Psychology MPsycholSci (Hons)

Key information


  • Course length: 4 Years
  • UCAS code: C804
  • Year of entry: 2020
  • Typical offer: A-level : AAA / IB : 36 /
psychology-3

Module details

Programme Year One

Students take six modules that provide an introduction to the principal topic areas and basic methods of research in psychology. You will be required to pass all modules (120 CAT points) to progress into Year Two. The curriculum is delivered in a range of formats and supported by online resources through the University’s virtual interactive teaching environment (VITAL).

In addition to lectures there are also class-based practical sessions and other types of small group work. From the beginning of Year One a member of the academic staff is appointed as the students’ academic adviser. You will have regular meetings with them during term time covering general skills along with academic topics linked to the curriculum and postgraduate careers.

Year One Compulsory Modules

  • Biological Psychology (PSYC133)
    Level1
    Credit level22.5
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    Introduce the basic concepts and principles associated with the neural underpinnings of human behaviour Apply the research strategies and methods of investigation in Biological Psychology Demonstrate the relationship between biological processes and behaviour

    Learning Outcomes

    (LO1) Define and discuss the basic structure and function of the human nervous system.

    (LO2) Define and discuss the basic concepts of cell anatomy, neural transmission, and endocrine signalling.

    (LO3) Explain how brain structure and function affects psychological function.

    (LO4) Discuss the brain mechanisms involved in a range of goal directed behaviours, such as sleep, eating, and aggression.

    (S1) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

    (S2) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S3) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S4) Information literacy online, finding, interpreting, evaluating, managing and sharing information

  • Brain and Cognition (PSYC131)
    Level1
    Credit level22.5
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    T o give students an overview of important topics in cognitive psychology. To identify how evidence from behavioural, neurophysiological and neuroimaging studies with h ealthy    individuals    and neurological or psychiatric  patients   can be combined to advance our understanding of the workings of the mind and its neuronal substrates.  To illustrate how research in different areas of cognition and cognitive neuroscience is conducted.

    Learning Outcomes

    (LO1) Explain theories and empirical findings in different areas of cognitive psychology.

    (LO2) Discuss the difficulties often experienced in cognitive psychology in achieving a theoretical consensus about the interpretation of empirical data. 

    (LO3) Examine the different methodologies used in cognitive psychology and discuss methodological issues relating to research conducted in a particular area of cognition.

    (S1) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S2) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S3) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S4) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

  • Developmental Psychology (PSYC130)
    Level1
    Credit level22.5
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    B uild students’ critical understanding of the psychological concepts, theories, and methods that are relevant to the study of developmental psychology.  Provide students with an understanding of the range and relative merits of research conducted in developmental psychology and its relevance for real world issues. Enable students to demonstrate their ability to produce a written summary and evaluation of an area of research in developmental psychology P.MsoNormal{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt;line-height:115%;}LI.MsoNormal{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt;line-height:115%;}DIV.MsoNormal{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt;line-height:115%;}P.MsoListParagraph{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt 0.5in;line-height:115%;}LI.MsoListParagraph{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt 0.5in;line-height:115%;}DIV.MsoListParagraph{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt 0.5in;line-height:115%;}P.MsoListParagraphCxSpFirst{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 0pt 0.5in;line-height:115%;}LI.MsoListParagraphCxSpFirst{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 0pt 0.5in;line-height:115%;}DIV.MsoListParagraphCxSpFirst{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 0pt 0.5in;line-height:115%;}P.MsoListParagraphCxSpMiddle{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 0pt 0.5in;line-height:115%;}LI.MsoListParagraphCxSpMiddle{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 0pt 0.5in;line-height:115%;}DIV.MsoListParagraphCxSpMiddle{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 0pt 0.5in;line-height:115%;}P.MsoListParagraphCxSpLast{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt 0.5in;line-height:115%;}LI.MsoListParagraphCxSpLast{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt 0.5in;line-height:115%;}DIV.MsoListParagraphCxSpLast{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 10pt 0.5in;line-height:115%;}.MsoChpDefault{font-size:11pt;font-family:"Calibri", sans-serif;}.MsoPapDefault{margin-bottom:10pt;line-height:115%;}DIV.WordSection1{page:WordSection1;}OL{margin-bottom:0in;}UL{margin-bottom:0in;} P.MsoNormal{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 8pt;line-height:107%;}LI.MsoNormal{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 8pt;line-height:107%;}DIV.MsoNormal{font-size:11pt;font-family:"Calibri", sans-serif;margin:0in 0in 8pt;line-height:107%;}.MsoChpDefault{font-size:11pt;font-family:"Calibri", sans-serif;}.MsoPapDefault{margin-bottom:8pt;line-height:107%;}DIV.WordSection1{page:WordSection1;}

    Learning Outcomes

    (LO1) Explain foundational theory and research evidence relating to cognitive, social and emotional development in childhood.

    (LO2) Summarise key developmental theory and research findings.

    (LO3) Discuss key controversies in the study of human development

    (S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S2) Communication and collaboration online participating in digital networks for learning and research

    (S3) Global perspectives demonstrate international perspectives as professionals/citizens; locate, discuss, analyse, evaluate information from international sources; consider issues from a variety of cultural perspectives, consider ethical and social responsibility issues in international settings; value diversity of language and culture

    (S4) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S5) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S6) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S7) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

  • Research Methods and Statistics 1 (PSYC134)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    I ntroduce the basic theoretical issues involved in designing and analysing empirical investigations in psychology.  Support students to explore and analyse data using Statistical Package for the Social Sciences (SPSS) software. Enable students to present in written form the results of statistic al analyses in accordance with the American Psychological Association (APA) guidelines. Introduce students to the concept of replication and reproducibility when critiquing results.

    Learning Outcomes

    (LO1) Describe basic empirical design and theappropriate application of these methods.

    (LO2) Distinguish between different types of data and theappropriate methods for analysing and reporting them.

    (LO3) Explain null hypothesis significance testing and carry out basic probabilistic analysis of data in SPSS.

    (LO4) Explain hypotheses and choose an appropriate experimental design to test them.

    (S1) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S2) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S3) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

  • Research Methods and Statistics 2 (PSYC135)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    Introduce students to more complex quantitative data analysis using SPSS Introduce students to basic qualitative data collection and analysis.  Introduce students  to reporting data analysis in accordance with American Psychological Association guidelines.  Develop student's skills in replication and reproducibility. Promote understanding of ethical research issues.

    Learning Outcomes

    (LO1) Describe basic qualitative analysis techniques and report them in an internationally accepted format.

    (LO2) Recognise the most approproate statistical test in the context of specific research methods and data types.

    (LO3) Produce a coherent research project report including the analysis of quantitative data.

    (LO4) Reflect and evaluate the ethical and methodological issues influencing the practice of psychological research.

    (S1) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S2) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S3) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

  • Social Psychology and Individual Differences (PSYC132)
    Level1
    Credit level22.5
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    Provide a general introduction to research and theory in the domains of social psychology and individual differences. Support critical interpretation of empirical findings in the area of social psychology and individual differences. Demonstrate the application of psychology in ''real world'' settings.

    Learning Outcomes

    (LO1) Describe important research in the relevant fields of individual differences and social psychology.

    (LO2) Analyse key debates in social psychology and individualdifferences.  

    (LO3) Evaluate theoretical models and concepts in individual differences and social psychology

    (LO4) Apply appropriate research methods to the study of social psychology and individual differences.

    (S1) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S2) Information literacy online, finding, interpreting, evaluating, managing and sharing information

Programme Year Two

Students undertake four modules that expand extent and depth of coverage in core topics of psychology (eg biological psychology, behavioural neuroscience, developmental, etc). There are also a further two modules (15 CATS points each) which are focused upon developing the students’ research skills to complete the training in psychological methods and statistics necessary for the third year research project. As a component, these modules include a small group project under the supervision of the academic adviser. All modules must be passed in order to progress to Year Three and assessments contribute 30% to the overall degree classification. All modules are compulsory to ensure the students achieve the basic curriculum necessary for accreditation by the British Psychological Society. During Year Two students also have the opportunity to apply for ‘internships’ within some of the Faculty’s research laboratories.

Year Two Compulsory Modules

  • Clinical and Forensic Psychology (PSYC232)
    Level2
    Credit level22.5
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    Provide students with an overview of key issues relating to Clinical and Forensic Psychology both in the UK and across the world via lectures and seminars Provide an opportunity to engage in research-led teaching  Encourage students to explore current empirical research in Clinical and Forensic Psychology Demonstrate applications of psychology in a 'real world setting'

    Learning Outcomes

    (LO1) Evaluate key debates within Clinical and Forensic Psychology

    (LO2) Critically appraise the central theoretical models and concepts in Clinical and Forensic Psychology

    (LO3) Analyse the utility of a range of research methods in Clinical and Forensic Psychology

    (LO4) Utilise the findings from Clinical and Forensic Psychology to support a position

    (S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S2) Global perspectives demonstrate international perspectives as professionals/citizens; locate, discuss, analyse, evaluate information from international sources; consider issues from a variety of cultural perspectives, consider ethical and social responsibility issues in international settings; value diversity of language and culture

    (S3) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S4) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S5) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S6) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S7) Self-management readiness to accept responsibility (i.e. leadership), flexibility, resilience, self-starting, initiative, integrity, willingness to take risks, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning

    (S8) Team (group) working respecting others, co-operating, negotiating / persuading, awareness of interdependence with others

  • Cognition and Cognitive Neuroscience (PSYC231)
    Level2
    Credit level22.5
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    Provide students with a more detailed overview of important topics in the areas of perception, attention,memory, emotion, creativity and consciousness via lectures and research seminars. Illustrate how evidence from behavioural, neurophysiological and neuroimaging studies with healthy individuals  and neurological or psychiatric patients can be combined to advance our understanding of the workings of the mind and its neuronal substrates.  Illustrate how research in different areas of cognition and cognitive neuroscience is conducted.

    Learning Outcomes

    (LO1) Critically discuss important themes and debates in core areas of cognition and cognitive neuroscience

    (LO2) Evaluate the extent to which different research methodologies on healthy and impaired populations inform the study of cognition.

    (LO3) Present research results succinctly and accurately in scientific poster format.

    (S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S2) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S3) Learning skills online studying and learning effectively in technology-rich environments, formal and informal

    (S4) Time and project management_Personal organisation

  • Lifespan Development, Health and Wellbeing (PSYC230)
    Level2
    Credit level22.5
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    Introduce students to key lifespan transitions and their impact on health and wellbeing across the adult life course.  Enable students to apply theory relating to adult lifespan, health and wellbeing to real-world issues, problems and contexts.  Enable students to examine the research strategies and methods of investigation used in the areas of adult lifespan, health and wellbeing.

    Learning Outcomes

    (LO1) Appraise key theory and research evidence relating to the impact of major lifespan transitions on health and wellbeing across the adult life course.

    (LO2) Prepare a qualitative report examining the impact of a key adult lifespan transition on health and wellbeing.

    (LO3) Discuss the personal and socio-cultural relevance of theory relating to adult lifespan transitions, health and wellbeing.

    (S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S2) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S3) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S4) Team (group) working respecting others, co-operating, negotiating / persuading, awareness of interdependence with others

    (S5) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S6) Self-management readiness to accept responsibility (i.e. leadership), flexibility, resilience, self-starting, initiative, integrity, willingness to take risks, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning

  • Psychobiology & Motivation (PSYC233)
    Level2
    Credit level22.5
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    Expand on the basic concepts and principles of Biological Psychology  Further examine the research strategies and methods of investigation in Biological Psychology  Explore additional examples of Biological processes covered during the course and their relationship to behaviour

    Learning Outcomes

    (LO1) Discuss how the structure and functions of the brain determines psychological (dys)function.

    (LO2) Consider the utlity of animal models of human behaviour.

    (LO3) Evaluate how altering the structure and function of the brain can be used to treat psychological dysfunction.

    (LO4) Identify and recommend appropriate evidence based practice

    (S1) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

    (S2) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S3) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S4) Global perspectives demonstrate international perspectives as professionals/citizens; locate, discuss, analyse, evaluate information from international sources; consider issues from a variety of cultural perspectives, consider ethical and social responsibility issues in international settings; value diversity of language and culture

    (S5) Media literacy online critically reading and creatively producing academic and professional communications in a range of media

  • Research Methods and Statistics 3 (PSYC234)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    Introduce students to regression and Analysis of Variance (ANOVA) methods. Enable  student s to pe rform quantitative statistical analyses on a computer using the SPSS software.  Provide students with the opportunity to present the results of statistical analyses in accordance with the APA guidelines Develop student's understanding of ethical issues. Develop an ability to identify and review empirical literature.

    Learning Outcomes

    (LO1) Explain the theoretical concepts that underlie regression and ANOVA, different methods, strengths and limitations, and appropriate application in the context of specific research methods in psychology.

    (LO2) Report in an accurate, complete, and internationally recognised format the results of quantitative analyses in psychology.

    (LO3) Independently and efficiently use SPSS to analyse research data using different regression and ANOVA methods and accurately interpret the statistical output.

    (LO4) Create an ethics research application in an area of psychological research, taking into account key ethical issues and considerations.

    (LO5) Identify and review empirical literature relating to research in psychology.

    (S1) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S2) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S3) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

  • Research Methods and Statistics 4 (PSYC235)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    Build on qualitative knowledge (obtained in year one) and ANOVA knowledge from further research methods and statistics in semester one.  Introduce students to psychometrics including factor analysis and reliability.  Enable students to perform quantitative statistical analyses on a computer using SPSS software. Introduce students to American Psychological Association (APA) guidelines for the presentation of the results of statistical analyseis.

    Learning Outcomes

    (LO1) Produce qualitative analyses of data using appropriate qualitative software (NVIVO) and report results in a complete and internationally accepted format in psychology.

    (LO2) Critically appraise the theoretical concepts of psychometric data analysis and their role in psychological research.

    (LO3) Analyse psychometric data independently andefficiently using SPSS to conduct factor and reliability analyses andaccurately interpret the statistical output.

    (LO4) Relate data obtained through psychometric testing to experimental design and apply appropriate analysis techniques on psychological data.

    (LO5) Produce a complete and coherent research project report in psychology.

    (S1) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S2) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S3) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

Programme Year Three

Students take eight modules (120 CATS points) in areas relating to psychology and assessments contribute the remaining 70% to the overall degree classification. Central to the year is the ‘Research project’ (two of the eight modules or 30 CAT points). This is a piece of empirical work designed as a platform for students to display the application of their prior learning to a research topic that can be related to their chosen specialisation. The topic is chosen in collaboration with a member of the academic staff and students often work closely with a research group of postgraduates and research assistants. Given their close links to research expertise in the various institutes, data from projects is sometimes published in scientific journals providing additional contributions to a graduate’s curriculum vitae. C804 students are required to undertake a project on a topic, which is clinical or health related, or contains elements that are related to clinical or health psychology.

In addition, students choose six optional modules (15 CATS points each) from four thematic pathways. Students can choose from a large number modules. Choice is free with the proviso that students select at least one module from each pathway. At this level modules are taught by members of staff with a strong research interest in the area under discussion. Some of the staff are world leaders in their respective fields. This ensures that study in Year Three will provide an unparalleled opportunity to take the students to the cutting edge of research on a variety of topics. Also the high level of choice available allows students to focus their module choice toward their chosen careers or taught programme of postgraduate study.

Year Three Compulsory Modules

  • Research Project (PSYC340)
    Level3
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    The main aims are: Develop in students the skills and knowledge to design, execute, and write up a piece of empirical research under the guidance of a supervisor. Develop awareness of the ethical issues underlying psychological research. Enhance students' skills and knowledge of data analysis and psychological methodology. Enhance communication skills via experience of and feedback on oral presentation.

    Learning Outcomes

    (LO1) Demonstrate the ability to develop an appropriate research question and study design.

    (LO2) Display an understanding of practical and ethical research issues.

    (LO3) Conduct appropriate data analysis.

    (LO4) Effectively communicate psychological concepts and research findings.

    (S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S2) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S3) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

Year Three Optional Modules

  • Great Debates in Psychology (PSYC301)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    This module has a single overarching aim: To engage students with the most fundamental questions in psychology.

    Learning Outcomes

    (LO1) Demonstrate an understanding of opposing views in relation to the effects of nature and nurture on human behaviour, consciousness and free will and belief formation

    (LO2) Appreciate the contribution of different disciplines and scientific methodologies in examining complex issues in psychology.

    (LO3) Critically evaluate different views and theories in relation to the key topics of debate.

    (LO4) Critically discuss opinions and arguments based on information from different disciplines.

    (S1) Team (group) working respecting others, co-operating, negotiating / persuading, awareness of interdependence with others

    (S2) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions

    (S3) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S4) Learning skills online studying and learning effectively in technology-rich environments, formal and informal

    (S5) Ethical awareness

    (S6) Communication skills

    (S7) Problem solving skills

  • Understanding and Learning About the World (PSYC306)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims

    To develop knowledge and understanding of the theoretical concepts which underpin how humans find out about and make sense of the physical world . To develop skills in communicating and evaluating ongoing theoretical debates in high-level cognition

    Learning Outcomes

    (LO1) Communicate knowledge of the different methodological approaches used to understand and learn about the world

    (LO2) Critically evaluate the empirical evidence available to test accounts of recognition and categorisation and its theoretical implications

    (LO3) Critically examine how knowledge, concepts and categories are thought to be acquired and represented in humans, the processing involved and the implications for human behaviour.

    (S1) Communication skills

    (S2) Communication (oral, written and visual) - Influencing skills – argumentation

    (S3) Communication (oral, written and visual) - Communicating for audience

    (S4) Communication (oral, written and visual) - Presentation skills - written

    (S5) Critical thinking and problem solving - Critical analysis

    (S6) Information skills - Critical reading

    (S7) Skills in using technology - Online communications skills

  • Visual Intelligence (PSYC309)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    The main aim of Visual Intelligence is to focus on the current knowledge of the link between sensory stimulation, the human senses, and responses, perception, action, but also conscious experience.  The module aims to demonstrate by argument and by examples the constructive nature of perception focusing on aspects in the human perception of shape, colour, and motion.  In addition to vision, examples will be drawn from the study of the somatic senses. The module also aims to place the argument in its proper historical and multidisciplinary context.

    Learning Outcomes

    (LO1) By the end of the module you will: have discovered the active role of perception in making sense of the world before us. In particular, students will be able to compare and contrast direct and constructive approaches.

    (LO2) Bbe able to produce many examples in support of the constructive argument, in particular with respect to vision.

    (LO3) Be able to explain why some of our experiences appear paradoxical.

    (LO4) Be able to demonstrate a systematic understanding of bayesian inference.

    (LO5) Be able to identify similarities and differences between the traditional definition of intelligence, emotional intelligence, and visual intelligence.

    (LO6) Be able to produce a poster presentation of an aspect of the syllabus.

    (S1) Communication, oral, written and visual. Presentation skills, visual.

    (S2) Communication, oral, written and visual. Academic writing, including referencing skills.

    (S3) Critical thinking and problem solving. Evaluation.

    (S4) Time and project management. Project planning.

    (S5) Skills in using technology. Online communication skills.

  • Appetite Regulation and Obesity: Health and Neuroscience Perspectives (PSYC310)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting85:15
    Aims

    The aim of the module is to review psychological, physiological and pharmacological aspects of the control of appetite for food. The module will first examine the nature, causes and consequences of the world obesity pandemic. Social, psychological, developmental and nutritional factors will also be examined. The module will then focus on the neuroscience of appetite regulation exploring the role of cephalic triggers, gut hormones and nutrients. The relationship between regulatory controls and food liking, palatability, will also be considered. The surge in interest in obesity will be described in light of i, the discovery of leptin - a body fat signal, and ii, developments in the understanding of various hypothalamic novel neuropeptide circuits critical in energy regulation.

    Learning Outcomes

    (LO1) A systematic understanding of key aspects of the psychology of appetite, nutrition and eating behaviour, including: methodology of appetite research in animals and humans, innate and learnt factors determining food choice and phenomena and implication of the current obesity epidemic.

    (LO2) A conceptual understanding of the psychology of appetite, nutrition and eating behaviour allowing them to devise and sustain arguments. In doing so students will acquire the ability to evaluate and assess theories and to critically debate issues in appetite research.

    (LO3) A conceptual understanding of the psychology of appetite, nutrition and eating behaviour allowing them to describe and comment upon particular aspects of current and previous key research i.e. to critically evaluate research methodologies and findings.

    (LO4) An ability to create distinctive written work such as blog posts that are interesting and personally relevant whilst demonstrating mastery of the core academic content.

    (S1) Communication, oral, written and visual. Influencing skills, argumentation.

    (S2) Communication,oral, written and visual. Academic writing, including referencing skills.

    (S3) Communication, oral, written and visual. Communicating for audience.

    (S4) Communication, oral, written and visual. Presentation skills, written.

    (S5) Critical thinking and problem solving. Critical analysis.

    (S6) Information skills. Critical reading.

    (S7) Skills in using technology. Online communications skills.

  • Forensic and Investigative Psychology (PSYC311)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting80:20
    Aims

    Forensic psychology covers all aspects of psychology as they relate to the legal process.  This is a growth area in psychology, for example the British Psychological Society now has its own division of Forensic Psychology and specialist journal, Legal and Criminological Psychology.  The aim of this module is to examine a number of specialist areas in Forensic Psychology that illustrate the wide range of psychological issues that can inform various aspects of the legal process.  By examining these issues students should develop an understanding of how theories and empirical findings from a variety of areas of psychology can be brought together to help us illuminate various problems in the legal arena.  The approach, however, will be critical and innovative and students will be encouraged to challenge both popularist and professional views on the various topics.

    Learning Outcomes

    (LO1) Detail important theories and research in some key areas of forensic psychology.

    (S1) An ability to interpret psychological theories in context

  • Psychobiology of Pain (PSYC317)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting100:0
    Aims

    The module aims to develop students' critical understanding of the psychology of pain. The module will provide students with comprehensive information about acute and chronic pain ranging from pain sensors to higher order cognitive modulation of pain. Students will understand the physiological and psychological changes which occur in chronic pain patients.  The module also aims to introduce students to cognitive-behavioural and other methods of pain treatment.

    Learning Outcomes

    (LO1) Describe the neurophysiological mechanisms mediating acute and chronic pain states.

    (LO2) Apply psychodiagnostic tools to assess pain in healthy people and chronic pain patients.

    (LO3) Appreciate the applicability of cognitive-behavioural therapies for pain relief.

    (LO4) Compare the importance of individual biological and psycho-social predictors in the development of chronic pain.

    (LO5) Explain the brain mechanisms participating in inhibitory control of pain and their roles in pain therapy.

    (LO6)

    (S1) Organisational skills

    (S2) Ethical awareness skills

    (S3) Communication and collaboration online participating in digital networks for learning and research

    (S4) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S5) Learning skills online studying and learning effectively in technology-rich environments, formal and informal

    (S6) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

  • Neurobiology of Emotions (PSYC319)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting100:0
    Aims

    The module aims to develop students' critical understanding of the neurobiology of emotions. The module will provide students with comprehensive information about the evolution of the emotional brain and will give an insight of the anatomy and functions of brain structures that process emotional information ranging from perception to higher order cognitive processes. It also will enable students to understand the physiological and psychological changes which occur during processing of emotions.  The module also aims to introduce students to some disorders associated to emotions' processing.

    Learning Outcomes

    (LO1) Critically apraise the evolutionary and constructivist approaches to emotions.

    (LO2) Analyse the neurobiological mechanisms responsible for the proccessing of emotional information.

    (LO3) Critically appraise how cognitive capacities can alter the way emotional information is proccesed.

    (LO4) Discuss the strenghts and limitations of the research  methods used to investigate emotion processing.

    (S1) Organisational skills

    (S2) Ethical awareness

    (S3) Communication and collaboration online participating in digital networks for learning and research

    (S4) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S5) Learning skills online studying and learning effectively in technology-rich environments, formal and informal

    (S6) Literature searching skills, use of scholarly reviews and primary sources.

  • Addiction (PSYC320)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting75:25
    Aims

    The main aims of this module are: To introduce and critically evaluate psychological theories of addiction, including those based on learning, brain adaptations, and cognitive processes. To introduce and critically evaluate important psychosocial and pharmacological treatments for addiction, the mechanisms that underlie their effectiveness, and the potential for development of novel treatments in the future.

    Learning Outcomes

    (LO1) Apply psychological theories of addiction to additive behaviour, and critically evaluate these theories based on existing evidence.

    (LO2) Evaluate the involvement of genetic, biological, cognitive and learning factors in the development of addictions, and what implications such involvement have for treatment.

    (LO3) Evaluate the theoretical basis for psychosocial and pharmacological treatments for addiction, their effectiveness and mechanisms of effectiveness, and the potential for future treatments.

    (LO4) Critically evaluate research on addiction, based on recent scholarly reviews and peer reviewed research articles and to appreciate the uncertainty, ambiguity and limits of this research.

    (LO5) Demonstrate the ability to effectively communicate addiction based information to a non-scientific audience.

    (S1) Communication

    (S2) Time management

    (S3) Critical thinking

  • Conflict Psychology (PSYC324)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting85:15
    Aims

    To develop a critical understanding of human conflict and its origins, with a focus on terrorism.

    To develop a critical understanding of intelligence analysis, open source intelligence, and the use of covert human intelligence sources.

    To demonstrate how research evidence can be used to prevent and reduce conflict.

    To expose students to practitioners in the field (intelligence analyst, counter terrorism officer, covert human intelligence source, hostage negotiator) and their academic and experiential knowledge.

    To provide the student with the skills necessary to critically evaluate interdisciplinary theories and support their evaluations with evidence from the research literature and open source intelligence.
    Learning Outcomes

    Understand and critically evaluate theories of human conflict and its origins, with a focus on terrorism.

    Understand how intelligence is gathered, analysed, and understood. These transferable skills are central to many professions that rely on information gathering to make decisions.

    Critically evaluate intelligence material. This transferable skill is essential to understanding the relevance and value of information.

  • Psychology of Expertise (PSYC325)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting100:0
    Aims

    To provide a systematic coverage of the psychological factors underpinning expert performance. To systematically present the wide range of research methods used to study expertise.  To discuss the role of experts in society. To advise students about how to devise and sustain arguments. To give advice to students about how to describe and evaluate particular aspects of current research in the domain of the psychology of expertise and talent.

    Learning Outcomes

    (LO1) Demonstrate knowledge of the psychological, philosophical, and societal aspects of expertise.

    (LO2) Demonstrate knowledge of the major theoretical approaches aiming to explain expertise and of the research methods used to test these approaches.

    (LO3) Critically evaluate research evidence in the area of expert performance.

    (LO4) Critically evaluate theoretical approaches and research methodologies, in the area of expertise.

    (S1) Problem solving, critical thinking, creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S2) Ability to manage one's own learning.

  • Systematic Review 1 (PSYC330)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To develop the skills necessary to conduct a systematic review.    To develop the skills necessary to develop original evidence based arguments within a chosen area of psychology. To develop the skill of writing a critical scientific review.

    Learning Outcomes

    (LO1) Conduct a critical and original systematic review of an issue or set of issues within a chosen area of psychology.

    (LO2) Formulate original and critical evidence based arguments within a chosen area of psychology.

    (LO3) Produce a data extraction table in line with accepted systematic review procedures in psychology.

    (S1) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S2) Self-management readiness to accept responsibility (i.e. leadership), flexibility, resilience, self-starting, initiative, integrity, willingness to take risks, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning

    (S3) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S4) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S5) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

  • The Psychology of Psychosis (PSYC334)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting80:20
    Aims

    The module will: Introduce the student to the clinical phenomena associated with diagnoses such as schizophrenia and bipolar disorder. Discuss the historical origins of contemporary approaches to diagnosing, explaining and treating these conditions. Provide a critical appraisal of biomedical models of severe mental illness. Describe contemporary neuropsychological models of specific symptoms such as hallucinations and paranoid delusions. Discuss the role of genes, environments and interactions between genetic and environmental factors in the development of severe mental illness. Discuss the value and limitations of pharmacological and psychological interventions for psychosis.

    Learning Outcomes

    (LO1) Demonstrate a systematic knowledge of the main historical developments and theories in the study and treatment of psychosis.

    (LO2) Display a systematic understanding of contemporary theories of psychosis symptoms and approaches to the assessment and diagnosis of psychotic disorders.

    (LO3) Evaluate the strengths and limitations of a range of treatments for people with experiences of psychosis.

    (LO4) Critically evaluate a range of biological and psychological accounts of schizophrenia and bipolar disorder and associated treatments.

    (S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations.

    (S2) Learning skills online studying and learning effectively in technology rich environments, formal and informal.

    (S3) Literacy application of literacy, ability to produce clear, structured written work and oral literacy, including listening and questioning.

    (S4) Problem solving, critical thinking, creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

  • Child Language Acquisition (PSYC337)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting80:20
    Aims

    To introduce students to competing theoretical accounts of phenomena in the relevant domains of language;

    To enable and encourage student to evaulate theoris on the basis of empirical evidence;

    To provide students with the skills and experience necessary for the statistical analyis of complex experimental data, and for reporting their findings in a conference style long-abstract format;

    To provide students with useful strategies for revision and exam technique;

    To make students aware of the importance of  writing with p recision, using evidence to support every claim made;

    To introduce students to a  range of research paradigms, research methods and measurement techniques.

    Learning Outcomes

    (LO1) A systematic understanding of the key aspects in the field of child language acquisition, including, a, the mechanisms, processes underlying acquisition, b, the major theoretical approaches, proposals, and the research methods used to test these approaches.

    (LO2) Conceptual understanding allowing students to devise and sustain arguments ie to argue for one or other theoretical proposal in both exam answers and the conference abstract, and to solve problems ie to obtain answers to a current theoretical question in the practical study. This understanding will also allow them to appreciate the uncertainty, ambiguity and limits of knowledge in this domain.

    (LO3) The ability to accurately deploy established techniques of enquiry within a discipline to conduct and report a research project.

    (LO4) The ability to manage learning independently, particularly with regard to identifying and using primary sources.

    (S1) Information technology, application of, adopting, adapting and using digital devices, applications and services.

    (S2) Problem solving skills.

    (S3) Numeracy.

    (S4) International awareness.

    (S5) Problem solving, critical thinking, creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S6) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary, secondary, diverse sources, collecting and using data, applying research methods, applying ethics.

    (S7) Team working respecting others, cooperating, negotiating, persuading, awareness of interdependence with others.

  • Phytopharmacology (PSYC338)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting100:0
    Aims

    The module will examine the evolution of human exploitation of plants for their psychoactive properties, with a view to understanding: the different classes of plant-derived drugs, phytochemicals; the history and uses of phytochemicals in human societies; psychopharmacological actions of these substances in terms of their psychological effects and neural actions and how the behavioural actions of phytochemicals have extended scientists' knowledge of brain neurochemistry.

    Learning Outcomes

    (LO1) Gain knowledge of the wide spectrum of psychologically active substances synthesised by plants and fungi.

    (LO2) Learn the specific psychological actions of different classes of phytochemicals.

    (LO3) Understand the history and development of human exploitation of plants for their various pharmacological properties.

    (LO4) Learn about the potential therapeutic uses of phytochemicals and their derivatives.

    (LO5) Understand how knowledge of the behavioural actions of chemicals synthesised only by plants has enabled scientists to better understand neurochemical processes in the human brain.

    (LO6) Knowledge of recent advances in neurochemistry based on investigation of the actions of cannabis and opiates.

    (S2) Develop original evidence-based arguments.

    (S3) Integrate ideas and findings across multiple perspectives.

    (S4) Generate and explore hypotheses and research questions drawing on relevant theory and research.

    (S5) Evaluate quantitative and qualitative data and evaluate research findings.

    (S6) Global perspectives demonstrate international perspectives as professionals/citizens; locate, discuss, analyse, evaluate information from international sources; consider issues from a variety of cultural perspectives, consider ethical and social responsibility issues in international settings; value diversity of language and culture

    (S7) Information literacy online, finding, interpreting, evaluating, managing and sharing information

  • Typical and Atypical Language Development (PSYC339)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting75:25
    Aims

    The module uses a mixture of theory and practical work to develop a critical understanding among students of the mechanisms and processes underlying typical and atypical language development. The module will cover the topics of: Basic theoretical approaches, introduction; Syntactic Development; Morphological Development; Atypical Development and Neuropsychology; Langauge Universals; Review and Revision lectures will also cover the theoretical background to the topics studied. It is highly recommended that students have completed or are currently registered for the developmental psychology and/or the language and thought modules. The module will provide students with both psychological and generic skills. At the end of the module, students will be able to outline competing theoretical accounts of phenomena in the above domains, and be able to critically evaluate these theories on the basis of empirical evidence. They will be able to conduct a complex ANOVA in SPSS and report the findings in APA Style, Poster Assessment. They will also gain an understanding of exam technique and understand the importance of writing with precision, using evidence to support each of the claims that they make. Students will be able to communicate ideas and research findings by written means, approach problem solving in a systematic way, undertake self directed study and project management, understand the psychological and linguistic underpinnings of the discipline of develomental psycholinguistics, demonstrate a good knowledge and critical understanding of a range of influences on language functioning. Students will also demonstrate knowledge of a range of research paradigms, research methods and measurement techniques.

    Learning Outcomes

    (LO1) A systematic understanding of the keyissues in the field oftypical and atypical language development, including, the mechanisms/processes underlying acquisition, and, the major theoretical approaches, proposals, and the research methods used to test these approaches. All of this understanding will be informed by research which is at the forefront of the relevant field: The module coordinator and other lecturing staff are all leading experimental child language acquisition researchers and have based the course around two textbooks which summarise all of the cutting edge research, theories and methods in the discipline.

  • Systematic Review 2 (PSYC343)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To develop the skills necessary to conduct a systematic review.    To develop the skills necessary to develop original evidence based arguments within a chosen area of psychology. To develop the skill of writing a critical scientific review.

    Learning Outcomes

    (LO1) Conduct a critical and original systematic review of an issue or set of issues within a chosen area of psychology.

    (LO2) Formulate original and critical evidence based arguments within a chosen area of psychology.

    (LO3) Produce a data extraction table in line with accepted systematic review procedures in psychology.

    (S1) Numeracy (application of) manipulation of numbers, general mathematical awareness and its application in practical contexts (e.g. measuring, weighing, estimating and applying formulae)

    (S2) Self-management readiness to accept responsibility (i.e. leadership), flexibility, resilience, self-starting, initiative, integrity, willingness to take risks, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning

    (S3) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S4) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S5) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

  • Psychological Issues in Adult Ageing (PSYC344)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims

    The module is designed to develop an understanding of the way that increasing age influences the psychological experiences of adult. These issues will address the broad spectrum of psychological experience from cognitive, social, health and wellbeing. The focus will be on non clinical experiences. Attention will be drawn to the necessity for well designed research to be conducted with respect to ageing. The module will drawfrom a number of perspectives including psychology, behavioural science, epidemiology and gerontology. Students will be given the opportunity to explore aspects of ageing which will not be covered during the lectures.

    Learning Outcomes

    (LO1) 1. Students will be able to critically evaluate the influence that ageing has on psychological experience in adulthood.

    (LO2) 2. Students will have a systematic understanding of the interactions that ageing has with other individual differences such as gender, marital status, socio-econmoic status and ethnicity.

    (LO3) 3. Students will have a critical appreciation of the range of factors which contribute to the complexities inherent in understanding the psychology of ageing

    (LO4) 4. Students will be able to understand and precis peer-reviewed literature from the syllabus.

    (LO5)  5. Students will be able to debatecurrent issues in human ageing.

    (S1) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S2) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S3) Communication and collaboration online participating in digital networks for learning and research

    (S4) Positive attitude/ self-confidence A 'can-do' approach, a readiness to take part and contribute; openness to new ideas and the drive to make these happen

    (S5) Ethical awareness

    (S6) IT Skills - blogs, online discussion and poster creations

  • Brain and Behaviour: Current Models and Controversies (PSYC345)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    To provide students with an overview of key models and controversies in Cognitive Neuroscience.
    To develop the theoretical and analytical skills necessary to evaluate current research.
    To develop research and presentation skills.
    To provide an opportunity to engage in research based learning.

    Learning Outcomes

    (LO1) On successful completion of the module students will be able to understand selected current models in cognitive neuroscience.

    (LO2) Have an ability to evaluate research methodologies and outcomes in cognitive neuroscience.

    (LO3) Use critical evaluation in analysing a current models and methodologies.

    (LO4) Develop skills to design novel experiments.

    (S1) Improving own learning and performance. Personal action planning.

    (S2) Communication, oral, written and visual. Presentation skills, oral.

    (S3) Communication, oral, written and visual. Presentation skills, visual.

    (S4) Time and project management. Project planning.

    (S5) Communication, oral, written and visual. Communicating for audience.

    (S6) Critical thinking and problem solving. Critical analysis.

    (S7) Critical thinking and problem solving. Evaluation.

    (S8) Critical thinking and problem solving. Problem identification.

    (S9) Critical thinking and problem solving. Creative thinking.

    (S10) Critical thinking and problem solving. Synthesis.

    (S11) Information skills. Critical reading.

    (S12) Information skills. Information accessing: Locating relevant information. Identifying and evaluating information sources.

    (S13) Personal attributes and qualities. Willingness to take responsibility.

  • Evolutionary Psychology- Introduction and Applications (PSYC346)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    The aims of this module are to:

    Provide students with a broad understanding of Evolutionary Psychology, and how it relates to other sub disciplines of psychology.

    Explain how Evolutionary Theory principles and findings can be applied to everyday problems and can influence decision making.  

    Introduce the diversity of research methods in Evolutionary Psychology research.

    Learning Outcomes

    (LO1) Apply evolutionary theory to human behaviour through critical evaluation of contemporary research.

    (LO2) Demonstrate an ability to critically evaluate methodological issues in Evolutionary Psychology research through an understanding of a wide range of research methods in this field.

    (LO3) Understand and recognise the importance of contemporary debates on Evolutionary Psychology, including criticism for the theories.

    (LO4) Apply knowledge from other sub-diciplines of psychology, e.g. cognitive, social, developmental, biological, in understanding evolutionary bases of behaviour.

    (S1) Communication skills.

    (S2) Problem solving skills.

    (S3) Critical thinking, creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S4) Positive attitude, self-confidence. A can do approach, a readiness to take part and contribute; openness to new ideas and the drive to make these happen.

  • Topics in Applied Social Psychology (PSYC348)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting85:15
    Aims

    To introduce students to an in depth, detailed knowledge and critical understanding of contemporary and research in social psychology. To enable students to apply their knowledge of social psychology theory and research in solving a variety of social concerns in an applied context. To develop students' skills at communicating their understanding of social psychology theory and research;.

    Learning Outcomes

    (LO1) Demonstrate the ability to engage in independent enquiry into specific aspects of applied social psychology.

    (LO2) Apply underlying concepts from outside the context in which they were first studied.

    (LO3) Explain the main methods of enquiry in applied social psychology research and critically evaluate the appropriateness of employing different approaches and methodologies for resolving problems.

    (LO4) Evaluate theories and models used in current social psychology research.

    (LO5) Demonstrate the ability to communicate social psychological theories effectively to a non-scientific audience.

    (S1) Organisational skills.

    (S2) Problem solving skills.

    (S3) Communication skills.

    (S4) IT skills.

    (S5) International awareness.

Programme Year Four

Students are introduced to teaching and learning methods, which are more common in work-place, doctoral training and research settings that they are likely to encounter following this degree. The emphasis on student-directed learning and group work is also important for the development of learning skills post-degree. The fourth year provides students with an understanding of the specific research methodologies associated with clinical and health psychology, such as case-controlled studies, clinical trials, systematic reviews. Students are introduced to controversies in clinical and health psychology, which require students to debate, utilise evidence, and to form positions based on their teaching and learning. The translation of theory into practice in the health and clinical sphere is an essential skill for those who are carrying on to work as professional psychologists or to conduct clinical research. These are skills and learning which are more advanced than those provided at year 3. The smaller group sizes also enable students to work through problems collectively.

Year Four Compulsory Modules

  • Application of Psychological Theory in Professional Practice (PSYC406)
    LevelM
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to the theoretical models used by practitioner psychologists in their work to address or ameliorate psychological problems.
    To allow students to explore the links between theory and practice inthe work of applied psychologists.
    To develop students’ ability to develop and communicate individual psychological formulations.

    Learning Outcomes

    (LO1) Students will have in depth and critical knowledge and understanding of thetheoretical and professional bases for practitioner, applied, psychologists.

    (LO2) Students will have the ability to apply theoretical scientific psychological principles to real world and individual psychological problems.

    (LO3) Students will have the ability to communicate key psychological formulations to colleagues.

    (LO4) The ability to work effectively and collaboratively in groups to achieve a high quality academic output.

    (S1) Communication, oral, written and visual. Presentation skills, oral.

    (S2) Communication, oral, written and visual. Report writing.

    (S3) Time and project management. Project management.

    (S4) Critical thinking and problem solving. Problem identification.

    (S5) Working in groups and teams. Group action planning.

    (S6) Information skills. Critical reading.

    (S7) Skills in using technology. Online communications skills.

    (S8) Global citizenship. Understanding of equality and diversity.

  • Controversies in Clinical Psychology (PSYC407)
    LevelM
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    The aim of the module is to provide students with: knowlege of several important controversies in clinical psychology; understanding of research designs and methods; communication skills, both written and oral; understanding of evidence based approaches in clinical psychology; skills in evaluating the quality and validity of research in clinical psychology.

    Learning Outcomes

    (LO1) Students will be able to critically evaluate research conducted in several areas of clinical psychology.

    (LO2) Students will be able to generate approporiate research questions that may help to resolve the controversies.

    (LO3) Students will be able to distill complex ideas and competing models, theories and communicate this through oral and audio visual presentations.

    (LO4) Students will be able to communicate with peers in a manner which enables them to work effectively and collaboratively.

    (LO5) Students wil be able to present and defend an evidence based position on controversies in clinical psychology.

    (LO6) Students will be able to begin understand the complexities of a range of data analytic methods.

    (S1) Communication, oral, written and visual. Presentation skills, oral.

    (S2) Communication, oral, written and visual. Presentation skills, written.

    (S3) Communication, oral, written and visual. Influencing skills, argumentation.

    (S4) Communication, oral, written and visual. Communicating for audience.

    (S5) Time and project management. Personal organisation.

    (S6) Critical thinking and problem solving. Critical analysis.

    (S7) Critical thinking and problem solving. Evaluation.

    (S8) Critical thinking and problem solving. Problem identification.

    (S9) Critical thinking and problem solving. Creative thinking.

    (S10) Critical thinking and problem solving. Synthesis.

    (S11) Working in groups and teams. Group action planning.

    (S12) Working in groups and teams. Listening skills.

    (S13) Research skills. Ethical awareness.

  • Controversies in Health Psychology (PSYC408)
    LevelM
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    Students will be able to understand and be able to communicate complex controversies and identify theoretical tools that allow resolution of these controversies in health psychology. Students will be able to develop testable propositions to evaluate the fit and explanatory value of these tools with respect to the controversies in health psychology. Students will be able to identify and review existing data that evaluates the adequacy of these propositions concerning controversies in health psychology.  

    Learning Outcomes

    (LO1) Students will understand complex controversies and debates in health psychology.

    (LO2) Students will identify theoretical tools to resolve these controversies in health psychology.

    (LO3) Students will identify and review existing data to resolve these controversies.

    (LO4) Students will communicate their resolutions of controversies.

    (LO5) Students will collaborate with peers to resolve these controversies.

    (S1) Communication, oral, written and visual. Presentation skills, oral.

    (S2) Communication, oral, written and visual. Presentation skills, written.

    (S3) Communication, oral, written and visual. Influencing skills, argumentation.

    (S4) Communication, oral, written and visual. Communicating for audience.

    (S5) Time and project management. Personal organisation.

    (S6) Critical thinking and problem solving. Critical analysis.

    (S7) Critical thinking and problem solving. Evaluation.

    (S8) Critical thinking and problem solving. Problem identification.

    (S9) Critical thinking and problem solving. Creative thinking.

    (S10) Critical thinking and problem solving. Synthesis.

    (S11) Working in groups and teams. Group action planning.

    (S12) Working in groups and teams. Listening skills.

    (S13) Research skills. Ethical awareness.

  • Empirical Research Project (PSYC400)
    LevelM
    Credit level60
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    Students will be able to produce a significant piece of empirical research to address an approved scientific research question in either health or clinical related psychology. Students will develop skills in systematic literature. Students will be able to understand ethical issues in research and in ethics applications. Students will be able to develop research proposals. Students will be able to communicate their findings an academic audience.  

    Learning Outcomes

    (LO1) Demonstrate the ability to select an appropriate research question.

    (LO2) Demonstrate the ability to develop an appropriate research design and proposal.

    (LO3) Demonstrate the ability to conduct the research.

    (LO4) Demonstrate the ability to conduct appropriate data analysis.

    (LO5) Demonstrate the ability to communicate the results of the research using appropriate written oral and visual methods.

    (LO6) Demonstrate the ability to systematically review the literature relevant to the research topic.

    (LO7) Demonstrate an understanding of the ethical issues surrounding the research topic and to understand the processed associated with ethical approval.

    (S1) Communication, oral, written and visual. Presentation skills, oral.

    (S2) Communication, oral, written and visual. Presentation skills, written.

    (S3) Communication, oral, written and visual. Presentation skills, visual.

    (S4) Communication, oral, written and visual. Academic writing including referencing skills.

    (S5) Critical thinking and problem solving. Evaluation.

    (S6) Critical thinking and problem solving. Problem identification.

    (S7) Improving own learning and performance. Record keeping.

    (S8) Communication, oral, written and visual. Report writing.

    (S9) Communication, oral, written and visual. Influencing skills, argumentation.

    (S10) Communication, oral, written and visual. Communicating for audience.

    (S11) Time and project management. Project planning.

    (S12) Critical thinking and problem solving. Critical analysis.

    (S13) Information skills. Critical reading.

    (S14) Skills in using technology. Online communications skills.

    (S15) Communication, oral, written and visual. Following instructions, protocols or procedures.

  • Research Methods for Clinical and Health Psychology (PSYC405)
    LevelM
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce and critically evaluate research methods that are used in Clinical and Health Psychology, with a focus on methods that are used by researchers at the University of Liverpool.  
    To provide students with the skills needed to identify, justify and specify in detail, a research methodology that is suitable for addressing a particular research question.

    Learning Outcomes

    (LO1) At the end of this module you will be able to describe and critically a diverse range of advanced research methods that are employed in Clinical and Health psychology, and produce a coherent and balanced written critique of the strengths and weaknesses of those research methods.   

    (LO2) At the end of this module you will be able to identify a research question for Clinical and or Health psychology and then formulate, justify, evaluate and specify in detail an appropriate research methodology that will enable you to investigate that research question.

    (S1) Critical thinking and problem solving. Critical analysis.

    (S2) Communication, oral, written and visual. Academic writing including referencing skills.

    (S3) Communication, oral, written and visual. Presentation skills, written.

    (S4) Communication, oral, written and visual. Report writing.

    (S5) Time and project management. Project planning.

    (S6) Critical thinking and problem solving. Problem identification.

    (S7) Information skills. Critical reading.

    (S8) Information skills. Evaluation.

    (S9) Information skills. Information accessing: Locating relevant information. Identifying and evaluating information sources.

    (S10) Research skills. Awareness of and commitment to academic integrity.

    (S11) Research skills. Ethical awareness.

    (S12) Skills in using technology. Information accessing.

    (S13) Skills in using technology. Online communications skills.

    (S14) Global citizenship. Ethical awareness.

    (S15) Personal attributes and qualities. Initiative.

    (S16) Personal attributes and qualities. Integrity.

The programme detail and modules listed are illustrative only and subject to change.


Teaching and Learning

Our programmes are taught using a balanced mix of lectures, workshops, seminars and tutorials and practical laboratory sessions. Students are encouraged to work in small groups from the beginning of the programme. The Year Three research project is done either individually or in small groups.


Assessment

The modules in each year must be passed in order to progress to the next year of study. The final degree classification is calculated from grades obtained in Years Two and Three. The weighting between second and third years is 30/70%. For C804 the final degree classification is calculated from grades obtained in Years Two, Three and Four. The weighting between second, third and fourth years is 20/40/40%. Assessed work, including essays, presentations, group work, and qualitative and experimental reports, together with examination results contribute to the final degree classification.