught component of the programme (4 modules) by July 31st of the year following entry to the programme.

3 Students wishing to progress to the dissertation year must submit their completed coursework for the taught component of the programme (4 modules) by July 31st in their second year of the programme.

Aims of the programme

The degree is intended for persons who wish to gain a comprehensive and contemporary understanding in one of the specialisms offered or in a number of disciplines that inform educational theory and practice (the Foundation Studies track). It seeks to equip those who aspire to positions of leadership in fields such as teaching, teacher education, health sciences education, educational management, educational guidance and counselling, special education, arts education, school violence and aggression, and educational research, with an ability to participate effectively in the advancement of knowledge, the formation of policy, the promotion of innovation, and the improvement of practice.

This specialism has been designed to focus on aggression, bullying behaviour, violence and harassment in the school context. It is suitable for graduates of the arts, humanities and social sciences, and those working as primary and post-primary teachers. It provides training in the work of the anti-bullying co-ordinator.

The specialism can serve as

(i) a foundation course for graduates and teachers who have not previously been involved in the design and implementation of anti-bullying or discipline policy's or

(ii) as a resource for those who have already had such experience, or are currently engaging in such a process.

The taught component contains four modules. The blended learning approach of the first three modules involves a combination of on-line supported distance education and face-to-face interaction at a fortnightly tutorial during the academic year. The fourth module involves the course participants undertaking supervised practical anti-bullying / anti-violence work within their own school / educational communities. Each module requires course participants to attend these tutorials, and also to read and utilise on-line resources in advance of each week of tutorial attendance.

The first and second modules are completed in the first semester of the academic year, and the third and fourth modules are completed in the second semester of the academic year. Those students who have attained a satisfactory level in their module assignments progress to the dissertation year. Normally, students are required to submit their dissertation within twelve months. The second year is a research year, and the student will be involved in the writing of a dissertation under the guidance of an experienced supervisor.

Course Modules

* Module One: The Psychology of Aggression.

This module provides an understanding of the bases of certain key schools of thought within psychology - the biological, psychodynamic, behaviouristic, social, individual differences approaches - in how authors within these key schools of thought have investigated aggression and aggressive behaviour. An understanding of the problems caused by the non-reporting of incidents of school bullying and violence is also introduced, as well as the importance of a critical appreciation of the challenges posed in attempting to integrate different psychological approaches towards aggression and aggressive behaviour.

* Module Two: The Psychology of Child and Adolescent Development.

This module provides both an appreciation of the value of historical and cross-cultural perspectives on childhood and adolescence, and an understanding of the various historical and contemporary psychological theories and approaches towards developmental psychology, including the psychodynamic, cognitive and learning approaches. Additionally, an in-depth and critical overview of psychological models of cognitive and socio-emotional development is provided.

* Module Three: Preventing and Countering Aggression, Bullying, Harassment and Violence.

This module re-introduces the concepts of aggressive behaviour, bullying, harassment and violence, and provides an introduction to the national and international research literature on the prevention and intervention against such phenomena. Course participants are assisted in building a capacity to identify psychological, social and environmental risk and protective factors in the school or related context in respect of aggressive behaviour, bullying, harassment and violence, and a knowledge of practical strategies and techniques to prevent these same.

* Module Four: Implementation of Policies to Prevent and Counter Aggression, Bullying, Harassment and Violence in School / Educational Communities.

In this module, course participants are assisted in developing a capacity to enhance the physical and emotional well-being of students and staff. This is done via their carrying out a needs analysis of bullying and violence in their own school community or related educational setting, and subsequently designing an effective policy to prevent and counter aggressive behaviour, bullying, harassment and violence. They are thus enabled to facilitate action at the school community or related educational level based on best available evidence collated from international research to prevent and counter aggression, bullying, harassment and violence, and to comprehend the legal responsibility of schools/ educational communities to its members.

Applicants are normally expected to hold a good honours degree and have at least two years experience in the field of education. Who is the programme for? The course is open to teachers at all levels of the education system, as well as other suitably qualified professionals working in the area of education, training and educare. Graduates in fields such as history, philosophy, psychology, administration or health sciences, who do not have such experience, but who wish to relate their particular fields of competence to the practice of education, may also be considered on an individual basis. English Language Requirements CAE score: (read more) Cambridge English: Advanced (CAE) is part of the Cambridge English suite and is targeted at a high level (IETLS 6.5-8.0). It is an international English language exam set at the right level for academic and professional success. Developed by Cambridge English Language Assessment - part of the University of Cambridge - it helps you stand out from the crowd as a high achiever. 80 (Grade A)